The process of globalization is increasingly blurring the territorial barriers, and in this age of exceeding physical proximity, foreign language lessons serve to liberate individuals from a sense of insularity. It is giving an opportunity to make sense of cultures other than their own. Structuring the ks2 languages curriculum meticulously to retain the student’s inquisitiveness and sharpen the understanding of the world around them. This they try to accomplish by imparting them the strongest medium to make sense of it, that being the tool of language aiding in reading comprehension.
Key Stage 2 Curriculum History
The KS2 is an integral part of the National Curriculum of England, which got introduced with the Education Reform Act. When the national curriculum first got introduced, legally, it was valid for both England and Wales. Later, England alone followed the British National Curriculum. The exhaustive program of study of Key Stage 2 forms a part of the primary curriculum under the national curriculum, and it deals with subjects which were specified as per the norms laid in 1988.
The Objective of Study
The objective of KS2 MFL pupil assessment is to allow them to express their views and opinions in a language other than their native one and to revert to speakers in writing and vocally through a firm grasp over reading and comprehension. One of the objectives of the ks2 languages curriculum pertains to the fact that instruction may be of any ancient or modern foreign language, but it should logically emphasize on bolstering students to accomplish meaningful progress in one language through regular ks2 primary language assessment.
Instructions for Students
The ks2 languages curriculum aims to persuade students to:
Listening and Comprehension
- Listen keenly to spoken language and exhibit comprehension capabilities by reacting and joining.
- Analyze the sounds and patterns of language through rhymes and songs and connect the sound, meaning and spelling of words. These reflect the pro-active approach of the ks2 history curriculum.
- Indulge in conversations, inquire and respond to questions, convey viewpoints and answer to those expressed by others, and seek assistance and clarity*.
- Speak in complete sentences by making use of known vocabulary, fundamental language structure and phrases.
- Evolve clear articulation and pronunciation such that others can understand when they are reading aloud or utilizing known phrases and words*.
- Put forth information and ideas in an oral manner to a group of audience*.
Reading and Comprehension
- Read vigilantly and display comprehending capabilities of phrases, words and simple writing.
- Appreciate poems, stories, rhymes and songs in the language.
- Expand their vocabulary and evolve their ability to comprehend new words that are incorporated into known written material, involving through the usage of dictionary.
- Write phrases through recall, and adjust these to form new sentences, to express thoughts with clarity and precision.
- Come up with narratives about places, people, actions and things in writing and orally*.
- Comprehend fundamental grammar of the language they are studying, involving (wherever applicable): masculine, feminine and neuter forms and the conjoining of high-frequency verbs, prime characteristics and patterns of the language and ways of applying them. For example, to construct sentences and how they vary or are similar to English. These form some of the crucial topics under the KS2 languages curriculum
(*Not ancient language)
The Key Stage 2 follows Key Stage 1 and encapsulates four years of schooling for the maintained schools in Wales and England. This pertains to years 3-6 and involves students in the age group of 7-11. The Key Stage 2 corresponds to junior schools, however, in certain cases, the entire stage is a part of the middle or primary school.
Thus, the KS2 languages curriculum aims at structuring a stringent framework of KS2 languages assessment. It is with the intent of helping students to participate in a vigorous program of study to foster extensive knowledge of the domain of languages.
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