Planning templates
Appendix 5.1
Embedding or integration? A common lexis is vital
Below you will find some examples of ways in which language can be embedded into
the Primary curriculum. Which of the four levels would you consider each example to
exemplify?
1. Numeracy – Children complete calculations on the whiteboard which have
numbers from 1 – 30 missing from one part e.g. √64 = ?
□ Surface level links
□ Integrating language with semi-familiar content
□ Integrating language and new content
□ Immersion
2. Geography – Children are taught the compass points and a verb from ‘to be
situated’ to establish basic geography of a country in which the new language is
spoken. This extended to include descriptions of the weather.
□ Surface level links
□ Integrating language with semi-familiar content
□ Integrating language and new content
□ Immersion
3. PSHCE – Children learn about the daily routine of a child in a developing country
where lifestyles are very different.
□ Surface level links
□ Integrating language with semi-familiar content
□ Integrating language and new content
□ Immersion
4. History – After studying the character and lifestyle of Henry VIII, children learn
about the character and lifestyle of Napoleon Bonaparte.
□ Surface level links
□ Integrating language with semi-familiar content
□ Integrating language and new content
□ Immersion
5. Science – Children learn the words which describe the stages in the life cycle of a
flowering plant e.g. seed, shoot, leaves, flower, roots etc.
□ Surface level links
□ Integrating language with semi-familiar content
□ Integrating language and new content
□ Immersion
Appendix 5.2
Theme
Our
Community
Near and Far
Language
Learning
Languages
in our
community
Where in the
world ..?
History/Geography
Science
Investigating our
local area
Rocks and soil
QCA 6
Weather around
the world
QCA 3D
Keeping Warm
QCA 7
QCA 4C
What was it like to
live here in the
past?
Light and
shadows
QCA 18
How life has
changed since
1948
QCA 13
A Village in India
QCA 3F
Circuits and
Conductors
D&T
Art and
Design
Can we
change
places?
QCA 3C
Music
ICT
PSHE/Citizenship
Exploring
sound colours
in towns
QCA 13
Developing
singing skills –
songs around
the world
QCA 8
Combining
text and
graphics
QCA 3A
E-mail
Living in a diverse
world
Portraying
Relationships
Exploring
descriptive
sounds
QCA 3A
Investigating
Pattern
QCA 9
Exploring
rhythmic
patterns
QCA 10
Exploring
arrangements
QCA 11
Exploring
singing games
QCA 3B
QCA 14
Food
Containers?
QCA 4A
Portraits
What’s In A
Name?
Rhythm and
Rhyme
Rhymes and
songs
The
Gardener
Living and
growing
Down Your
Street
In the
playground
QCA 10
What was it like
for children in the
WW2?
QCA 9
Lighting it Up
QCA 4 E
QCA 4F
Helping plants
grow well
QCA 3B
Characteristics
of materials
QCA 3C
Sandwich
Snacks
QCA 3B
QCA 3E
Collecting
and
presenting
information
QCA 4D
Manipulating
sound
QCA 5
Saying no
Friendships/Choices
QCA 2
People who help us
QCA 3B
Exploring
simulations
QCA 3D
Introduction
to databases
QCA 4
Keeping healthy
QCA 3C
QCA 7
That’s not fair!
Appendix 5.3
Year 3: Examples of Units of Work
Autumn
Autumn
Half Term 2
Half Term 1
Where In The
Languages in
Our Community World?
Language
Diversity
Climate/weather
Verbs
Location of
country/countries
where language Location of main
towns
is spoken
Spring
Half Term 1
What’s In a
Name?
Spring
Half Term 2
Rhymes and
songs
Summer
Half Term 1
Living and
Growing
Summer
Half Term 2
In the
playground
Names
Traditional
rhymes, songs,
poems, finger
rhymes
Crops and
produce
Playground
rhymes
Months and
seasons
Playground
games
Days of the
week
Numbers to 31
Instructional
texts
Personal
information e.g.
age, description
Colours
Compass
Greetings,
Adjectives
introductions and Points
social
Family members
Personal
conventions
information e.g. I
Numbers to 20
live in …..
Numbers to 10
Healthy food
Animals
Singular and
plural nouns.
Introduction of
negatives
Features of
playground
Appendix 5.4
Medium Term Planning: Subject: Year 3 PLL
Unit
Learning Intentions
Children should learn:
O3.1 listen and respond to a playground rhyme
2. In the
O3.2 recognise respond to sound patterns/words
Playground IU3.3 identify social conventions
support
Learning activities (including key questions)
main
extension
Accept a physical
response from
children who are not
ready to respond
verbally.
1. Children listen to Le fermier (est) dans son
pré and recognise the main characters by
matching sound of word and visuals.
They listen for phoneme é (ohé, fermier,pré)
They talk about differences between the 2
songs
Draw pictures of
characters with
labels for class
display.
O3.1 listen and respond to simple rhymes
O3.2 recognise/respond to sound patterns/words
LLS say words to a rhythm
Give object to every
other child to allow
them time to pick up
the next object.
Ensure children are
in mixed ability
groups.
2. Children revise numbers to 12 and character
words from previous session. They learn
combien de and combine numbers with
characters e.g. deux chiens.
They play games in French which make use of
numbers and counting.
Explore other
French rhymes/
songs on the net
www.momes.net
that have an
English equivalent.
O3.4 listen attentively/ understand instructions
KAL hear main word classes
LLS use a physical response
LLS use context of what they see to determine some of
the meaning
Prepare individual
cards for children
who might need extra
support.
3. Children listen to instructions for making a
game of conkers.
Mime the verbs and play Jacques a dit (Simon
Says) to practise instructions.
Children follow instructions and make a
modelling-clay conker on a string.
Sequence written
instructions.
03.3 perform simple communicative tasks to take part in
a playground game.
LLS repeat words rhythmically
LLS play games to help remember
LLS practise saying new words aloud
Ensure children are
in mixed ability
groups. Give practise
with physical
apparatus before
making up game.
4. Children revise numbers to 12 and
vocabulary from Le Fermier dans son pré.
Teacher or children model selection of
playground games
In small groups, children devise their own game
then show them to each other and partner class.
Include previously
learned vocabulary
to devise clapping
or ‘counting out’
game.
0.3 perform simple communicative tasks to answer
questions about playground games
L3.1 recognise familiar words in written form
KAL recognise that some words occur in both English
and the language being learned although they may
sound different
KAL notice the spelling of familiar words
KAL recognise question forms
Give individual cards
for support.
Accept physical
response using mime
or flashcard.
5. Children learn vocabulary for playground
activities plus Je préfère eg. le football.
They respond to questions about their favourite
games Tu préfères le cache-cache ou le…
Children take part in a survey of their favourite
games and create a bar chart.
Devise a survey for
favourite colours.
O3.1 perform simple communicative tasks using single
words, phrases and short sentences
L3.1 recognise familiar words in written form
L3.2 experiment with the writing of simple words
LLS use actions/rhymes/play games to aid memorisation
IU3.4 make indirect or direct contact with the country
where language is spoken
TA to walk around
playground with
children and match
areas to plan.
6. Children learn the four compass points and
vocabulary for different parts of school grounds.
On a plan of playground in pairs they locate
features of the school grounds.
Children respond to the question Où est-ce
qu’on joue e.g.le football? by pointing, or using
ici/là-bas
Learn all eight
compass points.
IU3.4 make direct or indirect contact with country where
language is spoken
LLS use gesture/mime to show they understand
Appendix 5.5
1. Playground rhymes
Framework Objectives
03.1 listen and respond
to a playground
rhyme
03.2 recognise and
respond to sound
patterns and words
IU3.3 identify social
conventions
IU3.4 make direct
or indirect contact
with country where
language is spoken
(through videoconferencing)
Support
Accept a physical
response from
children who are
not ready to
respond verbally.
Main
 Children listen to Le fermier (est) dans son pré.
Active Listening: Do children recognise the song and
what it is about?
 Listen again and find equivalent to E-I-Addio in
French.
 Teach recognition of main characters by matching
sound of word and visuals– using flashcards , props
or actions.
 Copy words spoken by the teacher to practise
pronunciation.
 Play games to reinforce.
 Listen for phoneme é (ohé, fermier,pré)
 Talk about the differences between the two songs
e.g. there is a cat, mouse and cheese in the French
version but no bone. Also tune for final line is
different.
LLS use gesture or
mime to show they
understand.
Learning Outcomes:
Children:
 can listen with care
 can identify specific words
 can identify sounds which are the same as or different from English
 know a well-known children’s game from country where language is spoken
Extension
Draw pictures of
characters with
labels for class
display.
________________
Throughout the
week:
1. Listen to song.
2. Practise
pronunciation.
Appendix 5.6
Appendix 5.7
Taken from Schemes and Themes – North Yorkshire County Council
ICT
‘Introduction to Spreadsheets
5D’
Language work?

?

English links
 Designing café menus
 Invitations to opening
 Devise questionnaire for
survey (ICT)
 Safety instructions for café
 Instructions for making
biscuits
 Promotional
leaflet/advertisement
 Drama/role play
 Creating dialogue/play
scripts
Maths links
 Problem solving – money, time
 Negative numbers –
temperature
 Measures – recipes for biscuits
 Data handling – sunrise, sunset
Geography
‘’What’s in the news? Unit 16’

Investigate theme of ‘space’
through collecting
information from
newspapers, news broadcasts
and internet

Create spreadsheet for
recipes for biscuits /types
of drinks to sell in café
Conduct survey to find out
which biscuits are most
popular
Enter formulae and use
spreadsheet to check
different option
Science
‘Earth, Sun and Moon 5E How We See Things 6F’






Creating a café on
the moon
What do the earth, sun and moon look like to
travellers in space? Use photographs, models,
Internet, CDRoms etc. to find out about shape and
relative sizes of planets in out solar system.
How do we see moon? What will customers of the
café see from the moon? How?
Investigate reflections – use of mirrors to make
café appear bigger, use of mirrors to check who is
approaching café – no undesirable aliens!
Investigate apparent movement of sun through
day, shadows - how does this affect site of café?
Investigate rising and setting of sun, time taken
for earth to orbit sun and moon to orbit earth
Where to site café – problems and advantages of
different sites
PE
‘’Dance unit 5’


Music
‘Journey into Space unit 18’
Design and Technology
‘’Biscuits 5D’



Evaluate a range of shop bought
biscuits
Follow instructions to make basic
biscuit, explore ways of adapting
Design and make biscuit for sale in
café




Explore and improvise ideas for a
space dance
Compose and perform dances
photograph or video for display in
café
Art
‘People in Action unit 6A
Listening – Planets Suite

Discuss emotions, how it would
feel to go on a journey into space 
Exploring sounds and textures to
express emotions

Focused Task – to compose a
soundscape to describe

contrasting moods, sensations,
events linked to space to be used 
as background music in café
Select and record from first hand
observation
Compare how other artists show figures and
forms in movement
Investigate materials, methods and
techniques
Match materials and processes to ideas and
intentions
Compare human/robotic movements, will
waiters in café be human or robot?
Appendix 5.8
A 2-year rolling programme (mixed age: Y3/4).
Broad theme: Myself






This rolling programme could be started in either year A or year B
Content themes have been chosen to be appropriate for the core language structures,
year groups and school terms
Intercultural Understanding objectives have been chosen to be covered either in both
years or in one of the two years
These are only suggestions: schools could adapt the rolling programme according to
their own needs.
Any units could be replaced/enriched by cross-curricular or story based units ( a few
suggestions are given)
Framework links are abbreviated and illustrative to show a gradual progression from
Y3 to Y4 objectives. Several objectives will be relevant each term
Core
structures
Year A
Year B
Autumn
Greetings, 1-12, name, age,
colours, classroom instructions
I.U. 3.1: Identify languages spoken
and countries
Who / what is
it ?
It’s ---
JUNGLE TOYS
& PRESENTS
PERE NOEL
I.U. 3.3 Social
conventions
(Christmas)
FAMILY & PETS
NATIVITY
STORY: THE
ENORMOUS
TURNIP
I.U.: 4.3
Traditional stories
XC :HISTORY A
TUDOR FAMILY
TREE
Spring
Days, months, 13-31, birthdays
I.U.3.4 Make direct/indirect contact
with country where language is
spoken
Do you have
a-- ?
Yes I have aNo, I don’t
have a --
Summer
BODY
MONSTERS !
FRUIT EASTER
TRADITIONS
STORY:
LE GRAND
MONSTRE
VERT
X-C: ART/DT
MATERIALS:
MAKING AN
EASTER CARD
I.U. 4.1
Festivals/celebrati
ons (Easter)
Alphabet
Oracy
Literacy
KAL
LLS
3.1 Listen
and respond
to simple
rhymes etc
3.2
Recognise
sound
patterns and
words
3.1
Recognise
familiar
words in
written form
sounds
phonemes
and words
Remember
rhyming
words
Link sounds
to meaning
and written
form
Use gesture
and mime to
show
understanding
Imitate
pronunciation
Record self
3.3 Perform
simple
communicativ
e tasks
3.4 Listen
attentively to
everyday
language
4.1 Memorise
and present a
short text
4.2 Listen for
specific
words and
phrases
4.3 Listen for
sounds,
rhyme and
rhythm
3.2 Make
links between
some
phonemes
rhymes and
spellings
3.3 Read and
write simple
words
4.1 Read and
understand a
range of
familiar
written
phrases
4.2 Follow a
short familiar
text
4.3 Read
aloud words
used on a
Hear
/recognise
main word
classes
Recognise
questions &
negative
statements
Recognise
categories of
words and
simple
agreements
Apply phonic
knowledge to
pronounce/de
code text
Notice
spellings of
familiar
words
Understand
similar ,
Repeat words
rhythmically
Recognise
mouthed
words
Ask for
repetition
Use physical
response
Listen
attentively
Use context to
aid meaning
Say new
words under
breath/ out
loud
Compare
English words
with other
languages
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Planning templates