This website is changing

Guidance on implementation of the KS2 Framework for languages

Who: Children

By 2009/2010 schools should provide the opportunity for all children from the age of 7 to learn a new language. Schools can approach this expectation in a number of ways to meet their individual circumstances.

• Schools with no experience of teaching languages could begin by introducing a small amount of classroom language as a matter of policy across several or all year groups straightaway and begin to build on this through classroom routines;
• Schools could modify and develop a simple unit of language with reference to the QCA Schemes of work, e.g. Ich spreche Deutsch, Je parle français, Hablo español and begin to teach this in one or more year groups. In preparing for this, schools could look for support from a visiting specialist or a native speaker;
• Schools could concentrate on aspects of the Framework which do not rely exclusively on linguistic knowledge. They could focus on the intercultural understanding strand and identify areas of overlap with other subject teaching making this part of the learning experience of most if not all children;
• Schools may wish to move to an embedded model immediately with one or two year groups and seek to develop language learning through a cross-curricular approach, making links with English, geography, history, PSHE and citizenship, mathematics, art, music, PE and RE.

Making a start: Building from Year 3
Currently many schools offer systematic language teaching to Year 6 pupils in the first instance. There is, however, an advantage to starting with Year 3 pupils. Schools can then follow through a phased programme of introduction to subsequent cohorts through to Year 6. In this way, teachers have time to grow in confidence and plan for progression step by step. Schools adopting this model will be in a position to provide for the 4 years of key stage 2 by 2009/2010.

This holds good for schools that already offer language learning to Years 5 and 6. In fact they are in a very strong position to extend provision to all children. Rather than change existing arrangements for the older children it may be better to start something fresh with Year 3 and work through a revised model of provision building up to full entitlement. It is unlikely that the current schemes of work in place in Years 5 and 6 will be readily transportable to Years 3 and 4. The emphasis on the education of the ear and on interaction with the sounds and patterns of the language is particularly relevant for the younger age group and is a major focus of the Framework. Children will have opportunities to experience and respond to language through songs, finger rhymes, poems and storytelling. As children progress there will be a greater emphasis on asking and answering questions, presenting ideas and communicating independently.

The introduction of the Framework should also provide an opportunity to review and enhance existing provision for Years 5 and 6, particularly in relation to literacy, knowledge about language and language learning strategies. Teachers may wish to refer to the learning objectives for earlier years if they are considering introducing new elements from the Framework into their existing schemes.

Key stage 1
Many schools already offer the teaching of languages to younger children in key stage 1. The Framework does not require this but there are many benefits to be gained. Language learning develops children's communicative, creative, physical and social skills. They learn how to listen attentively and to respond appropriately. They develop awareness of how language works by either learning one language through songs and simple finger or nursery rhymes or through exposure to a variety of different languages. Children can also participate in simple counting activities in one or more languages, thereby using languages other than mother tongue for real purposes. They can begin to respond to simple greetings and classroom instructions. They can gradually gain confidence in hearing and using the new language regularly in familiar routines. In this way they are well prepared for the full range of learning suggested by the Framework during their years in key stage 2.