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Guidance on implementation of the KS2 Framework for languages

Doing a little language well

One of the most positive starts to language learning must be to learn how to greet one another. All languages have standardised words and phrases for greetings. Often greetings also illustrate the similarities and differences between cultures. This may well begin in key stage 1.

Spotlight: Positive experience in key stage 1 Children in Year 2 are learning simple greetings. Sitting in a circle, they clap out the number of syllables in the words 'buongiorno' and 'arrivederci'. Listening to the teacher's model, they clap and repeat the greetings alternately. As they grow in confidence, all children continue to join in with the clapping while individual children say the greetings in turn. LLS O3.2 Repeat words rhythmically

Children greatly enjoy this way of learning and readily use the language for greetings with everyone around the school. Through simple but genuine interaction they experience a real sense of achievement. This can lead onto further exploration of culture and help children recognise the importance of language and culture to their own identity.

Spotlight: Valuing language and culture In PSHE children talk about the languages that are spoken in their class. Children who speak other languages at home share the words that they use for greetings. The teacher collects all the words and makes a welcome board for the classroom. IU3.1 Learn about the different languages spoken in the school

In Year 3 children enjoy developing and acting out short greetings dialogues in the new language. Even at this early stage a great deal of valuable learning will have taken place. Children's attention can be drawn to the importance of tone of voice in asking questions, evident in both English and the new language. ( O3.2 Recognise and respond to sound patterns and words; KAL O3.2 Imitate pronunciation). The different ways of greeting people (handshaking, bowing etc) develops intercultural understanding (IU3.3 Identify social conventions at home and in other cultures).

A child taught greetings and personal/social information in another language might, for example, be able to say something like this:
'Hello, how are you? Today is Monday the twelfth of May. My name is Jane. I'm eight years old. I live in Lewes in East Sussex. My birthday is the eighteenth of June. I have one sister. I haven't got any brothers. I have one dog, two cats and nine fishes. Goodbye.'

For an eight year old to be able to make this statement starting from scratch in a new language is an achievement worth promoting. Most primary classroom teachers should feel reasonably comfortable that with appropriate support, this is manageable.