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Guidance on implementation of the KS2 Framework for languages

Inclusion

The Primary languages entitlement is inclusive and the Framework supports equality of opportunity for all children. Children with special educational needs tend to respond very positively to language learning. Many enjoy the practical and interactive nature of language learning. They feel a sense of achievement in being able to communicate in another language alongside their peers. In planning to meet the varied needs of pupils, teachers can adapt the Framework objectives and choose objectives from any part of the Framework which will be helpful in supporting the learning of individual children. The Framework in this respect fully reflects the principles in Speaking, listening and Llearning: Working with children who have SEN.

Children for whom English is a second or additional language can be greatly encouraged and supported by language lessons. They are able to take pride in their existing linguistic skills and see languages other than English being valued. They can build on their experience of using a number of languages in their daily life and contribute to the intercultural understanding of their fellow pupils. Their plurilingual experience may help them to learn the new language or languages.

The National Curriculum and equal opportunities National Curriculum documentation suggests three principles to guide schools Setting suitable learning challenges High expectations, differentiation, choice of objectives Responding to diverse learning needs Appropriate learning environments, work matched to interests and suitable targets Overcoming potential barriers to learning for individuals and groups Addressing the particular needs of Children with special educational needs or disabilities Gifted and talented children Children for whom English is a second or additional language

Teachers can also use the Framework to provide suitable challenges for gifted and talented pupils. This can be through planning to address learning objectives from future years, differentiated questioning during whole class activity or through individual projects which encourage children to experiment with language and using models and reference sources to create new meanings with increasing independence.