Excellence & Enjoyment, DfES 20th May 2003 DfES “Primary Strategy

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Excellence & Enjoyment, DfES 20 May 2003 DfES “Primary Strategy” [MFL-related extracts]

We will:
        Use the new Primary Strategy to extend the sort of support provided by the Literacy and Numeracy Strategies to
         all of the foundation subjects. The Strategy will draw on our programmes for developing modern foreign
         languages, PE and school sport, music, the arts, and creativity. It will also help teachers use ICT to support
         good learning and teaching.

(Excellent Primary teaching)
3.8. All these approaches will support teachers in developing their learning and teaching skills across every curriculum
       subject, so that high standards across the whole curriculum and enrichment of children’s experience can go hand in
       hand. And the Primary Strategy will dovetail with work to support particular subjects, for example through
       our National Modern Foreign Languages Strategy, which aims to make a reality of the aspiration that by 2010
       all primary pupils will have an entitlement to learn a foreign language; our programme to identify the key
       priorities for music education, including our aspiration that all primary pupils at Key Stage 2 will, over time, be able
       to learn a musical instrument if they wish; and our PE, School Sport and Club Links Strategy, the aim of which is
       that 75% of pupils will be receiving two hours of quality PE and sport in and outside school by 2006 (and, eventually,
       that all young people will do so).

3.10. To take support for particular subjects further, Charles Clarke launched a consultation document on 28 March which
      asked for views on how subject specialism could be better supported, including by subject associations. That
      document was focused on secondary schools, but we believe that subject specialisms are important for primary
      schools too, and are very keen that primary teachers should contribute to the consultation and offer thoughts on how
      subject specialism in primary schools can be supported and developed. In particular, we would like to consider:
         The extent to which more dedicated subject-specialist teaching may be helpful in primary schools, particularly in
           certain subjects, like modern foreign languages, music, and PE and sport.

(Targeted support)
3.13. We want to have a sharper focus on underperformance, wherever it is found. We will bring together the targeted
       support that the Primary Strategy offers for learning and teaching, with approaches developed through Excellence in
       Cities to tackle deprivation. The Intensifying Support Pilot, working in the thirteen LEAs with the largest numbers of
       underperforming schools, has been doing this successfully. To take this further, we are going to look at the funding
       set aside for targeted work with primary schools, and think about how it can best be used to make sure that all
       schools get the support they need. As we do this, we will maintain and develop the Excellence in Cities primary
       programme that is already operating.
3.14. Some of the funds may also be used to meet general needs – for example, to help strengthen leadership throughout
       the sector, to support gifted and talented children in every school, or to underwrite the introduction of modern
       foreign languages at Key Stage 2.

The National Languages Strategy for England – Languages for All: Languages for Life
Our Languages Strategy, launched in December 2002 set out our agenda for transforming the country’s capability in
languages, which includes delivering an entitlement to language learning for pupils at Key Stage 2 by 2010.
Networks of schools will work together in a range of ways, using a range of expertise to develop language learning, often
with Specialist Language Colleges supporting primary schools. Schools will be helped to build up a cadre of specialist
teachers and other adults in order to deliver primary language learning, and in providing curriculum guidance and materials.
Learning after school, in clubs, will play a significant part in the Strategy.

(Learning, a focus on individual children)
4.8. We need to take particular steps to serve the needs of gifted and talented children. This is integral to the Primary
       Strategy. Ofsted reports that provision is now good or better in almost half of primary schools and satisfactory or
       better in some 90% of primary schools. We need to build on the exemplary practice that already exists and strive
       towards consistently higher standards, so that all schools focus on consistently high expectations, and effective
       classroom differentiation by teachers across all subject areas. Provision for gifted and talented children will be built
       into all subject strategies, including those for PE and sport, music and modern foreign languages.

(Partnership beyond the classroom)
5.10. Study support (out-of-hours learning) covers a wide range of learning activities outside normal lesson time and young
       people participate voluntarily. It can include sport and outdoor activities, the creative arts, and clubs to develop
       interest and aptitude in areas such as mathematics, ICT and languages.


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