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Curriculum Design: �Intent, Implementation and Impact in Languages at KS3 (and KS4)�

Rachel Hawkes

Date: 28.11.19

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Rachel Hawkes

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Rachel Hawkes

A brief introduction to NCELP – fusing research and practice more closely than has previously been possible.�The importance of both practitioner knowledge and research – one is no substitute for the other, both are necessary and complementary.

Quite a few people I’m meeting now have come across the website, but there’s that awkwardness when you encounter something in print that you’ve never heard said! �People who then want to refer to it say– N – C – E – L – P or NKELP or even worse, try to avoid the acronym altogether and say the whole long name!

Importance of prepositions: FOR not OF!

In November 2016, the Teaching Schools Council published the Report of the MFL Pedagogy Review .

The report noted that only a third of pupils achieves a languages GCSE at grade 4 or above and that less than a half of pupils even takes a language GCSE.

Research has shown that poor motivation in studying a language is partly due to pupils feeling that they do not know the language and feeling that they are not making progress.

The National Centre for Excellence for Language Pedagogy (NCELP)’ s approach to FL pedagogy is both research- and practice-informed, taking into account the time-poor context of curriculum FL learning in English classrooms.

Anon. 2016. Modern Foreign Languages Pedagogy Review. A review of modern foreign languages teaching practice in key stage 3 and key stage 4. (Chair: Ian Bauckham). Teaching Schools Council

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NCELP team

Director: Prof Emma Marsden (University of York)

Co-Director: Dr Rachel Hawkes (Cam Academy Trust)

Resource developers

Dr Inge Alferink�Nick Avery

Natalie Finlayson

CPD providers

Victoria Hobson�Stephen Owen

Tech team for Gaming Grammar

Andy Wood�Dr Nick Sephton

Tech team, �Resource Portal

Dr Frank Feng�Dr Sebastian Pelucha

Research and CPD specialists�

Prof Suzanne Graham (University of Reading)�KS2-3 transition, literature, meaningful practice��Dr Rowena Kasprowicz (University of Reading)�KS2 knowledge about language, grammar��Prof René Koglbauer (University of Newcastle)�School FL policy, leadership training, CALL��David Shanks (Harris Federation)�School FL policy, CALL, differentiation��Dr Robert Woore (University of Oxford)�Teaching and learning phonics, reading, vocabulary

Management and administration

Ann Mannion, Heather Bradley, Wendy Burns

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Rachel Hawkes

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The Nine Lead Schools

Working with 9 Hubs:

9 Lead Schools each with 4 hub schools

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Rachel Hawkes

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FAQ in schools this year

What is the essential knowledge in your subject?
Why are you teaching it in this order?
Is teaching clear and do learners understand?
Do they remember more, know more and can they do more? (And how do you know?)

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Rachel Hawkes

So, with a limited time and an ambitious title setting up high expectations, we’re mirroring in this session the key conditions of classroom language learning in this country, i.e.:�There’s a lot we want students to learn and know and do (high expectations) but an extremely time-poor context in which to do it!

Therefore, I’ve structured this talk around 4 key questions that I am encountering very frequently in my own trust’s schools and others that I go into.

No prizes for guessing what has focused the minds of all school leaders on these precise questions right now!

The first question speaks to Ofsted new framework’s questions about: �subject content being most useful�learning being carefully planned�identifying end points

Question 2 addresses the need for:

curriculum sequencing�logical progression�learning being carefully planned

�

Question 3 identifies the need for:

sufficient explicit teaching�clear presentation of information�expert knowledge of teachers�

Question 4 speaks to:

developing cumulatively sufficient knowledge�concepts being embedded in long-term memory�knowledge applied fluently

and assessment

That is not to say, however, that I don’t think these are good questions. They aren’t bad at all…

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Putting classroom FL learning in context…

In your home language:

Have 17,520 hours exposure by age 4 (Roffwarg et al., 1966)

Hear 2,000 -15,000 words a DAY (Weisleder & Fernald, 2013)

Have 3,000 - 5,000 spoken words before learn to read

Foreign language in England:

429 hours in KS3 + KS4 combined (ages 11-16)

Learn 4-10 words an hour

short cuts, anyone?!

Conscious learners

We can rely little on innate linguistic or implicit learning

DeKeyser, 2015 & 2017

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Rachel Hawkes

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FAQ in schools this year

What is the essential knowledge in your subject?
Why are you teaching it in this order?
Is teaching clear and do learners understand?
Do they remember more, know more and can they do more? (And how do you know?)

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Rachel Hawkes

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Essential language knowledge �(for beginner language learners)

phonics

vocabulary

grammar

Pupils need to gain systematic knowledge of the vocabulary, grammar, and sound and spelling systems (phonics) of their new language, and how these are used by speakers of the language. They need to reinforce this knowledge with extensive planned practice and use it in order to build the skills needed for communication. (MFL Pedagogy Review, p.3)

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Rachel Hawkes

Q1: What is the essential knowledge in your subject?

Essential language knowledge for beginner language learners�Three strands of phonics, vocabulary and grammar – metaphor of a braid.

I don’t think there’ll be much disagreement that these are the essential pillars of language knowledge.

Why the braid metaphor?

knowledge stronger because of the interconnections
unfinished, yet still clearly stronger than one strand by itself
each strand affects the other - closely intertwined
still prone to unravelling (i.e. memory degrading) if you are not careful to keep hold of the ends and keep drawing them together
you can add more strands as proficiency develops (pragmatic competence - register, genre, cohesion)
and language (any one of our many languages, including our first) is really organic - growing and changing all the time
like a hair plait, this braid can be restyled
it an also be CUT - but the roots are still there ... some lovely evidence of a language learned in infancy still speeding up reactions to the words late in life, even though language was never heard in the interim
you can use a hair braid for all sorts of purposes - whip someone round the face or flick it to flirt�

Braid image:

By Chris 73 / Wikimedia Commons, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=10484

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Order of teaching

frequency (phonics, vocabulary and grammar)
age-appropriateness / context-appropriateness
learner choice
awarding body vocabulary list

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Rachel Hawkes

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PHONICS�

selection & sequencing of sound-symbol correspondences (SSCs)
high-frequency ‘source’ words

Erler, L. and Macaro, E. (2012) ‘Decoding Ability in French as a Foreign Language and Language Learning Motivation’. The Modern Language Journal, 95(4): 496-518.

Woore, R. (2007) ‘“Weisse Maus in Meinem Haus”: Using Poems and Learner Strategies to Help Learners Decode the Sounds of the L2’. Language Learning Journal, vol. 35, no. 2, pp. 175-188.

Woore, R. (2009) ‘Beginners’ progress in decoding L2 French: some longitudinal evidence from English Modern Foreign Languages classrooms’. Language Learning Journal, vol. 37, no. 1, pp. 3-18.

Woore, R. (2010) ‘Thinking aloud about L2 decoding: an exploration into the strategies used by beginner learners when pronouncing unfamiliar French words’. Language Learning Journal, vol. 38, no. 1, pp. 3-17.

Woore, R. (2011) Investigating and developing beginner learners’ decoding proficiency in second language French: an evaluation of two programmes of instruction. Unpublished PhD thesis, University of Oxford.

Woore, R. (2014) ‘Beginner learners’ progress in decoding L2 French: transfer effects in typologically similar L1-L2 writing systems’. Writing Systems Research, volume 4(2): 167-189.

Woore, R (2018) ‘Learners’ pronunciations of familiar and unfamiliar French words: what can they tell us about phonological decoding in an L2?’ The Language Learning Journal, 46(4):456-69.

Woore, R., Graham, S., Porter, A., Courtney, L. and Savory, C. (2018) Foreign Language Education: Unlocking Reading (FLEUR) - A study into the teaching of reading to beginner learners of French in secondary school. https://ora.ox.ac.uk/objects/uuid:4b0cb239-72f0-49e4-8f32-3672625884f0

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Rachel Hawkes

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Stephen Owen / Rachel Hawkes




					Francophoniques

dans

X

SFC

a

animal

i

midi

eu

deux

e

je

au

gauche

ou

nous

SFE

timide

a

écrire

en/an

enfant

on

Non!

ê/è

tête

ai

vrai

oi

voir

ch

chercher

c

ici

qu

question

j

jour

tion

Attention!

ien

bien

un

ain/in

train

u

tu

X

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Rachel Hawkes

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Source words in French �

Teaching order	SSC	Source word	Frequency	Teaching order	SSC	Source word	Frequency
1	SFC	dans	11	13	-in / -ain	train	232
2	a	animal	1002	14	è / ê	tête	343
3	i	midi	2483	15	ai (ais / ait)	vrai	292
4	eu	deux	41	16	oi	voir	69
5	e	je	22	17	ch	chercher	336
6	o /eau / au	gauche	607	18	ç (and soft -c)	ici	167
7	u	tu	112	19	qu	question	144
8	ou	nous	31	20	j	jour	78
9	SFe	timide	3835	21	-tion	Attention!	482
10	é	écrire	382	22	-ien	bien	47
11	en / an	enfant	126	23	un	un	3
12	on	non!	72

Stephen Owen / Robert Woore

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Rachel Hawkes

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VOCABULARY

selection informed by ‘high frequency’
including a verb lexicon
sets of mixed word classes

Davies, M, & Davies, K.H. (2018). A Frequency Dictionary of Spanish: Core Vocabulary for Learners. Routledge.�Häcker, M. (2008). Eleven pets and 20 ways to express one's opinion: the vocabulary learners of German acquire at English secondary schools, The Language Learning Journal, 36:2, 215-226.�Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge.�Lonsdale, D. & Le Bras, Y. (2009) A Frequency dictionary for French. Routledge.�Milton, J. (2006). Language Lite? Learning French Vocabulary in School. Journal of French Language Studies, 16,187-205. �Milton, J. (2009). Measuring second language vocabulary acquisition. Multilingual Matters�Milton, J. (2013). Measuring the contribution of vocabulary knowledge to proficiency in the four skills. Eurosla Monographs Series 2, 57-78. �http://www.eurosla.org/monographs/EM02/Milton.pdf

Schmitt, N. (2008). Review Article. Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363. https://doi.org/10.1177/1362168808089921�Swan, M. (2008). Talking Sense about Learning Strategies, RELC, Vol 39(2), 262-273.

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Rachel Hawkes

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25 most common French verbs

penser

demande

met

donne

vient

a

faire

does, makes | is doing, is making

fait

to do, to make | doing, making

25

être

is

est

to be| being

5

avoir

has

to have | having

8

aller

va

53

trouver

trouve

83

goes | is going

to go| going

finds | is finding

to find| finding

passe

donner

gives | is giving

to give | giving

45

venir

comes | is coming

to come| coming

88

passer

spends (time) | is spending (time)

to spend (time) | spending (time)

90

dire

dit

37

prendre

prend

43

tells, says | is telling, is saying

to tell, say| telling, saying

takes | is taking

to take | taking

doit

peut

porte

demander

asks | is asking

to ask | asking

80

mettre

puts | is putting

to put | putting

27

porter

wears, carries | is wearing, is carrying

to wear, carry | wearing, carrying

105

rester

reste

100

pense

116

stays | is staying

to stay | staying

thinks | is thinking

to think | thinking

veut

devoir

has to, must

to have to | having to

39

pouvoir

is able, can

to be able | being able

20

vouloir

wants

to want | wanting

57

voir

voit

69

savoir

sait

67

sees | is seeing

to see | seeing

knows | is knowing

to know | knowing

parle

tient

montre

parler

speaks | is speaking

to speak | speaking

106

tenir

holds | is holding

to hold | holding

104

montrer

shows | is showing

to show | showing

108

falloir

faut

68

comprendre

comprend

95

is necessary

to be necessary

understands | is understanding

to understand | understanding

Source: A Frequency Dictionary of French (Londsale & Le Bras, 2009), published by Routledge.]

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Rachel Hawkes

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15 high-frequency prototype French verbs

jouer

plays | is playing

joue

to play | playing

219

Source: A Frequency Dictionary of French (Londsale & Le Bras, 2009), published by Routledge.]

manger

eats | is eating

mange

to eat | eating

1338

écouter

listens | is listening

écoute

to listen | listening

429

chanter

sings | is singing

chante

to sing | singing

1820

étudier

studies | is studying

étudie

to study | studying

960

regarder

watches | is watching

regarde

to watch, look | watching, looking

425

écrire

writes | is writing

écrit

to write | writing

382

apprendre

learns | is learning

apprend

to learn | learning

327

dormir

sleeps | is sleeping

dort

to sleep | sleeping

1836

travailler

works | is working

travaille

to work | working

290

préparer

prepares | is preparing

prépare

to prepare | preparing

201

aider

helps | is helping

aide

to help | helping

413

sortir

goes out | is going out

sort

to go out | going out

309

courir

runs | is running

court

to run | running

1447

marcher

walks | is walking

marche

to walk | walking

1532

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Rachel Hawkes

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En la ciudad [in town]�

	Word	Frequency ranking	Part of speech
1	la plaza	806	noun
2	la iglesia	437	noun
3	el teatro	605	noun
4	ser	7	verb
5	grande	66	adjective
6	pequeño/a	202	adjective
7	estar	21	verb
8	cerca (de)	1042	adverb
9	lejos (de)	833	adverb
10	el museo	1114	noun

¿Qué hay en tu ciudad?		What is there in your town?
Hay…	There is…	En…	In…
un castillo	a castle	mi barrio	my neighbourhood
un centro comercial	a shopping centre	mi ciudad	my town/city
un estadio	a stadium	mi pueblo	my village/town
un mercado	a market	No hay museo.	There isn’t a museum.
un museo	a museum	No hay nada.	There’s nothing.
un parque	a park	unos museos	some museums
una piscina	a swimming pool	unas tiendas	some shops
una plaza	a square	muchos museos	a lot of museums
un polideportivo	a sports centre	muchas tiendas	a lot of shops
un restaurante	a restaurant
una tienda	a shop
una universidad	a university

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Rachel Hawkes

Mixed word class selection – why?

Compare the two. Imagine the variety of sentences and the interweaving or development of grammatical knowledge that is possible with the first set of vocabulary compared to the second set.�The former requires learners to create sentences, changing the infinitive to 3^rd person singular and confront the thorny issue that ‘is’ and ‘to be’ are related in English, as ‘es/está’ are to ‘SER/ESTAR’, something they are often unaware of in English, because of the verb ‘to be’s many irregular forms (am, are, is, be)�In addition, they are constantly going to be making the decision (repeatedly, for the whole lesson, series of lessons) between SER/ESTAR – the two verbs to be, applying the knowledge of ‘location = estar’, ‘permanent characteristic = SER’. They will also be practising adjectival agreement, putting into practice their knowledge of gender and its implications. This sequence would be a later revisit of this grammar, each element having been taught separately – ESTAR first for location, then for states, then SER/ESTAR contrasting Being permanently with Being today (using the same adjectives). Def articles would already have been a separate focus, ditto adjective endings. This set here shows a revisit of all of that grammar in a new context, to deepen the knowledge, and apply it more confidently and fluently.��In the 2^nd example, students will be varying the noun at the end of sentences that start with ‘hay’ and potentially ‘no hay’.

Of course, this is not a direct comparison of purpose. The grammar feature introduced here is indef articles, a/some and also many. However, there’s no explicit explanation that after ‘no hay’ you don’t need the definite article. There is an example ‘no hay museo’ but no direction about how to form negative sentences, so it is a bit harder to see how they will get the hang of manipulating the knowledge itself – it’s almost like the longer list of vocabulary is trying to ‘do the work of ‘ grammatical knowledge, providing some examples in chunks but not necessarily being quite clear enough about the individual building blocks of the sentence.

Of course, many teachers would work around this and supplement with additional explanation and practice, but this relies on the teacher knowledge (and time to recognise that this has to happen).

So, it’s the notion that the first introductory lesson to a new theme, topic would not be one ‘verb starter’ and 12 nouns but instead a set of mixed word class vocabulary.

Later, as appropriate, more nouns would be added from the same semantic field (more places in the town for example) but the core words would be these, as ultimately pupils can express more and varied meanings with these, than they can with ‘Hay’ and a set of places in the town.

This is the slide of 10 words pupils are going to learn.

Note the mixed word class selection, and the frequency (all well within the top 2000 more frequently occurring words in Spanish).

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GRAMMAR�

selection informed by ‘high frequency’

DeKeyser, R. (2005). What makes second-language grammar learning difficult? A review of issues. Language Learning, 55, 1-25. https://doi.org/10.1111/j.0023-8333.2005.00294.x

DeKeyser, R. (2015). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 94–112). London, UK: Routledge.

DeKeyser, R., & Prieto Botana, G. (2015). The effectiveness of processing instruction in L2 grammar acquisition: A narrative review. Applied Linguistics, 36, 290–305.�Ellis, N. (2006). Selective attention, and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics, 27(2), 164-194.�Lichtman, K. (2016). Age and learning environment: Are children implicit second language learners? Journal of Child Language, 43, 707-730. https://doi.org/10.1017/S0305000915000598�Marsden, E. (2006). Exploring input processing in the classroom: An experimental comparison of processing instruction and enriched input. Language Learning, 56, 507–566.�Norris, J. & Ortega, L. (2001). Does type of instruction make a difference? Substantive findings from a meta-analytic review. Language Learning, 51, 157-213. https://doi.org/10.1111/j.1467-1770.2001.tb00017.x �VanPatten, B. (2002). Processing instruction: An update. Language Learning, 52(4), 755-803.

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Rachel Hawkes

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Which grammar is essential for Y7?

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Clear teaching and understanding

Planning language use (teacher and students)
L1-L2 translations provided in vocabulary presentation (where images/gestures insufficient)
Paring presentation, maximising practice
Processing pairs to make grammar memorable and meaningful
Providing frequent feedback (initially item-by-item)

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Rachel Hawkes

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Vocabulary introduction

Vocabulario

usar

to use

una camisa

a shirt

una cosa

a thing

llevar

to take, carry, wear

una bolsa

a bag

necesitar

to need

un zapato

a shoe

un producto

a product

un vaso

a glass

Which ones are the same type of word as these?

hablar

comprar

escuchar

olvidar

bailar

llegar

usar

llevar

necesitar

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Rachel Hawkes

Teacher TL and teacher English need to be planned, for comprehensibility and concision.�L1-L2 translations provided in vocabulary presentation (where images/gestures insufficient) – hard and unnecessary to depict ‘use’ and ‘need’ in pictures.�Note: students pre-learn vocabulary on Quizlet for HW, so this starting point is to elicit where they are.

��¿Qué significa en inglés?�Hablar, comprar ¿Qué tipo de palabra es? Es un adjetivo? adverbio? �Verbo, sí. Y, ¿Qué forma de verbo? �Infinitivo, sí�¿Dónde están los infinitivos en esta lista? Dame un ejemplo.

Vocabulary frequency rankings (1 is the most common word in Spanish):

zapato [1477]; producto [394]; camisa [1873]; llevar [75]; vaso [1609]; bolsa [1581]; cosa [69]; necesitar [276]; usar [317].

Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2^nd ed.). London: Routledge.

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Saying what I do and s/he does�-ar verbs – 1^st and 3^rd person singular

Escucho música.

I listen to music.

Compare:

The verb ending changes depending on who the verb refers to.

Many Spanish infinitives end in –ar.

Escucha música.

S/he listens to music.

To mean ‘I’ with an –ar verb, remove –ar and add –o.

Escuchar

Escucho

This part of the verb is called the ‘stem’.

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Rachel Hawkes

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leer

	Maria says:	Maria (‘I’)	Ana (‘she’)	What exactly does she say?
1
2
3
4
5
6
7
8
9
10

Compra unas cosas en Valencia.

Bailo en el sur.

Lleva una camisa.

Baila en el norte.

Necesito un amigo.

Usa una bicicleta.

Necesita una amiga.

Uso un teléfono. Es muy nuevo.

Lleva zapatos.

Compro productos en Madrid.

✔

“She buys some things in Valencia.”

“I dance in the south.”

“She wears a shirt.”

“She dances in the north.”

“I need a (male) friend.”

“She uses a bike.”

“She needs a (female) friend.”

“I use a phone. It’s very new.”

“She wears shoes.”

“I buy products in Madrid.”

Maria and Ana are twins. �María talks about herself (I) �and her sister (she). �

Write 1-10 and �who does what, �I or she.

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Rachel Hawkes

Processing pairs to make grammar memorable and meaningful�Providing frequent feedback (initially item-by-item)

Part 1 of the task focuses on the key grammar – the verb ending signifying the subject of the verb.�Part 2 focuses on the rest of the lexicon.��All are high-frequency words so all are important knowledge.

�Rubrics are animated to support modelling.

1. Scenario�2. Blank table with headings showing María = I and Ana = she.�3. Instruction to write 1-10 and I or she.�4. First sentence to work through together as an example.�Note: At this point prompt students, if necessary, to focus on the verb ending.�5. Prompt students then to tell you exactly what María says – i.e. to translate the sentence word for word.�Reveal the answer: ‘She buys some things in Valencia.’�6. Bring up sentences 2-10. Ask students to write i/she for each sentence first AND THEN to fill in the final column. �This introduces differentiation by outcome, whilst at the same time ensuring that even the lower attaining students focus their attention first on the essential grammatical understanding, and only later on the additional lexical/grammatical information from the rest of the sentence.�7. Answers are then animated to appear with the I/she AND the translation so that even those learners who haven’t managed to get to all of the translations, will be able to reinforce their knowledge during feedback.

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escuchar

María tiene una lista de cosas.

“I need”	“she needs”

1

2

3

4

5

A

B

Escucha.

Marca ‘I need’ o ‘she needs’.

Escribe A o B.

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Rachel Hawkes

Listening task

There’s no need to print off the slide.

Students can just copy the first two column headings of the grid into their books and write A or B instead of circling pictures.

Note that there are 1-10 items in this task so instruct students accordingly. Numbers 6-10 are on the next slide.

Note also that the rubric is in Spanish this time. Each short sentence is animated separated so that the teacher can ensure that students understand each tiny step. If needed, the teacher can ask students to identify the difference between A and B.�For example: La diferencia entre A y B? A? Qué es? Una botella or unas botellas? Sí, unas botellas. Y B? Sí, una botella. Perfecto.�

Transcript: 1. Necesito una botella; 2. Necesita un caballo; 3. Necesito unas revistas; 4. Necesita una cama; 5. Necesita unas plantas (cont. on next slide)

Note: Some classes may do better to listen first time for I need / she needs and then listen again to identify if each item is singular or plural.�Teachers can therefore differentiate the task, as required.

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Remember, know, can do more

Identify end points

10 new words per week, on average
🡪 400 words per year
🡪 2000 words end of Y11 (equivalent to expectations for B1)

Systematic revisiting within a week, about a month, about a term, about a year

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Rachel Hawkes

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Systematic re-visiting

5 – 20 encounters to remember a word

short, medium and long-term revisiting are helpful

NCELP SOW approach includes:

self-access pre-learning (Quizlet or audio learning HW)
multiple opportunities to use and revisit within a week
further systematic recycling within a month, within a term, within a year

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Rachel Hawkes

Systematic revisiting��This is fundamentally important because we know that curriculum coverage – meeting words once or twice – doesn’t result in students remembering / knowing more or being able to do more with the language.�There are so many variables that research can’t give us either an exact number of times you need to encounter a word to remember it, nor the exact optimum spacing between revisits.However, research indicates the number of encounters needed is between 5 and 20, and that a it might be helpful to consider both short, medium and long-term revisiting, to cover all the bases.�That’s why, in the NCELP schemes of work we work on the following:

self-access pre-learning (Quizlet or audio learning HW)
multiple opportunities to use and revisit within a week
further systematic recycling within a month, within a term, within a year

��

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Quizlet / Vocabulary learning homework

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Rachel Hawkes

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What types of practice work best?

frequent
spaced
meaning- and form-focused
involving an element of struggle
multi-modal

phonics

vocabulary

grammar

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Rachel Hawkes

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The indefinite article

In Spanish, the words for ‘a’ change according to whether the noun is masculine or feminine.

masculine	un perro	a dog
feminine	una tortuga	a tortoise

1 Tengo _______ gato. (m)	4 ¿Tienes _____ pez? (m)
2 ¿Tienes _____ cobaya? (f)	5 Tengo ____ hermanastro. (m)
3 Tengo _______ hermana. (f)	6 Tiene _____ serpiente. (f)

Copy the sentences and put in the correct word for ‘a’.

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Rachel Hawkes

Often grammar is practised in written grammar exercises, and usually students have a model to follow and refer to. Sometimes the practice is oral, led by the class teacher, with moment-by-moment feedback.��Do these sorts of practice tasks meet our criteria / expectations for meaningful practice?

meaning- and form-focused?

involving an element of struggle?

multi-modal?

1. Do we need to know the meaning of any of the words to do the task?�2. Do we need to remember that ‘a’ for masculine words = ‘un’ and for feminine words = ‘una’?�3. Do we have to listen and understand, read and understand, speak and understand or write and understand the meaning in these 6 sentences.�

What are the chances that that this is the best way, in a time-poor classroom context, to:

practise the knowledge of indefinite articles
develop noun gender sensitivity/awareness
remember that every noun has gender in Spanish
know that the vast majority of nouns ending in ‘o’ are masculine and in ‘a’ are feminine (if the selection of nouns had only focused on those ending is -o/-a, then the gender information in brackets could have been omitted)

So, it’s quite likely that we might say, ‘yes, I don’t tend to do those sorts of mechanical practice tasks anyway. Instead, I…. do a lot of oral work to embed the grammar’��That might look like this…

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¿Tienes mascotas? Tengo…

un gato

un perro

un caballo

un ratón

un pez

una serpiente

una cobaya

no tengo mascotas

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Rachel Hawkes

Images from www.pixabay.com

What might we do with this slide?�1. Present the vocabulary (use animations to build up to independent oral recall of the vocabulary items for a few minutes) -�2. Typically we might then do a listening - e.g. listen and put the pets in order.

E.g

¿Tienes mascotas?

Sí. Tengo un gato.

¿Tienes mascotas?

Sí. Tengo una serpiente.

¿Tienes mascotas?

Sí. Tengo una cobaya.

Etc…�3. Which grammar is meant to be in the spotlight here? the indef articles and tener…�So - if we keep the articles with the noun, the chances are that students will retain the noun word, but might forget the gender. Gender is non-salient for English speakers - we are not sensitive to it because we don’t have grammatical gender in English.�4. The use of tener (orally and in the listening) doesn’t vary - Tienes…? Tengo… Tengo…�It’s not necessary for it to be in the listening at all, for students to do the task. Students will focus on what they need in order to do the task, i.e., the meaning of the noun. ��So, from this teaching so far, we are likely to be in the process of learning some vocabulary, but we are unlikely to retain the meaning of tienes / tengo this way.�Other things make this selection of vocabulary tricky:

1. pez, serpiente and ratón do not fit the regular pattern so don’t help students establish the knowledge that nouns ending in -o/-a are generally masculine/feminine�2. caballo and cobaya sound very similar and tend to cause confusion in the early stages as students’ phonics knowledge is emergent and they can’t easily differentiate these two words in the oral modality.

3. word frequency - only gato [1728] and perro [888], caballo [907] are within 2000. �ratón [3415]; pez [3579]; serpiente [3662]; cobaya [>5000] mascota [>5000]�Source: Davies, M. & Davies, K. (2018). A Frequency Dictionary of Spanish: Core vocabulary for learners (2^nd ed.) London: Routledge

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Gender in Spanish

Things, as well as people, have a gender in Spanish. This means that they are either masculine or feminine:

�Stephen Owen

Masculine

elefante

lugar

mundo

llave

idea

Feminine

casa

To say a (or an) in Spanish before a noun, you use un or una, depending on whether the noun is masculine or feminine.

un

una

an elephant

a place

a world

a key

an idea

a house

Gender in Spanish

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Rachel Hawkes

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Vocabulario

Masculine nouns (un = a)

un

barco

un

gato

un

libro

un

bolígrafo

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Rachel Hawkes

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Vocabulario

Feminine nouns (una = a)

una

cama

una

casa

una

moneda

una

bicicleta

una

cámara

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Rachel Hawkes

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Vocabulario

un

una

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Rachel Hawkes

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Vocabulary introduction

der

İPilla al intruso!

1.

2.

un

una

un

una

3.

una

un

una

4.

5.

6.

una

un

una

un

una

un

una

Vocabulario

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Rachel Hawkes

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Lire

De vacaciones

The tour guide sent you some holiday information, but it got jammed in the printer! What does it say? Choose the correct noun.

1	Una	libro	cámara	es esencial.
2	Un	barco	bicicleta	está en Bilbao.
3	Un	cámara	bolígrafo	es muy importante.
4	Una	bicicleta	barco	es útil.
5	Una	cama	libro	es importante.
6	Una	gato	casa	está en el centro.
7	Una	libro	moneda	es indispensable.
8	Un	libro	cama	es necesario.

leer

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Rachel Hawkes

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Lire

Your friend distracts you in the game! Which things are mentioned? �Circle the correct ones.

escuchar

1

2

3

4

5

Es un / una	gato / bicicleta.	Está en un / una	barco / casa.
Es un / una	bolígrafo / moneda.	Está en un / una	cama / libro.
Es un / una	libro / cámara.	Está en un / una	barco / bicicleta.
Es un / una	barco / casa.	Está en un / una	libro / moneda.
Es un / una	bolígrafo / casa.	Está en un / una	barco / cama.

¿Qué es, y dónde está?

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Rachel Hawkes

This is students’ first encounter with ‘qué’ in NCELP Y7 SoW. Some may have heard the word before (‘qué será será’, ‘¿qué pasa?’). Ensure that the meaning of this question word in the title is clear and elicit the translation of title. ��In the activity, students only have to circle the nouns. They may also circle the indefinite article, but this isn’t essential; they will have to pay attention to it, in any case, to work out which noun is correct. Alternatively, students could write 1-5 and the two correct nouns each time.

After finishing, focus on meaning and ask students if any of these sound a bit odd/unexpected!

Es un [gato]. Está en un [barco]
Es una [moneda]. Está en un [libro]
Es una [cámara]. Está en una [bicicleta]
Es un [barco]. Está en una [moneda]
Es una [casa]. Está en una [cama].

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hablar / escuchar

Partner B

2)

3)

4)

5)

Partner A

Es _____

2) Es _____

3) Es _____

4) Es _____

5) Es _____

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Rachel Hawkes

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hablar / escuchar

Partner B

Es _____

2) Es _____

3) Es _____

4) Es _____

5) Es _____

Partner A

2)

3)

4)

5)

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Rachel Hawkes

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escribir

¿Dónde está Snapcat?

You see Snapcat everywhere! Write where he is. �Choose the word for ‘a’ carefully.

Está en una bicicleta.

Está en un barco.

Está en una cama.

Está en una casa.

Está en un libro.

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Rachel Hawkes

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What types of practice work best?

frequent
spaced
meaning- and form-focused
involving an element of struggle
multi-modal

phonics

vocabulary

grammar

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Rachel Hawkes

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PHONICS

staged roll out with more intensive practice activities (and systematic revisiting)
much more time for French

VOCABULARY

developing depth of knowledge�(e.g., systematic revisiting, information gaps, �fully readable texts, rich texts

GRAMMAR

same grammar, different lexis

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Rachel Hawkes

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Lesen: Was macht Mia?

Es ist Montag und Mia hat Schule, aber Montag ist nicht Mias Lieblingstag…

Sie macht eine Englischaufgabe falsch - sie redet mit Freunden im Unterricht und schreibt auf Deutsch, nicht auf Englisch! Das ist ein Problem! Ein Freund spielt Gitarre im Klassenzimmer, aber Mia spielt nicht. Sie singt ein Lied.

Sie ist eine super Sängerin!

1. She does an English task wrong.

2. She talks to friends in lessons.

3. She writes in German, (not in English).

4. She sings a song.

Schreib 4 Sachen auf Englisch.

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Rachel Hawkes

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Text title	L’homme qui te ressemble
Author	René Philombe
Suggested teaching slot	Year 7 Term 3 Week 2
Number of lessons	Two lessons of 50 - 60 minutes

Text composition
Total number of words �(including words that are repeated)	136
% known words �(if following NCELP SOW)	70%
% words in most frequent 1000 words*	85%
% words in most frequent 2000 words*	91%
% words in most frequent 3000 words*	95.3%
% words outside of most frequency 5000 words*	4.7%

*Word-frequency data source: Londsale, D., & Le Bras, Y. (2009). �A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Link to full lesson plans

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Rachel Hawkes

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Vers 1

J’ai frappé à ta porte

J’ai frappé à ton cœur

Pour avoir bon lit

Pour avoir bon feu

Pourquoi me repousser?

Ouvre-moi, mon frère.

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Rachel Hawkes

Attribution: Please emoji

Twitter [CC BY 4.0 (https://creativecommons.org/licenses/by/4.0)]�https://upload.wikimedia.org/wikipedia/commons/f/ff/Twemoji_1f64f.svg

Whole class opportunity to read verse 1 aloud with the teacher.�Elicit meanings and clarify any unknown vocabulary that has not yet been understood, i.e. arrive at a working English translation orally with the whole class.�Pay particular attention to the translation of ‘à’ which students have met as ‘to’. Here it means ‘at’ (or possibly even ‘on’ with heart).�Draw out also the meaning of ‘ton/ta’ and clarify the two forms seen here. Students have met ‘mon, ma, mes’ and should be encouraged to make the link and explain their understanding.

Give students another opportunity to read aloud the first verse in pairs, a line each. Encourage them to read expressively, thinking about the meaning.

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Vers 2

Pourquoi me demander

Si je suis d’Afrique

Si je suis d’Amérique

Si je suis d’Asie

Si je suis d’Europe?

Ouvre-moi, mon frère.

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Rachel Hawkes

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Ofsted - Personal development

the curriculum extends beyond the academic, technical or vocational. It provides for learners’ broader development, enabling them to develop and discover their interests and talents
the curriculum and the provider’s wider work support learners to develop their character – including their resilience, confidence and independence…
the provider prepares learners for life in modern Britain by:

equipping them to be responsible, respectful, active citizens who contribute positively to society
developing their understanding of fundamental British values
developing their understanding and appreciation of diversity

celebrating what we have in common and promoting respect for the different protected characteristics as defined in law

NCELP pedagogy

Understanding and expressing meaning is supported by a robust foundation of language knowledge
Opportunities to personalise vocabulary
Rich text resources, combining cognitive and affective dimensions
Additional opportunities to engage beyond the classroom contribute to:

character development (resilience, confidence and independence)
global citizenship
understanding and appreciation of diversity
openness towards and acceptance of others and otherness

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Rachel Hawkes

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FAQ in schools

What is the essential knowledge in your subject?
Why are you teaching it in this order?
Is teaching clear and do learners understand?
Do they remember more, know more and can they do more? (And how do you know?)

phonics

vocabulary

grammar

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Rachel Hawkes

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What does an excellent languages curriculum look like?

a planned approach to teaching and embedding the sound-writing relationship
a carefully selected core vocabulary (including verbs), based on frequency of use
a clear, progressive, sequenced teaching of grammar, including the chance to process input for meaning
frequent, planned opportunities for recall, repetition, reuse in a variety of contexts leading over time to mastery
opportunities to encounter and practise language in engaging contexts, with a particular focus on cultural knowledge
a maximal approach to integrating both receptive and productive modes of language use (i.e. the four ‘skills’)

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Rachel Hawkes

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Curriculum Design

Rachel Hawkes

https://resources.ncelp.org/collections/6q182k249?locale=en

French Y7 SOW Resources

German Y7 SOW Resources

Spanish Y7 SOW Resources

https://resources.ncelp.org/collections/xg94hp60j?locale=en

https://resources.ncelp.org/collections/vx021f11c?locale=en

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Rachel Hawkes

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Additional references

Anon. 2016. Modern Foreign Languages Pedagogy Review. A review of modern foreign languages teaching practice in key stage 3 and key stage 4. Teaching Schools Council

DeKeyser, R. (2015). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 94-112). London: Routledge.

DeKeyser, R. (2017). Knowledge and skill in ISLA. In S. Loewen and M. Sato (Eds.), Routledge Handbook of Instructed Second Language Acquisition (pp. 15–32). London: Routledge.

Roffwarg, H. P., Muzio, J. N., & Dement, W. C. (1966). Ontogenetic development of the human sleep dream cycle. Science, 152, 604–618.

Weisleder, A & Fernald, A. (2013) Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science 24 i11, 2143-2152

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Rachel Hawkes