Teaching Languages at Key Stage 2 Vanessa Loubier – Profir Louise Pagden

1. What proportion of the British population speaks a foreign language? A: Three quarters B. Two thirds C. Five sixths D. One third

1. What proportion of the British population speaks a foreign language? A: Three quarters B. Two thirds C. Five sixths D. One third

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2. What percentage of British trade is with non-English speaking countries? A: 15% B. 34% C. 60% D. 88%

2. What percentage of British trade is with non-English speaking countries? A: 15% B. 34% C. 60% D. 88%

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3. How many people in the UK are learning a foreign language? A: 20 million B. 12 million C. 56 million D. 5 million

3. How many people in the UK are learning a foreign language? A: 20 million B. 12 million C. 56 million D. 5 million

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4. What percentage of the world’s population does not speak English at all? A: 6% B. 75% C. 23% D. 59%

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4. What percentage of the world’s population does not speak English at all? A: 6% B. 75% C. 23% D. 59%

4. What percentage of the world’s population does not speak English at all? A: 6% B. 75% C. 23% D. 59%

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Which country’s calendar includes such dates as Tooth- hardening Day, Anti-gravity Day and Full Moon Gruel Festival? A: China B. Japan C. Iran D. Thailand

Which country’s calendar includes such dates as Tooth- hardening Day, Anti-gravity Day and Full Moon Gruel Festival? A: China B. Japan C. Iran D. Thailand

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Why teach primary Languages? KS2 Framework for languages, part two, page 4 Enriches the curriculum Enriches the curriculum Helps to create enthusiastic language learners and develop positive attitudes to language learning throughout life. Helps to create enthusiastic language learners and develop positive attitudes to language learning throughout life. Stimulates children’s creativity Stimulates children’s creativity Supports oracy and literacy Supports oracy and literacy Leads to gains across the curriculum Leads to gains across the curriculum Supports and celebrates the international dimension. Supports and celebrates the international dimension. We have to… We have to…

The entitlement for languages says… A: All children throughout key-stage 1 and 2 must learn a foreign language B.All children throughout keystage 2 must have the opportunity to study a foreign language C. All children throughout Key-stage 2 must have the opportunity to learn a European Language D. All children in key-stage 1 and 2 Must learn one of the major European languages

The entitlement Every child should have the opportunity throughout keystage 2 to study a foreign language and develop their interest in the culture of other nation. 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… Every child should have the opportunity throughout keystage 2 to study a foreign language and develop their interest in the culture of other nation. 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…

The entitlement for languages says… A: All children throughout key-stage 1 and 2 must learn a foreign language B.All children throughout keystage 2 must have the opportunity to study a foreign language C. All children throughout Key-stage 2 must have the opportunity to learn a European Language D. All children in key-stage 1 and 2 Must learn one of the major European languages

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Languages will be a compulsory part of the KS2 curriculum from… A: 2008B.2009 C D. 2011

Dearing Report: : Recommendations All primary schools to teach foreign languages by 2010 (September) All primary schools to teach foreign languages by 2010 (September) Every child in England will start learning a modern foreign language in primary school from the age of seven. Every child in England will start learning a modern foreign language in primary school from the age of seven. From 2010, it will be a compulsory part of the national curriculum for children from the age of seven to 14 to study a modern foreign language, as the government attempts "to put languages at the heart of learning", said the education secretary, Alan Johnson. From 2010, it will be a compulsory part of the national curriculum for children from the age of seven to 14 to study a modern foreign language, as the government attempts "to put languages at the heart of learning", said the education secretary, Alan Johnson.

Languages will be a compulsory part of the KS2 curriculum from… A: 2008B.2009 C D. 2011

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Weekly time allocations Entitlement: 1hour Entitlement: 1hour 1x 20 minutes discrete language learning 1x 20 minutes discrete language learning 4 x 10 minute sessions in other curriculum areas or in daily routines 4 x 10 minute sessions in other curriculum areas or in daily routines 3 x 20 minutes 3 x 20 minutes 4 x 15 minutes 4 x 15 minutes Blocking of Intercultural elements Blocking of Intercultural elements

How is this to be achieved?

The Key Stage 2 Framework for Languages

‘Above all, the Framework should be seen as a support, not a constraint; a climbing frame not a cage.’ p4 ‘Above all, the Framework should be seen as a support, not a constraint; a climbing frame not a cage.’ p4

The Strands… After the expectations and outcome you will find the objectives for each of the strands, ‘at a glance’. After the expectations and outcome you will find the objectives for each of the strands, ‘at a glance’.

How many strands are there? A: 3 B.4 C. 5 D. 6

The Strands LiteracyOracy Intercultural understanding Knowledge about language Language learning strategies

How many strands are there? A: 3 B.4 C. 5 D. 6

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Oracy Y3 Listen and respond to simple rhymes, stories and songs (perform finger rhymes, sing songs, join in with story telling, identify rhyming words) 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 Listen attentively and understand instructions, everyday classroom language and praise words

Literacy Y3 Recognise some familiar words in written form (understand words displayed in the classroom; identify and read simple words) 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) 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) Experiment with the writing of simple words (using a model or some from memory)

Intercultural Understanding Y3 Learn about the different languages spoken by children in the school Learn about the different languages spoken by children in the school Locate country / countries where the language is spoken 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) 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) Make indirect or direct contact with the country / countries where the language is spoken (native speaker, video, partner school)

Knowledge about language Y3 Identify specific sounds, phonemes and words Identify specific sounds, phonemes and words Hear main word classes Hear main word classes Recognise how sounds are represented in written form Recognise how sounds are represented in written form Recognise that languages describe familiar things differently Recognise that languages describe familiar things differently Recognise that many languages are spoken in the UK and across the world Recognise that many languages are spoken in the UK and across the world Recognise conventions of politeness Recognise conventions of politeness

Language learning strategies Y3 Use actions and rhymes and play games to aid memorisation Use actions and rhymes and play games to aid memorisation Look at the face of the person who is speaking Look at the face of the person who is speaking Compare the language with English Compare the language with English

What does allons-y mean? A: Let’s get going! B.Why are we doing this? C. I can’t do this! D. I’m all at sea.

A: Let’s get going ! B.Why are we doing this? C. I can’t do this! D. I’m all at sea. What does allons-y mean?

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