An introduction to the KS2 Framework for Languages
With thanks to Joan Dickie, Norfolk LA
Gill Maynard AST
Essex RSG meeting 31.01.2006
How it all began
National Languages Strategy Excellence and Enjoyment
(2002) (2003)
The National Languages Strategy: the primary entitlement
“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 primary languages entitlement: key messages
It is inclusive - for all children It is coherent and operates across KS2 It is part of a broader curriculum involving language and culture It flourishes in a rich learning environment with high quality teaching, native speakers and ICT Children will reach recognised levels of achievement Their achievement will be celebrated
The KS2 Framework for Languages (2005)
A core document which offers schools a practical reference tool for planning and teaching
The KS2 MFL Framework
Part 1. Learning objectives
Progression over the four years of Key Stage 2
Part 2. Guidance for schools
Advice on introducing MFL into the curriculum
To follow in Spring 2006: Part 3 - Planning for entitlement Advice on mixed-age planning, multi-lingual approach, assessment, transition, online resources and CPD
The KS2 MFL Framework Part Two
1. Primary Language Learning: An introduction to
the Framework for all users
2. Co-ordinating provision: Advice for head
teachers, senior managers and subject co-ordinators
3. Getting started: Advice for primary schools and
teachers introducing languages for the first time.
teaching languages secondary schools
4. Moving on: Advice for schools and teachers already 5. Supporting primary entitlement:Advice for
2/1. Primary Language learning
An introduction for all users
Key messages:
Gradual implementation leading up to 2010 Methodology: Communication, rich and varied input and motivation are key Staffing: a variety of models, but involvement of class teacher is crucial Choice of language: any modern foreign or community language(s) Cross-curricular links: language should be an integral part of curriculum Time and timetabling: 1 hour in total per week recommended Initial guidance for KS1 and KS3 Inclusion and equal opportunities: suitable learning challenges Assessment and evaluation: self-evaluation emphasised
2/2. Co-ordinating provision:
Advice for head teachers, senior managers and subject co-ordinators
Framework set in context of Excellence and Enjoyment and
Every Child Matters
Support of senior management is crucial to develop a clear rationale, vision and strategy Include gradual implementation of language entitlement in School Improvement Plan Suggested answers to the key questions:
Who? What? When? How?
Key message: Individual schools will be encouraged to develop their own programmes of language learning and teaching suited to their own particular circumstances
2/3. Getting started: Advice for primary
schools and teachers introducing languages for the first time.
Key message: gradual implementation Advice for non-specialist teachers Ideas for integrating language into school routines and other subjects Advice on managing teaching, basic methodology and activities, resources and further support
2/4. Moving on:
Advice for schools and teachers already teaching languages Underlying principles and objectives are not new BUT! Some less familiar and challenging aspects: • emphasis on „education of the ear‟ • inclusion of writing • emphasis on intercultural aspect • progress over 4 years Use the Framework to review current practice, identify gaps and plan future development
2/5:Supporting Primary Entitlement:
advice for secondary schools Key messages: Acknowledge and build on prior learning and enthusiasm of Y7 pupils
Work in partnership with primary colleagues to establish a coherent programme of learning from 7-14
To sum up …
The Framework will support greater coherence across the country
so we won‟t be going in….
The KS2 MFL Framework Part One
7 sections 1. Introduction: the 5 strands 2. Advice on using the learning objectives 3,4,5,6. Learning objectives grouped by year 7: Learning objectives grouped by strand
1/1 : Introduction: the 5 Strands
3 core strands of teaching and learning Oracy (speaking and listening) Literacy (reading and writing) Intercultural understanding
2 cross-cutting strands KAL: Knowledge about language (understanding how language works) LLS: Language Learning Strategies
(ways of learning e.g. singing, repetition…)
(people, culture and traditions of other countries)
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! recognises that the balance of the strands and objectives will vary from school to school
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 progressive KAL and LLS are recursive
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 This type of support could include: using alternative communication reducing the amount of written work and reading giving opportunities to clarify ideas orally/physically rather than relying on written materials
1/2: An overview of the learning objectives
The learning objectives are designed to help schools devise their own course selecting suitable objectives to suit their curriculum aims, children‟s abilities, expertise and interests of staff Schools may choose to use objectives from earlier or later years depending on abilities, experiences or aptitude The learning opportunities columns signpost the kinds of experience to be provided--the suggested activities are designed to be interdependent and viewed together
1/2: Using KAL and LLS
The Knowledge about Language strand will mostly arise from the learning activities. It is designed to link with general literacy Language learning strategies will help children become independent learners in any language. Examples are not exclusive and children should be encouraged to discuss ways of learning with other children and the teacher
1/2: Teaching activities
Suggested activities for the three core strands For guidance only – not a ready made scheme of work Schools should use the objectives to create their own imaginative content and teaching activities
Learning objectives grouped by year 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
use for monitoring and reviewing programmes of work
Objectives and opportunities
for detailed planning
Teaching activities
suggestions for classroom teachers
1/7: Learning objectives grouped by
strand
Overview of the objectives for each strand: Oracy, Literacy, Intercultural awareness
(highlights progression over 4 years, useful for mixed age classes)
Summary of four years of KAL and LLS strands with examples and suggestions
(useful for cross-curricular links with literacy)
How to order a copy
1721-20005DCD-EN
dfes@prolog.uk.com 0845 60 222 60 www.teachernet.gov.uk/pub lications
www.nacell.org.uk