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Guidance on implementation of the KS2 Framework for languages
The Framework is not a cage. It is designed to empower teachers and to support the freedoms set out in Excellence and enjoyment. It sets out a clear progression path across the four years of key stage 2, describing a clear model of progression through increasing complexity of skill (language competence) and understanding (about language, culture and learning). How these objectives are met is a matter for individual schools and teachers to discuss and decide.
Teachers and schools will have the freedom to decide
- How to teach;
- What to teach;
- How to organise the teaching.
The general introduction to the Framework guidance documentation suggests some general approaches to language learning and teaching (guidance section 1, Primary language learning), but it will be for teachers to decide what is appropriate for their children. National and local continuing professional development courses on primary language teaching will also support teachers in making those choices.
The Framework does not prescribe language or content, so schools are free to decide for themselves the languages, themes and content they wish to teach. Such decisions will often be taken in consultation with the Local Authority and local secondary schools.
The Framework does not assume any one way of organising the teaching and learning of languages. It allows for a range of organisational models, which the Framework supports, for example:
- some schools may wish to offer a single language taught across four years, often in collaboration with a local secondary school;
- some schools wish to offer experience of a range of different languages, developing knowledge about language and language learning strategies, in the early stages and concentrating on a single language later in the learning process;
- some schools have adopted a two language model.
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