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Guidance on implementation of the KS2 Framework for languages
Oracy unites the essential communication skills of speaking and listening. Literacy unites the important skills of reading and writing. Oracy and literacy are mutually supportive. In learning a new language speaking and listening will support children to recognise and use new sounds, words, phrases and sentences. As they gain in confidence and are able to pronounce and use the language they will begin to make links between sounds and spelling. They will benefit from reading familiar words and phrases presented on the interactive whiteboard, in displays and in colourful printed material such as Big Books, poems, songs and simple texts sourced through the internet.
The balance of literacy work undertaken in the new language is a matter of judgement for teachers. Factors to take into account may include:
- the age of the children;
- the literacy ability of the children in written English;
- the previous learning experience of the children;
- the language being taught;
- the particular words and phrases being taught;
- the competence and confidence of the teacher.
There is much to gain in providing access to written language as a natural part of the school environment. During the early stages signs, words and simple language structures linked to the lessons can be displayed in the classroom and around the school. These may include some of the language of daily routines as well as perhaps days of the week and months of the year. As part of every day life, the date might be written in the language. Children might be set the challenge of composing the date in advance from memory adapting the teacher's model.
Most children will want to experiment with writing the new language. For the majority of children this will be a natural extension of the development of literacy in their mother tongue.
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