Remembrance: Drama,French,Music and Art.

Every year in French language classes in KS2, especially in UKS2, network schools focus on Armistice and Remembrance in the week of and around the 11 November.

Here are some creative and reflective ways you could spend a lesson focusing both on the target language and events, linking the focus across the curriculum with simple Drama, Art, French and Music activities.

A field of emotions.

  • Talk with the children about France and their knowledge of where the battlefields of WW1 are situated in the country.

  • Take a journey by Google Earth to the area of Normandie and Picardie, the forests, fields and cities such as Amiens.

  • Play part of the video clip below and ask the children to think about what it must have been like at the time to be a child, a mother, a soldier (etcetera), in the cities and countryside of this part of France. What types of emotions must these people have felt? Allow the children to discuss how the soldiers and families from all the countries in WW1 would have had similar emotions You could make the link with the emotions people feel nowadays in wars that are taking place around the world.

  • Ask the children to write down nouns and adjectives to describe the emotions that they think the people they have just imagined might have felt (e.g. fear, sadness, love, bravery etcetera).

  • In pairs or groups allow the children time to look up words in bilingual dictionaries in French and to write these down next to the English words.

  • Create four lists on the board at the front of nouns and adjectives the class has collected: linked to fear, words linked to sadness and words linked to courage, words linked to love and kindness.

  • Point to individual words and ask the children to create the expression and a silent action that they feel conveys the particular noun or adjective. Create a mime gallery of emotions, with children performing the actions and attempting to read aloud the nouns and adjectives.

  • Play the clip below and ask the children to listen to the evocative music and to observe closely the field of poppies in the video.

La valse des coquelicots is a music and picture clip of fields of poppies. We celebrate with poppies (les coquelicots) and the blue cornflowers (les bleuets) are also a symbol of remembrance in France.

  • As a class create a field of emotions using the nouns and adjectives that your class has collected. The field should be created in the colours - green, red and blue - to represent the green fields, the red poppies and the blue cornflowers. The words should be written in the shape of the emotion or feeling the nouns and adjectives evoke and the colour the children associate with this too.

5 recent updates to the PLN scheme of work

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This week is all about Scheme of Work updates. Will, Janet and Emilie talk through the updates that have been developed and added, since the start of the year

Summary of updates:

1. Language Detectives resources- Phonetic Detectives, Reading Comprehension Detectives and the Counting Detectives Y3 Autumn 1 Teach by Story. 

2. Native speaker children videos- video of native speaker Spanish (French coming soon) children are now embedded in the Click2Teach SOW across the curriculum

3. QR code sheets- opportunities for independent learning at home or at the end of the lesson using our interactive resources and a QR sheet, found at the bottom of each half term’s Click2Teach curriculum

4. Read and Understand- opportunities for LKS2 to do simple reading comprehension tasks on prior learning, found in Summer 1 of Click2Teach stage of learning.

5. Creative links- ideas to start being “cross-curricular” with Click2Teach.Ideal for the non-specialist who is looking to extend their primary language teaching and learning and be that little bit more creative.

 

Any questions don't hesitate to contact me at will@primarylanguages.network

Interested in how we can help your school with delivering languages?

Please contact info@primarylangugaes.network

Let the "language detective games" begin.

Trois symboles, à la fois simples et puissants, le composent. La médaille d'or, symbole du sport. La flamme, icône du Mouvement olympique et paralympique. Marianne, image de la France. Ces symboles révèlent un visage, qui incarne notre ambition de mettre les gens au cœur des Jeux.

What a wonderful video! Primary Languages Network BeCreative and Click2Teach French scheme of work users, this is a marvellous stand-alone resource for our Year 5 Autumn 2 “City Explorers” and our Year 6 Spring 1 “Sports” focus.

For all readers of my blog posts, this video is a marvellous “language detectives” resource for many other reasons. Read on!

First, of course, watch and enjoy the video and the French narration. (You can also find the video in English too to support your classes and less confident teachers.)

The activities below are divided into drama, word and grammar games, They are not in a specific order and teachers can select which of the three types of activities they prefer to use.

Let the “Drama Games” begin!

  1. Watch the video. Discuss what you see in English or French, depending on the level of the language learner as these activities can be used with all ages and stages of learners.

  2. Watch and listen again. Freeze-frame at pertinent moments. Act out what you see or mime/ freeze-frame the action.

  3. Watch and listen one more time. Pause the video and repeat and practise the French sentence/s you have just heard. Freeze -frame at pertinent moments. Act out or freeze-frame in a pose from the action in the video.

  4. Revisit the video and this time. Split the class into narrators and performers each time you pause the video. The two halves of the class take it in turns to either be the actors and act out/freeze frame or be the narrators and say what they have heard on the video

Let the “Word Games” begin.

  1. Watch the video. Discuss what you see in English or French, depending on the level of the language learner.

  2. To complete this activity, as the class teacher, you firstly need to watch the clip and identify keywords/phrases/ sentences that you would like the class to investigate linked to the clip. Select your top 10 keywords/ phrases or sentences for the activity.

  3. With beginner learners this could be key nouns e.g bow / arrow/ hat/ field/ sport etcetera.

  4. With more advanced learners it could be phrases or sentences that explain the action you can see in the clips.

  5. You may also want to focus on a whole school focus like “empathy” or “challenge” or “fitness” and source nouns or phrases/sentences that link to these key focuses.

  6. Write the keywords/phrases or sentences out on paper or on the whiteboard and allocate one of these per child or pair. Firstly the pupils need to work out the meaning of the item and then they need to watch the clip and spot their item. Ask them to stand up or wave their piece of paper when they see their item. Swap items and play this again.

  7. As an extension to the challenge, give out the keywords/phrases or sentences, written in a random order on paper and ask the class in pairs to read the items and number them in the order they think that they appear in the clip. Play the clip and let the pairs check the order they have chosen.

Let the “Grammar Games” begin!

  1. Watch the video. Discuss what you see in English or French, depending on the level of the language learner.

  2. Watch and listen to sections a second time and challenge the class to find either nouns, verbs as infinitives or adjectives that describe what they have seen in the video clip. To do this, the class should work in pairs. Each pair will need bilingual dictionaries and rough paper or whiteboards. (As the class teacher you can decide if the challenge is just nouns or adjectives or verbs or a combination of all three).

  3. Invite volunteers to come to the front and write up on a flip chart one or two of the words they have sourced. Ask the class to be language detectives and be resourceful and try to find the meaning of the words.

Table Hakas and Traditional Rhymes

What’s a “table haka” traditional rhyme?

Well, it’s an opportunity to make links with literacy, to consider rhythm and beat and performance of target language traditional rhymes and link these to a rugby-style “haka” performance.

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Non-network members can download for FREE these two traditional rhymes, sound files and transcripts: our Welsh rhyme and our Arabic rhyme.

If you already use our Primary Languages Network Scheme of Work then there are traditional rhymes with sound files, target language and transcripts, ready for you to use in lessons 1, 2 and 3 in the “Learn a New Language” section in. 9 possible languages.

Activity Guide

  1. Select for the class two target language rhymes (e.g. the Welsh and the Arabic rhymes above). Network members have a choice as well of Italian, Flemish, Welsh, Russian, Mandarin etcetera.

  2. Set the scene. Make the literacy links between traditional rhymes in different languages. Talk briefly with the class about traditional rhymes in English and perhaps rhymes in other home languages of pupils in your class. Say a favourite English rhyme and listen out for the beat and the rhythm. Discuss the possible meaning of what appears a nonsensical rhyme.

  3. Ask the class to listen to the two traditional rhymes from potentially unfamiliar languages that you have selected. Play each one all the way through.

  4. Now ask the children to listen again and this time clap out the rhythm of each line.

  5. Listen, reveal the target language and transcript slides, clap out the beat and investigate the meaning of the sentences.

  6. Add actions to help other people to understand the meaning of each line

  7. Practise both rhymes as a whole class and attempt to learn both rhymes.

  8. Add the rhythm and the beat. Sitting at their tables, you can decide if children tap gently on desks or clap hands or drum out the rhythm on the desk using their hands, pencils and /or feet.

  9. Time for the “table haka”. Divide your class in two. One half of the class (with or without the support of the native speaker sound file) performs one of the traditional rhymes and the other half of the class responds with the second traditional rhyme.

  10. You could take this into the hall and use this as a dance activity, where children make the rhythm with their feet and add the actions you practised in class - either as small group performances or as one half of the class performing to the other half of the class.


Celebrate with colours. Bonfire Night

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Whether your learners are beginners in primary languages or more advanced, introducing colours and revisiting colours are the places to start if you are linking language learning to a school celebration of “Bonfire Night”.

Below are activities that we know work and that are tried and tested. Different activities will suit different ages and stages of primary language learners. Consider encouraging other members of staff to do a specific activity with a class. Put the activities together and you have a short school assembly of target language Bonfire Night assemblies. Invite the wider community in to celebrate language learning and this link across the curriculum too.

Beginners (KS1 and LKS2) Word association and colours in a spoken poem.

First, play the drama game described in the video below.

Then ask the children to create a simple word association spoken English poem with the colours spoken in the target language and actions/mimes of their colours e.g. Blanco like the snow (children could mime snowflakes as they fall). Practise as a class and create a colourful performance.

Beginners (all year groups) sounds of colours’ physical firework display

We know this works and have been using this activity for many years. Joanne in the Twitter clip is leading a group of teachers through the activity at one of our PLN CPD sessions that we deliver. It’s all about thinking about the sound of the word and asking children to create a physical repsresentation of the sound of the word as a firework. she is conducting the teachers as if they are a class , indicating when groups should join in, stop, restart, make loud sounds, small sounds, build to a crescendo. Practise with your class target language colours. Divide your class into groups and ask them to work together with a colour. build a performance. Practise and generate a class performance of the sounds of the fireworks, nominating a child to be the sound orchestra conductor.

Create a performance song to a familiar refrain.

So easy and so effective. Select a familiar refrain (here we are using “The farmer’s in his den”), add the target language for fireworks and remind children of the actions they have created for their colours. Now create a firework and colours’ song with the class leading on how this is put together. The song is actually part of our Y3 Autumn 2 Bonfire Night lesson, if you are a network member, you can access this on the PLN VLE.

Moving on and advanced learners - a firework poem reading comprehension and performance

Firework_poem_display_SpanIsh_example.jpg

So sometimes the oldest and most loved activities are the best. Since early in 2000s we have been using this poem in French, German and Spanish to inspire young children . Teachers share the poem , unpack the meaning, look for nouns, adjectives and verbs and then children can practise and create a physical performance. children can use the poem as a template to create their own poems with different colours or if more advanced with a change of one of the verbs.

Here’s the blog post with step by step activity guide and the words in French and Spanish to the poem.
Fireworks performance poem blog post




“Bonfire Night” primary languages lesson ideas- Catherine Simms

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This week’s podcast is all about being ready to celebrate Bonfire Night in primary foreign languages. Listen along with Catherine and Will as they talk about how you can celebrate Bonfire Night with your language learners across school, in both KS1 and KS2.

We will run through a few activities you can use from the PLN Seasonal Specials, and we also have some language resources in KS1 “Language Explorers” too,so you can celebrate with your younger learners.

We hope you will enjoy using our Bonfire Night resources.Please remember to share anything you do, and have a blast!

Below are links to all we mention in the podcast

Link to Bonfire Night resources folder in Seasonal Specials

Link to Bonfire Night activity guide with links

Link to KS1 Language Explorers (Bonfire Night resources are in Year 1 Autumn 2 in French and Spanish)

 

Contact us on coordinator@primarylanguages.network

Practical solutions to OFSTED in primary languages- Catherine Simms

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This week’s podcast is all about being Ofsted ready. Listen along with Catherine and Will as they talk about how to prepare for an Ofsted visit, what Ofsted would be looking for and how the resources on the VLE can help you to be ready.

We will run through the meaning of intent, implementation and impact and how you can demonstrate this using the resources on the VLE.

We hope this will help you to feel ready for an Ofsted visit and fell confident in demonstrating your intent, implementation and impact.

Below are links to all we mention in the podcast

Link to Ofsted Ready blog post

Link to Impact and Primary Languages blog post

Link to Ofsted Ready chart on VLE

 

Contact us on coordinator@primarylanguages.network

Teach languages in the primary way!

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This year we are creating a series of blog posts to explore FAQs from our Primary Languages Network schools. In this post we begin to address the frequently asked question above. Just what does primary language teaching look like? Let’s start from the beginning.

Firstly, you may like to spend 10 minutes listening to this podcast. An informal discussion between two practicing primary languages’ teachers and myself. Emilie is a native speaker,primary French specialist and Joanne is a primary teacher with an MFL specialism: (listen below)

1.Create a learning environment where every child feels valued and a “citizen of the World”

citizens_world_3.jpg

In primary schools we can celebrate diversity in the whole school community through cultural assemblies, practising simple greetings from around the World, exploring and learning about songs and stories from other cultures.

We can look for similarities and differences and enjoy the language learning knowledge and skills of children with home languages. We can help open the door to the wider world for children who have limited experience.

A very practical primary launch to language learning is to create a corridor display, where children can introduce themselves and where the whole school can be proud of the shared and welcoming primary language learning enviornment in school.

Greetings_garden_to_welocme_guests.jpg

2. Bring the target language country to life

It’s so important to see what the children know or not even be aware that they know about the target language country. It’s equally important to look for the similarities and the differences and celebrate these.

Find opportunities throughout your teaching to highlight links to the target language and the country/ies. For example highlight stories that are internationally loved (e.g. The Hungry Caterpillar or the Going on a Bear Hunt). Watch out for cartoons and characters from films and stories that children both in your class and in the target language country like.

Introduce the children to the food and festivals of the target language country/ies and build meaningful and age-appropriate visual displays to celebrate the target language, its culture and the country.Make with the help of your class a pictorial knowledge map for example to gather this knowledge as a display

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Share the children’s explorations of the target language country and culture with your wider school community and celebrate the language and the culture of the country. Take advantage of the positives of the internet and Google Earth and then use of APPs to capture what you explore and learn.

The clip below would make a great addition to the intranet and welcome video in your school foyer

3. Educate the ear

Take time to play sound and action games to reinforce good pronunciation. Use techniques that you may already use for sound-spelling practice in Literacy . Revisit, repeat, build confidence in all your learners.

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Use the internet,visitors from the community or your native speakers to introduce the children to the sound of the language or to reinforce pronunciation of core language.Go back and use resources more than once, tweaking the activity or adding challenge as you go. Remember children like to progress and they also like to start from a familiar and secure starting point. Don’t rush.

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4. Start simple.

Primary languages is about all children growing in confidence and being keen and able to develop their own language learning skills and to want to explore languages further.

We really don’t know which language they may need in the future when they are adults.

Start with a song and a game and a focus on greeting each other for example. Primary colleagues reading this will know that eye contact and speaking out loud can in itself be a challenge for some young learners. Celebrate both the small and the big strides forward.

Don’t be afraid of repetition and for example singing the same song again and again over a period of lessons.

Build language learning into your classroom routines - why don’t you sing the songs as you line up outside to come in from outdoor play or PE or greet each other in the morning or after lunch in the target language?

5. Let the children explore

Primary languages means that we can make small steps forward into big and exciting challenges.

Look at how these two children are really focusing on a very simple paper counting board game with their German numbers 1-10. so much more is taking place than just counting in the target language. Rigour and pace in primary is not always about teacher led class activities focusing on core language. Keep it exciting, age appropriate, challenging and always a wonderful language learning adventure!

6.Think of primary approaches to learning

Primary approaches to listening,speaking , reading and writing really start in the primary classroom and with approaches that experienced primary colleagues use to explore all subjects.Literacy and natural links to literacy are very apparent when teaching primary languages. Yes, children may have their “French” thinking heads on for the lesson but the links can still be made , for example make the links with questions to the class : “Do you remember yesterday when we were looking at nouns….” or “Can we think of ways we use to try to remember our spellings?”.

6.stretchy_balloon_spanish_example.jpg

Our Spanish stretchy balloon, to practise reading colours and sound-spelling is a primary favourite. It’s primary focus is sound -spelling. It engages children with memory skills and word association.It leads beautifully into our magical air writing and our special imaginary balloons in our favourite and least favourite colours. All part of the Y3 Autumn 1 Scheme of Work too.

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Keep speaking “primary”. It’s not all about dialogues although as the children progress you will want to build their ability to talk about themselves and ask questions of others. For example, here we are using the class Numicon to speak aloud in pairs our French numbers and colours in the target language.

Reading and writing need to be “primary” in approach and expectations.

Keep these tasks purposeful and be mindful of all your learners and their needs.

We like to encourage children to be language detectives and to solve puzzles and find solutions. what is appropriate with Year 3 children may not be well received by beginners in Year 6 and consider also the audience.

Think about how can you pitch the activities appropriately for the age ,stage and interests of the class you are teaching primary languages. For example our superhero work goes down well with all ages and stages:

And when children make mistakes, especially when they are thinking both creatively and using the written target language, be primary in your approach to corrections.

Share ideas anonymously from work the children have created (see below) and use back in class to discuss options and choices. For example in this case,your follow up lesson could include “language detective” work using vocabulary reference tool ( bilingual dictionaries/ online tools) to check spellings of nouns- as a class, in groups or pairs.

Rainbow_writing_and_dictonary_skills_2_spanish_example.jpg

Provide models of language as display to support your classes with target language and spend time in DT or Art creating with your class primary appropriate interactive displays and working walls.

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Indeed just as you would be in other primary subject areas, be the facilitator of learning. Remember your primary learners are being encouraged to become independent and creative. Let them lead and share when appropriate.

Sometimes small steps forward provide giant all round learning gains.

Sing a song in French and revisit the months as in the example below and your class grows in confidence, has fun, practises memory skills, works as a team, follows the rhythm and beat and tune etcereta, etcetera. It’s not all about the new content acquisition.

Link your learning to the school calendar.

Why not revisit numbers and colours and link them for example to Autumn and harvest time?

Here are our two most recent seasonal specials blog posts to help you do this: Autumn language learning (numbers and colours), Autumn maths and fruit and vegetable harvests

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Make purposeful links across the whole school curriculum.Begin to consider some limited cross-curricular links. Above we have seen how we can focus on colours in sound-spelling,speaking, games, reading , writing.

Now, here is an example of how we can make the link to Art . Picasso, faces and colours. It’s still all part of our Primary Languages Network Year 3 Autumn 1 focus on colour.

7.What will the “primary” teaching and learning look like when we progress from beginners and word level activities?

Last year we kept a running record for most of the year of work facilitated by primary languages teachers and produced by primary children , in KS1 and particularly in KS2. When you have time and are ready to move on, take a look here:

Making progress blog post series 2018-19.

And finally,remember if you are network members, then using our Click2Teach and BeCreative Schemes in French,German and Spanish you will be guided to teach appropriately for the age and stage if the primary learners.

You can also access advice and support from our Network Manager,Catherine.

Contact her here. Get in touch

Not a member yet? Interested? Book a virtual tour here


















KS1 and KS2 Language Learning- with Emilie, Janet and Joanne

First of all,

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In short, this week's podcast is a really good listen!

This week is all about looking at language learning in KS1 and KS2. These three people are very experienced in all aspects of primary language learning, and offer their perspectives on important parts of what makes a good KS1 and KS2 lesson in primary languages.

They discuss the subtle differences between, and the expectations of,lessons in each stage. 

Autumn Maths and Languages

Numbers leaves VLE.png

Making links across the curriculum allows you to revisit familiar language in new contexts. if you are using the Primary Languages Network Schemes of Work then you may already have found resources that link language learning to Autumn and you may already be using the Maths’ number sentences and leaves consolidation sheets.

Here are a few more ways to link language learning with Maths that we shared in a blog post back in 2014 and that since then some of us have used each year to make the link with Autumn. You may also like to check out the blog post “Autumn Language Learning” too. The focus is on investigating fruits and vegetables.

Number of.....: if you are just practising numbers with the children - then an obvious activity would be to practise counting up what you can see in a picture of the fruits and vegetables or items you have brought into class.

Guesstimate! You could guesstimate the weight! Guesstimate the circumference or length! Teach the children the key phrases for measurement and weight, so centimetre/ metre/ gram/ kilo etcetera( in the target language) and apply the target language to a Maths challenge of guesstimation and compare the guesstimations to actual weight and measurement (circumference or length) once the children weigh and measure the objects.

"What in the World is it?" :Exploring culture gives you as a class teacher a very real reason to bring in fruits and vegetables that the children may not be familiar with. Take a look as a class. Perhaps locate where they are grown around the World. Why not touch, feel and taste some of these new vegetables. .Create a class tally chart of how many children like and dislike the items. Count up the tallies in the target language and find the favourite and least favourite items. Take a closer look and look at photos of familiar fruits and vegetables and see if the children can identify families of fruits and vegetables to which the new items nay belong or be similar. Create your own "Taste and Look Like Venn Diagrams" to record the results ....but in the target language of course!

Market Stalls and Maths’ Museums : Create your own class display of Autumn fruits and vegetables you have investigated. Use the target language to label the produce, add target language for colour and write numbers and weight or measurement in target language too.



Autumn language learning

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Busy getting ready with children to celebrate harvest time and Autumn? Linking language learning to a seasonal calendar focus is a great way to practise familiar and new language.

We celebrate Autumn in the Primary Languages Network BeCreative SOW in Years 3 and 4. We thought we would share some of these ideas with everyone. Hope you find them useful.

  • Leaf stepping stones: practise numbers and colours. Write numbers on coloured cut out card leaves . Secure with blu-tac on the floor and create stepping stones. Ask the children to walk around the room standing on the leaves. When you call out a number or a colour if they are stood on or next to a leaf with that number or colour written on it, then they are out! Ask a volunteer to take your role and call out the numbers and colours.

  • Leaf sounds: practise sounds in numbers and colours in the target language. On one side of cut-out card leaves write a key sound from target language you have been practising On the reverse write out the full word for the item.Divide class into teams. Stick all the leaves sound side up to the board or flip chart..Take it in turns in teams to guess the object (e.g colour/ number ) on the reverse of the card. Turn the card over and if the team guesses correctly, then the team wins the leaf. The team with the biggest pile of Autumn leaves at the end of the activity has won the "harvest".

  • Autumn action games: practise simple actions and commands associated with harvest time e.g picking , smelling, looking for , tasting, eating fruits and vegetables. Create actions and play simple games such as Simon says or last farmer standing - where children freeze-frame in their own chosen action and if you say that action the children in that particular freeze- frame must sit down. Who will be the last farmer standing?

  • Leaf Letters and “Harvest the word”: Ask the children in groups to select three favourite target language words. Ask the children to focus on accurate spelling and write out the words in rough. Check the spelling. Transfer the words letter by letter to leaf shapes. Cut out the leaves and muddle the three words’leave letters up. Create one pile of cut up leaves and pass this on to another table. The challenge is to identify the three words and reassemble the letters. Ask the team to pass the pile (all the leaf letters muddled up again) on to another table and the challenge can start again. And finally? Well, create a class display of favourite words as leaf letters on branches of a tree or as Autumn clusters of leaves on the floor underneath a tree.

Top tips for European day of languages (EDoL)

Like what you hear? Have you considered commenting or subscribing to the podcast

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This week’s podcast is all about EDoL (European day of languages). Listen along with Catherine and Will as they talk about the ins and outs of running a successful day. It doesn't have to be stressful, as if you are a member of PLN you already have access to a plethora of different idea and resources

We will run through some of the finer details that you should consider adding for those extra finishing touches. It is a great opportunity to showcase languages in your school, and irrelevant of the size of the event, it should be one that you do not miss out on!

Below are links to all we mention in the podcast

Link to folder on VLE with Catherines selected EDoL resources (as featured on podcast)

Link to EDoL folder in seasonal specials

Paul Phillips podcast- How to conduct a successful languages exhibition

Contact us on coordinator@primarylanguages.network