The Key Stage 2 Framework for Languages 21st January 2010

Getting Inside the Framework What do you know about the Framework? Do you have any experience of using the Framework? There are three parts; getting to know the framework; curriculum organisation and management; planning, cross curriculum, progression, transition and assessment

Key Stage 2 Framework for Languages Part One relates to the learning objectives and teaching activities Part Two offers advice on curriculum management Part Three looks at planning, progression and assessment Guide to the Framework Sets out the Entitlement Enables you to achieve it Teaching and learning built on 3 strands, showing progression over the four years of KS2 The entitlement is not only about developing competence in one or more languages, it is also about the broader curriculum - about understanding language and identity, about developing an international outlook, and about learning.

Part One Sections 1 and 2 (of 7 sections) Introduction and Using the Learning Objectives

Knowledge about language Language learning strategies The Strands Literacy Oracy Intercultural understanding Knowledge about language There are three main strands – literacy, oracy and intercultural understanding. The objectives comprise three clearly progressive core strands of teaching and learning over the four years of KS2. The other two strands are ‘cross cutting’. They are not numbered and closely relate to the other strands. What kinds of things do you think relate to the cross-cutting strands? These strands are of value in themselves as important tools for learning, providing a basis for children’s future development as language learners. The are conceived of as both arising from and supporting the core teaching and learning strands rather than as existing independently from them. KAL supports children in communicating effectively in speech and writing. It helps them to apply their prior knowledge, both to understand and to generate new language. It makes them aware of pronunciation and intonation and how these influence meaning. It helps them investigate how languages work and illustrates how users adapt language in formal and informal contexts. By selecting and using different strategies, children develop awareness of how they learn and the ability to plan to use specific strategies for particular tasks. Strategies explored in language lessons can also be used for learning in other subjects. The five strands are interdependent and schools can develop them in a variety of ways. They would rarely be taught in isolation and many lessons will include elements from all strands; eg Oracy underpins Literacy and is in turn supported by it …. Language learning strategies

Sections 3,4,5 and 6 These sections pertain to each respective year group. They show each strand for that particular year group with expectations and outcomes, learning objectives and teaching activities. For example for Year 3 the expectations are clearly stated across the five strands, together with the learning outcomes ie what most children should be able to do by the end of Year 3. Also included are the learning objectives and opportunities and teaching activities … In some ways, though, easier to talk about Year 1 of language learning, Year 2 etc ….. For example Year 4 in September may only be starting and will be following a scheme of work and learning objectives for Year 1.

Task You will be given an objective. Find people with objectives from the same strand. Split into the different skills if necessary. Now order yourselves from Year 3 to Year 6 to show progression. Section 7 of Part One offers Progression by Strand across the Key Stage pp77 - 90

Oracy Year 3 Listen and respond to simple rhymes, stories and songs (perform finger rhymes, sing songs, join in with story telling, identify rhyming words) Listen attentively and understand instructions, everyday classroom language and praise words Focus on the Year Three across the strands; e.g. Voici ma main, elle a cinq doigts, en voici deux, en voici trois. Copy actions modelled by the teacher or respond with a physical action when they hear a sound or word eg performa mime or hold up a picture; Recognise rhyming patterns by chanting a poem or singing a song, emphasising the rhyming endings of words; clap each time they hear a word which rhymes with a chosen word; Respond to the teacher’s instructions with a physical action; play Simon says; draw a picture or perform a mime following instructions;

Deux petits oiseaux Deux petits oiseaux, Assis sur une branche, Je m’appelle Fifi, je m’appelle Blanche, Bonjour Fifi, bonjour Blanche, Au revoir Fifi, au revoir Blanche

Literacy Y3 Recognise some familiar words in written form (understand words displayed in the classroom; identify and read simple words) Make links between some phonemes, rhymes and spellings and read aloud familiar words (read aloud a rhyme or poem) Experiment with the writing of simple words (using a model or some from memory) Read from word and sentence cards which form part of the classroom display; cards can be used to highlight sound patterns, letter strings and to identify word classes, such as verbs; Hold up or point to a card when they hear the sound or word, after they have become familiar with phonemes orally; Play Guess the Word class v teacher; teacher starts to spell a word slowly, by writing down one letter at a time. After each letter, the class can have one guess at the word. All possible correct guesses score a point for the class;

Intercultural Understanding Y3 Learn about the different languages spoken by children in the school Locate country / countries where the language is spoken Identify social conventions at home and in other cultures (know some facts about one country, e.g. climate, main towns, famous landmarks, produce) Make indirect or direct contact with the country / countries where the language is spoken (native speaker, video, partner school) Talk about the different languages they know and have heard around them; create a welcome sign on the door of the classroom in the languages children know; Build up a display of products / artefacts contributed by class members; Talk about the importance of politeness when greeting / meeting people and the social conventions eg kissing, shaking hands, bowing; Look at real-time Internet pages such as web cams or satellite TV;

Knowledge about Language (KAL) Year 3 Identify specific sounds, phonemes and words Hear main word classes Recognise how sounds are represented in written form Recognise that languages describe familiar things differently Recognise that many languages are spoken in the UK and across the world Recognise conventions of politeness Phoneme / grapheme running game (run to the sound) Pass the teddy on a sound Word class actions

Language Learning Strategies (LLS) Year 3 Use actions and rhymes and play games to aid memorisation Look at the face of the person who is speaking Compare the language with English The kinds of activities we have started to look at today. Comparing with English is valuable as can help children’s Literacy skills too – especially spellings!

Section 7 This section shows the progression for each individual strand Focus on progression in Oracy over years 3 and 4

Year 3 O3.1 Listen and respond to simple rhymes, stories and songs (perform finger rhymes, sing songs, join in with story telling, identify rhyming words) You will be given one word to listen out for. When you hear it, wave the card in the air.

Year 3 O3.2 Recognise and respond to sound patterns and words. The Phoneme/ Grapheme Running Game

Year 4 O4.1 Memorise and present a short spoken text O4.2 Listen for specific words and phrases Chut! Je dors! Ah! Je sors! Monsieur Pouce est dans sa maison Qui est là? C’est moi… Monsieur Pouce est dans sa maison Qui est là? C’est moi… Chut! Je dors! Ah! Je sors! O 4.1 Perform a memorised finger rhyme for an audience – could be another group of children – not necessarily to the whole class! 4.2 Put multilink cubes in order as they listen to the rhyme – when did they hear each line?

Year 4 O4.4 Ask and answer questions Person goes out of room. ‘Ourson’ is given to someone; they are now called Ourson. Person comes back in room and has to find Ourson by asking everyone’s name in French. Everyone respond with their real name, apart from the person who has Ourson. Jackie plays this as ‘Gendarmes’ with 2 children going out wearing policeman’s hats and returning to ask Q’s – winner is first to find L’Ourson/Pere Noel or whoever is hidden! Adapt games to suit your style/your class/exploit the resources you have/the time of year! Note progression from phoneme and word in Year 3 to phrases in Year 4.

‘Above all, the Framework should be seen as a support, not a constraint; a climbing frame not a cage.’ p4 The catch phrase! But it is really true – you can use means you choose as long as you are using the Framework to ensure you build children’s language skills steadily according to the objectives it contains.

Questions and feedback What was most useful? What will you take away and try this week? – partners & feedback Next week will begin to look more closely at aspects of language teaching & learning – phonics & storytelling in methodology. For linguistic element what would you like us to cover over the coming weeks? (Take notes!)