Key Stage 2 Framework for languages – Parts 1, 2 and 3

Publication date:

Oct 2005

DCSF ref:

1721-2005

Audience:

Coordinator, Subject leader, Teacher

Function:

Guidance, Planning resources, Programmes of study

Format:

Pack

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One of the key elements of the National Languages Strategy is a commitment to introduce an entitlement to language learning for every pupil throughout Key Stage 2 by 2010. To support this aim, the DCSF has produced a Key Stage 2 Framework for languages.

The Framework is a core document, offering a practical reference tool for planning, teaching and monitoring the learning process. The Framework is designed to support primary school teachers in building their own courses. It also aims to provide secondary school teachers who support primary teachers with a way of making their specialist linguistic knowledge relevant for the primary classroom.

The Framework consists of three parts: 

• Part 1 contains learning objectives that show progression over the four years of Key Stage 2, two 'cross-cutting' strands showing how knowledge about language (KAL) and language learning strategies (LLS) relate to these objectives, and some sample teaching activities.
• Part 2 contains guidance for different audiences, including schools that are new to teaching languages and those building on current provision. 
• Part 3 contains detailed guidance on whole-school planning, and provides planning tools and detailed explanations of how to embed language learning through cross-curricular links.

This Framework has an important role to play as a comprehensive source of guidance and advice for those teachers and curriculum managers who will plan and deliver the entitlement – many of whom may have little or no experience of primary language teaching.

The content of this Framework is closely aligned with the principles and ambitions contained in the Primary Strategy: Excellence and Enjoyment. This promotes a holistic approach to the primary curriculum and encourages teachers to extend the methodology behind the numeracy and literacy strategies to the full range of primary subjects, exploiting links between curriculum areas wherever possible.

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