Introduction: Using the learning objectives
Organisation of the Framework
The learning objectives for each year begin with a summary of the expectations for learning and teaching and an overview of outcomes describing what most children should be able to do by the end of the year. Expectations and outcomes.
This is followed by the 'at a glance' page, which summarises the learning objectives from each of the five strands for the year. These pages have been designed for ease of reference to give an overview of all the learning objectives and to illustrate how they might interconnect. Schools may, of course, choose to use objectives from earlier or later years depending on the abilities, experiences and aptitudes of the children. The 'at a glance' pages are best used for monitoring and reviewing the programme of work. More detailed planning should be based on the comprehensive learning objectives sections.
The core learning objectives for oracy, literacy and intercultural understanding are progressive and are listed in full for each year. The cross-cutting strands, knowledge about language (KAL) and language learning strategies (LLS) are by their nature recursive. They contain samples of key objectives and activities, which can be integrated with the Learning Objectives for the progressive strands. The LLS, in particular, include strategies which are relevant for all four years of key stage 2 at different levels of complexity. For this reason, objectives for KAL and LLS do not have specific outcomes defined by year. Children revisit and expand their knowledge about language and their language learning strategies throughout the language learning process.
The learning objectives by year are set out in a double-page spread so that teachers can easily read across from the learning objectives to the learning opportunities and see how these link to and are underpinned by knowledge about language and language learning strategies.
The learning objectives for the core strands of oracy, literacy and intercultural understanding are also listed in a separate section by strand. This format is intended to support teachers in monitoring progression across years within each strand. It will be of particular help for those teachers planning programmes of learning for children in mixed-age classes.
How the strands interrelate
The five strands are interdependent and schools can develop them in a variety of ways. They would rarely be taught in isolation and many lessons will include elements from all strands.
In particular:
- Oracy underpins literacy and is in turn supported by it, for example:
O3.4 Listen attentively and understand instructions, everyday classroom language and praise words
links to
L3.1 Recognise some familiar words in written form - Intercultural understanding provides content for developing oral interaction or reading, for example:
IU4.3 Compare traditional stories
links to
L4.2 Follow a short familiar text, listening and reading at the same time - Knowledge about language arises from language activity and also reinforces learning, for example:
O4.4 Ask and answer questions on several topics
is supported by knowledge about language
(O3.3)Recognise question forms; (O4.4) Use question forms - Language learning strategies are part of the learning process, for example:
O3.1 Listen and respond to simple rhymes, stories and songs
links to language learning strategy
(O3.1) Remember rhyming words
Inclusion
Teachers using the Framework may need to adapt it in order to ensure that it takes full account of the different experiences, strengths and interests of their pupils. In doing this they will need to take account of the statutory requirements and guidance on inclusion set out in the national curriculum.
The statutory inclusion statement sets out three principles that are essential to developing a more inclusive curriculum:
- setting suitable learning challenges;
- responding to the diverse needs of children;
- overcoming potential barriers to learning and assessment for individuals and groups of children.
The type of support provided for children with difficulties in communication, language and literacy could include:
- using alternative and augmentative communication;
- reducing the amount of written work and reading;
- giving children the opportunity to clarify their ideas through discussion, role play and the use of tape recorders, video, and photographs, rather than relying on written materials.
It may be necessary to use specialist equipment to give motivating and relevant experiences to children with sensory and physical disabilities.
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