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Guidance on implementation of the KS2 Framework for languages
The Framework provides a frame of reference for auditing current practice and developing appropriate progression paths for primary children, starting from where schools are now. It may also help schools and teachers to develop a more long term vision of languages in the primary curriculum.
Improving and enriching learning and teaching
Already many primary schools appreciate the value of making the new language part of the children's whole experience at school by embedding it in daily routines and regular events and linking it to other learning.
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Spotlight: Encouraging children to use language for real from key stage 1
In a mixed age class of Years1 and 2, the teacher sees the benefit of an early start to using language for real purposes. He introduces the words for classroom objects, using a range of techniques. The children enjoy repeating the words louder and softer, faster and slower. The teacher holds up an object but doesn't always say the right word for it. The children repeat if it's correct and remain silent if it is not correct.
O3.3 LLS Recognise words that the teacher mouths silently
The teacher sets the words in context by introducing simple verb structures such as 'Pass me the pencil, please. Thank you'. The children practise the language around the class, in a simple conversation chain taking turns to pass a number of familiar objects along the line. The children try to use the new language as often as possible during the day, when working with others and requesting equipment.
O3.3 Perform simple communicative tasks using single words, phrases or short sentences;
KAL Hear main word classes; recognise conventions of politeness and engage in turn taking |
Such embedding creates gains not only for the language learning but for the whole learning experience of the child. The expectation, therefore, is that language learning will increasingly become a normal part of the primary curriculum. This possibility of making the new language (s) part of children's daily life is a major advantage of the primary school. Increasingly primary schools should do as much as possible to develop this integrated learning experience.
In addition to embedding, the Framework suggests specific links which might be made between its learning objectives and objectives in a range of other subjects including English, mathematics, literacy, numeracy, music, history, geography, PE, PSHE, and ICT. These links exemplify the inter-relationship of knowledge emphasised in Excellence and enjoyment. Teachers should use such links to help children understand how their learning in one area of the curriculum can promote their progress in others.
Language learning also has a specific contribution to make to the primary curriculum. By recognising and celebrating existing cultural diversity by bringing other cultures into the classroom, it offers unique insights into language, literacy and the world in which children live, both now and in the future. In the words of one 8 year old learner,
Learning a language is like having a window in my head, and through the window I can see other people.
As teachers become more familiar with the Framework and schools develop greater expertise in languages, it is to be anticipated that a rich language learning environment will increasingly become the norm. Children will have real contacts with speakers of the new language - e.g. Foreign Language Assistants - as well as email and video links to children in other countries. A wide range of resources, including ICT resources will also help make the language learning experience real and relevant to young learners throughout key stage 2. Because it is a reference tool for the future as well as for the present, the Framework will support these developments as well as some others that we may not yet have imagined.
Organising for full entitlement
To achieve this rich and exciting environment for learning and teaching, schools and teachers will need to plan over four years. Primary language learning will be underpinned by detailed organisation on key issues such as:
- long, medium and short term planning;
- use of other adults in support of languages;
- assessment and assessment for learning;
- continuity and transfer to key stage3.
Some general advice on these and other related matters is contained in the general introduction to this guidance (Primary language learning), and more detailed exemplification and case studies will be a major feature of part 3 of the Framework documentation, Planning for entitlement.
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