Introduction: The Framework as a point of reference
The Framework is available online (www.standards.dfes.gov.uk/primary/ks2languages) and in hard copy, and it is supplemented by two sets of support materials.
Part 1, the Framework itself - sets out:
- learning objectives which show progression over the four years of key stage 2 in oracy, literacy and intercultural understanding;
- two 'cross-cutting' strands showing how knowledge about language (KAL) and language learning strategies (LLS) relate to these objectives;
- sample teaching activities.
Part 2 provides more targeted advice for different users of the Framework - those who are introducing primary languages from scratch, those who have experience of teaching primary languages, those with responsibility for managing and co-ordinating the curriculum and those working in Key Stage 3 who will be supporting primary language learning and transition.
In Part 3, a comprehensive range of materials offers detailed guidance on whole-school planning to teachers and head teachers as they introduce languages into the primary curriculum. The materials include planning tools and detailed explanations of how to embed language learning through cross-curricular links. They also provide a spotlight on matters such as how to plan for progression in one language over four years, how to plan for a multi-lingual approach, how to manage mixed-age classes, how to address the challenge of small schools, how to assess learning and record progress, how to support successful transition into key stage 3 and how to meet the needs of all children, including those with languages other than English.
Using the Framework for curriculum design
Schools can use the Framework creatively as a basis for long-, medium- and short-term planning, adapting it to meet the needs of their children and to match their own curriculum. The Framework does not prescribe specific topics or contexts for learning. It gives teachers the freedom to be creative and innovative and to devise programmes of work and activities, which will engage, excite and challenge children. The course content should be stimulating, enjoyable and challenging, reflecting children's increasing maturity and offering them inspiration to communicate and use language creatively and imaginatively.
To assist with planning, sample activities illustrating how each objective might look in the classroom accompany the statements. These assume some of the most common content areas currently used in primary languages, for example - the world of imagination, self and home, the classroom. This is in no sense, however, intended to be prescriptive. These activities serve as prompts to stimulate teachers' own creative ideas and do not constitute a course or scheme of work. Schools should feel free to create their own courses and teaching activities, relevant to the experiences and interests of their own children.
The Framework has been devised to enable schools to build motivating and imaginative teaching plans and units, which deal with topics of real interest and relevance to children, and reflect the richness and diversity of our society These should also fit in with schools' aims for the whole curriculum, building on the principles described in Excellence and Enjoyment: A strategy for primary schools. The Framework's objectives can link with many different subjects in the primary curriculum, providing opportunities to integrate work in languages with that of the rest of the school. For example, many elements of the learning objectives for languages reinforce the curriculum content in citizenship, literacy, mathematics, P.E. and geography and could be taught through these subjects.
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