In this section you will find key policy and reform relating to primary languages and education. Use these pages for policy summaries and to access guidance about integrating recommendations and requirements with your approaches to teaching and learning.

Looking ahead

As a result of the entitlement, languages have already taken on a new importance in primary schools. This can be expected to continue. 

In 2004, Lord Dearing recommended that languages become a compulsory subject in Key Stage 2 when the primary curriculum is next reviewed. Dearing's recommendation was accepted and a full scale independent review of the primary curriculum was held in 2008-2009, led by Sir Jim Rose. 

Ministers announced on 7 June 2010 that the current government does not intend to proceed with Sir Jim Rose's proposed new primary curriculum but that plans for reforming the national curriculum are underway.

In August 2010, the Government has issued a statement updating on the status of the primary curriculum and primary languages, including outlining plans up to March 2011. Read the statement.

The ‘Bigger Picture’

'Every child should have the opportunity, throughout Key Stage 2, to study a foreign language and develop their interest in the culture of other nations. They should have access to high quality teaching and learning opportunities, making use of native speakers and e-learning.'

National Languages Strategy ( DfES , 2002)

The Key Stage 2 entitlement

An entitlement to learning a foreign language in Key Stage 2 is the cornerstone of the National Languages Strategy for England, ‘Languages for All: Languages for Life’ (DfES, 2002). By 2009/2010, all pupils in Key Stage 2 will be entitled to study a language in class time and to reach a recognised level of competence on the CEFR .

The Key Stage 2 Framework for languages sets out the non-statutory guidelines for primary languages teaching and learning. It provides a national frame of reference for the entitlement and a common language for us to discuss primary languages, built around five interrelated strands: Oracy, Literacy, Intercultural Understanding, Knowledge About Language and Language Learning Strategies.

You can find examples of how to teach with the Framework in the Training zone. The Framework has been available to schools since 2005 and the QCDA have published new schemes of work for German, French and Spanish to address its objectives. Download these resources from QCDA schemes of work.

The primary experience

Primary languages are one part of the primary experience, shaped by wider education and children’s policy. Every Child Matters is a government agenda to ensure the wellbeing of all children.

Its five outcomes are

• be healthy
• stay safe
• enjoy and achieve
• make a positive contribution
• achieve economic wellbeing
  

These play an important role in the overall primary school ethos.

The Excellence and enjoyment strategy also describes creative approaches which can underpin all primary pedagogy, focusing on raising attainment by ‘making learning fun’. Following from this strategy, particular guidance for teaching bilingual children has also been produced.

Communities and the global dimension

Primary languages create natural opportunities to integrate initiatives promoting diversity and community cohesion which impact across the whole school. The Education and Inspections Act (2006) placed a new duty on schools to promote community cohesion and as of September 2008, schools are being inspected on their work to fulfil it.

Establishing international links and school partnerships and teaching the Framework’s intercultural strand are some ways in which this can be achieved. The global dimension in primary languages also addresses key recommendations of the Diversity and Citizenship Curriculum Review and the government’s international strategy for education, ‘Putting the world into world class education’.