Introduction: The five strands
The three progressive strands of teaching and learning - oracy, literacy and intercultural understanding - are set out in terms of learning objectives and suggested learning opportunities for each year. Opportunities to develop knowledge about language (KAL) and language learning strategies (LLS) are made explicit and underpin the three core strands. Suggestions for KAL and LLS are provided for each learning objective.
| The learning objectives are designed to help schools devise their own course. Schools should select suitable objectives which fit with their curriculum plans, children's abilities and the interests and expertise of the staff. Schools may also choose to use objectives from earlier or later years, depending on the range of ages and aptitudes within the class, and on the children's prior experience of learning a language. | Learning opportunities signpost the kind of experiences that should be provided for children in order to meet the learning objectives. The suggested activities are interdependent and are designed to be viewed together not in isolation. |
 |
|
 | |
 | |
 |
|
| The knowledge about languages (KAL)strand is integrated with the strands for oracy, literacy and intercultural understanding. In most cases opportunities for children to develop a more explicit understanding and control of the new language will arise from the learning activities. Teachers may also choose to review this understanding periodically in the context of general literacy. | Language learning strategies (LLS) will help children become more independent learners in any language. These examples are not exclusive and children should be encouraged to discuss strategy use and to expand their range of strategies by sharing with other children and the teacher. |
| Teaching activities showing how the learning objectives might be developed in the classroom are also provided. These activities serve as guidance only and do not constitute a course or scheme of work. Schools should feel free to make the objectives their own, creating their own imaginative content and teaching activities. | |
Go to top