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Guidance on implementation of the KS2 Framework for languages

The Framework as an auditing tool

The expectations and outcomes for Year 6 children are set out in more detail in the Framework itself. Teachers might wish to consider these as longer term ambitions and to compare them to their current practice and the opportunities currently offered to children. They might for example compare the 'Outcomes' for oracy Year 3:

• enjoy listening to and speaking in the language;
• listen and respond to familiar spoken words, phrases and sentences;
• communicate with others using simple words and phrases and short sentences;
• understand conventions such as taking turns to speak, valuing the contribution of others;
• use correct pronunciation in spoken work.

With the suggested outcomes for Year 6:

• listen to and understand the main points and some detail from a short spoken passage;
• give a presentation in a clear audible voice;
• converse briefly without prompts;
• enjoy listening and speaking confidently.

How does existing practice relate to these outcomes? What might be done to help develop learners further? The sample activities will be of help here since they illustrate in a practical manner what it is that teachers and pupils are invited and encouraged to do to achieve the objectives.

Experienced teachers will be aware that these strands are interdependent as this example from Year 5 demonstrated. In the following example oracy supports literacy and is in turn reinforced by it. The cross cutting strand Knowledge about Language helps learners to internalise and create new language.

Spotlight: Progression through storytelling Children in Year 5 listen to a German version of the story of the Very Hungry Caterpillar modelled by their teacher using the interactive whiteboard. Using their existing knowledge of the story and of key words and structures, children begin to reconstruct the story. Using a through the keyhole technique parts of the sentences are revealed slowly and children suggest words and phrases to complete the text. They chant the familiar refrain 'aber satt war sie noch immer nicht'. They build up the story adding more and more food items and making more complex sentences. In groups children prepare their own versions of the story and present them using PowerPoint. O5.3 Listen attentively and understand more complex phrases and sentences; L5.1 Re-read frequently a variety of short texts; L5.2 Make simple sentences and short texts; O5.4 Prepare a short presentation on a familiar topic; KAL5.4 Apply knowledge of language rules and conventions when building short sentences.