Primary CPD Programme
Go to our CPD pages for more details or contact Anita Ojela on 01902 518 969 for events in Wolverhampton.
Contact Alexandra Yannacopoulou on 0121 303 8106 for events anywhere else.
July 2008  |
5 |
What does a good one look like?
This one-day course provides a timely opportunity for primary school leaders to consider how well languages provision is progressing in their school, and what direction it should be taking. What constitutes "high quality teaching and learning"? What should we be looking for - and planning for - in the primary languages classroom? Speakers include Pam Haezewindt, HMI; Jim Fisher, Lorna Harvey, Rona Heald and Paul Kilgallon.
Contact Alexandra Yannacopoulou on 0121 303 8106 or download the application form (Word 536 KB). |
Birmingham |
October 2008 |
4 |
Regional training day for Community languages teachers
Contact Alexandra Yannacopoulou on 0121 303 8882. |
Moseley School, Birmingham |
16 |
Headstart
This is a one-day course for teachers of primary languages who are either recently appointed subject coordinators or about to become a subject coordinator. The course outlines the role of the subject leader in a primary school, and looks specifically at how the MFL Co-ordinator can develop the teaching of a modern language in the primary school.
Contact Alexandra Yannacopoulou on 0121 303 8106 or download the application form (Word 536 KB). |
Albright Hussey Manor, Shrewsbury
|
December 2008 |
11 |
Developing intercultural understanding
Exploring activities to develop Intercultural Understanding in the primary school. A one-day course to look in depth at the concept of Intercultural Understanding in the primary school. The course provides an opportunity for all involved in teaching primary languages to explore the learning objectives and teaching activities in the Key Stage 2 Framework for languages.
Contact Alexandra Yannacopoulou on 0121 303 8106 or download the application form (Word 589 KB). |
Finstall Centre, Bromsgrove
|
February 2008 |
5 |
Using Powerpoint to tell stories
Storytelling lies at the heart of any language learning experience and this is especially true for young learners. The primary classroom is the ideal place to develop children’s language learning skills through storytelling, which is interwoven into every stage of the Key Stage 2 Framework for Languages. Children engage with the language they encounter in stories on a variety of levels, and with a rich range of responses. This engagement helps them both to internalise new language and to develop their creative use of the language. This CILT course will look at how classroom teachers and subject leaders can create flexible, stimulating and unique resources for storytelling using PowerPoint.
Contact Alexandra Yannacopoulou on 0121 303 8106 or download the application form (Word 589 KB). |
Kingston Centre, Stafford |
March 2008 |
17 |
Beyond the cuddly toy
This CILT course will examine progression across the four years of KS2 and consider what the next steps might be for schools and teachers looking to develop their teaching of primary languages. We will look at innovative ideas for teaching and learning, including making in-depth links between primary languages and the wider curriculum, and making the most of opportunities for developing intercultural awareness and international links.
Contact Alexandra Yannacopoulou on 0121 303 8106 or download the application form (Word 529 KB). |
Gray's Hotel, Telford |
Go to our CPD pages for more details or contact Anita Ojela on 01902 518 969 for events in Wolverhampton.
Contact Alexandra Yannacopoulou on 0121 303 8106 for events anywhere else.
What are YOU doing on the European Day of Languages?
26 September, 2007 – the annual European celebration of language and culture – is fast approaching. In schools, colleges, universities, workplaces and in the community, ‘EDL’ will see language-learning activities and multilingual fun throughout Europe.
Comenius West Midlands would like to know how you are planning to mark this event. If your school/college will be celebrating, we want to hear about it.
For those schools who contact us before 19 September, we will share their plans through the Comenius West Midlands website and databases. We are also hoping to gain some regional publicity for the event, so will send on some of the information to the media (unless requested not to).
If you haven’t ordered any of this year’s EDL sticker sheets, t-shirts, badges etc. – or need more! – then request some from CILT. However, schools supplying a brief description of planned celebrations will receive some EDL ‘goodies’ from Comenius West Midlands, so return the pro forma (Word 130 KB) as soon as possible.
Early Language Learning Regional
Support Groups
There are now seven NACELL Regional Support Groups for
Early Language Learning in the region designed to help those interested
in promoting and delivering languages at the primary level. Watch
out for their new programme of free twilight training and networking
sessions. They are:
Click on each of the groups to go their pages on the NACELL website
and find out about their free activity programmes.
Songs for EDL
September 26 is the European
Day of Languages. To celebrate we have made three three songs
available – one each in French, German and Spanish. These
are from a CD of songs recorded by some of the Foreign Language
Assistants who were with Birmingham schools last year. They are
children’s songs, and very short – ideal to have your
pupils learn them on the European Day of Languages. You might even
organise a competition to see how quickly children can learn one,
or all three songs. The words are presented below, with translations.
Debajo de un boton (mp3, 363KB)
Il Court Le Furet (mp3, 358KB)
Teddybär, Teddybär (mp3,
230KB)
Texts and translations
The Comenius resource centre in Birmingham also has a limited supply
of CDs of Italian children's songs to give away. Please contact
Denise Wilson to order one.
Some ideas for using these songs
Singing and listening:
The songs included here are quite short – so children could
try to learn them in a brief slot during the Day – even as
a whole school assembly.
If you provide children with the written text, they could listen
several times, concentrating on trying to follow the song on paper
(no mean feat!).24 September, 2008avoid them looking at the text at this point, so they can focus
on what the words really sound like.
They could try to find rules for pronunciation :
- in French how is ‘i’ pronounced? Can you hear the
ends of words? Etc.
- in German how is ‘ei’ pronounced? And ‘au’?
- in Spanish how is ‘qu’ pronounced? And ‘j’?
Try dividing the class into groups, and each group learns part
of the song – if each group learns one line, the class can
learn the song very quickly!
Let children listen, and ask them to raise their hands/stand up/
put thumbs up etc. when they hear a particular word or phrase. After
doing this several times they may feel confident to join in and
sing the word or phrase.
Often the last words of lines rhyme, and appear more recognisable.
Children could join in and sing only the last words of each line
(and possibly build up from there).
If you are confident in one of the languages, you could try changing
particular words and see if they can identify which have been changed.
Children could sing a song, then miss particular words out –
e.g. ‘le’ in ‘Le Furet’, then ‘le
furet’, then add ‘il court’ etc. (as they do with
‘Head shoulders knees and toes’)
There’s also scope for doing actions – certainly to
Teddy Bär!
Language:
Children can find the texts themselves interesting.
They could find words that are the same, or nearly the same, as
English - e.g. ‘Teddy bär’, ‘haus’;
or words that mean something slightly different – e.g. ‘joli’.
They could focus on ‘little words’ that appear frequently
– ‘il’,’le’; ‘un’ ‘que’;
etc. and use the translation to work out their meanings.
They could identify accents and try to guess what they might be
for.
|
Comenius
West Midlands
