Primary Languages Day

Friday 24th November 2006

Comberton Village College

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“Every child should have the opportunity throughout Key Stage 2 to study a foreign language and develop their interest in the culture of other nations. They should have access to high quality teaching and learning opportunities, making use of native speakers and e-learning. By age 11 they should have the opportunity to reach a recognised level of competence on the Common European Framework and for that achievement to be recognised through a national scheme.”

The National Languages Strategy Entitlement

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The KS2 Framework for Languages

How it all began……..• National Languages Strategy

www.nacell.org.uk

• Excellence and Enjoyment

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The KS2 Languages Framework

• comprises learning objectives showing progression over the 4 years of KS2

• has 3 core strands: Oracy, Literacy and Intercultural Understanding

• has 2 additional strands: Knowledge about Language (KAL) and Language Learning Strategies (LLS)

• Includes sample teaching activities• Is NON-STATUTORY guidance

Part One: 7 sections

1. Introduction

2. Using the learning objectives (guidance)

3,4,5,6. Learning objectives----• expectations and outcomes• at a glance sheets• learning objectives and

opportunities sheets• teaching activities

7: Overview of all 4 years

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1/1 : 5 Strands3 core strands of teaching and learning• Oracy (speaking and listening)• Literacy (reading and writing)• Intercultural understanding (Insight into the

people, culture and traditions of other countries)2 cross-cutting strands• KAL: Knowledge about the language (Increase

understanding of how language works) • LLS: Language Learning Strategies (e.g.

singing, miming, dictionary skills, repetition…)

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1/2: Key messages

The framework..• should be seen as a support, not a constraint:

a climbing frame, not a cage• does not prescribe specific topics or contexts for

learning, giving teachers the freedom to be creative and innovative, devising programmes of work to engage, excite and challenge

• is NOT a scheme of work--it is a point of reference for what is to be taught but not how!

• the balance of the strands and objectives will vary from school to school

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1/2: How the strands interrelate

The 5 strands are interdependent and schools can develop them in a variety of ways.They would rarely be taught in isolation e.g.

•Oracy underpins Literacy

•Intercultural Understanding provides content for developing oral interaction or reading

•KAL arises from language activity

•LLS are part of the learning process

Oracy Literacy and IU are progressiveKAL and LLS are recursive

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1/2: Inclusion

The framework may need to be adapted according to the following principles:

• setting suitable learning challenges• responding to diverse needs of children• overcoming potential barriers to learning and

assessment

This type of support could include:• using alternative and augmentative communication• reducing the amount of written work and reading• giving opportunities to clarify ideas orally/physically …

rather than relying on written materials

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1/2: Using KAL and LLS

• The KAL strand will mostly arise from the learning activities and may periodically be reviewed in the context of general literacy

• LLS strategies will help children become independent learners in any language. Examples are not exclusive and children should be encouraged to discuss strategy use and to expand their range of strategies by sharing with other children and the teacher

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1/2: Teaching activities

• These are for the three core strands

• These activities are for guidance only and do not constitute a course or scheme of work

• Schools should feel free to make the objectives their own, creating their own imaginative content and teaching activities

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1/3,1/4,1/5,1/6,• Expectations and outcomes --a summary of

expectations for learning and teaching and an overview of outcomes

• Year at a glance --to use for monitoring and reviewing the programme of work

• Objectives and opportunities --for detailed planning

• Teaching activities--suggestions designed to help children develop language and intercultural skills and understanding---to be selected from to fit in with SOW---teachers free to develop own.

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1/7: Progression by strand

The core progressive strands (O,L, IC) are set out over four years, providing an overview of each strand

• Progression can be monitored across the years • It should be of particular use with mixed age classes

The four years of KAL and LLS strands are summarised and include clear examples and suggestions

• This will be particularly useful in gaining an overview of their contribution to progression and LLA for life

• These sections can be used to support medium term planning and cross-curricular links particularly with literacy

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