Colleagues teaching a community language to primary-age learners can use this professional development resource to guide reflection on current and future practice, with a particular focus on the use of puppets.

The questions and tasks are designed for use either by an individual, or by pairs or groups of teachers. In preparation for this exercise you may wish to download the resources listed under 'Useful links' (see right). The transcript tells you what the teacher is saying in the video clip; in the original language and its English translation.

1. Open the Theme information box in the 'Useful links' section to read an introduction to the ‘Puppets’ theme. Consider these questions:
   a) Why is using puppets a useful mechanism for teaching languages?
   b) Can you add to the reasons given in the Theme information? Think in particular about the mixed experience context of community language classes. You might also have reflections on the use of puppets to teach greetings if your language reflects different cultural conventions according to, for example, gender or age.
2. Watch the ‘Puppets' video below of a Year 3 class (age 7-8) learning French, using the Transcript if needed. Consider these questions:
   a) Can you identify aspects of this activity and its delivery which appeal to learners?
   b) Can you identify aspects effective for developing language knowledge and skills?
   Low | Medium | High

3. Look at the ‘Exploration’ section of the CPD file.
   a) Can you think of any further ideas or rationale for using puppets?
4. Watch the video again and make lists (in English) of what words/sentences the children are expected to use, the language they are expected to understand and the teacher’s incidental language. Consider these questions:
   a) What do you notice from the language you have noted?
   b) Would it be useful to plan language use in lessons in this way?
5. Consider your existing practice. Do you already use puppets with your class?
   a) If yes, are there any aspects in the video which you could incorporate into your teaching?
   b) If no, make a note of the steps you would need to take in order to set up a similar activity.
6. Go to Page 24 of Part 1 of the Key Stage 2 Framework for Languages. Read the Framework guidance for learning objective Oracy 3.3 = Perform simple communicative tasks using single words, phrases and short sentences.
   a) Could you use puppets for any of the teaching activities suggested?
7. Go to Page 30 of the Framework document. An activity on greetings also links into learning objectives in the Intercultural Understanding strand of the Framework, such as IU 3.3 =  Identify social conventions at home and in other cultures.
   a) Can you use any of the teaching activities to develop further children’s intercultural understanding?
8. Return to the CPD file and read the follow-up ideas under ‘Next Steps’ and try them out if you think them useful.
9. Return to the Framework document and browse the Oracy and Intercultural Understanding learning objectives in Years 4, 5 and 6 also.
   a) Can you identify other opportunities for using puppets?