Programmes of Study*: Languages at KS2- an attempt to de-mystify what schools should include wef September 2014 (*tbc after Consultation Stage)

Teaching should focus on enabling pupils to make substantial progress in one of the following languages: French, German, Italian, Spanish, Mandarin, Latin or Ancient Greek [but what about Japanese or Polish, and what about Community Languages, and Yiddish?]. [Schools may choose to study a second language but they must be able to demonstrate a cumulative progression in the first language over the four years in KS2.]

The teaching should provide an appropriate balance of spoken and written language [as suggested and encourages in the KS2 Framework] and should lay the foundations for further foreign language teaching at Key Stage 3 [again, as encouraged by the KS2 Framework, and still with definite implications for transition.]

It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology [so encouraging an extension of phonetics but in other languages], grammatical structures and vocabulary

The focus of study in modern languages will be on practical communication, while the focus on Latin or Ancient Greek will be to provide a linguistic foundation for learning modern languages and for reading comprehension. [So they might not be carrying on with these in KS3 in which case they will have to start from scratch with a modern language] Pupils studying ancient languages may take part in simple oral exchanges, [is this realistic or useful?] while discussion of what they read will be conducted in English.

Proposal KS2 Fwk links Crocketts examples 1 listen attentively to spoken language and show understanding by joining in and responding O 3.1 O 3.2 O 5.2 O 5.3 O 6.1 O 6.3 LLS 3.4 LLS 3.7 LLS 5.4 LLS 5.7 LLS 6.5 LLS 6.7 LLS 6.8 “Egypt”- presentation of vocabulary and phrases on river features- T says, Pps repeat; mouthing games; flashcard/ IWB games

2 explore the patterns and sounds of language through songs and rhymes and link the spelling sound and meaning of words O 3.1 O 4.2 O 4.1 O 6.1 O 6.2 L 3.1 L 3.2 L 4.3 L 6.3 KAL 3.6 KAL 3.7 KAL 4.5 “Man v Nature” As part of learning weather phrases and terms, pps learnt a rhyme- es regnet in Regensburg, es ist schön in Köln (etc)

3 engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help O 3.3 O 4.4 O 5.2 O 5.1 O 6.4 KAL 3.5 KAL 4.3 KAL 6.6 LLS 4.3 LLS 5.5 LLS 6.4 “Roald Dahl” Pps learnt how to describe monsters which could perform simple activities. Pps then learnt how to express what their monster liked doing- mein Monster mag schwimmen und stricken im Mai aber mag nicht fernsehen im Oktober

4 speak in sentences, using familiar vocabulary, phrases and basic language structures O 4.4 O 5.4 KAL 5.1 KAL 5.2 KAL 5.3 KAL 6.5 “Egypt”/ “ African Adventure” An adaptation of “ordinary” questions and answers about identity, pps took on the persona of Egyptian children/ key characters in the Slave Trade, and describe themselves and what they did (and compared these to present day situations).

5 develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases KAL 3.1 KAL 3.2 KAL 3.3 KAL 4.5 KAL 5.4 LLS 3.2 LLS 3.3 LLS 5.3 LLS 6.8 “Ancient Greeks” Pps looked at the story of the Wind and the Sun by Aesop. They were able to read aloud with meaning a German version of the story, including some unfamiliar words

6 present ideas and information orally to a range of audiences O 3.3 LLS 3.5 O 4.4 O 5.1 O 5.4 O 6.2 O 6.4 IU 6.3 “Man v Nature” Pps learnt about weather expressions and linked these with countries. They then simulated weather forecasts with a PowerPoint background map and some were video’d.

7 read carefully and show understanding of words, phrases and simple writing L 3.2 KAL 3.1 KAL 3.6 LLS 3.4 L 4.1 L 4.3 KAL 4.5 LLS 4.11 L 5.1 KAL 5.4 LLS 5.9 L 6.1 KAL 6.4 LLS 6.5 “Ancient Greeks” Having read the story of the Wind and the Sun, pps were able to discuss amongst themselves which sentences were key to the understanding of the story, and were also able to debate the relative importance of these, narrowing down the number of sentences to 5 or 6, and then using these in written and graphic form (handwritten / using ICT) to present their ideas/ conclusions

8 appreciate stories, songs, poems and rhymes in the language O 3.1 L 3.2 O 4.2 IU 4.3 O 6.1 L 6.2 In KS1 pps take part in a range of stories from different countries and in different languages- eg Querido Zoo; Dornröschen; Le navet énorme

9 broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary L 3.3 LLS 3.9 LLS 4.10 LLS 4.12 L 5.3 LLS 5.8 LLS 5.9 LLS 6.11 Extension activities can include carefully chosen introduction of a wider range of vocabulary, beginning with cognates and near-cognates, and then building up longer words. German is well suited to this, famously through compound nouns, and enjoyable and challenging activities can be devised by on the one hand getting pps to work out meanings of compound nouns from their constituent parts, eg: Sport/Schuh; Arm/Band/Uhr; Kranken/Haus; Wohn/Block; Wohn/Wagen; and alerting them to near-misses (Falsche Freunde)- Kinder/Wagen and at their extreme artificial compound nouns of extreme length (Donau...gesellschaft)

Mike Rauh