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Guidance on implementation of the KS2 Framework for languages
Schools are free to teach any modern foreign or community language. The choice of language(s) to be taught will depend on a range of factors including:
- the availability, expertise, experience and interests of the staff;
- languages which are spoken in the local community;
- contacts with the country or countries where the language is spoken;
- the language(s) which are taught in neighbouring primary and secondary schools;
- the availability of specialist support in local authorities, Specialist Language Colleges and other secondary schools and from other sources, including native speakers;
- the writing system of a particular language;
- the expectations and ambitions of parents and pupils;
- the language policies of the local authority;
- the capacity to sustain and resource the teaching of a particular language across Years 3 to 6.
The Framework provides for a single language or a multi-lingual approach. It is broad and flexible and seeks to encourage individual schools to develop their own programmes of language learning and teaching suited to their own particular circumstances. The Framework assumes that in doing so regular dialogue between primary and secondary teachers will be a condition of successful implementation in order to assure smooth transition between key stages 2 and 3. The choice of language and planning for progression are key areas where partnership between primary and secondary colleagues will be essential.
A single language over 4 years
Many schools are choosing to plan a programme of learning in one language over four years, building for progression across all five strands of the Framework. In this model all strands are given equal importance, although there is a very clear expectation that children will make significant progress in their ability to communicate in the language. The emphasis and balance in covering the strands vary according to the age and abilities of the children. |
A two-language model
Some schools prefer a two-language model. This approach tends to be adopted where local secondary schools offer two languages across their Year 7 intake. This model can take a range of forms: all children can be taught two languages; children can be taught one language for two years and another for the next two years; in two-form entry schools, each class can be taught one of the languages. When children learn more than one language there is always the possibility of making rich comparisons between languages. |
A focus on multi-lingual language awareness
Some schools are offering experience of a range of different languages in the initial stages of learning in order to develop language awareness. In this model children move on from a multi-lingual language awareness programme to the progressive teaching of a single language in the later years of key stage 2. This approach may be particularly appropriate where children bring a range of languages into the classroom. It can give children insights into how languages work and the processes of learning. |
Whichever approach is taken it is important to discuss the implications with schools in the secondary sector to which Year 6 pupils will move in order to ensure continuity across the transition between key stages 2 and 3. A prerequisite of successful language learning will be that motivation is sustained from one class to another and cross-phase. Children learn best when there is continuity of experience and approach and due attention is given to recognising and building on their prior knowledge and achievement.
The Framework encourages and supports schools to develop effective language learning provision which demonstrates:
- a clear rationale;
- clear planning for progression in learning;
- a plan for sustaining and developing provision across the key stage which does not rely on a static staff profile.
An effective strategy for primary language learning will provide:
- coherence across key stage 2;
- coherence with the vision and principles outlined in the Framework;
- coherence with key stage 3.
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