Guidance on implementation of the KS2 Framework for languages

Key messages for primary class teachers

The Framework will be introduced gradually over four years
The Key Stage 2 Framework for languages will be introduced gradually between 2005/06 and 2009/10. These four years can be regarded as the capacity building phase when schools, working in partnership with one another, with their Local Authorities and with other key agencies can work collaboratively to meet the needs and interests of primary children. The Framework is a flexible document which assumes that primary class teachers will be centrally involved in decisions relating to how to teach a language or languages to their pupils. They will be able to draw on their existing expertise and their wider knowledge of the Primary Strategy in order to plan sequences of learning adapted to the needs and abilities of individual children in their classes.

3.2 Some schools will plan to teach one language over four years; others may choose a more multi-lingual approach focusing on how language works and on the development of language learning strategies. The important message is that schools should begin planning now in order to take advantage of this period of lead-time. Introducing small amounts of language learning and building up little by little is highly recommended. In order to help primary teachers phase in language learning successfully, schools will have access to on-line resources and a wide range of support, advice and guidance at local, regional and national level.

The Framework builds on excellent primary learning and teaching
There will be many aspects of the Framework that will seem familiar. This is because the Framework has been designed to accord with the National Literacy Strategy, the new Primary Strategy and good primary practice in general. In introducing the Framework there will be explicit areas of overlap and enrichment and clear opportunities to teach and reinforce these through the context of other subject areas. This will be particularly relevant for aspects of intercultural understanding, knowledge about language and language learning strategies. All primary teachers should therefore feel confident that they have much to contribute to the development of primary language learning.