Introduction: Overview of the learning objectives
The learning objectives represent the core material on which teachers can build in order to provide entitlement to language learning in KS2. They are general statements that show progression and support teachers in planning to cover the main areas of learning.
The objectives comprise three clearly progressive core strands of teaching and learning, over the four years of KS2:
- oracy;
- literacy;
- intercultural understanding.
In addition, two 'cross-cutting' strands are included:
- knowledge about language (KAL);
- language learning strategies (LLS).
These are of value in themselves as important tools for learning, providing a basis for children's future development as language learners. They are conceived of as both arising from and supporting the core teaching and learning strands rather than as existing independently from them.
These broad areas of teaching and learning are separated out for planning and monitoring purposes. In the classroom they will invariably be linked and mutually supportive. Schools can develop the strands in a variety of ways. Children's progress through the stages of language learning is rarely linear and not the same for all languages or for all children. The balance of time devoted to individual strands and objectives will, therefore, vary from school to school.
Oracy
Oracy (listening, speaking and spoken interaction) has a more prominent place in language learning than in most if not all other areas of the curriculum. In the early stages children will spend much of their time listening, speaking and interacting orally and will be given regular and frequent opportunities to listen to a good model of pronunciation. This emphasis on exposure to the sound patterns of the new language is particularly important because, unlike with their mother tongue, children will be reliant on the classroom to provide most of their spoken language experience.
Children listen to the teacher, to songs and rhymes, to each other and to native speakers, to recorded and on-line speech and songs, recognising familiar and unfamiliar sounds.
They reproduce these sounds themselves and create phrases and sentences. They engage in simple conversations to obtain and provide information and exchange opinions. They also reinforce and expand their knowledge of their own language or languages and other subject areas.
Literacy
The literacy skills of reading and writing are supported by, and in turn reinforce, the development of oracy. They are likely to take on greater prominence as children become familiar with the relationship between sounds and letters/characters in the new language and apply this knowledge in their reading and spelling.
As they increase their understanding of the language, they gain increasing access to different forms of text - simple stories, poems, information texts, advertisements, letters, messages - in paper and electronic forms. Children will have opportunities to apply their skills and understanding to read, enjoy and make use of this widening range of texts.
They should be able to write simple sentences and short texts for different purposes and audiences, often using a frame or model to help them structure meaning.
Children use the skills of reading and writing to develop a basic knowledge of the writing system, the spelling and the structure of the language. In doing this, they reinforce and expand their knowledge and understanding of their own language/s.
Intercultural understanding (IU)
Language competence and intercultural understanding are an essential part of being a citizen. Children develop a greater understanding of their own lives in the context of exploring the lives of others. They learn to look at things from another's perspective, giving them insight into the people, culture and traditions of other cultures. Children become more aware of the similarities and differences between peoples, their daily lives, beliefs and values. There are many opportunities to link this strand closely with work in other subjects.
Objectives in this strand can be integrated into language lessons as well as taught separately in non-language teaching time, through other subjects. Learning a new language inevitably and naturally brings children into contact with aspects of the culture of other countries. The practical nature of language learning may make this contact even more real, whether inside school, on special days or beyond the classroom, by using the internet, e-mail, school trips abroad and links with other schools.
Knowledge about language (KAL)
When learning a new language, children reinforce and reinterpret knowledge and understanding gained in learning their first language(s). They develop insights into the nature of language and its social and cultural value. Building on their experience of interaction with and in the new language, they begin to increase their understanding of how language works. They compare the new language with English or another language and reflect on similarities and differences. They become aware of rules or patterns in language and begin to apply their knowledge when creating new language.
Knowledge about language supports children in communicating effectively in speech and writing. It helps them to apply their prior knowledge, both to understand and to generate new language. It makes them aware of pronunciation and intonation and how these influence meaning. It helps them investigate how languages work and illustrates how users adapt language in formal and informal contexts.
Language learning strategies (LLS)
An important aim of language learning in KS2 is to familiarise children with strategies which they can apply to the learning of any language. The Framework sets out examples of learning strategies and ways of teaching them. Over the four years of KS2 children should have regular opportunities to identify and apply a range of language learning strategies.
By selecting and using different strategies, children develop awareness of how they learn and the ability to plan to use specific strategies for particular tasks. Strategies explored in language lessons can also be used for learning in other subjects.
The objectives show how children can progress over the course of four years. The strands are interconnected and support each other; they would rarely be taught in isolation. A typical series of lessons will include elements from three to five strands. Schools should feel free to emphasise certain strands and certain objectives to fit in with their own aims and teaching materials. Some children's learning needs will be better matched by learning objectives from earlier or later years.
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