Write Away! issue 14

Write Away!

celebrating
children’s writing
in Primary Languages

Issue 14 December 2022

elcome to issue 14 of Write Away! I hope you enjoy looking at
and reading all the pieces of work that children all over the

Wcountry have been doing in their language lessons this term.

Find out about this issue's guest language, and don't forget to
look out for my Editor's Pick.

Have a lovely Christmas, and I'll see you for issue 15 in 2023!

Latin page 1

Spanish page 3

Issue 14 French page 9
December 2022
Teachers’ Corner page 15
lightbulblanguages.co.uk/writeaway
[email protected] Puzzle Corner page 18

Editor Our guest language for this issue is Māori.
Clare Seccombe
Māori is spoken in New Zealand. It is an Eastern
Polynesian language, related to Tahitian and
Hawaiian. It is spoken by the Māori people, who
are the indigenous people of New Zealand.

Māori became an official language of New Zealand
in 1987. Since about 2015 it has become more
popular across the country. It is viewed positively
by non-Māori New Zealanders, and has a high
status in Māori society.

Among the Māori words used in English are kiwi
and haka. Film maker Taika Waititi speaks Māori,
and New Zealand's Prime Minister, Jacinda
Ardern, is learning it.

De me

by

Amena

Year 5, Selsdon

Latin

vocabularium

amo I like

de me about me

e from

Gallia France

habito I live

lactuca lettuce

legere to read

mihi nomen est my name is

mihi placet (it) pleases me

non amo I don't like

novem annos nata sum
I am 9 years old

perna ham

salve hello

sed but

valde very

venio I come

1tahi

pi

Latin De me

vocabularium by

amo I like Ria

athletica athletics Year 5, Selsdon

cano I play I am delighted that we have some
writing in an ancient language in this
caseum cheese issue! Your neat presentation and
beautiful illustrations have impressed
clavario keyboard me as much as the Latin writing itself,
Ria. Well done!
decem annos nata sum
I am 10 years old

de me about me

e from

et and

habito I live

legere to read

mihi nomen est my name is

mihi placet (it) pleases me

non amo I don't like

pingere to paint

salve hello

sed but

venio I come

vermiculata spaghetti

2rua

En mi parque de animales

by

Owen

Year 4, Sunderland

español

Vocabulario

asno (m.) donkey

avestruz (m.) ostrich

bisonte (m.) bison

caballo (m.) horse

camello (m.) camel

cinco 5

cuatro 4

diez 10

doce 12

dos 2

hay there is / are

león (m.) lion

lince (m.) lynx

lobo (m.) wolf

mono (m.) monkey

ocho 8

once 11

oso pardo (m.) brown bear

parque de animales (m.)
animal park

quince 15

treinta 30

3toru

En mi parque de animales

by

Marlowe

Year 4, Sunderland

español

Vocabulario

caballo (m.) horse

cebra (f.) zebra

cuatro 4

dos 2

hay there is/are

león (m.) lion

mono (m.) monkey

nueve 9

ocho 8

parque de animales (m.)
animal park

treinta 30

un a/an, one (m.)

4whā pixabay.com

En mi parque de animales

by

Lucas

Year 4, Sunderland

español

Vocabulario

avestruz (m.) ostrich

caballo (m.) horse

dieciocho 18

diez 10

jirafa (f.) giraffe

leó marino (m.) sea lion

lince (m.) lynx

mono (m.) monkey

parque de animales (m.)
animal park

quince 15

treinta y seis 36

un a/an, one (m.)

una a/an. one (f.)

veinticuatro 24

pixabay.com 5rima

En mi parque de animales

by

Lauren

Year 4, Sunderland

español

Vocabulario

bisonte (m.) bison

dos 2

guepardo (m.) cheetah

hay there is/are

jirafa (f.) giraffe

león (m.) lion

lobo (m.) wolf

ocho 8

once 11

oso pardo (m.) brown bear

parque de animales (m.)
animal park

quince 15

trece 13

treinta y nueve 39

tres 3

un a/an, one (m.)

6ono pixabay.com

En mi parque de animales

by

Grace

Year 4, Sunderland

español

Vocabulario

avestruz (m.) ostrich

bisonte (m.) bison

cebra (f.) zebra

cobo de agua (m.)
waterbuck

cobo lichi (m.) lechwe

cuatro 4

dieciséis 16

dieciocho 18

diez 10

doce 12

dos 2

guar (m.) Indian bison

guepardo (m.) cheetah

hay there is/are

jirafa (f.) giraffe

león (m.) lion

lobo (m.) wolf

mono (m.) monkey

nueve 9

ocho 8

once 11

oso pardo (m.) brown bear

papión (m.) baboon

parque de animales (m.)

siete 7

treinta 30

tres 3

veinte 20

veinticuatro 24

pixabay.com 7whitu

En mi parque de animales

by

Ava

Year 4, Sunderland

español

Vocabulario

asno (m.) donkey

avestruz (m.) ostrich

bisonte (m.) bison

caballo (m.) horse

cebra (f.) zebra

cuatro 4

dos 2

hay there is/are

jirafa (f.) giraffe

león (m.) lion

león marino (m.) sealion

nueve 9

ocho 8

oso pardo (m.) brown bear

once 11

parque de animales (m.)
animal park

quince 15

seis 6

treinta 30

veinte 20

veintidós 22

veintinueve 29

una a/an, one (f.)

8waru pixabay.com

Qu'est-ce que tu aimes manger ?

by

Joseph

Year 5, Luton

français

Vocabulaire

aigre sour

aussi also

bonjour hello

cependant however

c'est it is

citron (m.) lemon

dégoûtant disgusting

délicieux delicious

dix 10

et and

fraise (f.) strawberry

glace (f.) ice cream

j'adore I love

j'ai … ans I am … years old

j'aime beaucoup I like a lot

je déteste I hate

je n'aime pas I don’t like

je suis I am

lait (m.) milk

parce que because

sucré sweet

pixabay.com 9iwa

Qu'est-ce que tu aimes manger ?

by

Merita

Year 5, Luton

français

Vocabulaire

aigre sour

aussi also

cependant however

c'est it is

concombre (m.) cucumber

coucou hi there

et and

fraise (f.) strawberry

frites (f.pl.) chips

glace (f.) ice cream

j'adore I love

j'ai … ans I am … years old

j'aime I like

j'aime beaucoup I like a lot

je déteste I hate

je n'aime pas I don't like

je préfère I prefer

je suis I am

lait (m.) milk

mais but

parce que because

poire (f.) pear

prune (f.) plum

sans without

trop too

10tekau

Les animaux aiment quels fruits ?

by

Henry

Year 4, Funtington

français

Vocabulaire

aime likes
ananas (m.) pineapple
autruche (f.) ostrich
avocat (m.) avocado
chèvre (f.) goat
goyave (f.) guava
mangue (f.) mango
oiseau (m.) bird
singe (m.) monkey

11tekau mā tahi

Les animaux aiment quels fruits?

by

Ellie

Year 3, Funtington

français

Vocabulaire

aime likes

avocat (m.) avocado

framboise (f.) raspberry

kangourou (m.) kangaroo

mûre (f.) blackberry

singe (m.) monkey

12tekau mā rua

Les animaux aiment quels fruits ?

by

Imogen

Year 4, Funtington

français

Vocabulaire

aime like
ananas (m.) pineapple
avocat (m.) avocado
chèvre (f.) goat

13tekau mā toru

Léon le Caméléon

by

Teddy

Year 4, Arundel

français

Vocabulaire

blanc white
bleu blue
cœur (m.) heart
comme like
glace (f.) ice cream
grenouille (f.) frog
jambon (m.) ham
jaune yellow
marron brown
noir black
nuit (f.) night
rose pink
rouge red
soleil (m.) sun
vert green

14tekau mā whā

Teachers’ Corner

Find out more information about the writing featured

1-2 Stephanie Mannooch-Loudon

How long have the children been learning Latin?
Latin is taught in Year 6, although this work was done as part of a Latin taster club, which has children
from a mixture of year groups.
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 studied and adapted similar Latin phrases giving personal information about ourselves.
What do you particularly like about these pieces of work?
The children wrote confidently in a language which was completely new to them. They also illustrated
their work beautifully.

3-8 Clare Seccombe

How long have the children been learning Spanish?
Since Year 1

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.
We follow the Light Bulb Languages scheme of work for Key Stage 2 Spanish, and this work is from Unit
7 - En el parque de animales. The children learned the numbers from 16 to 39, and then learned the
Spanish names of 10 different animals. They learned how to make these animal words plural and how to
put them into sentences saying how many of each animal are in the animal park.

15tekau mā rima

What support did the children have to enable them to complete this piece of writing?
They had their knowledge organiser for the unit, a sentence builder and a list in Spanish and English of
all the animals in the Cabárceno animal park.

What do you particularly like about these pieces of work?
I like how they have chosen not only animals that we had been practising but also other animals from
the list, and have shown that they can make the plural forms of these other animals.

9-10 Anne-Marie Bingham

How long have the children been learning French?
Three years
How long are their language lessons?
50 minutes - 1 hour

Describe briefly the teaching and learning activities that took place prior to the children writing this
piece.
Using the Light Bulb Languages sentence builder, we did lots of EPI activities to embed the vocabulary
and sentence structures. We then looked more closely at grammar e.g correct use of determiner where
none would be used in English and formation of negative forms of verbs. The pupils really enjoyed
speaking games such as speed speaking, bataille navale and trapdoor. We then looked at longer reading
tasks which demonstrated justifying opinions using parce que c’est and parce que je suis to incorporate
into their writing.
What support did the children have to enable them to complete this piece of writing?
We have been working hard on retrieval to enable pupils to write with greater accuracy and more
independently. The first draft was written with little support. They then referred to the sentence builder
to correct their own errors. Some pupils used dictionaries independently to research new vocabulary.

What do you particularly like about these pieces of work?
I was pleased with how well pupils were able to justify their opinions, incorporating intensifiers for
precision, and use a range of conjunctions.

11-13 Claire Stacey

How long have the children been learning French?
Since Reception.

16tekau mā ono

How long are their language lessons?

Their language lessons are an hour a week.

Describe briefly the teaching and learning activities that took place prior to the children writing this
piece.

This work is based on the story La Surprise de Handa. We have been learning the fruits and the animals
of the story. The children looked at the verb aimer and how to say I like. We then moved onto describing
which animals like which fruits.

What support did the children have to enable them to complete this piece of writing?

The children had the vocabulary related to the story available to them – the animals and the fruits. We
did a couple of sentences together as a class. During the activity some children used a dictionary to find
other animals or fruits to write their sentences about.

What do you particularly like about these pieces of work?

I particularly liked this work as it’s the first time the children have put together their own sentences
using the third person. The children also made connections with the verb aimer and understood how it
worked in the sentence. They have really enjoyed the story of La Surprise de Handa and this showed in
the work they produced.

14 Claire Stacey

How long have the children been learning French?
Since Year 3.

How long are their language lessons?
50 minutes a week.

Describe briefly the teaching and learning activities that took place prior to the children writing this
piece.

The children have been learning their colours. They used French phonics to help them with their colours.
We then looked at the song Léon le Caméléon and learnt this. We looked at bilingual dictionaries for the
first time and learned how to use them. Then we looked at the nouns in the song and thought about how
we could change these using the dictionaries to help us.

What support did the children have to enable them to complete this piece of writing?

The children had a couple of sentence templates to start with – the colour plus comme. They had word
mats to help them with the colours. Some children worked in pairs to create their new versions of Léon
le Caméléon.

What do you particularly like about this piece of work?

The children really enjoyed this song and had a lot of enthusiasm about the activity. It’s the first time they

had done a piece of writing using bilingual dictionaries. 17tekau mā whitu

Puzzle Corner

Can you match up pairs of red jigsaw pieces and green jigsaw
pieces to make the names of 22 languages?

Roma Xh rish man
Gae dic

Eng Hin nish gian
Ara tian

Ger I Bur lian
Norwe Hunga ish

Croa Spa Mand uese
Ita Tur osa jabi
arin
Portug
di
rian

nese

bic lic

Pol Pun kish lish
Icelan Japa
mese nian
18tekau mā waru

Puzzle Corner

Solution from issue 13

The odd ones out were:

1. a. Brazil OR Why?
b. Spain It's not a Spanish-speaking country.
It's not in the Americas.

2. b. catino OR It doesn't mean cat (it means washbasin !)
c. Katze
It's a German word, and German is the only non-Romance
language.

3. b. Iceland OR It is not an English-speaking country.
c. Canada It is not an island.

4. b. Belgium OR It's not in Africa.
c. South Africa It's not a French-speaking country.

19tekau mā iwa

to all the children and teachers
who have contributed their work to Write Away!