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Guidance on implementation of the KS2 Framework for languages
The Key Stage 2 Framework for languages is a national resource to help schools introduce an entitlement to language learning for every child from the age of seven, as set out in the National Languages Strategy. It is a comprehensive document, defining what children need to know and understand in order to learn another language and reach a recognised level by the age of 11. It will also make a contribution to children's personal development, fostering their interest and understanding in their own culture and that of others.
The Framework will be introduced gradually over the next four years. It is intended that by 2009/2010 every child across key stage 2 will be learning a new language. The period between 2005 and 2009/10 should be regarded as the capacity building phase. Schools, working in partnership with one another, with their local authorities and with other key agencies can work collaboratively during this time to develop innovative and high quality language learning and teaching to meet the needs and interests of primary children.
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The Primary languages entitlement
The key elements of the primary languages entitlement are set out in the National Languages Strategy:
- It is inclusive and for all children.
- It is coherent and operates throughout key stage 2.
- It is part of a broader curriculum involving language and culture.
- It flourishes in a rich learning environment, with high quality teaching, native speakers and ICT.
- Children will reach recognised levels of achievement.
- Their achievement will be celebrated.
Adapted from Languages for all: Languages for life. A strategy for England page 15 |
The Framework is broad and flexible. It can be used in a full range of different contexts and circumstances. It sets out learning objectives across the five strands of oracy, literacy, intercultural understanding, knowledge about language (KAL) and language learning strategies (LLS) for each year.
The Framework is informed by a clear rationale for teaching languages to young learners. It is also based on a number of assumptions about teaching and learning and about current practice relating to staffing, provision and the primary curriculum.
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