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Guidance on implementation of the KS2 Framework for languages
Understanding the Key Stage 2 Framework for languages
The Framework has been designed as a primary document which sets out objectives for language learning across Years 3, 4, 5 and 6. It encourages primary schools to integrate language learning into the primary curriculum as a whole. It is underpinned by values and principles that take account of current priorities for primary schools and fully supports the vision and aspirations of Every child matters. The Framework assumes that the primary class teacher will have a central role in the planning and teaching of the language or languages chosen. In many cases, the primary class teacher will also be the languages teacher.
The Framework comprises five strands, the core strands, oracy, literacy and intercultural understanding and the cross-cutting strands, knowledge about language and language learning strategies. The learning objectives for the core strands are progressive and the Framework provides broad descriptions of the expectations and outcomes summarising what most children should be able to achieve at the end of each year. The learning objectives for the two cross-cutting strands, knowledge about language and language learning strategies underpin the core strands and are by their nature recursive. These strands, in particular, with their strong associations with work in mother tongue literacy, will foster the development of transferable language skills that will support future learning across key stages and throughout life.
The Framework is a flexible document which makes links with many other areas of primary learning. Primary non-specialist teachers will be able to map aspects of the Framework against their existing medium-term planning. Increasingly they will be able to integrate elements of language learning into cross-curricular themes in a range of subjects. From the outset, they will be encouraged to embed language practice and use everyday language in the daily routines and regular events of school and class life. The experience of language learning that primary children should receive may well be very different in nature to that of their secondary counterparts. This difference reflects the different contexts in which primary and secondary teachers work.
Providing support
Already many primary schools are offering some language provision. However, many other schools will be introducing languages into the curriculum for the first time. Planning and sustaining high quality provision over the four years of key stage 2 will be new for the majority of primary schools. The entitlement for all children from the age of seven to have the opportunity to learn a language presents both primary and secondary schools with fresh opportunities for collaboration and joint strategic planning. Clearly, one of the most important roles of headteachers and teachers in the secondary sector is to support primary colleagues in building the capacity to deliver the Framework.
In responding to the introduction of the Framework colleagues in the primary sector will seek support from a variety of sources, and naturally many will want to turn to their local secondary schools for help and advice. Specialist Languages Colleges have a specific and defined mission to work with primary schools in their localities, but other secondary schools will also wish to assist with the introduction of language learning and teaching in their partner primaries. The Framework anticipates that the success of primary language learning will rely greatly on effective co-operation between primary and secondary colleagues, in particular, to ensure secure progression and continuity between key stage 2 and key stage 3.
Language learning in the secondary schools is evolving
The earlier start to language learning will naturally have implications for change in the future development of languages in Key Stage 3 and of the future learning pathways from 14-19. As primary schools work towards full implementation of the Framework secondary schools will increasingly be receiving Year 7 pupils who are able to communicate in one or more languages. The challenge for secondary schools will be to acknowledge and build on this prior learning. Teaching approaches and schemes of work for Year 7 will need to be adapted to take account of what has been achieved during the preceding four years. This could lead to exciting opportunities for accelerated learning, a greater diversity of provision of new language learning or indeed, the possibility of further integration of language learning into other areas of the secondary curriculum building on the strong foundation of cross-curricular embedding developed in the primary phase.
The introduction of the Framework invites teachers in the secondary sector to see the value of what the primary context can offer. Effective primary provision yields Year 7 pupils who are enthusiastic about the subject and eager to learn more. Secondary teachers are encouraged to take a long-term perspective to this evolution in language provision, working in partnership with primary colleagues to realise the new paradigm and establish a coherent programme of learning from 7-14, and 14-19.
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