start of content
Guidance on implementation of the KS2 Framework for languages
Some key characteristics of the organisation of primary language teaching are outlined here. More detailed advice on some of these issues will be found in sections 2-5 of this guidance and in Part 3 of the Framework documentation, Planning for entitlement.
Staffing
Current practice in the teaching of languages in key stage 2 includes a variety of staffing models, including:
- an existing primary class teacher with a specialist background in languages;
- a primary class teacher with knowledge of and interest in a language who undertakes professional development in order to deliver language teaching either for part of her/his teaching time or full-time;
- a language specialist with knowledge of other areas of the primary curriculum. The teacher might only work at one school or may be shared between schools;
- support from a teacher from a linked Specialist Language College or other secondary school;
- support from a local authority advisory teacher, an advanced skills teacher (AST) or other professional;
- a Foreign Language Assistant working with the class teacher;
- an adult with strong language skills, who might support a class teacher as a teaching assistant or higher level teaching assistant.
Teachers can also be helped by:
wider language learning opportunities offered by business, Higher Education Institutions, parents and the broader community;
- ICT and e-learning;
- innovative partnerships with schools in other countries.
These models involve a range of different people, who bring different kinds of expertise to support young learners. During the period of 'capacity building' in particular the contribution of secondary and other colleagues with linguistic skills will be vital. Advances in technology will also make it increasingly possible to bring a range of models and native speaker voices into the classroom to support the teacher and provide examples for the children. The Framework is designed to facilitate this process.
There are undoubtedly many benefits from an arrangement where children's regular class teacher is also their language teacher: language teaching can be readily integrated into many other areas of the curriculum; maximum use can be made of the flexibility of the school day, and of learner groupings; and incidental and informal opportunities for language reinforcement or extension (e.g. taking the register, singing, classroom routines) can be exploited. Where another language specialist teaches the language, that teacher needs to work closely and co-operatively with the primary class teacher.
Organising this varied model of provision will be a significant responsibility of headteachers, and further more detailed guidance is given in section 2 of the guidance.
|
