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KS2 Languages�Introduction to German KS2 SOW and resources

Rachel Hawkes

Artwork: Steve Clarke�SOW logo: Steve Clarke / Katie Marsden

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Hi, and welcome to this introduction to the new KS2 languages SOW and resources for German.�My name is Rachel Hawkes. I am currently seconded from my trust, The Cam Academy Trust, to work as Co-director of NCELP. But here I am going to talk about KS2 curriculum design. and in particular the German KS2 SOW and resources.

I’m currently working on KS2 German SOW with colleagues at Reading University, including Dr Heike Krüsemann and Dr Rowena Kasprowicz who is leading a primary languages research project which is going to look at primary learning outcomes from 4 years of teaching in classes that are following these schemes of work in Fr, Gm and Sp.

The SOW implements key recommendations from the pedagogy review and the Ofsted languages research report, which highlight the three key knowledge strands phonics, vocabulary and grammar. The lessons draw on the NCELP Spanish team (led by Nick Avery and Amanda Izquierdo), KS3 SOW and resources, which are in turn informed by the research work of Professor Emma Marsden and colleagues, including Dr Rowena Kasprowicz.

All the resources for all languages are freely available. �French and Spanish continue to be uploaded as the lessons are completed to my website: www.rachelhawkes.com – Links are on the final slide in this presentation.�German is underway and will be available from September – there will be links to the site from my website.�

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KS2 languages curriculum changes

Local need for change

mixed age classes
more than a decade since KS2 Spanish was produced
mixed teacher languages expertise (degree to pre-GCSE)

Existing NC Programme of Study - need for clearer definition of content and its sequencing

Ofsted framework (!)

Changes (KS4 🡪 KS3 🡪 KS2)

I want to start by setting out the reasons for re-designing our primary languages curriculum.�So, the main drivers for change of all kinds: - are solving problems and seizing opportunities, and our case was no exception.

On the problem side, we had thorny issues of a need to have a curriculum structure that works for mixed age classes 3-4, 5-6.

We had a KS2 Spanish curriculum that was written in 2006 so we knew it was in need of some review.

We also had even more of a mix in terms of teacher languages expertise across our trust and partner primary schools than ever before. This is part of the levelling up of learner experience that we were keen to achieve as part of the re-design.

In addition to that, another reason for review arose from the fact that the existing KS2 PoS (from 2014) had very little detail in them. We defined the content ourselves back then, but do know quite a bit more now about how to construct curricula. (We’ll come back to that in a moment.)

On the opportunities seizing front, the current (I won’t say ‘new’ any more) Ofsted framework is substantially different from the last one and requires much more clarity about what we are teaching, and more importantly still about how well learners are remembering it. �In the inspection at one of the Cam Trust schools, we requested that they look at French. There were some real positives (they were using the new KS2 French curriculum we wrote in 2018/19) but the two main areas for development were

teacher expertise/knowledge and

ii) the level of challenge (they felt there was too much content overall in there, and I agree with them! That’s part of the need to review).

And then we have the national changes at later key stages. The introduction of a defined wordlist at KS4 is a game changer. It offers the best opportunity for coherent join up from KS2 – 3 – 4 that we have ever had.

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Key principles and propositions

When language input and learning opportunities are time-limited:

most learning will be intentional rather than incidental
it is helpful to set informed, achievable expectations about curriculum content
careful planning, sequencing and revisiting is needed for ‘substantial progress’

Explicit learning levels up opportunities for less naturally analytical learners
Conceptual learning is in full swing in literacy (and numeracy) by Y3
Language – sounds, words, patterns - generate fascination
Confident communication comes from secure knowledge of sounds, words, and patterns
Culture is as interesting and important to primary learners as it is to language learners of any age
Creativity is putting the language together independently

parler 1/8

At St. Peter’s Primary School children learn Spanish in Key Stage 2

Implementation

We teach our children Spanish to generate a fascination for words and how language works, a wider curiosity about the peoples and cultures of Spanish-speaking countries and the foundational knowledge to support confident communication in Spanish. A key focus is making friends and we refer to “Friendship sentences” in our teaching.

It’s important to be clear about the assumptions we make when we engage in curriculum design, that we have a clear set of principles that reflect the practical reality of the teaching circumstances. These are the principles and propositions that guided us.

Click for each principle and read each word out.�

The claim of this SOW is that we can have it all! �Note the phonics, vocabulary, grammar strands (I vastly prefer the metaphor of strands to pillars) on the top right of the slide.�The claim is that we can have a language-driven curriculum (i.e., where the key decision-making about which sounds, words, structures to teach are determined by linguistic factors rather than one driven by topics – without losing the 3 Cs – culture, creativity, communication.�

(In a topic-driven curriculum we get scenarios like this – e.g., we’re teaching colours in French so we will have to teach 5 x different patterns of adjectival agreement, and we only have a 1-2 examples of each in our colours word set, so we won’t teach the pattern we’ll just teach the words for now – they will just remember them and they’ll be able to say what their favourite colour is and hopefully understand what colours things are when they read about them).��In contrast, this key principles slide suggests that we can have a linguistically driven curriculum that will result in pupils knowing more, remembering more and doing more with language, without losing culture, without losing creativity and without losing communication. That is the main claim of this approach to curriculum design.

There’s a primary school in Leeds that is using and adapting our new Spanish SOW this year and this is an extract from their KS2 languages policy document, which i really like. I especially like the final sentence, the notion that languages help you make friends and that they identify ‘friendship sentences’ as they go along.

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Vokabeln

Freundschaft*

Learning languages is about making friends.

die Freundschaft - friendship

You show kindness when you learn even a few words in another language.

Let’s remember some of the friendship sentences we have learnt already!

_ _ _ _ _!

_ _ _ _ _ �_ _ _!

_ _ _ �_ _ _ _’_?

Can you say other kind things?

That’s good!

That’s great!

You are great!

You are super!

Thank you!

Guten Tag!

Hallo!

Wie geht’s?

Das ist gut!

Das ist toll!

Du bist toll!

Du bist super!

Danke!

Communication is written in from the start of Y3. This is lesson 10 from the German SOW. We use the idea of ‘friendship sentences’ to recap some of the language we have practised so far. Creativity in language use is often about spotting an appropriate moment to use what you know to say something. Culture is everywhere – in the sounds, the words themselves and the grammar, as well as in festivals, and places. When pupils learn Guten Tag and Hallo they learn the difference in register attached to them, that one is more formal than the other.

So much of the early language curriculum can be considered in this way – greeting someone, asking how they are, saying what you are like, saying what someone else is like (i.e. enhancing their self-esteem by pointing out positive character traits and positive behaviours/moods), exchanging information about birthdays, and it goes on.

Timing: 3 minutes

Aim: to introduce the idea that learning other languages opens the door to new friendships, and that a few kind words go a long way; to revisit some previously-taught language from this term that fits our category of ‘friendship sentences’. This is an idea we will return to now and then during the course.

Procedure:

Click to present the information on the slide.
Elicit the German from pupils for the English greetings and friendly statements.
Allow pupils a few moments to turn to those around them and greet them and say something kind about their work or about them themselves.
Remind pupils that we all need to hear kind words every day, in whatever language!

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KS2 Programme of study

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Listening�1) Listen and show understanding by joining in and responding�2) Link the sound, spelling and meaning of words

Speaking�1) Ask and answer questions�2) Express opinions�3) Ask for clarification and help�4) Speak in sentences�5) Describe people, places, things�

Reading�1) Read and show understanding of phrases and simple texts�2) Read aloud with accurate pronunciation �3) Use a dictionary

Writing�1) Write phrases from memory�2) Adapt phrases to create new sentences.�3) Describe people, places, things

Grammar�1) Gender of nouns

2) Singular and plural forms�3) Adjectives (place and agreement)�4) Conjugation of key verbs�

So, our starting point is the KS2 NC programme of student, the starting point for any KS2 SOW.

The knowledge strands phonics, vocabulary, grammar, aka sounds, words, patterns or structures are all very obviously present in the KS2 NC programme of study.

So, here we have the KS2 Programme of Study - condensed in note form, but nothing is omitted. �We can identify the strands of knowledge quite easily.

We can see that phonics or a knowledge of the sound-writing relationship is implied by both these two statements. You can only do those two things if you have a firm knowledge of the way letters or combinations of letters sound in the new language. The way the current PoS is framed, however, describes the application of knowledge rather than the knowledge itself. So, we can see that pupils need sound-symbol knowledge in order to be able to do those two things, but the documentation doesn’t spell out what that knowledge actually consists of, i.e. it doesn’t list the sound-symbol patterns of French, German, Spanish.

And if we look at the other statements, it is the same. In order for pupils to be able to describe people, places, things they will need to know some words to do with people, places, things but there is no list of words that we could teach. �We can imagine, and we have had to, but that has of course led to different interpretations, not just in terms of which specific words to teach, but also, just as crucially, how many words it is reasonable to expect learners to learn and retain over a four-year KS2.�And, if we look at the grammar – there you might think that the PoS has been more detailed, but in actual fact, I’ve already added a bit of detail to the box in the middle, extrapolating what needs to be taught in terms of grammar, if learners are to be able to describe people, places and things.��

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Different

Phonics

Phonics spread out
Revisited systematically
Unknown words included for practice

Vocabulary

words counted (around 450 over 4 years)
frequency-informed word selection
spaced revisiting schedule for all words

Grammar

clearer links with primary English
knowledge about language and language analysis
explicit explanation
plenty of input practice before production

Same

Phonics

SSC taught in source words, with gestures, and practised with cluster words
Read aloud and transcription practice

Vocabulary

many concrete nouns retained as appropriate to this cohort
activity types (songs, poems, games)

Grammar

features are the same (nouns – gender and number, articles, adjectives; verbs – high-frequency irregulars and present tense regular verbs)
activity types (description and interaction)

New primary SOW for French and Spanish �(German from September 2022)

www.rachelhawkes.com

So to add in greater definition of the content, and a clearer vision for sequencing and revisiting the knowledge, we re-designed our curriculum and this is a summary of what we kept the same, and what we changed.

We are sharing the resources as they are created to my website.

�I know that quite a few schools use the existing French and Spanish SOW and resources on the site, and I will be leaving those exactly as they are, for people to continue using, if they wish.��So on the left you can see the key elements that have changed within each of the core language knowledge strands, and on the right you’ll see the elements of practice that are retained from previous resources.��Essentially… (click through animations)

There is an hour’s worth of teaching material provided for each week.�It is laid out as a 30-minute lesson and a supplementary follow up sequence with 5 short 5 minute activities. These are designed to be used by the classroom teacher.�There are two versions of each week’s resources, one is fully audio’d by a native French/Spanish/German speaker. The other just has audio for the listening tasks. This is at the heart of levelling up learning experiences, as i mentioned earlier.

And, I’m sure you can see running through this are the three pillars as Ofsted calls them, though we call them knowledge strands as the metaphor has a lot more mileage in it than separate pillars!

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Sound-spelling correspondences (SSC) �

Week �Term 1	SSC	Week �Term 2	SSC	Week �Term 3	SSC
1	long [a] short [a]	1	[ä] versus [a]	1	[v] versus [w]
2	long [u] short [u]	2	[ü] versus [u]	2	[r]
3	long [o] short [o]	3	[ö] versus [o]	3	[er-] [-er]
4	[ei]	4	[au]	4	[-ig]
5	long [e] short [e]	5	[eu] [äu]	5	[-g] [-d] [-b]
6	long [i] short [i]	6	[sch] [sp] [st]	6	[-tion] [z]
7	[ie]	7	[s-] [-s-] vs. [z]	7	revisit [ei] [ie]
8	[ei] versus [ie]	8	[ß] [ss] [-s]	8	[th]
9	[w]	9	Revisit	9	Revisit
10	[z]	10	Revisit	10	Revisit
11	hard [ch] soft [ch]	11	Revisit	11	Revisit
12	Revisit			12	[pf] [kn] [qu]
13	Revisit			13	[y] [ü]
14	Revisit

Each SSC has a week of practice each year, plus assessments, so a minimum 8 intentional encounters at KS2.

Phonics activities give opportunities for incidental learning, too! We use unknown words, poems, songs, place names, people names.

DRAFT

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Vocabulary (words)

Do the maths 🡪 How many words?
Choose the words (frequency informed) 🡪 Which words?
Plan in the revisiting 🡪 How often to revisit?

The no change 🡪 activity types

38 teaching weeks (but allowing 2 weeks each term for assessments and/or consolidation/extension projects)🡪32
Allow for average of 4 new words learnt per hour (=per week)
Informs vocabulary total of around 512 words
Words are informed by frequency but with expected concrete nouns and core sets of language (e.g., classroom items, numbers, days, months) 🡪 83% most common 2000
Overlap between KS2 wordlist and NCELP GCSE wordlist = 98%
Build in revisiting after every 3 weeks and 9 weeks (with new + revisited words there are 15-21 words to revisit every week)

It is really important to select the content carefully – the intent is that we teach pupils the words in a first encounter week, then revisit them 3 weeks later and 9 weeks later. Then pupils subsequently meet the words in an assessment, too. �

The crucial factors here are the number of words, and their usefulness. Pupils are going to spend a substantial part of their learning time trying to establish and retain this knowledge, so the words need to count for them, as they travel along the path to confident communication over many years, i.e., into secondary school and beyond. They will not be 8,9,10,11 years old for ever. Which words will they most need as adults? Let’s remember - a language is for life, not just for primary school!

It is helpful to draw on work from corpus linguistics therefore to inform (not dictate 100%) our choices 🡪 80% most common 2000.�

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Vocabulary – The Primary Bee

Word knowledge not spelling
Open to Y5/6
Three stages (school, regional, national) each with 40 words
Words overlap with these KS2 SOW and with NCELP GCSE wordlist

Notes taken from the Primary Bee Teachers’ Pack (2022):��The aim of the Primary Bee is for students in Years 5 & 6 who have started learning a foreign language ab initio in KS2 to practise and improve their vocabulary, pronunciation and memory skills in the target language (French, Spanish and German). Native or bilingual students, as well as those who communicate in or are exposed to the language on a regular basis at home (speaking and/or listening), are not eligible to compete. It is the classroom teacher’s responsibility, with careful consideration of the ethos of the competition, to decide whether or not a student falls into this category.

Words and phrases have been selected according to the work of NCELP (National Centre for Excellence in Language Pedagogy) which highlights the importance of word frequency in informing vocabulary learning, particularly during the early stages of language development. The list includes many high-frequency words (e.g., some numbers, some colours, some verbs, days of the week, question words and a number of common verbs to help early learners to acquire a robust knowledge of verb vocabulary. These most common verbs are included in the infinitive and 3rd person singular forms; these two verb forms have been shown to provide a very useful linguistic core that can subsequently be further developed. For information we publish the word lists, indicating the word frequency.

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How to teach vocabulary

Songs / rhythm
Gestures
Rhyme
Listen and respond
Read and respond
Conversation (puppets, apps (e.g. Sock Puppets)
Write (in air, on sleeve, on table, on mini whiteboards)

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Rot Knowledge Organiser - Autumn Term A

Personal pronouns ich ➜ I du ➜ you er ➜ he sie ➜ she es ➜ it	Describing people with the verb sein	Asking yes/ no questions
Capitalisation of nouns All German nouns start with a capital letter, wherever they are in a sentence: Der Tisch ist da. �	Indefinite articles �ein, eine, ein (a)	Definite articles �der, die, das (the)

Useful first words
ich – I
du - you
er – he
sie – she
es – it
sein – to be, being
ich bin – I am
du bist – you are
er/sie/es ist – he/she/it is
ja – yes
nein – no
der – the (m)
die – the (f)
das¹ – the (n)
und – and
oder – or
Hallo – hello
Guten Tag – hello (formal)
Auf Wiedersehen – goodbye
Tschüss – bye
wo? – where?
was? – what?
England – England
Deutschland – Germany
das² – that

Things and people
der Bleistift – pencil (m)
der Ort – place (m)
der Tisch – table (m)
die Farbe – colour (f)
die Flasche – bottle (f)
die Form – shape (f)
die Person – person (f)
die Tafel – board (f)
das Beispiel – example (n)
das Buch – book (n)
das Ding – thing (n)
das Fenster – window (n)
das Heft – exercise book (n)
Describing things
da – there
here – hier
toll – great
groß – big
klein – small
klar – clear

In English we swap ‘I am’ to ‘Am I’ to make a yes/ no questions. In German we do the same:

Ich bin Hannah.

Bin ich Hannah?.

I am Hannah.

➜

German has two words for ‘a’. Ein (m), eine (f), ein(n) (‘a’) often introduces new information and identifies something to the listener:

Das ist eine Tafel.

This is a board.

German has three words for ‘the’. We say that nouns have grammatical gender: masculine, feminine, and neuter. Der (m), die (f), das (n) refers to something already mentioned or known.

Die Tafel ist groß.

The board is big.

	long [a]	short [a]	long [u]	short [u]

da

wo?

du

Phonics

long [o]	short [o]	[ei]	long [e]	short [e]

Hallo

[there]

Punkt

Kopf

long [i]	short [i]

…

frei

geben

denken

Familie

bitte

Liebe

🙏

The table is there.

Proper nouns do this in English too: e.g. London, Monday, Emily.

Start with wo to make a where question:

Wo ist das?

Where is that?

Start with was to make a what question:

Was ist das?

What is that?

ich bin

I am

sein

du bist

you are

er ist

he is

sie ist

she is

es ist

it is

Countries have different colours for some things.

Wo ist das?

Das ist in Deutschland.

Am I Hannah?

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Rot Knowledge Organiser - Autumn Term B

Asking ‘How are you?’	Possessive adjectives mein/dein (my/ your)	Nicht (not)

People and things
der Freund – (male) friend
der Fußball – football (m)
der Punkt – dot, point, full stop(m)
die Freundin – (female) friend
die Schule – school (f)
die Tasche – bag (f)
das Bild – picture (n)
das Foto – photo (n)
das Haustier – pet (n)
das Tier – animal (n)

[ei] \| [ie]:	[ei]	[ie]	[ei]	[ie]

Phonics

To ask someone how they are, you say: Wie geht’s?

[w]	[z]	soft [ch]	hard [ch]

Wie geht’s?

The literal translation is ‘How goes it?’. A better translation in English is: ‘How’s it going?’ or ‘How are you?’

In Germany, children start school at 6 years old. In most of the country, primary school takes four years. School finishes around lunchtime, and there is no school uniform!

good!

gut!

nicht gut.

not good.

masculine

feminine

neuter

mein

meine

mein

The words ‘mein’ (my) and ‘dein’ (your) must agree with the gender of the noun that follows. E.g.:

dein

deine

meine Tasche (f)

my bag

sein

Brief

Bleistift

ich

Buch

Welt

Zug

sie

Use nicht before and adjective or adverb to mean not:

I am not here.

Use nicht before ‘der, die, das’ and a noun to mean not the:

Das ist nicht der Tisch.

That is not the table.

Ich bin nicht hier.

Every country has a national tree. German has the ‘Eiche’ (oak) and… so does England! Can you say Eiche? The phonics above will help you!

More useful words
gut – good
aber – but
auch – also
nicht – not
mein, meine, mein – my
dein, deine, dein – your
wie? – how?
wie geht’s? – how/s it going?
nicht wahr? – isn’t it? isn’t that right?
links – left, on the left
oben – up, above
rechts – right, on the right
unten – down, below

Start with wie to make a how question:

Wie ist das?

How is that?�(What is that like?)

frei

Liebe

Learning languages is about making friends. You show kindness when you learn even a few words in another language.

Guten Tag!

Hallo!

Das ist toll!

Du bist toll!

Du bist super!

Danke!

Let’s remember some of the friendship sentences we have learnt already!

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The story elements

create continuity
give familiarity
join language up
are a cultural springboard
provide stories within stories

We have constant characters.

The German SOW has an extended family that we meet over time which lives in Germany and Switzerland.

Teachers have told us how important it is to have elements that repeat – so we have both the characters and also activity types that repeat often. Teachers say that this helps maximise learning time, enjoyment and confidence, as learners recognise quickly what they have to do.

The characters provide a unifying thread between all sorts of everyday situations – in class, at home, visiting family. The background narrative provided by the characters is the contextual backbone of the course.

It also allows us to be playful and include stories within stories.

We have had really good feedback on these lessons - the imaginary context and elements of humour seem to not only be enjoyable for learners but also encourage their risk-taking.

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Describing me and others

rot

Wo ist er/sie? Wo bist du?
Wo ist das?
long and short [o]

Wo ist Deutschland?

Term 1 Week 3

Artwork by Steve Clarke. Pronoun pictures from NCELP (www.ncelp.org). All additional pictures selected from Pixabay and are available under a Creative Commons license, no attribution required.

Phonics:

long [o] wo? [94] wohnen [380] Million [206] short [o] Kopf [279] offen [382] kommen [61]

Vocabulary:

es [12] wo [94] England [1762] Deutschland [140] toll [972] und [2]

Jones, R.L & Tschirner, E. (2019). A frequency dictionary of German: Core vocabulary for learners. London: Routledge.

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in these resources are given in the SOW and in the resources that first introduced and formally re-visited those words.

For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

Note that the first three lessons of the year teach language that can be continuously recycled as lesson routine every lesson in Y3/4.

The idea would be that the class teacher (whether or not s/he teaches the class German) can re-use the language as part of the daily routine with the class.

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aussprechen

wo

long [o]

…

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aussprechen

wo

long [o]

…

wohnen

Million

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aussprechen

Kopf

short [o]

…

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aussprechen

Kopf

short [o]

…

kommen

kommen – to come

offen

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aussprechen

[o]

long and short [o]

Hör zu.

	L: long [o] )	S: short [o]	word
1			offen
2			wohnen
3			wo
4			Kopf
5			Million
6			kommen

hören

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Vokabeln

Hör zu und sag das Wort.

Wörter

wo?

where?

England

Deutschland

und

and

es

Germany

toll

great

Notice that final ‘d’ in German sounds like English ‘t’!

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Asking questions

Remember, to mean ‘is’ we say ______ .

Wo ist Berlin?

Where is Berlin?

To ask ‘where is’, say ________ ?

ist

wo ist

Es ist in Deutschland.

It is in Germany.

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Kultur

Wo ist…?

Berlin ist toll!

Berlin ist in Deutschland. Es ist die Hauptstadt*.�

London ist in England. Es ist die Hauptstadt. �

London ist super!

Hauptstadt – capital city

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schreiben

Writing Deutschland and England

Let’s practise some writing!

I’m sure you know how to spell England!

Now let’s practise writing it on your sleeve with your finger!

England

In German, the ‘E’ in England is a different sound, and you don’t hear the ‘g’.

Now let’s try the word for Germany! The second part is the same!

Deutschland

Now practise writing Deutschland on your sleeve.

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hören

	Deutschland
	England
	Deutschland
	Deutschland
	Deutschland
	England
	Deutschland
	England

1

2

3

4

5

6

Hör zu. Wo ist es?

Write the correct country name in German.

7

8

Olsdorf

Bonn

Oberding

Osterberg

Birmingham

Newcastle

Oxford

Oranienburg

Timing: 5 minutes�

Aim: to practise aural comprehension of place names, matching sound to print, and to practise writing Deutschland and England. �

Procedure:

1. Click to play the recording of the first question and answer. The answer will be beeped out.

2. Remind pupils to break down the words into syllables like on the last slide: Deu-tsch-land, Eng-land. Pupils may write the words on their sleeves with their fingers for practice just the once.

3. Now pupils write 1-8 and the words Deutschland or England as appropriate for each item.

4. Click in turn to bring up the answer.

3. Ask: Wo ist…? Pupils repeat chorally – es ist in England, etc.

Transcript:

Wo ist Olsdorf? Es ist in [Deutschland].
Wo ist Birmingham? Es ist in [England].
Wo ist Bonn? Es ist in [Deutschland].
Wo ist Oranienburg? Es ist in [Deutschland].
Wo ist Oberding? Es ist in [Deutschland].
Wo ist Newcastle? Es ist in [England].
Wo ist Osterberg? Es ist in [Deutschland].
Wo ist Oxford? Es ist in [England].

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sprechen

Maike und Steffen

…

Maike

Steffen

Moritz

Johanna

Ich bin Johanna.

Ich bin Moritz.

Ich bin Maike.

Ich bin Steffen.

Sie ist Maike.

Er ist Steffen.

Sie ist Johanna.

Er ist Moritz.

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lesen

1	Ich bin in Frankfurt. Du bist in Oxford.
2	Du bist jetzt in London und ich bin in Birmingham.
3	Hallo! Du bist in Newcastle und ich bin in Olsdorf.
4	Ich bin jetzt in Bonn, und du ?
5	Du bist in Osterberg! Oh, ich bin in Kassel.
6	Du bist in Oranienburg? Ich bin in Berlin!

Maike and Steffen are travelling for work but they are never in the same place.

1

2

3

4

5

6

Steffen� (you are in…)
	______
	______
	______
	_____
	_____

Oxford

London

Newcastle

Osterberg

Oranienburg

Maike messages Steffen. Steffen phone screen is dirty! Who is where?

Maike�(I am in…)
	______
	______
	______
	_____
	_____
	_____

Frankfurt

Birmingham

Olsdorf

Bonn

Kassel

Berlin

1

2

3

4

5

6

1

2

3

5

6

Timing: 8 minutes

Aim: to practise written comprehension of the learnt vocab and placenames, and to distinguish between first and second person singular.

Procedure:

Pupils write: Maike, and Steffen. They need to work out six places where Maike and Steffen are right now. NB Maike is writing the messages, so ich bin = Maike, du bist = Steffen.
Click to bring up the answers (the place names) in the Maike and Steffen tables, in the order in which they appear in the text.
Click again to remove the splodges from Steffen’s phone screen.
Continue for items 2-6. NB there is no place for Steffen for number 4.
Click to play the recording of the sentences if you wish.

Transcript:

1. Ich bin in Frankfurt. Du bist in Oxford.��2. Du bist jetzt in London und ich bin in Birmingham.

3. Hallo! Du bist in Newcastle und ich bin in Olsdorf.

4. Ich bin jetzt in Bonn… und du?

5. Du bist in Osterberg! Oh, ich bin in Kassel.

5. Du bist in Oranienburg? Oh, ich bin in Berlin!

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Tschüss!

rot

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Grammar (patterns, structures)

Building links with primary English
Knowledge about language and language analysis
Explicit explanation
Input practice before production
Trapping the form in speaking and writing

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Knowledge about language

parler 1/8

Language analytical ability predicts foreign language proficiency in young learners (8-9 years) Roehr-Brackin & Tellier (2019)

Metalinguistic instruction is related to greater mastery in use of grammatical knowledge White & Ranta (2002)

Metalinguistic ability can be improved through instruction, leading to less variation in performance (i.e. between learners with higher / lower levels of innate language analytical ability) White & Ranta (2002); Roehr-Bracking & Tellier (2018)

Short bursts of listening and reading practice with primary age learners (9-11), which focus attention on the meaning of grammatical forms, can help grammar learning. Kasprowicz & Marsden (2017)

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Engaging in language analysis

parler 1/8

… can facilitate a deeper understanding of language by encouraging learners to

“spot patterns in language and to identify variables”

… can include any and all languages,

i.e. first language, home language(s), foreign language(s)

… can develop learners’ understanding of both language and culture

(how languages are used in similar and different ways to convey meaning)

… is in line with the move towards more explicit and direct teaching of language

… can lead to greater interest and enjoyment in language study

… can prepare learners for further language learning later in life

(Eric Hawkins’ “language apprenticeship”)

(CLiE Manifesto https://clie.org.uk/laser/#manifesto)

NALA Grammar project

And finally, some further support for including and explicit, analytical approach to language learning, remember the central idea that it is a great leveller – if we don’t do this, the gap widens between naturally analytical learners and those with less developed analytical skills, at this very crucial beginning point in the language learning journey:�For reasons of time, i will just let you read these points at your own pace.

………………………………………………………………………………………………………………………………………………………………………………………………………………

It can facilitate a deeper understanding of language by encouraging learners to “spot patterns in language”

It can include any and all languages and it is useful to note that this can also be useful as a way to incorporate learners’ home languages in the classroom discourse.

Engaging in language analysis can help to develop learners’ understanding of language and culture, by encouraging learners’ to draw comparisons between their first language (i.e. whether that’s English or another language) and the foreign language. It gives pupils a chance to explore how language is used to covey meaning in different ways between different languages.

It is also in line with the move towards more explicit and direct teaching of language.

Point 5 on the screen, highlights another important benefit of LA in FL teaching, which is to present the target language as a source of interest, in order to encourage students’ enjoyment of and engagement in language learning.

Further, as L1 English speakers, there is not one obvious language that we will need later in life. Therefore, developing learners’ ability to analyse and talk about language will help to equip learners to tackle any language they may choose / need to learn in the future. This of course is reflected in the 2014 National Curriculum for languages which notes that ‘language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.’��CLiE – stands for Committee for Linguistics in Education�Their manifesto is an interesting and important read, if you’re not familiar with it.

You may also be aware of some recent, important work done by NALA (National Association of Language Advisers) with respect to joining up grammar teaching and the use of grammar terminology between KS2 English KS2 languages and KS3 languages. They recently launched a reference resource that is free to teachers. I’ve put a link to that on this slide, too, top right.

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Describing me and others

rot

German nouns
Words for ‘the’
SSC [ei]

Schule ist cool!

Term 1 Week 4

This is one of the week 4s of the German lower KS2 SOW. Pupils are introduced the German nouns, grammatical gender and the three words for ‘the’. Notice the use we make of comparisons with English in the explanations, then the input practice, and finally the structured opportunities for production, in the follow ups.

Artwork by Steve Clarke. Pronoun pictures from NCELP (www.ncelp.org). All additional pictures selected from Pixabay and are available under a Creative Commons license, no

attribution required.

Phonics:

[ei] frei [318] ein [5] klein [114] sein [3] allein [258]

Vocabulary (new): Fenster [674] Flasche [1602] Heft [3862] Bleistift [>5009] Tafel [3855] Tisch [529] der, die, das [1]

Revisit 1: ich [10] er [15] sie [7] sein, bin, ist [4] da [239] hier [68] Guten Tag [n/a] Hallo [1077] ja [45] nein [148]

Jones, R.L & Tschirner, E. (2019). A frequency dictionary of German: Core vocabulary for learners. London: Routledge.

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in these resources are given in the SOW and in the resources that first introduced and formally re-visited those words.

For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

Note that the first three lessons of the year teach language that can be continuously recycled as lesson routine every lesson in Y3/4.

The idea would be that the class teacher (whether or not s/he teaches the class German can re-use the language as part of the daily routine with the class.

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Nouns

All German nouns start with a capital letter, wherever they are in the sentence:

Der Tisch ist da.

The table is there.

Proper nouns, e.g. London, September, Monday, Emily.

German proper nouns do this as well.

Which nouns do this in English?

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der, die, das (the)

German has three words for the:

English speakers might find this tricky because English only uses the.

Every noun has a gender, but grammatical gender is not the same as biological gender.

das

die

der

neuter

masculine

feminine

der Tisch

die Flasche

das Heft

Timing: 3 minutes��Aim: To introduce the concept of noun gender and the three singular definite articles (words for ‘the’) in German.��Procedure:�1. Bring up the text and read it carefully, with helpful intonation.

2. Try to elicit the nouns from students before revealing them. Students have learnt two possible nouns for ‘die’ and ‘das’.

Note: It’s important for teachers to draw out the importance of learning gender. One point of interest is native speaker prediction based on gender. Depending on the class, it might be interesting for students to know that native speakers of languages with gender begin to predict what is going to be talked about as soon as the gender word is said – i.e. if there are two objects in view and just the word for ‘the’ is said, it is already clear what is being talked about. This classification of nouns by gender serves to speed up identification (fractions of a second, but still interesting and important!)

�The key point for teachers to emphasise is that students need to learn nouns with their gender from the first encounter and practise recalling them frequently.

Vocabulary:

der, die, das [1] Flasche [1602] Heft [3862] Tisch [529]

Jones, R.L & Tschirner, E. (2019). A frequency dictionary of German: Core vocabulary for learners. London: Routledge.

��

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Vokabeln

Wörter

Let’s learn six nouns in German.

der Tisch

die Tafel

das Fenster

der Bleistift

die Flasche

das Heft

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Nouns

1. Der Tisch ist da.

The

table

is

there.

1

Where

the

is

bottle?

2

The

exercise book

is

here.

3

Where

Johanna?

is

4

Johanna

is

in

5

2. Wo ist die Flasche?

3. Das Heft is hier.

4. Wo ist Johanna?

5. Johanna ist in Berlin.

Berlin.

Which words need a capital letter in German?

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hören

Wo ist…?

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hören

Wo ist…?

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hören

Wo ist…?

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hören

Wo ist…?

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hören

Wo ist…?

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hören

Wo ist…?

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Kultur

Schule in Deutschland

In Germany, children start school at 6 years old. In most of the country, primary school takes four years. School finishes around lunchtime, and there is no school uniform!

Schule is cool!

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Follow up 2

Vokabeln

Wörter

sprechen

…

d__ T____h

der Tisch

d__ T___l

die Tafel

d__ F_____e

die Flasche

d__ F_____r

das Fenster

d__ H__t

das Heft

d__ B_____t

der Bleistift

Was ist das auf Deutsch?

Here are examples of the short 5-minute follow up activities that are completed during the week, following the main lesson.

Timing: 3 minutes

�Aim: to practise the new vocabulary further and to establish the knowledge of gender for the six nouns learnt this week.��Procedure:�1. Read the teacher instruction for the activity in German. Elicit the meaning from pupils or tell them what it means. They do not know all the words yet but they do know (was, ist, and Deutsch from Deutschland)

2. Bring up gapped version of the word. Allow pupils to recall the word and its article.�3. Reveal the full version of the word. Repeat for other nouns.�4. Bring up the pictures and ask pupils to say the nouns and their articles.

5. Ask pupils which is their favourite German word so far, and to think about why. Is it the sound, the meaning, the fact it is easy (or difficult) to remember?

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Follow up 3a

sprechen

…

Ist es der, die oder das?

___ Bleistift

___ Flasche

___ Heft

___ Tafel

___ Tisch

___ Fenster

f

m

nt

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Follow up 3b

sprechen

…

Was ist das auf Deutsch?

m

f

nt

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Follow up 4:

Schreib auf Deutsch.

✍

schreiben

1. Wo ist die Tafel ?

A

B

2. Wo ist der Tisch ?

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Follow up 4:

✍

schreiben

3. Wo ist das Heft ?

A

B

4. Wo ist die Flasche ?

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Follow up 4:

✍

schreiben

5. Wo ist das Fenster ?

A

B

6. Wo ist der Bleistift ?

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Follow up 2

Lies den Text.

Sie ist Maike. Sie ist in Olsdorf. Olsdorf ist in Deutschland.

lesen

Er ist Steffen. Er ist in Newcastle. Newcastle ist in England.

Hallo! Ich bin Maike. Ich bin in Olsdorf. Olsdorf ist in Deutschland. Olsdorf ist toll! Wo bist du?

Olsdorf

Newcastle

Hallo! Ich bin Steffen. Ich bin in Newcastle. Newcastle ist in England.

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Follow up 3

Hör zu.

Place?	? or !	Deutschland (D) oder England (E)?
Olsdorf	?	D
Osterberg	!	D
Newcastle	!	E
Oranienburg	?	D
Oxford	!	E
Birmingham	!	E
Bonn	?	D
Oberding	!	D

hören

1

2

3

4

5

6

The computer doesn’t know [?] or [.]

7

8

Olsdorf

Bonn

Oberding

Osterberg

Oranienburg

Newcastle

Ox-

ford

Birmingham

Aim: to practise aural comprehension of inversion question (Ist es) vs statement (Es ist) syntax.

Procedure:

Tell pupils that they will hear either ‘Ist es + place name’ (question) or ‘Es ist + place name (statement) but the computer voice is flat and we can’t hear from the intonation whether it is a question or a statement.
Pupils need to:
work out if it is a question or a statement (by paying attention to the order of the words and
identify and write the place name, and
decide whether the place is in England (E) or in Germany (Deutschland/D).

3. Pupils will need to listen more than once and perhaps 3-4 times.

4. Answer reveal: Click Once for answer?/ or ., again for the place name, and a third time for D/E.

�Note: All the placenames used have been taught on slide 11 of T1_W3_lesson.

Transcript:�Ist es Olsdorf

Es ist Osterberg.

Es ist Newcastle.

Ist es Oranienburg

Es ist Oxford.

Es ist Birmingham.

Is es Bonn

Es ist Oberding.

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Follow up 4

sprechen

…

S

60

0

START

Oranienburg	Osterberg	Ulm	Bonn
Oberding	Olsdorf	Aalen	Hattingen
Osthofen	Unna	Unkel	Apolda
Borna	Alsdorf	Attendorn	Ortrand

Bin ich in…?

Timing: 5 minutes

Aim: to practise pronunciation of long and short [o], [a] and [u] sounds in a short question; to practise pronunciation and use of the intonation question ‘Bin ich in…?’, to practise use of ‘ja’ and ‘nein’ in a communicative context.

Procedure:

The teacher models the activity by asking a pupil to select a sticker with a place name on it and putting it on his/her (i.e. the teacher’s) back. S/he shows the class briefly and then asks ‘Bin ich in XXX’ questions with all the place names until the pupils say ‘Ja’. When the name is wrong they say ‘Nein’.
Click on the place names to revise pronunciation if necessary.
Teacher puts sticker or post-it with one of the place names on each pupil’s back.
Pupils circulate in the room. Each pupil they meet they have one chance to guess their own place, saying ‘Bin ich in XXX’?
The listening pupil checks the sticker and says either ‘ja’ or ‘nein’.
Pupils have to try to find out their place in less than one minute.
Swap stickers and repeat the activity.

Note: The teacher can develop the activity by eliciting the locations from pupils that have discovered their location. E.g. Wo bist du, (Rachel)? Pupil answers: Ich bin in….�The teacher can extend the questioning here by asking others to say where their classmates are: E.g., Wo ist Mark? 🡪 Er ist in Unna.

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The SOW includes:

two weeks towards the end of each term for either revisiting or assessments
short achievement tests that sample the phonics, vocabulary and grammar covered so far
a supplementary holistic task for the end of Y6 (i.e., a short text written without reference materials introducing themselves to their secondary teacher)

Assessment

www.rachelhawkes.com

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What have I learnt so far?

rot

Phonics quiz
Christmas activities

Term 1 Phonics quiz

Phonics quiz words: Note that these are unknown words for pupils but they are high-frequency words, many of which they will learn either at KS2 or KS3/4.

Word frequency (1 is the most frequent word in German):

tun [123] uns [75] Jahr [53] machen [58] so [28] von [9] liegen [107] weil [988] denn [93] leben [98] finden [103] ihm [91] wer [149] zeigen [136] dich [217] sicher [265]

Jones, R.L & Tschirner, E. (2019). A frequency dictionary of German: Core vocabulary for learners. London: Routledge.

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in these resources are given in the SOW and in the resources that first introduced and formally re-visited those words. For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

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aussprechen

long

[u]

aussprechen

tun

uns

short

[u]

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aussprechen

long

[a]

aussprechen

Jahr

machen

short

[a]

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aussprechen

long

[o]

aussprechen

so

von

short

[o]

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aussprechen

[ei]

aussprechen

weil

liegen

[ie]

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aussprechen

long

[e]

aussprechen

denn

leben

short [e]

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aussprechen

long

[i]

aussprechen

finden

ihm

short

[i]

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aussprechen

[w]

aussprechen

zeigen

wer?

[z]

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aussprechen

soft [ch]

aussprechen

sicher

dich

hard [ch]

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aussprechen

SSC and word	px
tun
uns
Jahr
machen
so
von
weil
liegen
leben
denn
ihm
finden
wer?
zeigen
dich
sicher

Pupil name:

SSC and word	px
tun
uns
Jahr
machen
so
von
weil
liegen
leben
denn
ihm
finden
wer?
zeigen
dich
sicher

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aussprechen

Teacher audio version:

SSC and word	px
tun
uns
Jahr
machen
so
von
weil
liegen
leben
denn
ihm
finden
wer?
zeigen
dich
sicher

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A message

a

i

F

h

r

W

n

e

o

F

r

o

h

e

i

h

a

c

h

t

e

n

2 Use the baubles to decipher the message:

3 Unscramble the letters to translate the message into English.

paHpy staChrims ➡ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Happy

Christmas

n

W

e

c

t

4. Make a poster using the German message and draw a picture.

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Different

Phonics

Phonics spread out
Revisited systematically
Unknown words included for practice

Vocabulary

words counted (around 450 over 4 years)
frequency-informed word selection
spaced revisiting schedule for all words

Grammar

clearer links with primary English
knowledge about language and language analysis
explicit explanation
plenty of input practice before production

Same

Phonics

SSC taught in source words, with gestures, and practised with cluster words
Read aloud and transcription practice

Vocabulary

many concrete nouns retained as appropriate to this cohort
activity types (songs, poems, games)

Grammar

features are the same (nouns – gender and number, articles, adjectives; verbs – high-frequency irregulars and present tense regular verbs)
activity types (description and interaction)

New primary SOW for German

So, finally, just to bring back the overview slide showing the features that are different from previous SOW and those that are the same.�I hope that this presentation makes clear why we are putting so much effort into re-designing our primary curriculum.

Change is always a challenge. Feedback from teachers using the new SOW (who are currently also attending the CPD course) say that it is a particular challenge at the beginning (first half-term approx), for them and the pupils, and it feels hard, but that then all (teach and pupils) begin to notice the improved retention, and what they are able to do with the language, and this strengthens the achievement-motivation cycle.

It’s worth sticking with.

We all hope that you enjoy using these resources, whether you pick individual elements from them, otherwise adapt or use them in their entirety as part of a 4-year, cumulative, progressive KS2 SOW.�Best wishes from the French team!

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QUESTIONS?

Y3/4

Rot / Gelb

Y5/6

Blau / Grün

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes