spatial awareness foster accuracy in pronunciation encourage fluency performance skills Scene card with encourage As above emotion / mood spontaneity and card creativity Angel and devil develop use of body As above language and gesture increased spontaneity and confidence Gestures / body encourage non- verbal and language “Culture communication and language / come together naturally recognise its intrinsic mime when language teaching value in emphasizes (Mood communication communication with the card with cultural awareness whole body and emotion / mood not just the production of on it which has speech patterns. This to be mimed approach to language in then guessed the context of total by class and/or communication requires incorporated more holistic methods of into role play) language teaching.” Dickson (1989) Peer feedback develop self- esteem and listening skills develop AFL techniques develop discernment in own speaking of French/ performance skills Our thanks go to Katherine Monument and Kirsty Williams for this resource. 7.iii. Linking Languages and literacy at KS2 Spelling, Punctuation and Grammar (often referred to in schools now as SPaG) are prominent in the Programme of Study for English at KS1 and KS2. Pupils are introduced to sophisticated grammatical concepts progressively throughout Key Stages 1 and 2, and expected to use them with increasingly accurate control and precision. It surprises some teachers of subjects other than English (and parents) to learn that KS2 pupils are expected to know what the the subjunctive, passive voice and subordinating conjunctions are in English, to mention but a few of the grammatical terms on the primary curriculum. With this, as with all of knowledge, there will be variability in terms of pupils’ mastery. It should not surprise teachers to encounter students who retain the
spatial awareness foster accuracy in pronunciation encourage fluency performance skills Scene card with emotion / mood card encourage spontaneity and creativity As above Angel and devil develop use of body language and gesture increased spontaneity and confidence As above Gestures / body language / mime (Mood card with emotion / mood on it which has to be mimed then guessed by class and/or incorporated into role play) encourage non- verbal communication and recognise its intrinsic value in communication cultural awareness “Culture and language come together naturally when language teaching emphasizes communication with the whole body and not just the production of speech patterns. This approach to language in the context of total communication requires more holistic methods of language teaching.” Dickson (1989) Peer feedback develop self- esteem and listening skills develop AFL techniques develop discernment in own speaking of French/ performance skills Our thanks go to Katherine Monument and Kirsty Williams for this resource. 7.iii. Linking Languages and literacy at KS2 Spelling, Punctuation and Grammar (often referred to in schools now as SPaG) are prominent in the Programme of Study for English at KS1 and KS2. Pupils are introduced to sophisticated grammatical concepts progressively throughout Key Stages 1 and 2, and expected to use them with increasingly accurate control and precision. It surprises some teachers of subjects other than English (and parents) to learn that KS2 pupils are expected to know what the subjunctive, the passive voice and subordinating conjunctions are in English, to mention but a few of the grammatical terms on the primary curriculum. With this, as with all of knowledge, there will be variability in terms of pupils’ mastery. It should not surprise teachers to encounter students who retain the
all-connect-ks2-languages-coordinator-handbook.docx