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Key Stage 2 Framework for Modern Foreign Languages Draft for consultation Crown Copyright 2004

The Learning Objectives

p.2 Using the Learning Objectives

p. 4 Oracy

p.19 Literacy

p.33 Intercultural Understanding

p.47 Knowledge about Language

p.51 Language Learning Strategies

p.55 Learning Objectives ‘at a glance’

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Crown Copyright 2004

Using the Learning Objectives

The detailed learning objectives are set out in tabular form. For each strand there is a general statement about what children should have the opportunity to do over four years. The three broadly progressive strands of teaching and learning – ORACY, LITERACY and INTERCULTURAL UNDERSTANDING - are then set out with yearly objectives. These are reinforced by possible Sample Activities and by appropriate outcomes and activities from the cross cutting strands – KAL and Language Learning Strategies.

Learning Objectives Sample Activities Knowledge about Language

Language Learning Strategies

O3.1 to listen and respond to simple stories, finger rhymes and songso identify rhyming words

o perform finger rhymes & sing songs

o listen to stories

o join in with storytelling

NC Music 3b explore and explain their own feelings about music

NC Music 4a to listen with attention to detail and to internalise and recall sounds with increasing aural memory

o Learn and perform simple finger rhymeso Listen attentively to stories, songs and poems and join in with repeated

phrases or respond to key words or phrases by dancing, moving or miming.o Copy the actions modelled by the teacher or respond with a physical action

when they hear a sound or word, e.g. perform a mime or hold up a picture card,

o Act out a story as it is narrated; join in with the telling and acting out of a story.

o Sequence pictures to show the meaning of a story.

o Recognise rhyming patterns in poems or songs by chanting a poem or singing a song and emphasising the rhyming endings of words, or clap each time they hear a word which rhymes with a chosen word. Identify specific sounds

remember rhyming words, e.g. say a rhyme/sing a song and learn the rhyming words

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The Learning Objectives are designed to help schools devise their own courses. Schools should select suitable objectives which fit with their curriculum plans, children’s abilities, and the interests and expertise of the staff. Schools may also choose to use objectives from earlier or later years, depending on the range of ages and aptitudes within the class, and on the children’s prior experience of learning a language.

Knowledge about Language (KAL) The KAL strand is integrated with the strands for oracy, literacy and intercultural understanding. In most cases opportunities for children to develop a more explicit understanding and control of the new language will arise from the learning activities. Teachers may also choose to review this understanding periodically in the context of general literacy.

Language Learning Strategies will help children become more independent language learners in any language. These examples are not exclusive and children should be encouraged to discuss strategy use and to expand their range of strategies by sharing with other children and the teacher.

Sample ActivitiesExamples of activities, showing how the learning objectives might look in the classroom, accompany the statements. These activities serve as guidance only and do not constitute a course or scheme of work. Schools should feel free to make the objectives their own, creating their own imaginative content and teaching activities. In general, the Objectives are applicable to any range of content – topics of domains. In the sample teaching activities, however, you will see that some of the most common content areas used in primary MFL are implied, for example: The world of imagination; Self and Home; The classroom


How the strands interrelate

The five strands are interdependent and schools can develop them in a variety of ways. They would rarely be taught in isolation and many MFL lessons will include elements from all strands. In particular:

Oracy underpins Literacy and is in turn supported by it , for example:O3.4 to listen attentively and understand instructions, everyday classroom language and praise word

links to L3.1 to recognise some familiar words in written form

Intercultural Understanding provides content for developing oral interaction or reading, for example –IU3.3 to identify social conventions at home and in other countries

Links toIU5.2 to recognise similarities and differences between places

Knowledge about language arises from language activity and also reinforces learning, for example:O4.4 to ask and answer questions on several topics

Supported by KAL(O3.3 recognise question forms; O4.4 apply question forms)

Language Learning Strategies are part of the learning process, for example:O3.1 to listen and respond to simple stories, finger rhymes and songs

Links to LLSRemember rhyming words

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Note about the target language

The focus of work in dedicated ‘languages time’ – involving pupils listening to and interacting with the teacher, each other and with a range of resources – will be activities conducted in the target language. There is also considerable advantage in ‘incidental learning’ using the target language (classroom talk, routine greetings, etc). This will often be supported by gestures and mime to aid comprehension.

Teachers may also choose to support language work with explanations in English. Occasional reviews of learning strategies or discussions comparing languages, for example, may well take place in English.

The important thing is to allow children many opportunities to interact with the languages that they are learning.


Oracy During Years 3 – 6

In the early years, children should spend much of their time listening to the sound patterns of the target language through songs and rhymes, stories and dialogues. This critical process of ‘educating the ear’ will enable them to begin to reproduce the language and engage in spoken interaction.

Oracy will also provide the basis for development in literacy as children begin to see how sounds are represented in written form.

Children will need to be regularly exposed to native speakers and to good models of pronunciation and have time to imitate, practise, memorise and experiment with the target language.

As they progress, children will be able to create phrases and sentences, engage in simple conversations, provide information and exchange opinions.

Children should have opportunities to:

listen to, experiment with, imitate and play with the sounds and sound patterns of the target language;

enjoy listening to, and joining in with, a wide range of songs, rhymes, poems and stories in order to develop confidence, imagination and self-expression;

hear and interact with a range of voices including the teacher and native speakers, making full use of ICT;

listen attentively, differentiate between familiar and unfamiliar sounds and recognise appropriate pronunciation and intonation;

memorise and recite short texts;

identify key words and phrases in short passages of spoken language in the target language;

ask and answer questions on a range of topics;

give short presentations to an audience;

engage in simple conversations without prompts and begin to express opinions.

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Oracy Year 3

During Year 3 By the end of Year 3 The main emphasis of work in Year 3 is familiarising children with the sounds and speech patterns of the new language. They enjoy listening to and joining in with a wide range of songs, poems and stories, and develop their confidence, imagination and self-expression.

They learn to differentiate unfamiliar sounds and words. They play with and mimic sounds. They understand simple words and phrases, and begin to repeat and to use some of them independently in simple communicative tasks and role-plays.

Children develop their skills by listening attentively to new language while watching the person who is speaking. They listen to a variety of voices which may include class teacher, visiting native speakers, audio CDs & cassettes and use websites and CD-ROMs, DVDs or videos. They imitate what they hear and interact with their teacher and with each other.

Most children should be able to:

o enjoy listening to and speaking in the foreign language;

o listen and respond to familiar spoken words, phrases and sentences;

o communicate with others using simple words and phrases and short sentences;

o understand conventions such as taking turns to speak, valuing the contribution of others;

o use correct pronunciation in spoken work.



O3.1 to listen and respond to simple stories, finger rhymes and songs

o identify rhyming wordso perform finger rhymes & sing songso listen to storieso join in with storytelling

o Learn and perform simple finger rhymes.o Listen attentively to stories, songs and poems and join in

with repeated phrases or respond to key words or phrases by dancing, moving or miming.

o Copy the actions modelled by the teacher or respond with a physical action when they hear a sound or word, e.g. perform a mime or hold up a picture card.

remember rhyming words, e.g. say a rhyme/sing a song and learn the rhyming words

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NC Music 3b: to explore and to explain their own feelings about music

NC Music 4a: to listen with attention to detail and to internalise and recall sounds with increasing aural memory

o Act out a story as it is narrated; join in with the telling and acting out of a story.

o Sequence pictures to show the meaning of a story.o Recognise rhyming patterns in poems or songs by

chanting a poem or singing a song and emphasising the rhyming endings of words, or clap each time they hear a word which rhymes with a chosen word.

identify specific sounds

O3.2 to recognise and respond to sound patterns and words

o listen with careo identify phonemes which are the same

as or different from Englisho speak clearly and confidently

NLS Y3 T3 W2: to identify phonemes in speech and writing

NC English KS1 POS Speaking: to speak clearly, fluently and confidently to different people, pupils should be taught to speak with clear diction and appropriate intonation

NC English POS Listening: to identify and respond to sound patterns in language

o Respond to a particular sound with a physical action; count how many times a particular sound is heard in a phrase or sentence.

o Copy a sound spoken by the teacher, to practise pronunciation.

o Use tongue twisters to practise single sounds.

o Identify phonemes which are the same as or different from English.

o Notice words which sound similar to English – in a listening game, children echo any words spoken by the teacher which sound similar to English.

o Clap syllables in words and phrases, e.g. in songs and poems.

o Identify words, e.g. listen for specific words in a song or poem.

o Place objects in the order in which they hear them, using Lego bricks or Multilink cubes to recreate a pattern such as red-red-blue-blue-yellow.

o Remember and repeat a sequence of words spoken by the teacher.

o Develop listening strategies, e.g. listening for clues, intonation and familiar words and phrases.

imitate pronunciation of soundsidentify phonemes and wordsnotice agreements

repeat words rhythmically, e.g. clap out syllables, say words to a beat or as a rap

record themselves, e.g. make an audio recording in order to hear whether pronunciation is good

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O3.3 to perform simple communicative tasks using single words, phrases and short sentences

o remember, retain and recall vocabularyo ask and answer questions

NC Eng. Objective 2e: to respond to others appropriately, taking into account what they say

NC English KS1 POS Drama: to participate in a range of drama activities, pupils should be taught to use language and actions to explore and convey situations, characters and emotions

o Play a circle game to practise greetings: the teacher throws a soft toy to different children and says a greeting. Children echo and throw the toy back to the teacher.

o Respond to the register using a word or phrase in the target language.

o Play ‘Pass it on’: children form three lines. The child at the front starts ‘My name is X. What’s your name?’ turning to their neighbour. Each passes on the answer and then the question.

o Act out a Mexican Wave passing single words or patterns of words around a circle.

o Perform a Mexican Wave in the style of an adjective, e.g. count 1-2-3, 1-2-3, 1-2-3, being happy, sad, tired, thirsty, angry, bored, frightened, shocked.

o Ask and answer simple questions using real objects, cards and games e.g. How many? What is this? Is she called Rajida?

o Perform a mime to show understanding of a phrase or sentence spoken by the teacher, e.g. I am reading a book, I am skipping, I am jumping.

o Play Bag of Tricks: Children guess what’s in the bag asking e.g. is it big/small/soft/hard/red, is it a…?

o Play Verb Bingo. The teacher calls out a variety of familiar verbs and the children match what they hear to pictures on Bingo cards, placing a counter over any they hear.

o Extend Verb Bingo to include negative statements, such as I’m not reading a book, She is not playing the guitar, He is not baking a cake (the negative pictures on the Bingo cards might have a line through them).

o Play the Word Class Game. Children listen to the teacher; when they hear a noun they place both hands on their head, when they hear a verb they run on the spot.

hear main word classes

recognise question forms

recognise negative statements

reinforce turn talkingrecognise terms of politeness

ask for repetition and clarification

recognise words which the teacher mouths silently, e.g. play a team game in which members must guess what another person is mouthing; use body language to help understanding

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o Ask for and give objects in pairs or small groups, using appropriate polite language, e.g. adding please and thank you.

o Repeat words in a variety of styles, e.g. happy, sad, tired, angry, shy, to add interest and vary the repetition.

o Act out simple role-plays such as asking for and receiving items, introducing yourself to someone, making a telephone call, making appropriate use of terms of politeness.

o Use puppets to hold short conversations.

O3.4 to listen attentively and understand instructions, everyday classroom language and praise words

o repeat words and phrases spoken by the teacher

o develop speaking strategies such as mime and gesture to convey meaning

o remember a sequence of spoken words o use physical response to show

understanding.

Speaking, Listening and Learning: Working with children in KS1&2 Objective 14: to listen to others in class and follow instructions

o Respond to the teacher’s instructions with a physical action by pointing to something hot/cold/green/pink, by making a sad/happy/tired/angry face.

o Play a circle game to echo words: the teacher throws a soft toy to different children and says a word or phrase. Children echo and throw the toy back to the teacher.

o Show understanding by responding verbally with a word or simple phrase.

o Draw a picture or perform a mime following instructions.o Play Bingo. Children put a counter on a picture showing

rain, snow, dancing, eating.o Play Simon Says, e.g. stand up, sit down, smile, laugh,

brush your hair, make the dinner, walk the dog.o Give instructions to others, speaking clearly and audibly,

e.g. children take turns to give instructions.o Recognise negative instructions, e.g. don’t stand up; don’t

smile; don’t read a book. o Play a miming game, responding to instructions involving

positives and negatives. Make up mimes for, e.g. listen, speak, write, do not write.

link sounds to meanings

recognise negative statements

use gesture or mime to show they understand, e.g. make up a mime to go with classroom instructions – hand to ear for listen, finger on lips for quiet, raise head to look

use a physical response, e.g. relate new language to a direct physical action

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Oracy Year 4

During Year 4 By the end of Year 4Children continue to enjoy listening to and joining in with a wide range of songs, poems and stories, and develop their confidence, imagination and self-expression.

They ask and answer a wider range of questions.

They memorise and recite short texts such as finger rhymes, poems, songs or stories.


o listen to and identify key words and short phrases;

o communicate with others by asking and answering a wider range of questions;

o memorise and recite a short text.


Language Learning strategies

O4.1 to memorise and recite a short spoken text

o learn finger rhymes, poems or short stories or a non-fiction text

Speaking, Listening and Learning: Working with children in KS1&2 Objective 29: to choose and prepare poems or stories for performance

Speaking, Listening and Learning: Working with children in KS1&2 Objective 44: to tell stories using voice effectively

NLS Y3 T2 T4: to choose and prepare poems for performance identifying appropriate expression, tone, volume and use of voices and other sounds.

o Recite a finger rhyme, poem or short story clearly and audibly for an audience.

use a mental association to help remember words, e.g. think of something funny to remind them of words, such as an action related to the sound

O4.2 to listen for specific words and phrases in a song, poem or story

o Count how many times they hear a particular word or phrase in a song; respond with a physical movement, or by repeating the word verbally, or by piling up counters or Lego bricks.

learn and recognise categories of words

look at the face of the person speaking and listen attentively, e.g. try

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o listen with care o use physical response to show

recognition and understanding of key words and phrases

o look carefully at the person who is speaking

NC Music Objective 4a: to listen with attention to detail and to internalise and recall sounds with increasing aural memory

o Count how often a type of word appears, e.g. colours, animals, numbers, times, places; respond by circling pictures, numbers.

o Identify an object or picture by its description. Listen to a story and point at pictures or objects when they hear them described in the story e.g. the little dog is walking, the big brown bear is skipping, the hungry caterpillar is not playing the guitar.

o Play and extend the Word Class Game. Children listen to the teacher; when they hear a noun they place both hands on their head, when they hear a verb they run on the spot. This can be extended to include adjectives – wiggle one hand beside your ear; adverbs – swing your arms as if marching or walking briskly; pronouns – place only one hand on your head; conjunctions – shake hands with someone.

o Listen to and join in with stories, songs and poems.o Draw a picture to show understanding of an aspect of the

story.o Look for visual clues to meaning, e.g. facial expression, tone

of voice, body language.

reinforce and extend recognition of word classesrecognise and apply simple agreements, e.g. gender, singular and plural

interpret non-verbal communication

to understand someone when looking at their face and then when they are turned away

O4.3 to listen for sounds, rhyme and rhythm

o Play Fruit Salad game. Children are each given a word to remember, e.g. apple, peach, pear, plum. When the teacher calls out a word, every child with that word must change places. When the teacher calls out Fruit Salad all children change places.

o Sort words into categories by criteria such as how many syllables, e.g. place cuddly toys on different mats within the circle: dog, cat, bee; rabbit, parrot, donkey; elephant, crocodile, dinosaur; dromedary; hippopotamus.

o Sort objects into categories by the sound of the first or last letter, e.g. dog, dinosaur, dromedary, donkey; elephant, rabbit, cat.

o Play a game with initial letters and/or syllables, guessing the name of something (animal, town, country); the teacher says I’m thinking of an animal with two syllables whose first letter is

sort words according to sounds

sort words into categories, e.g. put words into topic boxes/files; put noun adjective/verb into correct boxes/piles; sort nouns by gender and number

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NC English POS Listening: to identify and respond to sound patterns in language

p. Extend to include vowels and consonants, e.g. I’m thinking of an animal with two syllables, which has two vowels and three consonants.

o Count sets of objects and notice how the plural sounds, e.g. one dog, two dogs, three dogs.

o Play the Singular and Plural Game: Listen to spoken language and identify ideas which are singular or plural, e.g. choose whether to stand on the singular mat or the plural mat when you hear Five elephants are dancing or One elephant is sleeping.

o Listen out for plurals and give a physical response such as standing up, sitting down or putting up their hand when a plural idea is heard.

o Compare the sound of plural ideas in English with those of the foreign language.

identify singular and plurals

O4.4 to ask and answer questions on several topics

o ask how to say something in the target language

o ask someone to clarify or repeato speak clearly and confidently

NC English KS1 POS Listening: to listen, understand and respond to others, pupils should be taught to ask questions to clarify their understanding.

NC English KS1 POS Drama: to participate in a range of drama activities pupils should be taught to use language and actions to explore and convey situations, characters and emotions.

o Practise asking and answering questions with a partner, e.g. pets, family, personal information.

o Identify verbs in familiar questions and answers. Understand that a verb tells us what is happening in a sentence.

o Practise role-play using puppets or props.o Practise role-play in the style of a character (e.g. as if you

were Cinderella), or by conveying an emotion (e.g. happy, sad, shy, embarrassed, angry).

o Play team games asking questions of the opposing team.o Answer aloud a question which the teacher mouths silently.o Ask and answer questions about pictures, charts and maps.o Ask how to say something in the foreign language, and

practise using pictures and props.o Turn statements into questions, paying close attention to

intonation.o Play Whispers.

apply question forms

identify words and understand their function

develop awareness of communication strategies

use real objects/role play, e.g. act out or take on different roles in the target languageask someone to clarify or repeat, e.g. learn to ask someone to repeat and to say that they do not understand

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Oracy Year 5

During Year 5 By the end of Year 5Children listen attentively and learn to identify the main points from a short passage of several sentences.

They enjoy listening to and joining in with a wide range of songs, poems and stories, and develop their confidence, imagination and self-expression.

They revisit and consolidate vocabulary and structures learnt previously, and build on this prior learning.


o pick out some of the detail from short spoken passages;

o enjoy interacting in the foreign language even when they hear unfamiliar language.



O5.1 to prepare and practise a simple conversation, re-using familiar vocabulary and structures in new contexts

o focus on correct pronunciation and intonation

o ask and answer questionso use tone of voice and gesture to help to

convey meaning

NC English Objective 2e: to respond to others appropriately, taking into account what they say

o Consolidate learning of vocabulary and grammar by re-using it in other contexts, e.g. revise vocabulary such as greetings and numbers throughout the day, and re-use familiar verbs and adjectives.

o Use imagination to create interesting conversations using familiar language, e.g. take on the role of different people when having a similar conversation, use puppets and props.

o Use mime, gesture, facial expression and tone of voice to help to convey the meaning.

o Use ‘stalling strategies’ to allow time to hesitate, e.g. use spoken expressions and gestures which allow for thinking time in the conversation.

o Play a miming game. In pairs or groups of three, children choose short phrases or sentences made up of noun + adjective + verb. The class must guess the foreign

Apply knowledge of repair strategies to communicate independently

practise saying new words under their breath, e.g. have the opportunity to practise new words and phrases under their breath in pairs and groups; put up their hands when ready to say the words aloud

use a word or phrase known in one context or topic in a different topic or context, e.g. use the verb to have in the topic of pets and then in the topic of

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language words.o Make up simple sentences using nouns, verbs and

adjectives.o Play the Change the Meaning game. Children take turns to

change the meaning of a sentence they hear by changing just one element, such as a noun, verb or adjective. E.g. the teacher says ‘The pink cat is eating a green banana’. A volunteer says ‘The pink cat is buying a green banana’. The class must identify not only which word has changed, but also what kind of word it is (noun, verb, adjective).

o Build longer sentences by including more information such as adverbs or adverbial phrases, or conjunctions.

recognise patterns in simple sentences, including the use of agreement, plurals as appropriate

manipulate language by changing a single element in a sentence

family; use nouns and adjectives with a range of verbs

O5.2 to understand and express simple opinions

Speaking, Listening and Learning: Working with children in KS1&2 Objective 26: to follow up others’ points and show whether they agree or disagree in a whole class discussion

o Give a physical response to show understanding of an opinion, e.g. thumbs down for dislikes and thumbs up for likes.

o Express simple opinions when using familiar vocabulary, talking about food, animals, places.

use a physical response, e.g. relate new language to a direct physical action

O5.3 to listen attentively and understand more complex phrases and sentences

o understand the main points from speech which includes unfamiliar language

Speaking, Listening and Learning: Working

with children in KS1&2 Objective 22 to listen to a talk by an adult, remember some specific points and identify what they have learned

NC English Objective 2a: to identify the gist of an account or key points in a discussion

o Repeat new phrases and sentences with clarity and accuracy, focusing on correct pronunciation and intonation.

o Respond to a dictation by drawing, miming or acting out what they hear.

o Identify a picture by its description. Listen to a story and identify a picture when they hear a description of it in the story, e.g. the big, red monster ate the cake noisily.

o Answer more open-ended questions, as well as questions requiring yes/no answers.

o Listen to a new short story or piece of non-fiction text.o Identify the type of passage being heard, e.g. a

conversation, an advert, a news bulletin, a list of instructions.

develop accuracy in pronunciation and intonation

recognise different types of language

look for visual clues, e.g. look at a picture and make sensible guesses in order to identify it by its descriptionlisten for clues in what they hear, e.g. pay attention to the tone of voice and any background noises

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o Listen to longer passages of familiar language and identify specific details, e.g. name, place, quantity, cost.

O5.4 to prepare a short presentation on a familiar topic

o develop and consolidate memorisation skills

o remember, retain and recall words and phrases

NC History Objective 5c: to communicate their knowledge and understanding of history in a variety of ways

NC ICT Objective 3a: how to share and exchange information in a variety of forms, including e-mai,l for example, displays, posters, animations, musical compositions

o Memorise and recite a selection of short, spoken texts, e.g. a short poem, a set of instructions, a song, a shopping list, a description.

o Identify changes in short spoken texts: the teacher reads out a sequence of words known by the children, who identify from memory what has changed, e.g. ‘Ten green bottles hanging on a door’.

remember difficult sounds or words, e.g. try to hold difficult phonemes or words in their heads and repeat them silently

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Oracy Year 6

During Year 6 By the end of Year 6 Children listen to texts and learn to pick out the main points and some details. They learn short texts, sketches and dialogues by heart and perform in front of an audience.

They enjoy listening to and joining in with a wide range of songs, poems and stories, and develop their confidence, imagination and self-expression.


o listen to and understand the main points and some detail from a short spoken passage;

o give a short presentation in a clear audible voice;

o converse briefly without prompts;

o enjoy listening and speaking confidently in the foreign language.


Language Learning

StrategiesO6.1 to understand the main points and

simple opinions in a story, song or spoken passage

NC English Objective 2a: to identify the gist of an account or key points in a discussion and evaluate what they hear

o Listen attentively and re-tell the main ideas.o Change key points of the story by substituting words such as

nouns, pronouns, verbs, adjectives and adverbs.o Suggest an alternative ending for the story.

recognise pattern and change a key element in a sentence

listen for clues, e.g. listen for tone of voice and key words like names of people or places, using what they know

O6.2 to perform to an audienceo speak clearly and audibly

NC English Objective 4d: to evaluate how they and others have contributed to the overall effectiveness of performances

NC English Objective 1c: to choose material that is relevant to the topic and to the listeners

Speaking, Listening and Learning: Working with children in KS1&2 Objective 51: to perform a scripted scene making use of dramatic

o Memorise and perform a poem, song, story or sketch.o Present ideas to an audience (either individually, in small

groups or with the class) using prepared material, visuals, gesture and expression. This might be a ‘live’ talk, a multimedia presentation, a sketch, a poem, a song or a video.

use knowledge of language to present information and ideas

consolidate language in a variety of ways, e. g. use the same vocabulary or structures in a different context

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conventions Speaking, Listening and Learning: Working with

children in KS1&2 Objective 57: to use and recognise the impact of theatrical effects in drama

O6.3. to understand longer and more complex phrases or sentences

NC English Objective 2a: to identify the gist of an account or key points in a discussion and evaluate what they hear

NC English Objective 2b: to ask relevant questions to clarify, extend and follow up ideas

o Listen to a spoken phrase or sentence and act out the meaning or point to a picture card illustrating the meaning; the same phrase can be used several times with slight changes, e.g. different adverbs, nouns, adjectives, verbs.

o Listen to and understand a range of types of text from different sources, e.g. fiction, description, poetry, information, instructions.

o Notice agreements and match words appropriately such as singular/plural, gender agreement between adjective and noun, verb ending matching the subject.

o Predict what might happen next in a story, a sequence of events or a set of instructions.

notice and match agreements

make predictions, e.g. anticipate information to come, make logical guesses about what will happen

direct all their attention to what they need in order to understand a spoken or written text, e.g. listen out for specific words or phrases, ignoring those they do not know or need

O6.4 to use spoken language confidently to initiate and sustain conversations and to tell stories

Speaking, Listening and Learning: Working with children in KS1&2 Objective 44: to tell stories using voice effectively

NC English Objective 2e: to respond: to others appropriately, taking into account what they say

NC English Objective 3a: to make contributions relevant to the topic and take turns in discussion

Speaking, Listening and Learning: Working with children in KS1&2 Objective 33: to sustain conversation, explaining or giving reasons for their views or choices

o Play Hot Seating. One child who is in the hot seat starts to begin a conversation/say a rhyme/tell a story/describe something. At a given signal, e.g. a bell, another child must quickly take over the ‘hot seater’ and continue in the same vein.

o Sustain a conversation within the class or with visitors, or via video-conferencing with peers.

o Give a short prepared talk on a chosen topic, expressing simple opinions and answering questions about it.

have control of simple elements, e.g. agreements, verb endings as appropriate, in order to use language spontaneously

try to use the language outside the classroom, e.g. say something in the language to someone in the school or at home

analyse what they need to know in order to carry out a task, e.g. how can they improve their pronunciation? What words, phrases and sentences do they

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need when preparing a presentation? How will they find / remember them?

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Literacy During Years 3 - 6

In the early years children should build on their exposure to the sounds and spoken form of the target language to see how these are represented in written forms. They will become familiar with the relationship between sounds and letters/characters and apply this knowledge in their reading and spelling. As their understanding of the target language improves, they will gain increasing access to different forms of text – simple stories, poems, information texts, advertisements, letters, messages – in paper and electronic forms.

As they progress, children should have frequent opportunities to apply their skills and understanding to read, enjoy and make use of a widening range of texts.

They should be able to write simple sentences and short texts for different purposes and audiences, often using a frame or model to help them structure meaning.


read aloud in chorus, practise in groups and pairs and gain confidence and enjoyment as independent readers of the target language;

encounter and discuss a wide range of texts in the target language in a variety of forms, both paper and screen-based;

investigate how words and sentences are formed and identify common patterns and conventions;

create simple texts for different purposes;

learn about the appropriate use of word order and punctuation and use this in their writing;

communicate in writing with users of the target language, e.g. by letter, e-mail or message;

use reference texts, particularly bilingual dictionaries, to assist with reading and writing;

extract the main points from texts of different types.

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Literacy Year 3

During Year 3 By the end of Year 3 As children listen to sounds, words and phrases, they repeat and chorus, learning accurate pronunciation. They then gradually learn to link simple phonemes and spellings.

They enjoy reading a few familiar words and phrases aloud.

They begin to copy letters and short familiar words.

They also experiment with writing some short familiar words from memory.


o recognise and understand some familiar words and phrases in written form;

o read aloud in chorus, with confidence and enjoyment, from a known text;

o copy some familiar simple words;

o write some familiar words from memory.



L3.1 to recognise some familiar words in written form

o understand words displayed in the classroom

o identify and read short simple words when listening to familiar rhymes or stories, songs

o read short messages

o Read from word and sentence cards which form part of the classroom display. They notice the spelling of familiar words displayed regularly on the wall or on the board. The cards can be used to highlight sound patterns, letter strings and to identify speech classes, such as verbs.

o Play Anagram Jigsaws: in small groups children work on jigsaw puzzles in which familiar words have been cut into two halves. They try to find all the matching pairs to make the words.

o When reading a familiar story or singing a song, children

recognise how sounds are represented in written form

notice the spelling of familiar words

use context and previous knowledge to help understanding

play games to help to remember, e.g. true or false/Bingo/Noughts and Crosses/ Pelmanism, matching pictures and words

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NLS Y2 T3 W5: to read on sight high frequency words likely to occur in graded texts matched to the abilities of reading groups

NLS Y2 T3 W9: pupils should be taught new words from reading linked to particular topics to build collections…of significant words

hold up word cards when their words are mentioned. Alternatively, children work in pairs or small groups with three or four familiar word cards. Listening to the song, they place the words in the order in which they hear them appear in the song.

o Sort word cards into dictionary order by their first letter; children are given frequent practice in sorting words alphabetically by playing the Dictionary Sorting Game - working in groups of four or five, each child holds a text card and must stand in dictionary order, e.g. apple, carrot, egg, gherkin, ice-cream.

o Read aloud key words in a variety of voices or moods, e.g. chant a familiar finger rhyme or poem in different styles, such as happy, sad, angry, shy.

o Use ICT for games which link spoken with written words.o Receive and read short simple messages from a partner

school, another teacher or language assistant. An e-mail link with a partner class abroad can give the opportunity to read short, simple messages frequently.

o Play Where am I? A familiar sentence or string of words is clearly visible. The teacher reads aloud but stops at different points. The children must say the next word in the sequence being read.

L3.2 to make links between some phonemes, rhymes and spellings, and read aloud familiar words

o identify characters and letter strings which are the same as or different from English

o pronounce accurately the most commonly used characters and letter strings

o read aloud a familiar sentence, rhyme or poem

o Learn to spell their own name in the foreign language; they know how many vowels and consonants there are in their names, and in familiar words.

o Learn to discriminate between vowels and consonants: each child has two cards, one saying vowel and the other saying consonant. The teacher shows and pronounces a series of letters – for each one they hold up a card showing whether they think the letter is a vowel or a consonant.

o Clap out the rhythm of familiar words and sentences. Play the Syllables Clapping Game: from a given group of words, the teacher gives one, two or three claps, etc, and

repeat words rhythmically, e.g. clap out syllables, say words to a beat or as a rapremember rhyming words and letter strings

use knowledge of rhyming sounds to help with reading aloud

practise reading words

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NLS Y2 T2 W5: to discriminate orally syllables in multi-syllabic words

NLS Y2 T2 W6: to investigate words which have the same spelling pattern but different sounds

the children suggest which word(s) these could be. When playing the game with sentences or phrases, the rhythm of the words should be taken into account.

o Listen carefully and start to recognise characters and letter strings which are the same as or different from English, referring to a written version of the phonemes on cards or the board. The teacher writes several examples of the letter strings from different words and then says them with the children.

o Recognise some words which are similar to English. Describe the similarities, e.g. number of syllables, number of vowels and consonants.

o Hold up or point to a card when they hear the sound or word, after they have become familiar with phonemes orally.

o Listen to the correct pronunciation of simple names, a rhyme, days of the week, objects, verbs. Say them accurately and then read them aloud.

o Read aloud in chorus or individually a rhyme or poem when they are perfectly familiar with the correct pronunciation.

o Create word banks or are encouraged to collect words with particular sounds.

understand how far letters / letter strings are both similar to and different from English

recognise that some words occur in both English and the foreign language, although they may sound different

under their breath/ then aloud practise reading aloud with a friend

3. L3.3 to experiment with the writing of short words

o copy simple, familiar words using a model

o write some single words from memory

NLS Y3 T1-3 W6: to use independent spelling strategies

NLS Y2 T3 W11: to practise handwriting in conjunction with phonic and spelling patterns

o Trace letter shapes on a partner’s hand to spell well-known words.

o Copy well-known words onto paper, e.g. in the order of their preference or of size etc, in order to make them think as they are writing.

o Copy a simple message.o Learn to spell key words. Play Spelling Games: the

teacher calls out the spellings of familiar words, and children identify the word.

appreciate that writing systems are different from one another

apply previous knowledge to characters and letter strings to begin to write simple, familiar words

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o Play Guess the Word: the teacher starts to spell a word slowly, by writing down one letter at a time. After each letter, the class can have one guess at the word. All possible correct guesses score a point for the class.

o Label items.

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Literacy Year 4

During Year 4 By the end of Year 4 Children develop their reading skills and learn to understand familiar written phrases in clear printed script.

They link listening and reading, by reading short familiar stories, songs and poems while listening to them at the same time.

They also practise reading familiar words and phrases aloud.

They begin to write more familiar words, phrases and sentences.

Most children should able to:

o read and understand familiar written phrases;

o follow a short text while listening and reading, saying some of the text;

o read more words, phrases and sentences aloud;

o write a few well-known words and phrases without help.



L4.1 to read and understand a range of familiar written phrases

o match phrases and short sentences to pictures or topics

o identify non-fiction texts in the foreign language by their style and layout

NLS Y2 T3 T1: to reinforce and apply their word-level skills through shared and guided reading

o Play Picture Domino or Bingo using familiar phrases and short sentences, e.g. the weather, the date, simple descriptions of people or pets. Progress from picture to text and then from text to text.

o Read familiar written phrases and short sentences, decide what they are about and link them to a particular topic which the class has studied.

o Help to create a wall display showing familiar pictures, and make labels in the foreign language.

o Play the Newspaper Challenge: children have access to recognise that texts in the foreign language will often have the

play games to help to remember

apply previous knowledge and clues to help them understand

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foreign language newspapers and magazines in the classroom. They each make a poster by finding a variety of texts, cutting them out and sticking them on to the poster. The challenge is to find, for example, a recipe, a weather forecast, instructions for making or doing something, a letter, an advertisement.

same conventions of style and layout as in English

L4.2 to follow a short familiar text, listening and reading at the same time and then read parts of the text aloud

o make links between the spoken and written words

o identify common spelling patterns in letter strings

o pronounce letter strings, words and phrases accurately with a good accent


o Working in groups, listen several times to a native speaker model, or an audio or CD, or a simple, familiar song, poem or extract from a story, while following the words.

o Join in, chanting some of the text as a class.o Choose text cards as the teacher calls out words and

phrases. o Play and extend Anagram Jigsaws: familiar words are cut

up into individual letter cards, and in small groups children work together to re-build the words.

o Play Pass the Anagram Parcel: listening to authentic music or songs, the children pass round the circle a bag containing letter cards which, when all out of the bag can be used to spell a familiar word. Each time the music stops, the child holding the bag takes out one letter card, identifies it by its name and places it in the middle of the circle. The music re-starts and the game continues until all the letters are in the middle of the circle. All children try to guess which word can be spelled with the letters.

o Talk about word derivation and use other reading strategies from NLS.

o Sort word cards into dictionary order by their first and second letters; children are given frequent practice in sorting words alphabetically by playing the Dictionary Sorting Game - working in groups of four or five, each child holds a text card and must stand in dictionary order, e.g. banana, berry, biscuit, bottle, butter. When ready, extend to include the first two letters of each word being the same, then the first three,

o Complete a reading jigsaw by putting text cards in the correct order, reading some of the words aloud. Play Find

apply phonic knowledge of the foreign language in order to decode text

use context and previous knowledge to determine meaning and pronunciation, e.g. knowledge of rhyming patterns, letter strings, rules about endings

access information sources, e.g. use the dictionary, the internet, and other reference materials

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the Missing Words: Looking at a familiar written poem with all the rhyming words removed and written on word cards, children re-build the poem correctly, then read it aloud. They then jumble up the rhyming words and re-read the nonsense poem aloud.

L4.3 to read some familiar words and phrases aloud and pronounce them accurately

o use words which they practise on a regular basis, e.g. numbers, days, weather

NLS Y4 T1-3 W1: to read and spell words through identifying phonemes in speech and writing

NNS Year 1 Numbers and the Number System: to read, write and order numbers from 0 to at least 20

o Read aloud words with good pronunciation using a native speaker model, e.g. familiar names/ numbers out of sequence/ days of the week/months of the year.

o Read aloud words and phrases which they can pronounce accurately, using coloured cards, the board or storybooks.

o Play Pass the Word Parcel: listening to authentic music or songs, the children pass round the circle a bag containing familiar text cards. Each time the music stops, the child holding the bag takes out one word card and reads it aloud. The other children echo the word (and the teacher corrects the pronunciation if necessary). The word card is placed in the middle of the circle and the music re-starts. Follow-up activities: 1. When all the cards are out of the bag and in the circle the children sort them into dictionary order. 2. The children sort the words into categories, e.g. nouns, verbs, adjectives.

o Listen for words from a particular word class. The teacher reads aloud a sentence or a short text. The children take a Lego brick every time they hear a particular kind of word, e.g. verb, preposition, noun.

o Make collections of words, e.g. with common endings.

use phonic knowledge to support accurate pronunciation

recognise the main word classes of the foreign language

use previously learnt rules about letter strings and characters

practise saying new words repeatedly aloud, e.g. privately or with a friend; record on audiotape; make a pretend telephone call using written prompts.

practise with a friend

L4.4. to write simple words and phrases using a model and some words from memory

NLS Y4 T1-3 W4: to practise new spellings regularly by ‘look, say, cover, write, check’ strategy

o Set up a Graffiti Board. Children try out language imaginatively and creatively. At this level they might use letters in bold colours and shapes and illustrate their attempts using ICT; write labels and short captions using a word list.

o Respond to questions from the teacher by finger writing in

apply phonic knowledge of the foreign language in order to write simple words and phrases

apply knowledge about letters and simple grammatical knowledge to experiment

use imagination, e.g. use

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the air for others to read, instead of speaking the answers; trace a word on each other’s backs.

o Write labels for work on wall displays and in their books.o Complete a semi-completed e-mail message to someone in

a partner school.o Fill in lists of likes and dislikes.o Complete a dream shopping list for a party or picnic.o Make a personal foreign language dictionary or word bank.o Invent physical gestures to represent punctuation, e.g. draw

the shape of a question mark in the air. Play a punctuation physical response game: the teacher calls out some features of punctuation and the children draw each one in the air.

o Play Copy me if it’s true. The teacher says some punctuation and makes a gesture. If the gesture matches what is being said, the pupils echo the word and copy the action. If the gesture does not match what is said, the pupils must not respond.

or create an image to understand and/or represent information

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Literacy Year 5

During Year 5 By the end of Year 5Children develop their reading skills by re-reading a range of short texts.

They learn to put familiar words into sentence order.

They continue to develop their writing skills by writing more words and phrases, and a few short sentences, with help.


o read and understand some of the main points from a short text;

o understand how a simple sentence is written;

o write or copy words, phrases and a short sentences.

Learning Objectives Sample ActivitiesKnowledge about

LanguageLanguage Learning

Strategies

L5.1 to re-read frequently a variety of short texts

o read fiction and non-fiction texts


o Re-read a range of texts, including work on the board, computers, from books, taped stories with texts, songs, poems, e-mail messages and texts from the Internet

o Use post-it notes to mask features of the text, e.g. the verbs; the children suggest ideas for the missing words.

o Play a miming game: the teacher says a short phrase, e.g. A small dog is singing; A big rabbit is laughing. The pupils respond by miming the phrase. They reverse the roles so that the teacher mimes and the children have to choose the word cards (and correct syntax) to describe what they see.

o Notice and identify punctuation in sentences and texts

appreciate that different languages use different conventions to demarcate and punctuate sentences and texts

apply previous knowledge and clues to help understanding

re-read known words frequently

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L5. 2 to make simple sentences and short texts using written word cards

o understand that the order of words in a sentence influences the meaning

o make a sentence using single word cards

o make a short text using word and phrase cards

NLS Y3 T1 T10: using reading as a model to write own passages of dialogue

NLS Y3 T1 T12: to collect suitable words and phrases in order to write poems and short descriptions

NLS Y3 T1: to write in complete sentences

o Work in groups. Arrange word cards, coloured according to parts of speech, into sentences.

o Play Human Sentences by lining up in the correct order, holding up their cards to form a sentence.

o Memorise a human sentence. The sentence can be seen at the front of the class. All children read and re-read the sentence aloud, in chorus. The teacher gradually gives a signal to each child who has a card, to remove their card from the sentence. All children continue chanting the sentence aloud until all the cards are hidden from view and yet they can still chant the sentence correctly.

o Jumble a conversation. Re-arrange word cards to form a conversation.

o Play Pass the Sentence Parcel: listening to authentic music or songs, the children pass round the circle a bag containing word cards which, when all out of the bag, can be used to form a familiar phrase or sentence. Each time the music stops the child holding the bag takes out one word card, reads it aloud and places it in the middle of the circle. The music re-starts and the game continues until all the words are in the middle of the circle. Children discuss with a partner what the sentence might be and try to remember the correct word order.

o Children re-create a familiar recipe or set of instructions, using sentence cards. They sequence the recipe correctly and read the instructions aloud. They create a mime to illustrate each instruction. Play a Physical Response Game: the teacher calls out the instructions from the recipe in a random order, and the children mime each instruction.

recognise the typical conventions of word order in the foreign language and notice how they differ from English

apply grammatical knowledge to make sentences

L5.3 to write words, short phrases and short sentences, using a reference

NLS Y4 T1-3 W1: to read and spell words through identifying phonemes in speech and writing

o Listen to a song and then look at a transcription of a text with gaps. Children fill in the gaps by copying words from a list.

o Use ICT to produce a greetings card message.o Working in pairs, choose words from topic word lists. Use a

series of simple beginning to sentences, e.g. Here is … This

plan a written text before sitting down to write

use a dictionary or word list

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NLS Y3 T2 W19: to use dictionaries to learn or check the definitions and spellings of words

is … I have…. He/she has …He/she does not have. o Choose words from a list and copy them to match/label

pictures.o Understand why a bilingual dictionary has two halves, i.e.

they know in which half to find English words and foreign language words.

o Locate headwords in a dictionary, e.g. do a Headword Quiz: children have a list of ten words which they have to look up in a dictionary. For each word they have to find the page number in the dictionary, the headword which precedes it, and the headword which follows it.

o Use a bilingual dictionary to check the spelling of familiar words.

o Create a colourful display using short sentences and a drawing tool. Use everyday language as well as characters/language from stories, songs and rhymes.

o Collect words which express greeting, surprise, apology, thanking, refusing.

o Use word cards or word lists to create a sentence for a speech bubble or caption.

apply phonic knowledge of the foreign language in order to locate words in a reference source

understand that words will not always have a direct equivalent in the foreign language

apply previous knowledge and grammatical understanding

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Literacy Year 6

During Year 6 By the end of Year 6Children read a variety of longer texts from different text types.

They read aloud with confidence and enjoyment, and also enjoy reading short texts independently.

They learn to write short texts using a model.

Most children should be able to:o read aloud with confidence, enjoyment and expression, in chorus or

individually;o read and understand the main points and some detail from a short written

passage;o write several sentences with support.



L6. 1 to read and understand the main points and some detail from a short written passage


NLS Y3 T3 T25: to summarise orally the content of a passage or text

o Guess who it is. Children read short descriptions of people in the school, class or famous people and identify who they are. Include e.g. likes, dislikes, hair colour, age, where they live.

o Read an e-mail message from a partner school and reply to some of their questions on e.g. hobbies, the weather, holidays, likes and dislikes.

o Read a weather report and draw symbols on a map showing what the weather will be like in those regions/ countries.

apply previous knowledge to read new texts

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NLS Y3 T3 T1: to re-tell main points of story in sequence

o Read a familiar story or sing a familiar song. Using print-outs of the story or song, children answer some simple questions about it.

o Expose children to authentic handwriting of target language, if appropriate.

o Use a bilingual dictionary to check the meaning of words.

use knowledge of form, including, where appropriate, plurals and notions of gender, to improve access to a range of texts

L6.2. to identify different text types and read short, authentic texts for enjoyment or information

o read for enjoyment an e-mail message, short story or simple text from the Internet

NLS Y4 T1 T16: to identify different types of text

o Browse through magazines, newspapers and Internet texts and recognise text components, e.g. title, contents page, headline and the features of different text genres, e.g. a weather forecast, a recipe, a letter, an advertisement, a news story.

o Read aloud certain phrases from a story using punctuation to help develop appropriate intonation and expression.

o Read aloud a story using a variety of voices and expression. Work in groups to record the story onto audiotape for others to hear.

o Identify word classes, e.g. verb, pronoun, preposition, noun, adjective, verb.

use knowledge of the language features, style and layout of different texts to support understanding

use the context of what they read to determine some of the meaning

L6.3 to match sound to sentences and paragraphs to match sound to sentences and paragraphs

o use punctuation to make the sentence make sense

NLS Y2 T3 T2: to use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meanings of unfamiliar words and to make sense of what they read

NLS Y3 T1 T20: to read information

o Watch a video, listen to a song and reconstitute some of the text in the style of a jigsaw puzzle.

o Cut a sentence into words and re-constitute the sentence.o The teacher cuts up a rhyming poem for the children to re-

constitute.o Create a sentence from given words and punctuation,

looking for clues such as capital letters and full stops.

apply knowledge of word order and sentence construction to support the understanding of written text

apply previous knowledge, context and clues to help understanding

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passages and identify main points or gist of text

L6.4 to write sentences on a range of topics using a model

o apply most words correctly.

NLS Y3 T1 T10: using reading as a model to write own passages of dialogue

NLS Y3 T1 OT12: to collect suitable words and phrases in order to write poems and short descriptions

NLS Y3 T3 T20: to write letters, notes and messages linked to work in other subjects

NLS Y6 T2 T10: to use different genres as models to write

o Work in pairs or groups to create a rhyming rap of four lines based on topic vocabulary they have learnt.

o Create a wall display, featuring different animals they have come across when learning the language. Write a profile of an animal, including details like name, age, colour, where it lives, what it eats and what they know about other family members.

o Shared writing task. Create a story using key elements from familiar stories in the foreign language, e.g. Once upon a time…; Fee-fi-fo-fum!; …and they lived happily ever after.

o Use a structure offered by a poem/story to construct their own, e.g. This is the house that Jack built …

o Listen to the teacher talking about a familiar topic and read sentences about that topic from the board or cards.

o Substitute their own words to create their own sentences on the same topic.

o Design and write a short presentation, e.g. make notes as prompts using a reference, and perform a role-play.

o Use a structured prompt or template for writing –a writing frame..

use knowledge of word and text conventions to build meaningful sentences and short texts in the foreign language

evaluate their work, e.g. after completing a task: assess how well they accomplished the learning task; assess how well they have applied the strategies; decide how effective the strategies were in helping them accomplish the task

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Intercultural Understanding

During Years 3 - 6

Language learning provides children with the opportunity to know more about the world around them, about how other people feel and think and about other cultures and traditions. By the same token, it offers children unique insights into their own identities and values. In the early years, children’s curiosity and interest can be harnessed to help them become aware of the similarities and differences between people and their daily lives.

Children should have both indirect and direct contact with the country/countries where the target language is spoken and the chance to describe their own lives, interests and traditions to others.

As they increase their understanding, children will appreciate how language structures reflect social conventions and relationships and begin to understand how language, culture and personal identity are linked.


learn about the languages used in their own community and around the world;

understand how social conventions and relationships are reflected in language forms and structures, both in the target language and their own;

make and develop indirect and direct contact with native speakers of the target language, drawing fully on available ICT and electronic communication;

learn about the cultural traditions, celebrations and literature of countries where the target language is spoken and make comparisons with their own;

reflect on their own language/s and culture when viewed from the perspective of another;

present aspects of their own language, traditions and culture to others;

understand how language and identity are interconnected;

recognise and challenge stereotypes and prejudice.

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Intercultural Understanding Year 3

During Year 3 By the end of Year 3

The main emphasis in Year 3 is to arouse children's interest and curiosity in their own identities and help them to see the relationships between their livesand others. They think about the linguistic diversity of their own school and talk about the languages they would like to learn.They find out where the language they are studying is spoken.They make contact either in person or through Internet or video with a partner school or native speaker, e.g. parent, foreign language assistant.

Most children should be able to:o appreciate the diversity of languages spoken within their school;o talk about the similarities and differences of social conventions between different

cultures;

o identify the country or countries where the language is spoken;

o have some contact with the country/countries;

o recognise a children’s song, rhyme or poem well known to native speakers.



IU3.1 to learn about the different languages spoken by children in the school

o to be aware of linguistic and cultural diversity

NC English Objective 1f: to evaluate their speech and reflect on how it varies

NC PSHE Objective 1b: to recognise their worth as individuals by identifying positive things about themselves

Talk about the different languages they know or have heard around them through family members, friends, the media, in the neighbourhood or when visiting other countries.

Talk about dialects and accents within our small country – different people may pronounce the same word differently or use different words.

Compile with the teacher a list of languages spoken by them within the school. locate the country/countries where these languages are spoken using maps, atlases and globes.

Create a welcome sign on the door of the classroom in the languages children know.

During circle time, children talk about how they learned the

recognise that languages describe familiar things differently

recognise the centrality of language in communication

discuss language learning, e.g. reflect on and share ideas and experiences of language learning; compare attitudes and beliefs about language learning

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NC PSHE Objective 4d: to realise the nature and consequences of racism, how to respond to them and ask for help

NC ICT Objective 1a: to talk about what information they need and how they can find and use it

NC ICT Objective 5a: to work with a range of information sources and ICT tools, for example searching the Internet for information about a different part of the world.

languages they speak, when and where they use these languages and with whom and how they feel about the languages they speak. Reflect on languages that they would like to learn.

Using photocopied pages from the European Language Portfolio, to build a class display showing the range of languages spoken in the class.

IU3.3. to identify social conventions at home and in other cultures

learn about polite forms of address

know how to greet native speakers

know some typical names

NC PSHE Objective 4b: to think about the lives of people living in other places and times and people with different values and customs

NC PSHE Objective 4f: that differences and similarities between people arise from a number of factors including cultural, ethnic, racial and religious diversity, gender and disability.

o Talk about the conventions of greeting people in their own culture, such as shaking hands, bowing.

o Talk about importance of politeness when greeting/meeting people.

o Learn about the social conventions in the culture/cultures of the target language and make comparisons.

o Learn simple greetings and make a display in classroom using children's own portraits and speech bubbles.

o Speakers of other languages can teach greetings to rest of class.

o Talk about why their first name was chosen, e.g. I was named Katie after my grandmother and how family names are formed in different cultures.

o List the most common names in children's cultures and compare them with typical names from the country/countries of the target language. Do some names sound or look similar?

o Compare the pronunciation of children’s own names in English and the target language.

o Consider different forms of address, e.g. Mr., Mrs., Miss and different forms of 'you’. Which forms do children use when addressing the teacher and other adults, and which do they receive and use with each other?

recognise that there are different language conventions to express politeness

practise with a friend, e.g. devise role plays; memorise words and phrases, testing each other

try to use the language outside the classroom, e.g. practise greeting someone at school or at home

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IU3.4 to make indirect or direct contact with

country/countries of target language

NLS Y3 T3 T20: to write letters, notes and messages linked to work in other subjects

NC PSHE Objective 5e: to meet and talk with people, for example, people working in the neighbourhood such as religious leaders

NC ICT Objective 3a: how to share and exchange information in a variety of forms including e-mail

o Invite a native speaker, e.g. parent, relative, foreign language assistant, to meet the class.

o Send an e-mail/letter/or postcard to a partner school. o Watch a video or media resource involving native speakers.o Look at real-time Internet pages such as web cams or

satellite TV.

look at the face of the person speaking and listen attentively

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Intercultural Understanding Year 4During Year 4 By the end of Year 4Children reflect upon celebrations in which they participate at home and discuss the similarities with celebrations in other cultures. They compare aspects of their everyday life at home and abroad, e.g. sports and hobbies, with children from other countries.

They identify common elements in traditional stories from other cultures.

Children should be able to:o talk about cultural celebrations of which they have experience at home;o know about similar celebrations in other cultures;o know about popular sports and hobbies;o identify similarities in traditional stories.



IU4.1 to learn about festivals and celebrations in different

cultures learn how children of different

cultures celebrate special days identify similarities and

differences learn simple phrases to celebrate

festivals

NC PHSE Objective 4b: to think about the lives of people living in other places and times and people with different values and customs

NC PSHE Objective 4e: to recognise and challenge stereotypes

NC Music 4d: how time and place can influence the way music is created, performed and heard, for example the effect of occasion and

o Discuss the different ways in which people in this country celebrate special days and learn about how they are celebrated by children in other cultures, e.g. birthdays, national holidays.

o Recognise diversity within cultures in the ways they celebrate festivals. Recognise and challenge stereotypes in describing special days and what people do.

o Invite a native speaker, parent, family member or foreign language assistant to share their childhood memories of celebrations.

o Listen to authentic songs linked to celebrations and learn a few key phrases.

o Draw up a calendar of important festivals, together with the teacher, which they celebrate throughout the year. Look for similar festivals celebrated in the country/countries they are studying and how these festivals are celebrated.

o Learn to say simple phrases of celebration, e.g. to welcome

plan and prepare themselves for a language activity,e.g. how do they recall vocabulary in order to sing a song/ join in a story/create sentences?

read and memorise words, e.g. read words aloud, read them again in silence, turn over/cover and test themselves or a friend

discuss language learning, e.g. reflect on and share ideas and experiences of language learning

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venue NC Music Objective 5e listen to a

range of live and recorded music from different times and cultures

NNS Year 4 Measures: to read simple timetables and use this year's calendar

NNS Year 3 Measures: to know the relationships between kilometres and metres, metres and centimetres

NNS Year 3 Measures: to use units of time and know the relationships between them (second, minute, hour, day, week, month, year)

the New Year. In multi-lingual classrooms children to teach New Year phrases to rest of class.

o Exchange celebration cards with partner schools or with another child in the class, if this is the custom.

IU4.2 to know about some aspects of everyday culture and compare them to their own

learn and compare pastimes of children of different cultures

NC PSHE Objective 2e: to reflect on spiritual, moral, social and cultural issues, using imagination to understand other people's experiences.

NC PSHE Objective 4b: to think about the lives of people living in other places and time and people with different values and customs.

NC PSHE Objective 4f: that differences and similarities between people arise from a number of factors including cultural, ethnic, racial and religious diversity, gender and disability

NC PSHE Objective 5f: to develop

o Learn about the pastimes of children in another country, e.g. sports, hobbies, entertainment. through contact with a partner school, inviting a native speaker to talk about popular sports hobbies, entertainment or by Internet. Compare with pastimes of children in class.

o Compile data in tables, charts, graphs and diagrams of their class's favourite sports or hobbies. Design a simple questionnaire to be completed by their partner school and compare with the results of their own class survey.

analyse what they need to know in order to carry out a task, e.g. ask: What words, phrases and sentences do you need when preparing a questionnaire?

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relationships through work and play (communicating with children in other countries by satellite, e-mail or letters).

NNS Year 3 Organising and Interpreting Data: to solve a given problem by organising and interpreting numerical data in simple lists, tables and graphs.

NNS Year 3 Measures: to read scales to the nearest division

IU4.3 to compare traditional stories compare characteristics of simple

stories between cultures learn about aspects of the

writing system of a different language

NLS Y4 T3 T2: to read stories from other cultures by focusing on e.g. differences in place, time, customs, relationships; to identify and discuss recurring themes where appropriate

NC Art and Design Objective 4c: the roles and purposes of artists, craftspeople and designers working in different times and cultures

NC D & T Objective 5a: to investigate and evaluate a range of familiar products, thinking about how they work, how they are used and the views of people who use them

o Listen to a traditional story, in the target language, known to children in the country/countries where the language is spoken. Using the illustrations and their experience of traditional stories in their own language, they try to work out the plot of the story.

o In pairs, look at the alphabet/characters of the target language. Are there identical letters, additional letters? How do the shapes of letters/characters differ?

o Identify the 'orientation' of the writing system, e.g. does it go from left to right or vice versa? and which way are pages turned in a book?

o Find which symbols are used for punctuation. Are they the same? Do they help with the meaning of the text?

o Identify common elements of traditional stories, e.g. story themes, settings, repetition of phrases and sentences, endings.

o Learn the names of the main characters in a story or song and draw them. Label the pictures for a classroom display.

o The teacher invites native speakers into the classroom to share simple songs and rhymes they learned as a child. Children listen to the sounds and rhythm and identify words that they may already know.

o Act out the story to another class or during a school assembly to celebrate the culture/cultures of the language

identify a different writing system

identify narrative forms in a different language and compare to those in English

apply previous knowledge and clues to help understanding

use knowledge of punctuation to help with meaning of simple text

learn a short text by gradually blocking out the words

learn the repetitive parts of the story by gradually blocking out the words

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they are learning.o Make a storybook of a traditional story to send to a partner

school.

IU4.4 to learn about ways of travelling to the target country/countries

revise location of country/countries where target language is spoken

identify route from own locality to specified destination

NC Geography Objective 3b: the location of places and environments they study and other significant places and environments

Speaking, Listening and Learning: working with children in KS1&2 Objective 39 to take different roles in groups and use language appropriate to them

NNS Year 3 Measures: to know the relationships between kilometres and metres, metres and centimetres

NNS Year 3 Measures: to use units of time and know the relationships between them (second, minute, hour, day, week, month, year)

o Using maps and atlases revise location of country/countries where target language is spoken.

o In groups, select one of these countries and mark the route from 'home' to the destination.

o Identify ports and airports.o Decide which type of transport to use.

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Intercultural Understanding Year 5During Year 5 By the end of Year 5

In Year 5 children discuss aspects of daily life which they have in common with children in different countries. They look at the similarities and differences between their own locality and that of another country.

Children also learn about symbols, objects and products that represent countries.

Most children should be able to:o list some similarities and differences between contrasting localities;o identify similarities and differences in everyday life;o recognise how symbols, products, objects can represent the

culture/cultures of a country.



5.1 to look at further aspects of their everyday lives from the perspective of someone from another country

o arouse interest in aspects of everyday life of children of different countries

o reflect on cultural issues using imagination to understand other people's experiences

NC PSHE Objective 2e: to reflect on spiritual, moral, social and cultural issues, using imagination to understand other people’s experiences


o Imagine what a child who does not speak any English feels like when coming to stay with a family in the UK for the first time. Consider how they might react and in pairs role-play the situation and discuss ways of avoiding misunderstandings and fear.

o Talk about ways to support children who may encounter prejudice.

o Consider communication skills needed when speaking to a non-native speaker visiting the class, e.g. speaking slowly and clearly, use of intonation, use of gesture.

o Talk about daily routines and traditions which affect children's lives, e.g. schools, meals, transport, holidays. Find out about these traditions and routines in the country/countries of the target language and make comparisons through contact with a partner school or native speaker or by Internet. Discuss similarities and differences.

o Explore one area in depth, e.g. food, looking at times of meals, variety of foods, routines at mealtimes (e.g. how

use gesture and mime to help understanding, e.g. consider importance of eye contact, gesture and mime when talking to non-native speakers visiting the class

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NC PSHE Objective 4f: that differences and similarities between people arise from a different number of factors, including cultural, ethnic, racial and religious diversity, gender and disability

NC English Objective 6a: how language varies according to context and purpose

NC English Objective 6b: how language varies between standard and dialect forms

table is laid, eating together), where families buy their foods, supermarkets, markets, food for celebrations.

o Follow a simple recipe in the foreign language and prepare a dish. Use a digital camera to photograph each stage in the preparation. Create a wall display, Powerpoint presentation or booklet illustrating the procedure.

IU5.2. to recognise similarities and differences between places

o to identify geographical features of contrasting locality

o to learn about buildings and places in different countries

NC History Objective 2b: about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world

NC Geography Objective 3a: to identify and describe what places are like

NC Geography Objective 3d: to explain why places are like they are

NC Geography Objective 3f: to describe and explain how and why places are similar to and different from other places

NNS Year 5 Organising and Interpreting Data: to solve a problem by interpreting data in tables, charts, graphs and diagrams including those generated by a computer

NNS Year 5 Organising and Interpreting Data: to discuss the chance or likelihood of particular

o Compare own town/village and e.g. locality of partner school describe how and why it is similar and different, selecting themes such as urban/rural, climate, land use, economic activity.

o Identify geographical features such as rivers and mountains.

o Find out what the nearest towns or cities are and learn their names in the target language.

o Look at buildings e.g. places of worship, shops, schools, houses and compare with buildings in own town/village.

o Prepare information about their own locality to exchange with a partner school.

pronounce/read aloud unknown words, e.g. read aloud unknown words by applying rules of the sound/spelling system they have learnt

analyse what they need to know in order to carry out a task, e.g. how can they improve their pronunciation?What words, phrases and sentences will they need when preparing information to exchange with their partner school

begin to use a dictionary to find the meaning of new words

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events

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Intercultural Understanding Year 6

During Year 6 By the end of Year 6Children compare attitudes of different cultures.

They discuss stereotypes and reflect on the importance of developing tolerance and understanding between people.

They celebrate their understanding and knowledge with others.


o demonstrate understanding of and respect for cultural diversity;

o present information to others about an aspect of another country.



IU6.1 to compare attitudes towards

aspects of everyday lifeo recognise similarities and

differences in attitudes amongst children in different cultures

o learn about role models for children in different cultures

NC PSHE Objective 2e: to reflect on spiritual, moral, social and cultural issues, using imagination to understand other people’s experiences


NC PSHE Objective 4e: to recognise and challenge stereotypes

o Talk about attitudes towards, e.g. school uniform, leisure activities, curriculum subjects, music. Design a questionnaire to carry out a survey amongst class. Design a similar questionnaire in the target language to find out about attitudes of children in partner schools. Compare data and notice similarities and differences.

o Talk about the phrase 'role model' and the importance of role models to children in the class. Compile a list of people who are seen to be role models and try to identify why they have been chosen, e.g. What jobs do role models generally do? Are they of help or benefit to our society? Are they rich or poor?

o List any known role models from the country/countries where the target language is spoken. Find out about role models from partner schools, native speakers, media and Internet and learn some of their names. Identify similarities and differences of role models from different cultures. Discuss the issue of globalization and international marketing.

devise questions for authentic use

analyse what they need to know in order to carry out a task, e.g. what words, phrases and sentences do they need when preparing a questionnaire?

use a dictionary to look up spellings

compare techniques for memorising words

reflect on techniques which help them remember, e.g. words/names

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NC PSHE Objective 4f: that differences and similarities between people arise from a different number of factors, including cultural, ethnic, racial and religious diversity, gender and disability

NC PSHE Objective 5g: to consider social and moral dilemmas that they come across in life, for example encouraging respect and understanding between different races and dealing with harassment

NNS Year 6 Organising and Interpreting Data: to solve a problem by representing, extracting and interpreting data in tables, graphs, charts and diagrams, including those generated by a computer, for example line graphs, frequency table and bar charts with grouped discrete data.

NC English Objective 3c: to qualify or justify what they think after listening to others’ questions or accounts

Speaking, Listening and Learning: Working with children in KS1&2 Objective 63: to consider examples of conflict and resolution, exploring language used

NNS Year 6 Handling Data: to appreciate different times around the world

IU6.2. to recognise and understand

some of the differences between people

o recognise and challenge stereotypes

o Talk about similarities and differences between the cultures they have learned about. Have attitudes changed?

o Discuss how learning foreign languages can help to improve understanding across cultures.

o Explore the concept of stereotype, e.g. What stereotypes might children abroad have of the UK and why? What are

discuss language learning, e.g. reflect on and share ideas and experiences of language learning; compare attitudes and beliefs about language learning

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NC History Objective 2b: about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world

NC PSHE Objective 2i: to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom

NC PSHE Objective 5b: to feel positive about themselves

the stereotypes of the country/countries of the target language and where have they come from? Can stereotyping lead to prejudice and racism?

IU6. 3. to present information about an aspect of culture

o perform songs, plays, danceso use ICT to present information

NC PSHE Objective 2a: to research, discuss and debate topical issues, problems and events

Speaking, Listening and Learning: Working with children in KS1&2 Objective 46: to identify the main points of each speaker, compare their arguments and how they are presented

NC History Objective 5c: to communicate their knowledge and understanding of history in a variety of ways

NC ICT Objective 3a: how to share and exchange information in a variety of forms, including e-mail for example, displays, posters, animations, musical compositions

NNS Year 6 Handling Data: to find the mode and range of a set of data. Begin to find the median and mean

o Plan an event to celebrate the culture/cultures, e.g. concert of songs, dances, sketches, performance of a traditional story.

o Create a multi-media presentation, using simple sentences, to present information about the culture/cultures of another country, e.g. sports, festivals, school life, pop music.

o Produce a leaflet using simple sentences to describe an aspect of the country/countries studied, e.g. geographical features, region of partner school.

create spoken and written language using simple sentences

begin to use a dictionary to find the meaning of new words

plan and prepare themselves for a language activity, e.g. How do they prepare for a performance?

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of a set of data

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Key Stage 2 Framework for Modern Foreign Languages Draft for consultation Crown Copyright 2004

Knowledge about Language (KAL)

During Years 3 – 6

When learning a new language, children reinforce and reinterpret knowledge and understanding gained in learning their first language(s).

In the early years children should develop insights into the sounds and some of the structures of the new language and compare them with their own language/s. As they increase their understanding of the rules of sounds, spellings and grammar, they should begin to apply these rules when creating new language, both spoken and written.

As they progress, children should have frequent opportunities to apply previously learnt knowledge and rules in English and the target language.

Children may need to be taught simple grammatical terms with which to work, e.g. nouns, verbs, adjectives, adverbs and pronouns. These can be taught in


identify phonemes, letters and words which are similar to and different from English in spoken and written forms;

recognise commonly used rhyming sounds and learn how they are written;

understand and use a range of common words from all word classes, especially verbs;

recognise that languages use different writing systems, have different ways of expressing social relationships (politeness), borrow words from other languages and describe concepts and ideas differently;

apply their knowledge of language rules and conventions when building short sentences and texts, spoken and written;

understand and use question forms and negatives in spoken and written language;

understand that rules and conventions are respected by native speakers and are important for learners;

recognise some basic aspects of agreement where relevant, e.g. gender, singular/plural, pronoun/verb, adjectives;

recognise the importance and significance of intonation and punctuation.

This draft document/publication may be re-used free of charge in any format or medium for research for non-commercial purposes, private study or for internal circulation within an organisation. This is subject to it being re-used accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the document/publication specified.


the target language or in English.

Knowledge about language (KAL) The objectives for developing children’s Knowledge about Language are integrated into the objectives and activities for Oracy, Literacy and Intercultural Understanding. It is assumed that these integrated grids will be used for planning purposes. In order to assist monitoring of course content and learner progress, the main KAL elements are also summarised below.

1 KAL – Oracy

Objective Knowledge about languageO3.1 Identify sounds, O3.2 Identify phonemes and words, including simple agreements where appropriate

Imitate pronunciationO3.3 Hear main word classes

Recognise questions and negatives and politeness conventions Engage in turn taking

O3.4 Link sounds to meanings

O4.1 Recognise negative statementsO4.2 Recognise categories of words (e.g. colours, animals)

Extend recognition of word classes Recognise and apply simple agreements (e.g. gender, singular, plural) Interpret non-verbal communication

O4.3 Sort words according to sounds Identify singular and plurals

O4.4 Use understanding of question forms Identify word classes and understand the function of e.g. verbs Develop awareness of communication strategies

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O5.1 Apply knowledge of repair strategies to communicate independently Recognise patterns in simple sentences Manipulate language by changing a single element in a sentence

O5.3 Develop accuracy in pronunciation and intonation Recognise different types (register) of language

O6.1 Recognise pattern to change a key element in a sentenceO6.2 Use knowledge of language to present information and personal ideas O6.3 Notice and manipulate agreementsO6.4 Use knowledge of words, text and structure to make meaning, using simple language spontaneously

2 KAL – Literacy

Objective Knowledge about LanguageL3.1 Recognise how sounds are represented in written form

Notice the spelling of familiar wordsL3.2 Understand how far letters / letter strings are both similar to and different from English

Recognise that some words occur in both English and the foreign language, although they may sound differentL3.3 Appreciate that writing systems are different from one language to another

L4.1 Recognise that texts in the foreign language will often have the same conventions of style and layout as in English

L4.2 Apply phonic knowledge of the foreign language in order to decode textL4.3 Use phonic knowledge to support accurate pronunciation

Recognise the main word classes of the foreign languageL4.4 Apply phonic knowledge of the foreign language in order to write simple words and phrases

L5.1 Appreciate that different languages use different conventions to demarcate and punctuate sentences and texts

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L5.2 Recognise the typical conventions of word order in the foreign language and notice how they differ from EnglishL5.3 Apply phonic knowledge of the foreign language in order to locate words in a reference source

Understand that words will not always have a direct equivalent in the foreign language

L6.1 Use knowledge of form, including, where appropriate, plurals and notions of gender, to improve access to a range of texts

L6.2 Use knowledge of the language features, style and layout of different texts to support understanding L6.3 Apply knowledge of word order and sentence construction to support the understanding of written textL6.4 Use knowledge of words and text conventions to build meaningful sentences and short texts in the foreign

language

3 KAL – Intercultural Understanding

Objective Knowledge about languageIU3.1 Recognise that languages describe familiar things differently

Recognise the centrality of language in communicationIU3.3 Recognise that there are different language conventions to express politeness

IU4.3 Identify a different writing system Identify narrative forms in a different language and compare to those in English

IU5.3 Notice different text types Learn to deal with authentic texts

IU6.1 Devise questions for authentic useIU6.3 Create spoken and written language for real purposes

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During Years 3 – 6

An important aim of MFL in Key Stage 2 is to familiarise children with strategies which they can apply to the learning of any language. In the early years children should develop an awareness of some of the basic approaches to learning a new language which they will be using, e.g. imitating, memorising, repeating and practising, using mime and gesture, asking for repetition. As they increase their competence in the target language, they will be able to apply learning strategies to help them use known language in new contexts, identify key words and phrases in speech and in simple written texts and use word lists and dictionaries.

Children can be helped to see how they have used language learning strategies in the acquisition of their first language, how they are using them in learning the current target language and how they might use them in future language learning as well as in more general learning in other areas ofthe curriculum.


discuss their language learning and try out different learning strategies;

plan and prepare for language learning activities, analysing what they need in order to carry out a task;

use gesture and mime to show they understand and to help make themselves understood;

identify techniques to develop pronunciation, e.g. observing native speakers, speaking aloud, making recordings

improve their ability to memorise, using a range of strategies such as association with a physical response, word association, rhyme and rhythm and visualisation;

identify techniques which assist understanding, e.g. looking at the face of the speaker, asking for repetition or clarification, listening for key words;

sort and categorise known words and investigate the characteristics of new language;

apply prior knowledge of language structure when attempting to understand unknown language or to create new language;

use dictionaries in the target language and bilingual dictionaries.

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Planning: analysing and evaluating ways of learning

Communicating: understanding and being understood

Children:

discuss language learning.e.g. reflect on and share ideas and experiences of language learning.compare attitudes and beliefs about language learning.

discuss and try out different learning strategies.e.g. share ideas about how to memorise words/pronounce words accurately and try out a method which they have not used.

plan and prepare themselves for a language activity.e.g. How do you recall vocabulary in order to sing a song/join in a story/create sentences?How do you find key information in a new sentence or text?How do you find the words you want to write?How do you prepare for a performance/prepare a message to an e-pal?

analyse what they need to know in order to carry out a task.e.g. How can you improve your pronunciation? What words, phrases and sentences do you need when preparing a presentation? How will you find/remember them?

use knowledge of English or another language to help learning and understanding.e.g. listen and look for words which are similar and different in other languages. draw on knowledge of word classes, letters and letter strings. use knowledge of sentence structure when reading or creating a new sentence in the target language.

direct all their attention to what they need in order to understand a spoken or written text. e.g. listen out for specific words or phrases, ignoring those they do not know or need

Children:

use gesture or mime to show they understand.e.g. make up a mime to go with classroom instructions, e.g. hand to ear for listen, finger on lips for quiet, raise head to look.

recognise words which the teacher mouths silently.e.g. play a team game in which members must guess what the teacher, or another child, is mouthing; use body language to help understanding

ask someone to clarify or repeate.g. learn to ask someone to repeat and to say that they do not understand.

look at the face of the person speaking and listen attentively.e.g. try to understand someone when looking at their face and then when they have turned away.

use grammatical knowledge to help understand someone speaking.e.g. recognise a personal pronoun to help understand who someone is talking about; recognising a tense in a story helps distinguish past, present and future actions.

pick out key words when listening.e.g. count how many times they hear a particular word or phrase in a song.

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Practising language

Memorising

Children:

practise saying new words under their breath.e.g. have the opportunity to practise new words under their breath in pairs and groups; put up their hands when ready to say the words aloud.

practise saying new words aloud.e.g. privately or with a friend; record on audiotape; make a pretend telephone call.

record themselves.e.g. make an audio recording in order to hear whether pronunciation is good.

repeat words rhythmically.e.g. clap out syllables; say words to a beat/as a rap.

practise with a friend.e.g. collaborate to devise role-plays; memorise words and phrases, testing each other; make up telephone conversations.

answer in their heads questions asked to other people.e.g. give themselves a point if they can do it correctly. try to use the language outside of the classroom.e.g. say something in the language to someone in the school or at home.

copy write.e.g. copy words, phrases and sentences in order to remember words and to practise writing.

Children:

use a physical responsee.g. relate new language to a direct physical action.

use a mental association to help to remember words.e.g. think of something funny to remind them of words, such as an action related to the sound.

remember rhyming words.e.g. say a rhyme/sing a song and learn the rhyming words.

say words to a rhythm e.g. days of the week.

play games to help to remember.e.g. true or false/Bingo/Noughts and Crosses/Pelmanism (matching pictures and words).

read and memorise words. e.g. read words aloud, read them again in silence, turn over/cover and test themselves or a friend.

learn a short text by gradually blocking out the words.e.g. learn a short poem, rhyme or story by heart, by gradually blocking out the words.

compare techniques for memorising words.e.g. learn several words in a given time; make up a rhyme, story; look and turn over; reflect on techniques which help them remember words.

look, say, cover, write, check

analyse and compare language in English and the target languagee.g. using parts/spelling of a known English word to help to remember a new foreign word.

copy writee.g. copy words, phrases and sentences in order to help them remember.

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Applying prior knowledge Dictionary skills

Children:

apply previous knowledge and clues to help understanding.e.g. use intonation, tone of voice, pictures, word families and context to help them understand spoken and written language.

make sensible guesses based on clues.e.g. looking at pictures, gestures, body language, grammatical knowledge.

sort words into categories. e.g. put words into topic boxes/piles; put noun/adjective/verb into correct boxes/piles; underline familiar words or parts of speech.

apply known rules when creating new language.e.g. remember the rules for using verbs/forming negatives/using he and she, and use them to understand when listening and reading, as well as when creating new language.

integrate new language into previously learnt language.e.g. use verbs and nouns in a growing range of contexts; use familiar nouns with a new verb.

pronounce/read aloud unknown words.e.g. read aloud unknown words by applying rules of the sound/spelling system they have learnt.

use the context of what they see/read to determine some of the meaning.e.g. watch a video/read extracts from a magazine and pick out general information such as a recipe, weather forecast/TV programmes; use body language to convey and interpret meaning.

use a word or phrase known in one context or topic in a different topic or contexte.g. use the verb to have in the topic of pets or the topic of family; use nouns and adjectives with a range of verbs.

Examples

learn why there are two parts to a bilingual dictionary.

Examine a bilingual dictionary and look for clues; e.g. coloured line through the centre, and discuss why there are two separate halves.

In groups, children practise finding initial letters quickly by opening the dictionary in the middle of one half.

put words in dictionary order using the first letter of the word and then the first and second letters of the word.

At the front of the class children hold cards showing their names or words from a familiar topic. Other children organise them alphabetically.

Choose words beginning with the same initial letter, then words beginning with different initial letters, then words with the same initial letter and different second letters.

Finally choose any selection of words.

use a dictionary to look up spellings.

Demonstrate strategies for working out possible spellings so that children have something to look up in a dictionary.

begin to use a dictionary to find the meaning of new words.

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Learning Objectives ‘at a glance’

These pages summarise the learning objectives on a year-by-year basis. They are designed to give an overview of the learning objectives and to illustrate how they might interconnect. Schools may, of course, choose to use objectives from earlier or later years depending on the abilities, experience and aptitudes of the children.

The “progressive” learning objectives of Oracy, Literacy and Intercultural Understanding are listed in full. The sections on cross-cutting objectives (Knowledge about Language and Language Learning Strategies), which are by their nature more repetitive, only contain a sample of key objectives and activities. In some cases these have been simplified or summarised. The Language learning Strategies in particular include strategies which are relevant for all four years of Key Stage 2 (at different levels of complexity) and others which may have a particular application at each stage of children’s learning

The ‘At a glance’ pages are best used for monitoring and reviewing the programme of work. More detailed planning should be based on the comprehensive Learning Objective sections, which also include suggested teaching activities and references to Cross-curricular links. For guidance on planning and examples of long, medium and short-term planning grids, please see Appendix 2.

Cross-curricular links can be found in the detailed pages of Learning Objectives and in Appendix 1.

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57

Intercultural Understanding IU 3.1 to learn about the different languages spoken by children in the school

o be aware of linguistic and cultural diversity

IU 3.2 to locate country / countries where the language to be studied is spoken:o identify some of the countries where the language is spokeno know some facts about one country where the target language is spoken, e.g.

climate, main towns, famous landmarks, produce

IU 3.3 to identify social conventions at home and in other cultureso learn about polite forms of addresso know how to greet native speakerso know some typical names

IU 3.4 to make indirect or direct contact with country / countries of target language

Year 3: at a glance

Knowledge about Languageo Identify specific sounds, phonemes and words, linking sounds to meaningso Imitate pronunciation of soundso Hear main word classeso Recognise questions and negativeso Recognise how sounds are represented in written formo Notice the spelling of familiar wordso Recognise that languages describe familiar things differentlyo Recognise the centrality of language in communicationo Recognise different language conventions to express politeness

LiteracyL 3.1 to recognise some familiar words in written form

o understand words displayed in the classroomo identify and read short simple words when listening to familiar rhymes or stories,

songs o read short messages

L 3.2 to make links between some sounds, rhymes and spellings and readaloud familiar words.

o identify characters and letter strings which are the same as or different to English. o pronounce accurately the most commonly used characters and letter stringso read aloud a familiar sentence, rhyme or poem

L 3.3 to experiment with the writing of short wordso copy simple, familiar words using a modelo write some single words from memory

Language Learning Strategieso Discuss language learning and reflect and

share ideas and experienceso Use actions and rhymes to aid

memorisationo Ask for repetition and clarificationo Use context and previous knowledge to

help understandingo Practice new language – speaking aloud or

silently, speaking with a friendo Practice new language outside the

classroom

o Look at the face of the person speaking and listen attentively

o Use gestures and mime to show understanding

o Play games to help memorisation

o Recognise words which the teacher mouths silently

Oracy O 3.1 to listen and respond to simple stories, finger rhymes and songs

o identify rhyming wordso perform finger rhymes & sing songso listen to storieso join in with storytelling

O 3.2 to recognise and respond to sound patterns and wordso listen with careo identify sounds which are the same as or different from Englisho speak clearly and confidently

O 3.3 to perform simple communicative tasks using single words, phrases and short sentences

o remember, retain and recall vocabularyo ask and answer questions

O 3.4 to listen attentively and understand instructions, everyday classroom language and praise words

o repeat words and phrases spoken by the teacher

o develop speaking strategies such as mime and gesture to convey meaningremember a sequence of spoken words

o use physical response to show understanding.


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OracyO 4.1 to memorise and recite a short spoken text

o learn finger rhymes, poems or short stories or a non-fiction text

O 4.2 to listen for specific words and phrases in a song, poem or storyo listen with careo use physical response to show recognition and understanding of key words and

phraseso look carefully at the person who is speaking

O 4.3 to listen for sounds, rhyme and rhythm

O 4.4 to ask and answer questions on several topicso ask how to say something in the target languageo ask someone to clarify or repeato speak clearly and confidently

Intercultural Understanding IU 4.1 to learn about festivals and celebrations in different cultures

o learn how children of different cultures celebrate special dayso identify similarities and differenceso learn simple phrases to celebrate festivals

IU 4.2 to know about some aspects of everyday culture and compare them to their own:

o to learn and compare pastimes of children of different cultures

IU 4.3 to compare traditional storieso compare characteristics of simple stories between cultureso learn about aspects of the writing system of a different language

IU 4.4 to learn about ways of travelling to the target country / countrieso revise location of country / countries where target language is spokeno identify route from own locality to specified destination

Year 4: at a glance

Knowledge about Languageo Reinforce and extend recognition of word classes and understand their

functiono Recognise and apply simple agreements, singular and pluralo Apply question formso Develop awareness of communication strategieso Recognise that texts in different languages will often have the same

conventions of style and layouto Apply phonic knowledge of the foreign language to support reading and

writingo Identify a different writing system

LiteracyL 4.1 to read and understand a range of familiar written phrases

o match phrases and short sentences to pictures or topicso

L 4.2 to follow a short familiar text, listening and reading at the same time and then read part of the text aloud

o make links between the spoken and written wordso identify common spelling patterns in letter stringso pronounce letter strings, words and phrases accurately with good accento

L 4.3 to read some familiar words and phrases aloud and pronounce them accurately

o use words which they practise on a regular basis, e.g. numbers, days, weathero

L 4.4 to write simple words and phrases using a model and some words from memory



memorisationo Ask for repetition and clarificationo Use context and previous knowledge to

help understandingo Practice new language – speaking aloud or


classroom

o Plan and prepare for a language activity

o Read and memorise wordso Use a mental association to

help remember wordso Sort words into categorieso Apply knowledge about letters

and simple grammatical knowledge to experiment

o Use context and previous knowledge to determine meaning and pronunciation


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OracyO 5.1 to prepare and practise a simple conversation, reusing familiar vocabulary and

structures in new contextso focus on correct pronunciation and intonationo ask and answer questionso use tone of voice and gesture to help to convey meaning

O 5.2 to understand and express simple opinions

O 5.3 to listen attentively and understand more complex phrases and sentenceso understand the main points from speech which includes unfamiliar language

O 5.4 prepare a short presentation on a familiar topico develop and consolidate memorisation skillso remember, retain and recall words and phrases

Intercultural Understanding IU 5.1 to look at further aspects of their everyday lives from the perspective of

someone from another countryo arouse interest in aspects of everyday life of children in different countrieso reflect on cultural issues using imagination to understand other people’s experiences

IU 5.2 to recognise similarities and differences between placeso to identify geographical features of contrasting localityo to learn about buildings and places in different countries

IU 5.3 to compare symbols, objects or products which represent their own culture with those of another country

o to learn about symbols representing their own countryo to learn about symbols and products from another country

Year 5: at a glance

Knowledge about Languageo Recognise patterns in simple sentenceso Develop accuracy in pronunciation and intonationo Appreciate that different languages use different writing conventionso Recognise the typical conventions of word order in the foreign languageo Understand that words will not always have a direct equivalent in the

foreign languageo Notice different text types and cope with authentic texts

LiteracyL 5.1 to re-read frequently a variety of short texts

o read fiction and non-fictions texts

L 5.2 to make simple sentences and short texts using written word cardso understand that the order of words in a sentence influences the meaningo make a sentence using single word cardso make a short text using word and phrase cards

L 5.3 to write words, short phrases and short sentences, using a reference



memorisationo Ask for repetition and clarificationo Use context and previous knowledge to help

understandingo Practice new language – speaking aloud or


classroomo Plan and prepare – analyse what needs to

be done to carry out a task

o Use a word or phrase and reflect and share ideas and experiences

o Look and listen for visual and aural clues

o Apply grammatical knowledge to make sentences

o Use a dictionary or a word list

o Pronounce / read aloud unknown words


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OracyO 6.1 to understand the main points and simple opinions in a story, song or spoken

passage

O 6.2 to perform to an audienceo speak clearly and audibly

O 6.3 to understand longer and more complex phrases or sentences

O 6.4 to use spoken language confidently to initiate and sustain conversations and to tell stories

Intercultural Understanding IU 6.1 to compare attitudes towards aspects of everyday life

o recognise similarities and differences in attitudes amongst children in different cultures

IU 6.2 to recognise and understand some of the differences between peopleo to recognise and challenge stereotypes

IU 6.3 to present information about an aspect of cultureo perform songs, plays, danceso use ICT to present information

Year 6: at a glance

Knowledge about Languageo Recognise patterns in the foreign languageo Notice and match agreementso Use knowledge of words, text and structure to make meaningo Apply knowledge of word order and sentence construction to support the

understanding of the written texto Use knowledge of word order and sentence construction to support the

understanding of the written texto Use knowledge of word and text conventions to build meaningful

sentences and short textso Devise questions for authentic useo Create spoken and written sentences using simple language

LiteracyL 6.1 to read and understand the main points and some detail from a

short written passage

L 6.2 to identify different text types and read short, authentic texts for enjoyment or information

o to read for enjoyment an e-mail message, short story or simple text from the Internet

L 6.3 to match sound to sentences and paragraphso use punctuation to make the sentence make sense

L 6.4 to write sentences on a range of topics using a modelo apply most words correctly


share ideas and experienceso Use actions and rhymes to aid memorisationo Ask for repetition and clarificationo Use context and previous knowledge to help

understanding and reading skillso Practice new language – speaking aloud or

silently, speaking with a friendo Practice new language outside the classroomo Plan and prepare – analyse what needs to be

done in order to carry out a task

o Listen for clues to meaning (e.g. tone of voice, key words)

o Make predictions based on existing knowledge

o Apply a range of linguistic knowledge for simple, written production

o Evaluate worko Compare and reflect on

techniques for memorising language

o Use a dictionary

learning objectives - ucl institute of educationdera.ioe.ac.uk/9112/3/learning objectives w.doc ·...

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