While ‘fun and games’ are an important
part of MFL and play a major role in motivating pupils, early
learners also need to be challenged and to have their learning
guided through clear stages of progression if initial motivation is
to be maintained. (Jones and Coffey, 2006)
A shared understanding of what progression
looks like is crucial if primary languages is to take its place
alongside other curriculum areas. It is not simply a question of
increasing knowledge of vocabulary and structures, but concerns the
development of key skills in language learning and also in the
broader sense of communication and social skills.
It is important to remember that, as in other
subjects, progression can often develop unevenly. Teachers
should therefore not expect to see progression in all areas all of
the time. Planning for progression can be challenging and you will
find helpful guidance in Part 3 of the KS2
Framework for Languages.
Formative assessment is also a key element of
planning for progression.
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