Write Away! Issue 16 March 2023 celebrating children’s writing in Primary Languages
I t's nearly Easter and the end of term, so that means it's time for the next issue of Write Away! magazine! I hope you enjoy seeing and reading what other people have been doing in their language lessons, including our first pieces of work from an international school. Thank you to the students and teachers who submitted their work for this issue. Don’t forget to look out for my Editor’s Pick and check out this issue’s guest language. Issue 16 March 2023 lightbulblanguages.co.uk/writeaway [email protected] Editor Clare Seccombe Our guest language for this issue is Swedish. Swedish is a North Germanic language which is descended from Old Norse, the language spoken in Scandinavia during the Viking era. It is spoken in Sweden and parts of Finland, and has about 10 million native speakers. The Swedish alphabet has 29 letters. The three additional letters are å, ä and ö. Famous Swedish speakers include environmental activist Greta Thunberg, actors Alexander Skarsgård and Alicia Vikander, singer Zara Larsson, and of course the four members of ABBA. hej vad heter du? Spanish page 19 Teachers’ Corner page 22 Puzzle Corner page 28 French page 1
français Vocabulaire Les cloches volantes by Kaya Year 2, Salford bleu blue œuf (m.) egg rose pink rouge red vert green violet purple en 1 pixabay.com
Vocabulaire français Les cloches volantes by Marnie Year 3, Ramsbottom två 2 bleu blue et and il y a there is jaune yellow noir black œuf (m.) egg rouge red rose pink vert green violet purple pixabay.com
Les cloches volantes by Amelia Year 4, Whitefield pixabay.com français Vocabulaire bleu blue cinq 5 deux 2 il y a there is jaune yellow œuf (m.) egg quatre 4 rose pink rouge red trois 3 vert green violet purple pixabay.com tre 3 pixabay.com
Vocabulaire français Les cloches volantes by Charlie Year 5, Whitefield fyra 4 bleu blue deux 2 grand big il y a there is/are jaune yellow œuf (m.) egg petit small rose pink rouge red trois 3 vert green violet purple pixabay.com
Les cloches volantes by Edward Year 6, Bury pixafrançais Vocabulaire avec with bleu blue cercle (m.) circle deux 2 étoile (f.) star grand big il y a there is jaune yellow Joyeuses Pâques Happy Easter œuf (m.) egg petit small quatre 4 rose pink rouge red ruban (m.) ribbon vert green violet purple pixa- fem 5 pixa-
Vocabulaire français Je suis un lapin by Rhia Year 3, Oldham sex 6 au revoir goodbye bonjour hello ça va ? how are you? je m'appelle I am called je suis I am lapin (m.) rabbit vache (f.) cow pixabay.com Je suis une vache by Rowen Year 3, Oldham Je suis un lapin by Giovanna Year 3, Oldham
Un enfant romain by Maria Year 5, Oldham pi français Vocabulaire bonjour hello ça va ? how are you? douze 12 esclave (m.) slave et and faire la cuisine to do the cooking j'ai … ans I am ,,, years old je mange I eat je m'appelle I am called je suis I am je travaille I work j'habite I live legumes (m.pl.) vegetables ne...pas not riche rich rouge red viande (f.) meat pix sju 7 pixa-
Vocabulaire français Un enfant romain by Shanon Year 5, Oldham åtta 8 argent (m.) money bonbon (m.) sweet bonjour hello bouillie (f.) mush, slops car because ça va ? how are you? eau (f.) water école (f.) school et and faire la cuisine to do the cooking j'ai I have j'ai … ans I am … years old je bois I drink je mange I eat je m'appelle I am called je porte I wear je suis I am je travaille I work je vais I go j'habite I live mais but ne...pas not pauvre poor pour ma santé for my health tunique (f.) tunic pixabay.com
Un enfant romain by Lilianne Year 5, Oldham pixfrançais Vocabulaire bonbon (m.) sweet bonjour hello bouillie (f.) mush, slops école (f.) school et and je fais de la natation I go swimming je fais des promenades I go for walks je mange I eat je m'appelle I am called je porte I wear je travaille I work je vais I go mais but ne...pas not pour ma santé for my health tunique (f.) tunic viande (f.) meat pix nio 9 pixa-
Vocabulaire français Un enfant romain by Abdul-Ahad Year 5, Oldham tio 10 argent (m.) money bouillie (f.) mush, slops car because douze 12 eau (f.) water école (f.) school et and j'ai I have j'ai...ans I am … years old je bois I drink je mange I eat je m'appelle I am called je porte I wear je suis I am je travaille I work je vais I go j'habite I live ne...pas not pain blanc (m.) white bread pauvre poor riche rich salut hi tunique (f.) tunic pixabay.com
Chez moi by Florence Year 5, Eltham pixabay.com français Vocabulaire après after à six heures at 6 o'clock avec with chambre (f.) bedroom chien (m.) dog cuisine (f.) kitchen dans in et demie half past finalement finally gai cheerful je dors I sleep je joue I play je lis I read je mange I eat je me douche I shower je me reveille I wake up je regarde I watch livre (m.) book ma my (f.) matin (m.) morning mère (f.) mother mon my (m.) onze 11 petit-déjeuner (m.) breakfast plus tard later premier étage (m.) 1st floor puis then quand when quelle journée what a day salle à manger (f.) dining room salle de bains (f.) bathroom pixabay.com elva 11 pix
Vocabulaire français Chez moi by Valen Year 5, Eltham tolv 12 après after à sept heures at 7 o'clock bureau (m.) study, office chambre (f.) bedroom cuisine (f.) kitchen d'abord first dans in déprimé depressed devoirs (m.pl.) homework ensuite next et demie half past heureux happy jardin (m.) garden je fais I do je joue I play je lis I read je suis I am livre (m.) book ma my (f.) mère (f.) mother neuf 9 nous regardons we watch puis then quand when qui s'appelle who is called salon (m.) living room sœur (f.) sister pixabay.com
Chez moi by Alexandra Year 5, Eltham français Vocabulaire à cinq heures at 5 o'clock après after avec with chambre (f.) bedroom cuisine (f.) kitchen dans in déprimé depressed ensuite next éploré tearful et and et demie half past fatigué tired finalement finally je dors I sleep je fais mes devoirs I do my homework je mange I eat je me lave I get washed je me réveille I wake up je suis I am joyeux happy ma my (f.) matin (m.) morning mère (f.) mother mon my (m.) petit-déjeuner (m.) breakfast plus tard later puis then salle à manger (f.) dining room triste sad pixabay.com tretton 13 pix-
Vocabulaire français Les animaux qui me regardent by Mia Year 3, Brighton fyra 14 blanc white bleu blue brun brown canard (m.) duck chat (m.) cat cheval (m.) horse chien (m.) dog doré golden enfant (m.) child grenouille (f.) frog je vois I see noir black ours (m.) bear poisson (m.) fish professeur (m., f.) teacher regarder to look vert green pixabay.com
Les questions by Marnie Year 5, London pixabay.com français Vocabulaire as-tu des frères ou des sœurs ? do you have any brothers or sisters? as-tu un animal ? do you have a pet? quel âge as-tu ? how old are you? quel est ton plat préféré ? what is your favourite dish? quel est ton sport préféré ? what is your favourite sport? quelle est la date de ton anniversaire ? what is the date of your birthday? pixabay.com fem 15 pixabay.com
Vocabulaire français Les crêpes by Charlotte Year 6, London sexton 16 assez quite aussi also car because chantilly (f.) whipped cream citron (m.) lemon crêpe (f.) pancake dégoûtant disgusting délicieux delicious elles sont they are et are gourmand greedy j'adore I love j'aime I like je déteste I hate je ne suis pas I am not miel (m.) honey préféré favourite sucre (m.) sugar très very pixabay.com
Dans la galette il y a ... by Damian Year 5, London pixabay.com français Vocabulaire dans in et and galette (f.) pancake, waffle il y a there is sucette (f.) lollipop trompette (f.) trumpet trottinette (f.) scooter pixabay.com sjutton 17 pixabay.com Dans la galette il y a ... by Marnie Year 5, London
Vocabulaire français Mon monstre by Jamie Year 6, Fleggburgh arton 18 avec with beaucoup a lot bras (m.) arm brilliant shining corps (m.) body défense (f.) tusk épaule (f.) shoulder est is et and feu (m.) fire fort strong fourrure (f.) fur grand big gris grey il a he has jaune yellow joue (f.) cheek marron brown mon my (m.) moyen medium paupière (f.) eyelid peau (f.) skin ses his (pl.) son his (m.) sont they are souffler to breathe sourcil (m.) eyebrow sur on tête (f.) head très very yeux (m.pl.) eyes pixabay.com
La música by Daeun Year 5, Hanoi, Vietnam pixabay.com pixabay.com nitton 19 pixabay.com español Vocabulario bailable danceable casa (f.) house coreano Korean diez 10 emocionante exciting energética energetic es it is folclórico folk me flipa I'm crazy about me gusta I like me llamo I am called no es it isn't no me gusta I don't like odio I hate pero but porque because relajante relaxing ruidosa noisy sé I know how to soy I am también also tengo...años I am...years old tocar el piano to play the piano vivo I live y and
español Vocabulario La música by Emma Year 5, Hanoi, Vietnam aburrido boring animado lively bailable danceable batería (f.) drums casa (f.) house coreano Korean diez 10 dormitorio (m.) bedroom emocionante exciting energético energetic es it is flauta (f.) flute me encanta I love me gusta I like me llamo I am called odio I hate pero but porque because sé I know how to soso bland soy I am teclado (m.) keyboard tengo...años I am … years old tocar el piano to play the piano trompeta (f.) trumpet y and tjugo 20
español Vocabulario La música by Manon Year 5, Hanoi, Vietnam alegre happy animado lively a veces sometimes bailable danceable casa (f.) house doce 12 dos 2 es it is escucho I listen francés French hermana (f.) sister me encanta I love me llamo I am called no me gusta I don't like pero but porque because que se llaman who are called relajante relaxing ruidoso noisy sé I know how to sencillo simple sí yes soy I am también also tengo...años I am...years old tiene...años she is...years old tocar el piano to play the piano todos los días every day tranquilo quiet, calm tres 3 vivo I live y and tjugoett 21
Teachers’ Corner Find out more information about the writing featured Jane Birtwistle How long have the children been learning French? Since the start of Year 3, apart from the Year 2 child who started at the beginning of the spring term this year. How long are their language lessons? Salford: 60 minutes a week (in blocks) Ramsbottom: 45 minutes a week Whitefield: 30 minutes a week Bury: 1 hour a fortnight Describe briefly the teaching and learning activities that took place prior to the children writing this piece. This was an end of term enrichment and culture lesson themed around Easter traditions in France: The legend of the flying bells. Each year group had a writing challenge to describe Easter eggs. This was an opportunity to revisit some core grammar points relevant to their year group. Year 2 focus: introducing adjectival position in the masculine singular form Year 3 focus: using il y a, the conjunction et, and adjectival position in the masculine singular form Year 4 focus: forming plural nouns, adjectival position in the masculine singular form Year 5 focus: forming plural nouns, adjectival position of both size and colours (which have different rules!) in the masculine singular form Year 6 focus: forming plural nouns, adjectival agreement in the masculine and feminine forms, singular and plural What support did the children have to enable them to complete this piece of writing? Access to class work in pupil folders, teacher-prepared sentence builders What do you particularly like about these pieces of work? The children were highly motivated by an Easter-themed activity and I particularly like the way this activity demonstrates progression across the year groups in language learning in a creative way. I loved the way the Year 2 presented her work by writing in coloured pens to match her description. This child is bilingual (Polish and English) and has made a great start to French. The Year 6 piece of writing demonstrates great use of correct position and agreement of adjectives of colours and size! 1-5 tjugotvå 22
How long have the children been learning French? The children had remote French sessions with me in Reception and Year 1 during lockdown and started live lessons in Year 2. How long are their language lessons? In Year 2 thirty minutes per week and in Key Stage 2 forty-five minutes per week. Describe briefly the teaching and learning activities that took place prior to the children writing this piece. Using Physical French Phonics we learned the sounds needed to say 10 animal names correctly. Then, following the Language Angels scheme we learned the names of 5 masculine then 5 mixed gender animals and discussed grammatical gender. We added Je suis and covered liaison. What support did the children have to enable them to complete this piece of writing? The children had lots of oral partner practice and prepared several sentences in their books using a writing frame and vocabulary sheet. What do you particularly like about this piece of work? I enjoyed the creativity and enthusiasm in the preparation activities as well as the opportunity to demonstrate learning from 2 units. Elizabeth Fletcher 6 Elizabeth Fletcher 7-10 How long have the children been learning French? Since Year 1 How long are their language lessons? Year 1 and Year 2 have 30 minutes per week, Key Stage 2 have 45 minutes per week Describe briefly the teaching and learning activities that took place prior to the children writing this piece. We have been using decoding skills to translate information about aspects of Roman life such as inventions, legends and gods. We compared information about the lives of rich and poor children to revise negatives and connectives. The children looked at a simple paragraph that I had written and improved it and added vocabulary from other units. What support did the children have to enable them to complete this piece of writing? A vocabulary list on the Romans topic and their books to add vocabulary from their previous unit about healthy lifestyles. What do you particularly like about these pieces of work? I liked that the work encouraged the children to adapt and play with their French sentences and use knowledge from their Roman topic outside of their French lesson. tjugotre 23
Nicola Edwards How long have the children been learning French? They started in Year 2, then picked up properly again in Year 3. How long are their language lessons? 45-60 minutes, once a week Describe briefly the teaching and learning activities that took place prior to the children writing this piece. The aim of the task was to write about what activity you do in each room of the house, having previously completed a speaking task about what rooms there are or are not in your ideal house. Children had matched up the set activity phrases and had made notes from previous lessons about rooms of the house. What support did the children have to enable them to complete this piece of writing? I modelled a basic sentence on the board (activity + in + room of the house), then added extra information using suggestions from the class so they could see what was possible. The children used work from their folders to create their writing. What do you particularly like about these pieces of work? I encouraged the children to look back at work they had done in year 4 where they used time connectives, simple 12 hour times, emotion adjectives and family in order to add extra information to the basic task, so was particularly impressed with the range and accuracy of extra information the children included. It’s so good to see vocabulary being used across different topic areas and helps build retrieval skills and independence. 11-13 How long have the children been learning French? 5 years How long are their language lessons? 30 minutes Describe briefly the teaching and learning activities that took place prior to the children writing this piece. We had been learning about colours and pets. We read Ours Brun and looked at adjective agreements. What support did the children have to enable them to complete this piece of writing? Mia wrote this all by herself! What do you particularly like about this piece of work? I like that she completed this piece of work independently and full of pride. Orla Flynn 14 tjugofyra 24
How long have the children been learning French? 7 years, since Nursery How long are their language lessons? 30 minutes in EYFS and Key Stage 1, 1 hour in Key Stage 2 Describe briefly the teaching and learning activities that took place prior to the children writing this piece. The children in Year 5 were revising familiar questions in this lesson. They manipulated the language with games like anagrams and putting the sentences in the correct order. They then created hexagon mini-books to practise asking the questions to their peers. What support did the children have to enable them to complete this piece of writing? A writing frame What do you particularly like about this piece of work? The accurate spelling and the cute drawings. There is a lot of grammar involved in this writing and speaking activity ! Noelia Rivas 15 Noelia Rivas 16 How long have the children been learning French? 7 years, since Nursery How long are their language lessons? 30 minutes in EYFS and Key Stage 1, 1 hour in Key Stage 2 Describe briefly the teaching and learning activities that took place prior to the children writing this piece. Year 6 learnt about La Chandeleur (pancake day in France). We revisited expressing opinions (they learnt them in year 5). Then, we learnt how to say the different flavours of crêpes and played some flashcard games. What support did the children have to enable them to complete this piece of writing? A writing frame What do you particularly like about this piece of work? How Year 6 extended their sentences to give more detailed information. tjugofem 25
Noelia Rivas How long have the children been learning French? 7 years, since Nursery How long are their language lessons? 30 minutes in EYFS and Key Stage 1, 1 hour in Key Stage 2 Describe briefly the teaching and learning activities that took place prior to the children writing this piece. The children in Year 5 learnt about the celebration of Epiphany in France. We also read the story Dans la galette il y a... by Antonin Louchard, about the random things that you can find inside. Then, the children created their own page of the story. What support did the children have to enable them to complete this piece of writing? The pupils had a word mat to help them write their sentences and a word bank with words that rhyme with galette. They had to use the bilingual dictionary to search for the words and they chose the ones that they wanted to include in their galettes. What do you particularly like about this piece of work? I love the creativity of their own pages for the story and the things they chose to include in their galette are so funny ! 17 How long have the children been learning French? 3 years How long are their language lessons? One hour a week Describe briefly the teaching and learning activities that took place prior to the children writing this piece. The children were taught the parts of the body and face and we talked a LOT about determiners! We used Jacques a dit… to practise the body parts and also talked about colours and adjectival agreements. We read the book Va-t’en grand monstre vert and the children made up their own monsters and described them at their own level. The class is mixed year groups from Year 3 to Year 6. What support did the children have to enable them to complete this piece of writing? The children had various language scaffolds depending on the level of challenge they chose, the easiest being Il a une tête…. and had to fill in the gaps with an adjective, for all the parts of the face, and the hardest being where they had to choose their own number of each part of the body, thinking about the adjectival agreements for gender and plural nouns. Amanda Harvey 18 tjugosex 26
How long have the children been learning Spanish? Some students in the class have been learning it since Year 1 or 2, but we have many new students every year as we are an International School, so some students have only been learning it for a few months. How long are their language lessons? They have two lessons a week, 45 minutes each. Describe briefly the teaching and learning activities that took place prior to the children writing this piece. The students have been learning about music this term, expressing their opinions about different styles of music and different instruments. They have been using Sentence Builders to help them, as well as many different activities – they love to play ‘spot the intruder’! What support did the children have to enable them to complete this piece of writing? They could use their classbook for support. What do you particularly like about this piece of work? I love that they have taken the work that we did in class to say exactly what they wanted to say. I also love that the students are being adventurous with the adjectives they are using. Georgina Dorr 19-21 What do you particularly like about this piece of work? I particularly love Jamie’s piece of work as he has moved away from the language scaffold, showing all the knowledge he has accumulated about language, using grammar and also excellent use of the bilingual dictionary where needed and putting in the correct determiners. His work far surpassed my expectations and I am so proud of him! tjugosju 27
Puzzle Corner Can you fit the languages of the world from the list into the Languages of the World grid? L A N G U A G E S O F T H E W O R L D Burmese Cantonese Catalan Creole English Farsi German Greek Korean Latin Latvian Mandinka Norwegian Punjabi Quechua Swahili Tagalog Tibetan Wolof tjugoåtta 28
Puzzle Corner Solution from issue 15 1. french 2. japanese japanese 3. portuguese portuguese 4. icelandic 5. ukrainian 6. welsh 7. greek 8. cantonese cantonese 9. tagalog 10. german 11. breton 12. punjabi French Japanese Portuguese Icelandic Ukrainian Welsh Greek Cantonese Tagalog German Breton Punjabi tjugonio 29
to all the children and teachers who have contributed their work to Write Away!