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Guidance on implementation of the KS2 Framework for languages
Key stage 1
Although the Framework is designed for pupils in key stage 2, some schools will choose to begin some exposure to the new language or languages in key stage 1. This could involve either offering an experience of more than one language, or an early start in the chosen language that will be taught in key stage 2.
Work with new languages in key stage 1 can be used to:
- build links between school and home, where some children are already speakers of other languages;
- develop listening and speaking skills and build confidence;
- encourage and develop children's linguistic and creative skills;
- build positive attitudes to languages and culture;
- develop learning about other countries and cultures.
Language work can be embedded within routine practices, for example greetings and salutations at the start and end of the day, celebrations such as birthdays and other events, assemblies, book weeks, cultural festivals, inputs by visiting speakers. Language work can also be included in many areas of the curriculum such as music, PE, English, mathematics, geography, drama and art.
Schools can use the Framework by planning around the objectives which seem most appropriate for younger learners - oracy and intercultural understanding, awakening and encouraging children's interest in the world around them and in the sounds of the new language. It is recommended that learners of this age have opportunities to hear and use the language regularly for short periods of time.
Further guidance on working with children in key stage 1 will be included in part 3 of the Framework documentation, Planning for entitlement.
Continuity to key stage 3
The Key Stage 2 Framework for languages focuses both on progression in language capability and on developing confidence and curiosity about languages and language learning. Both of these aspects should provide pupils with a sound basis for further study and achievement at secondary school.
They will also create new challenges for secondary schools; in particular as full primary entitlement is achieved. The experience of the 19 Pathfinder Authorities shows that the key to effective transition lies in recognising and building on children's prior knowledge, understanding and achievement. Working in partnership is an essential factor in ensuring that children progress smoothly and with confidence from language learning at primary school to language learning at secondary school. The establishment of links and networks is therefore an important condition for successful continuity across the key stages.
In order to identify what is particular to primary language pedagogy teachers will benefit from mutual observation of learning and teaching at the heart of their planning and schemes of work. Secondary teachers are often surprised at the complex and sophisticated ways that young learners function in languages and at the cross-curricular approach that primary teachers develop. Primary teachers welcome more knowledge about what will be expected of their children, particularly in terms of skills and pace, when they progress to secondary language lessons.
Further guidance on working with children in key stage 1 will be included in part 3 of the Framework documentation, Planning for entitlement
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