The Specification comprises:

• An overview
• 4 teaching modules
• A short pronunciation module which will be used as a stand-alone module and to support work on phonology within each module.
• Guidance on The Key Stage 2 Framework and Schemes of Work
• Notes on Intercultural Understanding

Each teaching module is preceded by an overview of its content and of the main language elements covered.

The 4 modules are entitled:

1. Meeting people
2. Developing everyday routines
3. Making it happen (a focus on key classroom activities, song, storytelling, games and cross-curricular links)
4. Relating to others

The content and suggested activities provide a balanced mix of the language functions that teachers will need in both professional and social contexts. The specification proposes an “iterative” approach where functions are revisited across 4 contexts. Module 1 is very much about the adult learner functioning in a social context, whilst modules and 2 and 3 are firmly rooted in classroom practice. Module 4 supports communicating in teaching, social and professional contexts and language use in real and virtual situations in an international context.

Each module is divided into 5 headings or areas of work and all modules follow a common template. The headings within each module are:

• Functions and notions
• Prior knowledge
• Structures/grammar
• Indicative Content   (language specific)
• Links to the KS2 Framework

Phonology module

Correct pronunciation and intonation and an understanding of the sound spelling links are essential in the Primary languages programme, and this is reflected in the core teaching objectives proposed in the Independent Review of the Primary Curriculum. (pdf, 3.15mb, from Teachernet website)

For example:

• L37: to read aloud with expression and accuracy
• L38: to recognise and apply the links between the sounds and spelling of a language

The phonology strand of this work is therefore critical, given the non-specialist nature of the target learner group. It will therefore be supported by sound files and a guide to pronunciation, which will be made available on the Primary Languages site. These sound files will also serve as excellent support for the QCA schemes of work. They will include clear examples using native speakers with on-screen text at phoneme, word and sentence levels to support the learner. There will be a facility for learners to record their own attempts at accurate pronunciation including syllable stress and intonation and for them to assess their efforts against an on-screen graphic evaluation.