The Key Stage 2 Framework for

Languages3 June 2009

Liz Lord & Jo Rhys-Jones

Getting Inside the Framework

What do you know about the Framework?Do you have any experience of using the

Framework?

Key Stage 2 Framework for Languages

Part 1 - learning objectives and teaching activitiesPart 2 - advice on curriculum managementPart 3 - planning, progression and assessment

Part OneSections 1 and 2 (of 7 sections)

Introduction and Using the Learning Objectives

The Strands

Literacy OracyIntercultural

understanding

Knowledge about language

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.

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.

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

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)

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)

Early Start http://www.earlystart.co.uk/

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

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

Section 7

This section shows the progression for each individual strand

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 phrasesChut! Je dors!Ah! Je sors! Monsieur Pouce est dans sa

maison Qui est là? C’est moi…

Year 4

O4.4 Ask and answer questionsPerson 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.

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