Key Stage 2 to Key Stage 3

How can primary and secondary colleagues work together to ensure that primary language learning is built on in the secondary curriculum?

Can primary and secondary colleagues collaborate to develop local models of curriculum planning and delivery?

How are transfer and transition different, and where might they converge?

Languages can become a “performance” subject – quick-fire Q&A, role-play, games, etc.

Do these activities exclude pupils who are more used to pair and group work, or who need more “thinking time”?

Y7 teachers need to build on prior learning, make the classroom and learning experience comfortable and reassuring

Teachers need a shared knowledge of the holistic nature of the KS2 Framework

Pupils’ use of English can mask the sophisticated nature of their discussions about skills, strategies and knowledge of how language works

Sustained progression and effective transition is not just about content

Secondary schools usually work in different subjects with different teachers and pupils in different groups with different peers

The new secondary curriculum offers more opportunities for cross-curricular content and a broader range of learning styles

Pupils should know the reasons behind the links if they are to engage emotionally

Y7 pupils do not want to repeat the work they have done in primary school

Y7 teachers have to find new ways of doing old things as well as introducing new concepts and content

At the same time they should develop sustained linguistic progression

All secondary teachers should have a knowledge of the KS2 Framework, not just those working directly with primary schools

Even if pupils have studied the same language at primary school, they will have been taught in different ways or covered different areas of vocabulary and structures

Accelerated pace could sacrifice “thinking time” – constraints of the secondary timetable

There is a need for a range of activities and learning styles: Collaborating on extended projects, e.g. writing

stories for younger learners Similar projects centred around paintings,

music, drama

Administrative bridge – sharing information, feedback to primaries on Y7 progress

Social and Personal bridge – induction days, open evenings, mentoring, guides

Curriculum bridge – data, cross-phase projects, joint planning, exchange of curriculum maps

Pedagogical bridge – shared understanding of effective teaching and learning, team teaching, exchanges

Management of Learning bridge – pupils as active participants in own learning, portfolios, etc.

It may not be possible for every secondary school to relate its Y7 teaching plans with the Y6 experience offered in all of its partner primaries

Primary schools cannot specifically respond to all the Y7 programmes offered in the secondary schools to which they send children

These constraints should be understood so that unrealistic expectations concerning continuity do not arise

Secondary colleagues should have a clear understanding of how the KAL, LLS and IU strands of the KS2 Framework are integral parts of linguistic progression

It is not enough to focus on Oracy and Literacy alone

Building on skills and knowledge about language in general and not just the vocabulary and structures of a specific language makes it less important that pupils continue with the same language into KS3

Mutual understanding of and respect for each other’s pedagogies and contexts

Mutual understanding of the KS2 and KS3 Frameworks

A desire to observe each other’s classrooms and schools in action

A willingness to watch, ask questions, adapt and change

Primary teachers know about teaching all abilities in the same class, absorbing pupils from different schools, countries and with different home languages

Secondary teachers know about introducing a second foreign language – how the experience of FL1 can accelerate pace in FL2

Key Stage 1, 2 and 3 co-ordinators plan collaboratively

Named link teachers Joint non-contact days with input from

ASTs and LA personnel Primary languages staff working in

secondaries, ensuring that the curriculum is appropriate for the pupils and takes account of prior learning

Joint work with language teachers and literacy co-ordinators to identify common skills and terminology

Adapt Y7 SoW to take into account topics and structures already covered

Accelerate Y7 SoW Intensive classes for pupils with

limited/no exposure to language being taught in Y7

“Buddy” system pairing pupils who have previously learned the language with those who have not

New challenging contexts/material when revisiting topics already covered

Fast-tracking able linguists Use European Language Portfolio so

that pupils can track their own progress Y7 pupils to visit their former primary

schools for peer tutoring and demonstrating activities and levels of achievement

Plan Y7 around KS3 Framework objectives Develop all 4 skills Change context when revisiting a topic Start with a topic new to all Use “toolkit” approach from the start to

enable pupils to use language functionally Differentiate groups where possible to

enable extension/consolidation/”catch-up”

Differentiated group work within class to allow teacher to focus on “catch up”

More able as leaders/models/peer tutors

FLA and/or TA to facilitate differentiated grouping

Older pupils as tutors, e.g. Y10/Y11 to help during registration/form time