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?

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

Part OneSections 1 and 2 (of 7 sections)

Introduction and Using the Learning Objectives

The Strands

Literacy Oracy Intercultural 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)

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…

Monsieur Pouce est dans sa maison Qui est là? C’est moi…Chut! Je dors!Ah! Je sors!

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.

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

Questions and feedback