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Guidance on implementation of the KS2 Framework for languages
The Framework is a distinctively primary document. It is set in the context of the contemporary primary agenda, notably Excellence and enjoyment, and seeks to present primary languages in a way which can be incorporated into the existing curriculum. It proposes a vision of language learning that complements and supports the delivery of existing whole school priorities and takes full account of the aspirations and outcomes of Every Child Matters. It is underpinned by principles and expectations of language learning which are appropriate to the age of the children and to the ways in which primary schools characteristically organise their curriculum and pedagogy.
The key role of headteachers and senior managers
The support of headteachers and other senior managers is critical to the success of introducing and sustaining primary language learning. Crucially, headteachers with their senior managers and subject coordinators provide leadership in establishing the aims, aspirations, values and ethos of the whole school. These exert a powerful influence on the perceptions and attitudes of staff, children, governors and parents.
School leaders need to develop and share:
- a clear rationale for language learning across the school;
- a clear vision of how children will benefit;
- a clear strategy for how entitlement to language learning will be delivered.
The Key Stage 2 Framework for languages has been designed to assist headteachers, senior managers and subject co-ordinators with this process.
Including language provision in the school improvement plan
In order to achieve the ambitions for primary language learning as defined in the National Languages Strategy, it will be headteachers' responsibility to ensure that every child is offered an opportunity to study at least one new language from the age of seven by the end of this decade. It is fully recognised that schools will have many different starting points. Schools will be able to plan for the introduction or further development of language learning at a pace which is manageable and which suits their circumstances, their pupils and their community.
Schools will be supported in this process, locally and nationally. It is clearly beneficial that a start, however modest, is made in moving towards full entitlement as soon as possible. Schools will need to consider how to incorporate provision for language learning into their longer-term development planning from 2006 onwards. Points to consider in strategic planning are likely to include some or all of the following:
- available teaching expertise;
- staff training needs;
- development of schemes of work to assure continuity and progression
- embedding language learning through links to other subject areas in the curriculum;
- resources and sources of support;
- solutions to challenges such as mixed age classes.
Where schools are starting from scratch, it is still advisable to make an early start albeit at a simple level. Schools that are now experienced in primary language teaching have often started out by introducing language learning step by step.
Spotlight: A step by step approach
'We began by introducing language everyday through class routines, greetings in the morning and afternoon, taking the register, classroom instructions, praise words and simple number games. We grew in confidence and moved on to songs and rhymes and soon we were planning short sequences of learning of up to 15 minutes when children could learn how to ask and answer simple questions and build up a short conversation. Now we teach language in lessons of 30 minutes through storytelling and using 'big books', tapes and the interactive whiteboard. From very small steps we have managed to develop an ambitious programme of learning from Year 3 to Year 6.' |
Getting started: The languages audit
Taking stock of what skills and resources are readily to hand within the school can provide a solid starting point for future planning. A languages audit will identify capacity and expertise that can support the early introduction of language learning and inform decisions about which language or languages should be taught. Such a process if conducted across the wider community of the school can also be worthwhile in raising the profile and value of languages more generally.
A languages audit can be instrumental in developing the school improvement plan in respect of:
- identifying the availability of teachers and teaching assistants capable of delivering primary languages;
- identifying training needs of those staff whose language skills require refreshment;
- targeting resources that can be used to support language training and teaching within the short, medium and long term;
- seeking out opportunities for language training provided by the Local Authority, Higher Education Institutions or other providers.
In undertaking forward planning school leaders and subject coordinators will be able to draw on advice from a number of sources, including their local authorities, advanced skills teachers (ASTs), Higher Education Institutions, and visiting language teachers from Specialist Language Colleges. Advice, guidance and training are also available from Comenius Centres and Regional Support Groups across the country. A comprehensive range of exemplar materials to support whole school planning will also be provided in part 3 of the Framework documentation, Planning for entitlement.
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