Guidance on implementation of the KS2 Framework for languages

Building on success

Reviewing current practice
Some schools have a long tradition of providing opportunities to learn a new language. Even more have made an excellent beginning in recent years. For such schools and their teachers many of the Framework's learning objectives and suggested activities will not be new. For example, most children will already be listening and responding to simple... songs (O3.1) or acting out simple role plays (activity for O3.3).

The principles underlying the Framework will also be familiar. They reflect principles of learning and teaching as those described in Excellence and enjoyment: Building on success, making learning real and enjoyable, providing a rich learning experience across the curriculum and involving children as partners.

There are also aspects to the Framework which may be less familiar and challenging. There is a strong emphasis on oracy - and in particular 'education of the ear' which may be less common in other parts of the primary curriculum; in some schools children may not yet have had much exposure to the written word in the new languages; in others the intercultural aspect may be less developed. Very few teachers will yet have had the opportunity to see children progress through 4 years of language learning.

The Framework provides a key resource for teachers to review their current practice and experience, to see where there are possible gaps and to decide how best to develop language learning and teaching in the future

Extending provision across the four years of key stage 2
There is much exciting language learning taking place in primary schools already. The enthusiasm of the children is very real and many are making noticeable learning gains. The challenge now is to build on that good practice and enthusiasm in order to sustain a meaningful experience of language learning over 4 years. The Key Stage 2 Framework for languages provides a comprehensive set of objectives and recommended activities to help that process over time.

Skilled and experienced primary teachers with competence in language(s) will be critical to this development both in supporting the extension of languages provision to all children in Key Stage 2 and in the dissemination and extension of good practice within their schools and beyond.

Sharing experience and expertise
There is also considerable diversity in current languages provision across the country. The Framework will support greater coherence and provide support for collaborating and developing programmes within and between schools and across Local Authorities. Because it is flexible and can be introduced gradually over the next 4 years, the Framework can be used in a full range of different contexts and circumstances. It assumes that primary teachers will be central to decisions relating to what and how to teach a language or languages to their pupils.

As the Framework is assimilated into whole school plans, teachers with existing expertise and experience in language(s) will have an important role in working with colleagues who are introducing languages for the first time. They may become mentors to trainees or Newly Qualified Teachers (NQTs) with language skills; they may wish to model lessons for other colleagues, or in some cases take on the role of subject coordinator. Many teachers will be working with assistants who have language skills or with secondary colleagues supporting primary languages learning.

The Key Stage 2 Framework for languages is intended to provide a common frame of reference to support this collaborative and developmental work.