chapter  3
16 Pages

The planning and teaching of Primary Languages

When teachers were first confronted with the KS2 Framework for Languages, their immediate reaction was to throw their hands up in horror at yet another weighty tome to be referred to. Five years on, however, the Framework has ‘come of age’ and provides the key to good and complete delivery of a curriculum for Primary Languages. It is not prescriptive but it does offer clear learning objectives for progression throughout KS2, as well as sample teaching activities and planning guidance. The examples cited for each of the strands have all been tried and tested and are, as such, case studies for using the Framework. In its report entitled Modern Languages – Achievements and Challenge 2007-2010, published in January 2011, Ofsted stated that:

The curriculum in the outstanding schools was characterised by:

• the Key Stage 2 Framework used as the main tool for planning . . . (p. 14)

It also stated that:

the large majority of the schools visited had planned their provision using the Key Stage 2 Framework or the QCDA’s schemes of work (which are based on the Framework and the five strands of primary language learning). At least half of them used commercial schemes of work based on the Framework which were supported by local

3 4 5 6 7 8 9 10 1 2 3222 4 5 6 7 8 9 20 1 2 3 4 5 6 7 8 9 30 1 2 3 4 5 6 7 8 9 40 1 2 3 4 5

National Primary Languages Training which is based on the Framework’s learning strands (see Figure 3.1) and learning objectives.