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Guidance on implementation of the KS2 Framework for languages

Integrating language learning with other subjects

For children to make progress in language learning over time they need to experience and interact with language on a regular basis. The Framework encourages teachers to develop their own programmes of learning to meet the needs and interests of their pupils. This means that teachers are free, if they choose, to map language learning against what they are already planning to teach in other subjects. Language learning can support teachers in developing the distinctive nature of their own learning and teaching programmes.

Primary teachers are already experienced in integrating ideas and activities from one area of the curriculum into work in another. A holistic approach to learning and teaching has great benefits for children, encouraging them to make connections and see the relevance of their learning. This often has a positive impact on motivation and achievement.

Spotlight: Mental maths Spanish style! Children in Year 3 start the day with mental maths. They enjoy counting rhythmically and recite Spanish counting rhymes by heart. They play with number sequences up to 30 in Spanish, saying the numbers forwards and backwards, in twos, in fives, in tens. Children practise in pairs, choosing a number and counting on and counting back e.g. count up to 15 from 6; count back 5 from 12. Through this integrated approach, children reinforce their knowledge of Spanish and their understanding of number. O4.1 Memorise and present a short spoken text

Making explicit links between subjects offers opportunities for children to revisit, reinforce and enrich their learning, gaining a deeper understanding of concepts and skills. This is a major theme of the Primary Strategy.

Spotlight: Healthy eating Two classes of children in Year 5, one learning Panjabi and the other German, are working on the theme of Healthy Eating. Using the interactive whiteboard they learn to name a range of food items and say whether they like them or not. This leads to a structured question and answer session on whether they are healthy or not, linking with work that they are developing in science. In art, children make healthy plates for a wall display and label them in Panjabi and German. O5.1 Prepare and practise a simple conversation, re-using familiar vocabulary and structures in new contexts; IU5.3 Compare symbols, objects or products which represent their own culture with those of another country.

Examples of where language learning can link to other subjects include:

English/Literacy: development of speaking and listening skills; knowledge and understanding of grammar and sentence construction; comparison of words and phrases, origin of words and 'imports' into English; intonation and pronunciation, phonemes, rhyming patterns, sound/spelling links, dictionary work, formation of structures, word classes, dialogues, different text types, poetry, storytelling and drama.

Mathematics: numbers and counting in other languages, the decimal system, time, journeys, distance and speed, the date, money and currency, prices and costs, surveys, data collection and analysis.

Science: environmental factors in different countries, comparisons between school environment and other countries through email/videoconferencing links and the use of the Internet, work on parts of the body and life cycles.

Geography: children can locate the country or countries where the language or languages they know are spoken; they can make comparisons and develop a greater awareness of similarities and differences in relation to climate, language and culture.

History: some cultural and language activity linked to specific periods of history.

ICT: email contacts with schools abroad, cross cultural and multilingual materials from the Internet and satellite television, video and audio, presentation of work and data, video conferencing, word processing.

Music: rhyme and rhythm in songs and in words and phrases, comparing English examples with those of other cultures (e.g. Sur le pont d'Avignon/London Bridge is falling down), famous singers, musicians and composers from other countries.

PE: using classroom language to manage activities, physical responses to instructions in the language being learnt, games and dances from other countries.

PSHE and citizenship: knowledge of other countries and cultures, sensitivity to difference, consideration of 'otherness', the multilingual society.

RE: religious customs in other cultures and key words and phrases associated with them, celebration of festivals, storytelling and calendars.

Further specific guidance on cross-curricular links is available on-line and in part 3 of the Framework documentation, Planning for entitlement.