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.
Language Learning
Strategies will help children
The Learning Objectives are designed to help schools
Knowledge about Language (KAL)
become more independent
devise their own courses. Schools should select suitable
The KAL strand is integrated with the strands for oracy,
language learners in any
objectives which fit with their curriculum plans, children’s
literacy and intercultural understanding. In most cases
language. These examples
abilities, and the interests and expertise of the staff.
opportunities for children to develop a more explicit
are not exclusive and
Schools may also choose to use objectives from earlier or
understanding and control of the new language will arise
children should be
later years, depending on the range of ages and aptitudes
from the learning activities. Teachers may also choose to
encouraged to discuss
within the class, and on the children’s prior experience of
review this understanding periodically in the context of
strategy use and to expand
learning a language.
general literacy.
their range of strategies by
sharing with other children
and the teacher.
Learning Objectives
O3.1 to listen and respond to simple stories, finger rhymes and songs
o
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
Sample Activities
o
o
o
o
o
o
Knowledge about
Language
Learn and perform simple finger rhymes
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.
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,
Act out a story as it is narrated; join in with the telling and acting out of a
story.
Sequence pictures to show the meaning of a story.
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.
Language Learning
Strategies
remember rhyming words, e.g. say a rhyme/sing a song
and learn the rhyming words
Identify specific sounds
Sample Activities
Examples 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
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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 to
IU5.2
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 LLS
Remember rhyming words
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.
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Oracy
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.
During Years 3 – 6
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.
Most children should be able to:
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.
Learning Objectives
O3.1
o
o
o
o
to listen and respond to simple
stories, finger rhymes and songs
identify rhyming words
perform finger rhymes & sing songs
listen to stories
join in with storytelling
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.
Sample Activities
o
o
o
o
Learn and perform simple finger rhymes.
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.
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.
Act out a story as it is narrated; join in with the telling and
Knowledge about
Language
Language Learning
Strategies
remember rhyming
words, e.g. say a
rhyme/sing a song and
learn the rhyming words
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

O3.2
o
o
o
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
o
to recognise and respond to sound
patterns and words
o
listen with care
identify phonemes which are the same as
or different from English
speak clearly and confidently
o

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
o
o
o
o
o
o
o
o
O3.3
to perform simple communicative
tasks using single words, phrases and
short sentences
o
o
remember, retain and recall vocabulary
ask and answer questions

NC Eng. Objective 2e: to respond to others
o
o
acting out of a story.
Sequence pictures to show the meaning of a story.
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.
Respond to a particular sound with a physical action;
count how many times a particular sound is heard in a
phrase or sentence.
Copy a sound spoken by the teacher, to practise
pronunciation.
Use tongue twisters to practise single sounds.
Identify phonemes which are the same as or different from
English.
Notice words which sound similar to English – in a
listening game, children echo any words spoken by the
teacher which sound similar to English.
Clap syllables in words and phrases, e.g. in songs and
poems.
Identify words, e.g. listen for specific words in a song or
poem.
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.
Remember and repeat a sequence of words spoken by
the teacher.
Develop listening strategies, e.g. listening for clues,
intonation and familiar words and phrases.
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.
Respond to the register using a word or phrase in the
target language.
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.
identify specific sounds
imitate pronunciation of
sounds
identify phonemes and
words
notice 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
ask for repetition and
clarification
hear main word classes
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
appropriately, taking into account what they
say
o
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
o
o
o
o
o
o
o
o
o
o
O3.4
o
to listen attentively and understand
instructions, everyday classroom
language and praise words
o
repeat words and phrases spoken by the
o
Act out a Mexican Wave passing single words or patterns
of words around a circle.
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.
Ask and answer simple questions using real objects,
cards and games e.g. How many? What is this? Is she
called Rajida?
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.
Play Bag of Tricks: Children guess what’s in the bag
asking e.g. is it big/small/soft/hard/red, is it a…?
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.
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).
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.
Ask for and give objects in pairs or small groups, using
appropriate polite language, e.g. adding please and thank
you.
Repeat words in a variety of styles, e.g. happy, sad, tired,
angry, shy, to add interest and vary the repetition.
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.
Use puppets to hold short conversations.
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.
Play a circle game to echo words: the teacher throws a
recognise question forms
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
recognise negative
statements
reinforce turn talking
recognise terms of
politeness
link sounds to meanings
use gesture or mime to
show they understand,
e.g. make up a mime to
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o
o
o

teacher
develop speaking strategies such as
mime and gesture to convey meaning
remember a sequence of spoken words
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
o
o
o
o
o
o
soft toy to different children and says a word or phrase.
Children echo and throw the toy back to the teacher.
Show understanding by responding verbally with a word
or simple phrase.
Draw a picture or perform a mime following instructions.
Play Bingo. Children put a counter on a picture showing
rain, snow, dancing, eating.
Play Simon Says, e.g. stand up, sit down, smile, laugh,
brush your hair, make the dinner, walk the dog.
Give instructions to others, speaking clearly and audibly,
e.g. children take turns to give instructions.
Recognise negative instructions, e.g. don’t stand up; don’t
smile; don’t read a book.
Play a miming game, responding to instructions involving
positives and negatives. Make up mimes for, e.g. listen,
speak, write, do not write.
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
recognise negative
statements
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Oracy Year 4
During Year 4
By the end of Year 4
Children 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.
Most children should be able to:
They ask and answer a wider range of questions.
They memorise and recite short texts such as finger rhymes, poems,
songs or stories.
Learning Objectives
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


O4.2
o
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.
Sample Activities
o
Recite a finger rhyme, poem or short story clearly and audibly
for an audience.
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.
Knowledge
about Language
Language
Learning
strategies
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
NLS Y3 T2 T4: to choose and prepare
poems for performance identifying
appropriate expression, tone, volume and
use of voices and other sounds.
to listen for specific words and
phrases in a song, poem or story
listen with care
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
o

use physical response to show
recognition and understanding of key
words and phrases
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
o
o
o
o
o
O4.3
to listen for sounds, rhyme and
rhythm
o
o
o
o
Count how often a type of word appears, e.g. colours,
animals, numbers, times, places; respond by circling pictures,
numbers.
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.
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.
Listen to and join in with stories, songs and poems.
Draw a picture to show understanding of an aspect of the
story.
Look for visual clues to meaning, e.g. facial expression, tone
of voice, body language.
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.
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.
Sort objects into categories by the sound of the first or last
letter, e.g. dog, dinosaur, dromedary, donkey; elephant,
rabbit, cat.
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
p. Extend to include vowels and consonants, e.g. I’m thinking
of an animal with two syllables, which has two vowels and
to understand someone
when looking at their face
and then when they are
turned away
reinforce and extend
recognition of word
classes
recognise and apply
simple agreements,
e.g. gender, singular
and plural
interpret non-verbal
communication
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
o
o
o
o
O4.4
o
o
o


to ask and answer questions on
several topics
o
ask how to say something in the target
language
ask someone to clarify or repeat
speak clearly and confidently
o
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
o
o
o
o
o
o
o
three consonants.
Count sets of objects and notice how the plural sounds, e.g.
one dog, two dogs, three dogs.
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.
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.
Compare the sound of plural ideas in English with those of the
foreign language.
Practise asking and answering questions with a partner, e.g.
pets, family, personal information.
Identify verbs in familiar questions and answers. Understand
that a verb tells us what is happening in a sentence.
Practise role-play using puppets or props.
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).
Play team games asking questions of the opposing team.
Answer aloud a question which the teacher mouths silently.
Ask and answer questions about pictures, charts and maps.
Ask how to say something in the foreign language, and
practise using pictures and props.
Turn statements into questions, paying close attention to
intonation.
Play Whispers.
identify singular and
plurals
apply question forms
identify words and
understand their
function
use real objects/role
play, e.g. act out or take
on different roles in the
target language
ask someone to clarify
or repeat, e.g. learn to
ask someone to repeat
and to say that they do not
understand
develop awareness of
communication
strategies
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Oracy Year 5
During Year 5
By the end of Year 5
Children listen attentively and learn to identify the main points from a short
passage of several sentences.
Most children should be able to:
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
pick out some of the detail from short spoken passages;
o
enjoy interacting in the foreign language even when they hear
unfamiliar language.
They revisit and consolidate vocabulary and structures learnt previously,
and build on this prior learning.
Learning Objectives
O5.1
o
o
o
to prepare and practise a simple
conversation,
re-using
familiar
vocabulary and structures in new
contexts
focus on correct pronunciation and
intonation
ask and answer questions
use tone of voice and gesture to help to
convey meaning
Sample Activities
o
o
o
o

NC English Objective 2e: to respond to
others appropriately, taking into account
what they say
o
Consolidate learning of vocabulary and grammar by reusing it in other contexts, e.g. revise vocabulary such as
greetings and numbers throughout the day, and re-use
familiar verbs and adjectives.
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.
Use mime, gesture, facial expression and tone of voice to
help to convey the meaning.
Use ‘stalling strategies’ to allow time to hesitate, e.g. use
spoken expressions and gestures which allow for thinking
time in the conversation.
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
Knowledge
about Language
Language Learning
Strategies
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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o
o
o
O5.2

O5.3
o


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
o
to listen attentively and understand
more complex phrases and
sentences
o
understand the main points from
speech which includes unfamiliar
language
o
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
o
o
o
language words.
Make up simple sentences using nouns, verbs and
adjectives.
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).
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
Give a physical response to show understanding of an
opinion, e.g. thumbs down for dislikes and thumbs up for
likes.
Express simple opinions when using familiar vocabulary,
talking about food, animals, places.
Repeat new phrases and sentences with clarity and
accuracy, focusing on correct pronunciation and
intonation.
Respond to a dictation by drawing, miming or acting out
what they hear.
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.
Answer more open-ended questions, as well as questions
requiring yes/no answers.
Listen to a new short story or piece of non-fiction text.
Identify the type of passage being heard, e.g. a
conversation, an advert, a news bulletin, a list of
instructions.
family; use nouns and
adjectives with a range of
verbs
use a physical response,
e.g. relate new language to
a direct physical action
develop accuracy in
pronunciation and
intonation
look for visual clues, e.g.
look at a picture and make
sensible guesses in order to
identify it by its description
listen for clues in what
they hear, e.g. pay
attention to the tone of
voice and any background
noises
recognise different
types of language
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O5.4
o
o


to prepare a short presentation on a
familiar topic
develop and consolidate memorisation
skills
remember, retain and recall words and
phrases
o
Listen to longer passages of familiar language and identify
specific details, e.g. name, place, quantity, cost.
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.
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’.
o
remember difficult
sounds or words, e.g. try
to hold difficult phonemes or
words in their heads and
repeat them silently
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
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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.
Most children should be able to:
They enjoy listening to and joining in with a wide range of songs, poems
and stories, and develop their confidence, imagination and self-expression.
Learning Objectives
O6.1
to understand the main points and
simple opinions in a story, song or
spoken passage
o


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.
o
o
Listen attentively and re-tell the main ideas.
Change key points of the story by substituting words such as
nouns, pronouns, verbs, adjectives and adverbs.
Suggest an alternative ending for the story.
Knowledge
about Language
to perform to an audience
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
o
Memorise and perform a poem, song, story or sketch.
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.
Language
Learning
Strategies
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
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
NC English Objective 2a: to identify the gist of an
account or key points in a discussion and
evaluate what they hear
O6.2

listen to and understand the main points and some detail from a short
spoken passage;
Sample Activities
o

o
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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
to understand longer and more
complex phrases or sentences
o
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
O6.3.


o
o
O6.4




to use spoken language confidently
to initiate and sustain conversations
and to tell stories
o
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
o
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
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.
Listen to and understand a range of types of text from
different sources, e.g. fiction, description, poetry, information,
instructions.
Notice agreements and match words appropriately such as
singular/plural, gender agreement between adjective and
noun, verb ending matching the subject.
Predict what might happen next in a story, a sequence of
events or a set of instructions.
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.
Sustain a conversation within the class or with visitors, or via
video-conferencing with peers.
Give a short prepared talk on a chosen topic, expressing
simple opinions and answering questions about it.
make predictions,
e.g. anticipate
information to come,
make logical guesses
about what will
happen
notice and match
agreements
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
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
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.
During Years 3 - 6
Children should have opportunities to:
 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;
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.
 investigate how words and sentences are formed and identify common patterns and
conventions;
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.
 communicate in writing with users of the target language, e.g. by letter, e-mail or
message;
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.
 extract the main points from texts of different types.
 create simple texts for different purposes;
 learn about the appropriate use of word order and punctuation and use this in their writing;
 use reference texts, particularly bilingual dictionaries, to assist with reading and writing;
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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.
Most children should be able to:
o
recognise and understand some familiar words and phrases in written
form;
They enjoy reading a few familiar words and phrases aloud.
o
read aloud in chorus, with confidence and enjoyment, from a known text;
They begin to copy letters and short familiar words.
o
copy some familiar simple words;
o
write some familiar words from memory.
They also experiment with writing some short familiar words from memory.
Learning Objectives
L3.1
to recognise some familiar words in
written form
o
o
o
understand words displayed in the
classroom
identify and read short simple words
when listening to familiar rhymes or
stories, songs
read short messages
Sample Activities
o
o
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.
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.
When reading a familiar story or singing a song, children
Knowledge
about Language
recognise how
sounds are
represented in written
form
notice the spelling of
familiar words
Language Learning
Strategies
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
o
o
o
o
o
L3.2
o
o
o
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
pronounce accurately the most
commonly used characters and letter
strings
read aloud a familiar sentence, rhyme
or poem
o
o
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.
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.
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.
Use ICT for games which link spoken with written words.
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.
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.
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.
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.
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
the children suggest which word(s) these could be. When
repeat words rhythmically,
e.g. clap out syllables, say
words to a beat or as a rap
remember rhyming words
and letter strings
use knowledge of rhyming
sounds to help with reading
aloud
practise reading words
under their breath/ then
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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
o
o
o
o
o
o
3.
L3.3
o
o


to experiment with the writing of
short words
o
copy simple, familiar words using a
model
write some single words from memory
o
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
o
o
playing the game with sentences or phrases, the rhythm of
the words should be taken into account.
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.
Recognise some words which are similar to English.
Describe the similarities, e.g. number of syllables, number
of vowels and consonants.
Hold up or point to a card when they hear the sound or
word, after they have become familiar with phonemes
orally.
Listen to the correct pronunciation of simple names, a
rhyme, days of the week, objects, verbs. Say them
accurately and then read them aloud.
Read aloud in chorus or individually a rhyme or poem
when they are perfectly familiar with the correct
pronunciation.
Create word banks or are encouraged to collect words
with particular sounds.
Trace letter shapes on a partner’s hand to spell wellknown words.
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.
Copy a simple message.
Learn to spell key words. Play Spelling Games: the
teacher calls out the spellings of familiar words, and
children identify the word.
Play Guess the Word: the teacher starts to spell a word
slowly, by writing down one letter at a time. After each
aloud
understand how far
letters / letter strings
are both similar to
and different from
English
practise reading aloud with
a friend
recognise that some
words occur in both
English and the
foreign language,
although they may
sound different
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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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.
Most children should able to:
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.
Learning Objectives
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
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.
Sample Activities
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
foreign language newspapers and magazines in the
Knowledge
about Language
Language Learning
Strategies
play games to help to
remember
apply previous knowledge
and clues to help them
understand
recognise that texts in
the foreign language
will often have the
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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.
L4.2
o
o
o
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
identify common spelling patterns in
letter strings
o
o
o
pronounce letter strings, words and
phrases accurately with a good accent
o

NLS Y2 T3 T1: to reinforce and apply their
word-level skills through shared and guided
reading
o
o
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.
Join in, chanting some of the text as a class.
Choose text cards as the teacher calls out words and
phrases.
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.
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 restarts 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.
Talk about word derivation and use other reading strategies
from NLS.
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,
same conventions of
style and layout as in
English
use context and previous
knowledge to determine
meaning and
pronunciation, e.g.
knowledge of rhyming
patterns, letter strings, rules
about endings
apply phonic
knowledge of the
foreign language in
order to decode text
access information
sources, e.g. use the
dictionary, the internet, and
other reference materials
Complete a reading jigsaw by putting text cards in the
correct order, reading some of the words aloud. Play Find
the Missing Words: Looking at a familiar written poem with
all the rhyming words removed and written on word cards,
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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
o
to read some familiar words and
phrases aloud and pronounce them
accurately
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.
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.
Make collections of words, e.g. with common endings.
o
o
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
o
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.
Respond to questions from the teacher by finger writing in
the air for others to read, instead of speaking the answers;
trace a word on each other’s backs.
Write labels for work on wall displays and in their books.
use phonic knowledge
to support accurate
pronunciation
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
recognise the main
word classes of the
foreign language
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
or create an image to
understand and/or represent
information
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o
o
o
o
o
o
Complete a semi-completed e-mail message to someone in
a partner school.
Fill in lists of likes and dislikes.
Complete a dream shopping list for a party or picnic.
Make a personal foreign language dictionary or word bank.
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.
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.
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Literacy Year 5
During Year 5
By the end of Year 5
Children develop their reading skills by re-reading a range of short texts.
Most children should be able to:
They learn to put familiar words into sentence order.
o read and understand some of the main points from a short text;
They continue to develop their writing skills by writing more words and
phrases, and a few short sentences, with help.
o understand how a simple sentence is written;
Learning Objectives
L5.1
o
to re-read frequently a variety of short
texts
Sample Activities
o
read fiction and non-fiction texts
o

o write or copy words, phrases and a short sentences.
o
NLS Y2 T3 T1: to reinforce and apply their
word-level skills through shared and guided
reading
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
Use post-it notes to mask features of the text, e.g. the verbs;
the children suggest ideas for the missing words.
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.
Notice and identify punctuation in sentences and texts
Knowledge about
Language
Language
Learning
Strategies
apply previous
knowledge and clues
to help understanding
re-read known words
frequently
appreciate that different
languages use different
conventions to
demarcate and
punctuate sentences
and texts
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L5. 2
o
o
to make simple sentences and short
texts using written word cards
understand that the order of words in a
sentence influences the meaning
make a sentence using single word cards
o
o
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
o

NLS Y3 T1: to write in complete sentences
o
o
o
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
o
o
Work in groups. Arrange word cards, coloured according to
parts of speech, into sentences.
Play Human Sentences by lining up in the correct order,
holding up their cards to form a sentence.
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.
Jumble a conversation. Re-arrange word cards to form a
conversation.
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.
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.
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.
Use ICT to produce a greetings card message.
Working in pairs, choose words from topic word lists. Use a
series of simple beginning to sentences, e.g. Here is … This
recognise the typical
conventions of word
order in the foreign
language and notice
how they differ from
English
apply grammatical
knowledge to make
sentences
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
o
o
o
o
o
o
o
is … I have…. He/she has …He/she does not have.
Choose words from a list and copy them to match/label
pictures.
Understand why a bilingual dictionary has two halves, i.e.
they know in which half to find English words and foreign
language words.
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.
Use a bilingual dictionary to check the spelling of familiar
words.
Create a colourful display using short sentences and a
drawing tool. Use everyday language as well as
characters/language from stories, songs and rhymes.
apply phonic knowledge
of the foreign language
in order to locate words
in a reference source
apply previous
knowledge and
grammatical
understanding
understand that words
will not always have a
direct equivalent in the
foreign language
Collect words which express greeting, surprise, apology,
thanking, refusing.
Use word cards or word lists to create a sentence for a
speech bubble or caption.
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Literacy Year 6
During Year 6
By the end of Year 6
Children 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.
Learning Objectives
L6. 1
to read and understand the main
points and some detail from a short
written passage
Sample Activities
o
o


NLS Y2 T3 T1: to reinforce and apply their
word-level skills through shared and guided
reading
NLS Y3 T3 T25: to summarise orally the
content of a passage or text
Most children should be able to:
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.
o
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.
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.
Read a weather report and draw symbols on a map
showing what the weather will be like in those regions/
countries.
Knowledge
about Language
Language Learning
Strategies
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
o
o
L6.2.
o
to identify different text types and
read short, authentic texts for
enjoyment or information
read for enjoyment an e-mail message,
short story or simple text from the
Internet
o
o
o

NLS Y4 T1 T16: to identify different types of
text
o
L6.3
o
to match sound to sentences and
paragraphs to match sound to
sentences and paragraphs
use punctuation to make the sentence
make sense
o
o
o
o


Read a familiar story or sing a familiar song. Using printouts of the story or song, children answer some simple
questions about it.
Expose children to authentic handwriting of target
language, if appropriate.
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
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.
Read aloud certain phrases from a story using punctuation
to help develop appropriate intonation and expression.
Read aloud a story using a variety of voices and
expression. Work in groups to record the story onto
audiotape for others to hear.
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
Watch a video, listen to a song and reconstitute some of
the text in the style of a jigsaw puzzle.
Cut a sentence into words and re-constitute the sentence.
The teacher cuts up a rhyming poem for the children to reconstitute.
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
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
passages and identify main points or gist of
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text
to write sentences on a range of
topics using a model
o
o
apply most words correctly.
o

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
L6.4



o
o
o
o
o
o
Work in pairs or groups to create a rhyming rap of four
lines based on topic vocabulary they have learnt.
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.
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.
Use a structure offered by a poem/story to construct their
own, e.g. This is the house that Jack built …
Listen to the teacher talking about a familiar topic and read
sentences about that topic from the board or cards.
Substitute their own words to create their own sentences
on the same topic.
Design and write a short presentation, e.g. make notes as
prompts using a reference, and perform a role-play.
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
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.
During Years 3 - 6
Children should have opportunities to:
 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 lives
and 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.
Learning Objectives
IU3.1
to learn about the different
languages
spoken by
children in the school
o
o
Most children should be able to:
appreciate the diversity of languages spoken within their school;
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.
Sample Activities

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.
o
to be aware of linguistic and
cultural diversity

Talk about dialects and accents within our small country –
different people may pronounce the same word differently or use
different words.

NC English Objective 1f: to
evaluate their speech and reflect
on how it varies

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.

NC PSHE Objective 1b: to
recognise their worth as individuals
by identifying positive things about

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
Knowledge about
Language
recognise that languages
describe familiar things
differently
Language Learning
Strategies
discuss language learning,
e.g. reflect on and share ideas
and experiences of language
learning; compare attitudes and
beliefs about language learning
recognise the centrality of
language in
communication
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themselves

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.
IU3.3. to identify social conventions
at home and in other cultures
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.
o

learn about polite forms of
address
o

know how to greet native
speakers
o

know some typical names
o

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

o
o
o
o
Talk about the conventions of greeting people in their own
culture, such as shaking hands, bowing.
Talk about importance of politeness when greeting/meeting
people.
Learn about the social conventions in the culture/cultures of
the target language and make comparisons.
Learn simple greetings and make a display in classroom
using children's own portraits and speech bubbles.
Speakers of other languages can teach greetings to rest of
class.
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.
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?
Compare the pronunciation of children’s own names in
English and the target language.
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
o
o
o
Invite a native speaker, e.g. parent, relative, foreign
language assistant, to meet the class.
Send an e-mail/letter/or postcard to a partner school.
Watch a video or media resource involving native speakers.
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 4
During Year 4
By the end of Year 4
Children 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.
Children should be able to:
talk about cultural celebrations of which they have experience at home;
know about similar celebrations in other cultures;
know about popular sports and hobbies;
identify similarities in traditional stories.
o
o
o
o
They identify common elements in traditional stories from other
cultures.
Learning Objectives
IU4.1






Sample Activities
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
o
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
o
o
o
o
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.
Recognise diversity within cultures in the ways they
celebrate festivals. Recognise and challenge stereotypes in
describing special days and what people do.
Invite a native speaker, parent, family member or foreign
language assistant to share their childhood memories of
celebrations.
Listen to authentic songs linked to celebrations and learn a
few key phrases.
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.
Learn to say simple phrases of celebration, e.g. to welcome
Knowledge about
Language
Language Learning
Strategies
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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



created, performed and heard, for
example the effect of occasion and
venue
NC Music Objective 5e listen to a
range of live and recorded music
from different times and cultures
o
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)
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
o
o


the New Year. In multi-lingual classrooms children to teach
New Year phrases to rest of class.
Exchange celebration cards with partner schools or with
another child in the class, if this is the custom.
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.
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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
disability
NC PSHE Objective 5f: to develop
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
o
o
o
o
o
o
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.
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?
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?
Find which symbols are used for punctuation. Are they the
same? Do they help with the meaning of the text?
Identify common elements of traditional stories, e.g. story
themes, settings, repetition of phrases and sentences,
endings.
Learn the names of the main characters in a story or song
and draw them. Label the pictures for a classroom display.
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.
Act out the story to another class or during a school
apply previous knowledge and
clues to help understanding
identify a different
writing system
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
identify narrative forms
in a different language
and compare to those in
English
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o
IU4.4

to learn about ways
travelling to the target
country/countries
of
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
o
o
o
assembly to celebrate the culture/cultures of the language
they are learning.
Make a storybook of a traditional story to send to a partner
school.
Using maps and atlases revise location of country/countries
where target language is spoken.
In groups, select one of these countries and mark the route
from 'home' to the destination.
Identify ports and airports.
Decide which type of transport to use.
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Intercultural Understanding
Year 5
During 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.
Learning Objectives
5.1
to look at further aspects of
their everyday lives from the
perspective of someone from
another country
o
o
arouse interest in aspects of
everyday life of children of
different countries
reflect on cultural issues using
imagination to understand other
people's experiences
Sample Activities
o
o
o
o

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 times and people
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.
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.
Talk about ways to support children who may encounter
prejudice.
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.
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.
Explore one area in depth, e.g. food, looking at times of
meals, variety of foods, routines at mealtimes (e.g. how
Knowledge about
Language
Language Learning
Strategies
use gesture and mime to help
understanding, e.g. consider
importance of eye contact, gesture
and mime when talking to nonnative speakers visiting the class
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with different values and customs


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
IU5.2.
to recognise similarities and
differences between places
o
o
to identify geographical features
of contrasting locality
to learn about buildings and
places in different countries
o
o
o
o
o



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

o
table is laid, eating together), where families buy their foods,
supermarkets, markets, food for celebrations.
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.
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.
Identify geographical features such as rivers and mountains.
Find out what the nearest towns or cities are and learn their
names in the target language.
Look at buildings e.g. places of worship, shops, schools,
houses and compare with buildings in own town/village.
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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Interpreting Data: to discuss the
chance or likelihood of particular
events
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Intercultural Understanding
Year 6
During Year 6
By the end of Year 6
Children compare attitudes of different cultures.
Most children should be able to:
They discuss stereotypes and reflect on the importance of developing
tolerance and understanding between people.
o
demonstrate understanding of and respect for cultural diversity;
o
present information to others about an aspect of another country.
They celebrate their understanding and knowledge with others.
Learning Objectives
IU6.1
to compare attitudes towards
aspects of everyday life
o
recognise
similarities
and
differences in attitudes amongst
children in different cultures
learn about role models for
children in different cultures
o




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 times and people
with different values and customs
NC PSHE Objective 4e: to
recognise and challenge
stereotypes
Sample Activities
o
o
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.
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?
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.
Knowledge about
Language
devise questions for
authentic use
Language Learning
Strategies
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
NC PSHE Objective 4f: that
differences and similarities between
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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.
o

to recognise and understand
some of the differences
between people
recognise and challenge
stereotypes
NC History Objective 2b: about the
o
o
o
Talk about similarities and differences between the cultures
they have learned about. Have attitudes changed?
Discuss how learning foreign languages can help to improve
understanding across cultures.
Explore the concept of stereotype, e.g. What stereotypes
might children abroad have of the UK and why? What are
the stereotypes of the country/countries of the target
language and where have they come from? Can
discuss language learning, e.g.
reflect on and share ideas and
experiences of language
learning; compare attitudes and
beliefs about language learning
45
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

IU6. 3.
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
to present information about
an aspect of culture
o
o
perform songs, plays, dances
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

stereotyping lead to prejudice and racism?

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
of a set of data
o
o
o
Plan an event to celebrate the culture/cultures, e.g. concert
of songs, dances, sketches, performance of a traditional
story.
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.
Produce a leaflet using simple sentences to describe an
aspect of the country/countries studied, e.g. geographical
features, region of partner school.
begin to use a dictionary to
find the meaning of new words
create spoken and
written language using
simple sentences
plan and prepare themselves
for a language activity, e.g.
How do they prepare for a
performance?
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Key Stage 2 Framework for Modern Foreign Languages
Draft for consultation
Crown Copyright 2004
Knowledge about
Language (KAL)
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.
During Years 3 – 6
Children should have opportunities to:
 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;
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
 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.
Crown Copyright 2004
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
O3.1
O3.2
O3.3
O3.4
O4.1
O4.2
O4.3
O4.4







Knowledge about language
Identify sounds,
Identify phonemes and words, including simple agreements where appropriate
Imitate pronunciation
Hear main word classes
Recognise questions and negatives and politeness conventions
Engage in turn taking
Link sounds to meanings










Recognise negative statements
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
Sort words according to sounds
Identify singular and plurals
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
O5.3
O6.1
O6.2
O6.3
O6.4
2
L3.3





L4.1

L4.2
L4.3




L4.4
Apply knowledge of repair strategies to communicate independently
Recognise patterns in simple sentences
Manipulate language by changing a single element in a sentence
Develop accuracy in pronunciation and intonation
Recognise different types (register) of language




Recognise pattern to change a key element in a sentence
Use knowledge of language to present information and personal ideas
Notice and manipulate agreements
Use knowledge of words, text and structure to make meaning, using simple language spontaneously
KAL – Literacy
Objective
L3.1
L3.2





Knowledge about Language
Recognise how sounds are represented in written form
Notice the spelling of familiar words
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
Appreciate that writing systems are different from one language to another
Recognise that texts in the foreign language will often have the same conventions of style and layout as in
English
Apply phonic knowledge of the foreign language in order to decode text
Use phonic knowledge to support accurate pronunciation
Recognise the main word classes of the foreign language
Apply phonic knowledge of the foreign language in order to write simple words and phrases
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L5.1
L5.2
L5.3




Appreciate that different languages use different conventions to demarcate and punctuate sentences and texts
Recognise the typical conventions of word order in the foreign language and notice how they differ from English
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

L6.2
L6.3
L6.4



Use knowledge of form, including, where appropriate, plurals and notions of gender, to improve access to a
range of texts
Use knowledge of the language features, style and layout of different texts to support understanding
Apply knowledge of word order and sentence construction to support the understanding of written text
Use knowledge of words and text conventions to build meaningful sentences and short texts in the foreign
language
3
KAL – Intercultural Understanding
Objective
IU3.1



Knowledge about language
Recognise that languages describe familiar things differently
Recognise the centrality of language in communication
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 use
IU3.3
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Language Learning
Strategies
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 of
the curriculum.
IU6.3

During Years 3 – 6
Children should have opportunities to:
 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.
Create spoken and written language for real purposes
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Language Learning Strategies
Planning:
analysing and evaluating ways of learning
Communicating:
understanding and being understood
Children:
Children:
discuss language learning.
e.g.
reflect on and share ideas and experiences of language learning.
compare attitudes and beliefs about language learning.
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.
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.
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
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?
ask someone to clarify or repeat
e.g.
learn to ask someone to repeat and to say that they do not understand.
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 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.
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.
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.
pick out key words when listening.
e.g.
count how many times they hear a particular word or phrase in a song.
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
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Practising language
Memorising
Children:
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.
use a physical response
e.g.
relate new language to a direct physical action.
practise saying new words aloud.
e.g.
privately or with a friend; record on audiotape; make a pretend telephone call.
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.
record themselves.
e.g.
make an audio recording in order to hear whether pronunciation is good.
remember rhyming words.
e.g.
say a rhyme/sing a song and learn the rhyming words.
repeat words rhythmically.
e.g.
clap out syllables; say words to a beat/as a rap.
say words to a rhythm
e.g.
days of the week.
practise with a friend.
e.g.
collaborate to devise role-plays; memorise words and phrases, testing each
other; make up telephone conversations.
play games to help to remember.
e.g.
true or false/Bingo/Noughts and Crosses/Pelmanism (matching pictures and words).
answer in their heads questions asked to other people.
e.g.
give themselves a point if they can do it correctly.
read and memorise words.
e.g.
read words aloud, read them again in silence, turn over/cover and test themselves or
a friend.
try to use the language outside of the classroom.
e.g.
say something in the language to someone in the school or at home.
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.
copy write.
e.g.
copy words, phrases and sentences in order to remember words and to practise
writing.
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 language
e.g.
using parts/spelling of a known English word to help to remember a new foreign
word.
copy write
e.g.
copy words, phrases and sentences in order to help them remember.
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Applying prior knowledge
Dictionary skills
Children:
Examples
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.
learn why there are two parts to a bilingual dictionary.
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.
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.
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 or the topic of family; use nouns
and adjectives with a range of verbs.
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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 crosscutting 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.
55
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Knowledge about Language
o
o
o
o
o
o
o
o
o
Oracy
O 3.1
o
o
o
o
O 3.2
o
o
o
O 3.3
o
o
O 3.4
to listen and respond to simple stories, finger rhymes and songs
identify rhyming words
perform finger rhymes & sing songs
listen to stories
join in with storytelling
to recognise and respond to sound patterns and words
listen with care
identify sounds which are the same as or different from English
speak clearly and confidently
Literacy
L 3.1
o
o
to perform simple communicative tasks using single words, phrases and short
sentences
remember, retain and recall vocabulary
ask and answer questions
o
L 3.2
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
remember a sequence of spoken words
use physical response to show understanding.
o
Identify specific sounds, phonemes and words, linking sounds to meanings
Imitate pronunciation of sounds
Hear main word classes
Recognise questions and negatives
Recognise how sounds are represented in written form
Notice the spelling of familiar words
Recognise that languages describe familiar things differently
Recognise the centrality of language in communication
Recognise different language conventions to express politeness
Intercultural Understanding
IU 3.1
o
to learn about the different languages spoken by children in the school
be aware of linguistic and cultural diversity
IU 3.2
o
o
to locate country / countries where the language to be studied is spoken:
identify some of the countries where the language is spoken
know some facts about one country where the target language is spoken, e.g.
climate, main towns, famous landmarks, produce
o
o
o
.
L 3.3
o
o
understand words displayed in the classroom
identify and read short simple words when listening to familiar rhymes or stories,
songs
read short messages
to make links between some sounds, rhymes and spellings and read
aloud familiar words.
identify characters and letter strings which are the same as or different to English.
pronounce accurately the most commonly used characters and letter strings
read aloud a familiar sentence, rhyme or poem
to experiment with the writing of short words
copy simple, familiar words using a model
write some single words from memory
Language Learning Strategies
o
o
IU 3.3
o
o
o
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
o
o
IU 3.4
to make indirect or direct contact with country / countries of target language
o
Year 3: at a glance
to recognise some familiar words in written form
o
Discuss language learning and reflect and
share ideas and experiences
Use actions and rhymes to aid
memorisation
Ask for repetition and clarification
Use context and previous knowledge to
help understanding
Practice new language – speaking aloud or
silently, speaking with a friend
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
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Knowledge about Language
Oracy
O 4.1
to memorise and recite a short spoken text
o
O 4.2
learn finger rhymes, poems or short stories or a non-fiction text
to listen for specific words and phrases in a song, poem or story
o
o
o
listen with care
use physical response to show recognition and understanding of key words and
phrases
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 topics
o
o
o
ask how to say something in the target language
ask someone to clarify or repeat
speak clearly and confidently
Intercultural Understanding
IU 4.1
o
o
o
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
IU 4.2
to know about some aspects of everyday culture and compare them to their
own:
to learn and compare pastimes of children of different cultures
o
IU 4.3
o
o
to compare traditional stories
compare characteristics of simple stories between cultures
learn about aspects of the writing system of a different language
IU 4.4
o
o
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
o
Reinforce and extend recognition of word classes and understand their
function
Recognise and apply simple agreements, singular and plural
Apply question forms
Develop awareness of communication strategies
Recognise that texts in different languages will often have the same
conventions of style and layout
Apply phonic knowledge of the foreign language to support reading and
writing
Identify a different writing system
o
o
o
o
o
o
Literacy
L 4.1
to read and understand a range of familiar written phrases
o
o
L 4.2
match phrases and short sentences to pictures or topics
o
o
o
o
L 4.3
make links between the spoken and written words
identify common spelling patterns in letter strings
pronounce letter strings, words and phrases accurately with good accent
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
o
L 4.4 to write simple words and phrases using a model and some words from
memory
Language Learning Strategies
o
o
o
o
o
o
Year 4: at a glance
to follow a short familiar text, listening and reading at the same time
and then read part of the text aloud
Discuss language learning and reflect and o
share ideas and experiences
o
Use actions and rhymes to aid
o
memorisation
Ask for repetition and clarification
o
Use context and previous knowledge to
o
help understanding
Practice new language – speaking aloud or
silently, speaking with a friend
o
Practice new language outside the
classroom
Plan and prepare for a
language activity
Read and memorise words
Use a mental association to
help remember words
Sort words into categories
Apply knowledge about letters
and simple grammatical
knowledge to experiment
Use context and previous
knowledge to determine
meaning and pronunciation
o Access information sources
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Oracy
O 5.1
o
o
o
to prepare and practise a simple conversation, reusing familiar vocabulary and
structures in new contexts
focus on correct pronunciation and intonation
ask and answer questions
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 sentences
o
O 5.4
o
o
understand the main points from speech which includes unfamiliar language
prepare a short presentation on a familiar topic
develop and consolidate memorisation skills
remember, retain and recall words and phrases
Knowledge about Language
o
o
o
o
o
o
Literacy
L 5.1
o
L 5.2
o
o
o
o
o
IU 5.1
o
o
o
listen with care
use
physical response
to show recognition and understanding of key words and
Intercultural
Understanding
phrases
to look at further aspects of their everyday lives from the perspective of
look
carefully
at the
person
who is speaking
someone
from
another
country
arouse interest in aspects of everyday life of children in different countries
reflect on cultural issues using imagination to understand other people’s experiences
IU 5.2
o
o
to recognise similarities and differences between places
to identify geographical features of contrasting locality
to learn about buildings and places in different countries
o
IU 5.3
to compare symbols, objects or products which represent their own culture
with those of another country
to learn about symbols representing their own country
to learn about symbols and products from another country
o
o
o
o
Recognise patterns in simple sentences
Develop accuracy in pronunciation and intonation
Appreciate that different languages use different writing conventions
Recognise the typical conventions of word order in the foreign language
Understand that words will not always have a direct equivalent in the
foreign language
Notice different text types and cope with authentic texts
L 5.3
to re-read frequently a variety of short texts
read fiction and non-fictions texts
to make simple sentences and short texts using written word cards
understand that the order of words in a sentence influences the meaning
make a sentence using single word cards
make a short text using word and phrase cards
to write words, short phrases and short sentences, using a reference
Language Learning Strategies
o
o
o
o
Discuss language learning and reflect and
share ideas and experiences
Use actions and rhymes to aid
memorisation
Ask for repetition and clarification
Use context and previous knowledge to help
understanding
Practice new language – speaking aloud or
silently, speaking with a friend
Practice new language outside the
classroom
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
Year 5: at a glance
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Knowledge about Language
o
o
o
o
Oracy
O 6.1
to understand the main points and simple opinions in a story, song or spoken
passage
O 6.2
to perform to an audience
o
speak clearly and audibly
o
O 6.3
to understand longer and more complex phrases or sentences
o
o
O 6.4
to use spoken language confidently to initiate and sustain conversations and
to tell stories
o
Intercultural Understanding
IU 6.1
o
to compare attitudes towards aspects of everyday life
recognise similarities and differences in attitudes amongst children in different
cultures
IU 6.2
o
to recognise and understand some of the differences between people
to recognise and challenge stereotypes
IU 6.3
o
o
to present information about an aspect of culture
perform songs, plays, dances
use ICT to present information
Recognise patterns in the foreign language
Notice and match agreements
Use knowledge of words, text and structure to make meaning
Apply knowledge of word order and sentence construction to support the
understanding of the written text
Use knowledge of word order and sentence construction to support the
understanding of the written text
Use knowledge of word and text conventions to build meaningful
sentences and short texts
Devise questions for authentic use
Create spoken and written sentences using simple language
Literacy
L 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
L 6.3
o
L 6.4
to read for enjoyment an e-mail message, short story or simple text from the
Internet
to match sound to sentences and paragraphs
use punctuation to make the sentence make sense
to write sentences on a range of topics using a model
o
apply most words correctly
o
Discuss language learning and reflect and
share ideas and experiences
Use actions and rhymes to aid memorisation
Ask for repetition and clarification
Use context and previous knowledge to help
understanding and reading skills
Practice new language – speaking aloud or
silently, speaking with a friend
Practice new language outside the classroom
Plan and prepare – analyse what needs to be
done in order to carry out a task
Language Learning Strategies
o
o
o
o
o
o
Year 6: at a glance
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 work
o Compare and reflect on
techniques for memorising
language
o Use a dictionary
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