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KS2 Framework for Languages DCSF Framework for Languages
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Inclusion

Inclusion – Extracts from The Key Stage 2 Framework for Languages

Part 2, page 11

The Primary languages entitlement is inclusive and the Framework supports equality of opportunity for all children. Children with special educational needs tend to respond very positively to language learning. Many enjoy the practical and interactive nature of language learning. They feel a sense of achievement in being able to communicate in another language alongside their peers. In planning to meet the varied needs of pupils, teachers can adapt the Framework objectives and choose objectives from any part of the Framework which will be helpful in supporting the learning of individual children. The Framework in this respect fully reflects the principles in Speaking, Listening & Learning: Working with Children who have SEN.

Children for whom English is a second or additional language can be greatly encouraged and supported by language lessons. They are able to take pride in their existing linguistic skills and see languages other than English being valued. They can build on their experience of using a number of languages in their daily life and contribute to the Intercultural Understanding of their fellow pupils. Their plurilingual experience may help them to learn the new language or languages.

The National Curriculum and Equal Opportunities

National Curriculum documentation suggests three principles to guide schools

1. Setting suitable learning challenges
High expectations, differentiation, choice of objectives.

2. Responding to diverse learning needs
Appropriate learning environments, work matched to interests and suitable targets.

3. Overcoming potential barriers to learning for individuals and groups.
Addressing the particular needs of:
– Children with special educational needs or disabilities.
– Gifted and talented children.
– Children for whom English is a second or additional language.

Teachers can also use the Framework to provide suitable challenges for gifted and talented pupils. This can be through planning to address learning objectives from future years, differentiated questioning during whole class activity or through individual projects which encourage children to experiment with language and using models and reference sources to create new meanings with increasing independence.

Part 1, page 13

Teachers using the Framework may need to adapt it in order to ensure that it takes full account of the different experiences, strengths and interests of their pupils. In doing this they will need to take account of the statutory requirements and guidance on inclusion set out in the national curriculum.

The statutory inclusion statement sets out three principles that are essential to developing a more inclusive curriculum:

• Setting suitable learning challenges
• Responding to the diverse needs of children
• Overcoming potential barriers to learning and assessment for individuals and  groups of children.

The type of support provided for children with difficulties in communication, language and literacy could include:

• Using alternative and augmentative communication
• Reducing the amount of written work and reading
• Giving children the opportunity to clarify their ideas through discussion, role play and the use of tape recorders, video, and photographs, rather than relying on written materials.

It may be necessary to use specialist equipment to give motivating and relevant experiences to children with sensory and physical disabilities.

Part 3 of the Key Stage 2 Framework for Languages has an entire section on inclusion including guidance on teaching and supporting children with Special Educational Needs, identifying and supporting linguistically able children and languages for children learning English as an additional language. Click here to download: http://www.nacell.org.uk/official/3387.section4_part3.pdf

The Primary Languages training zone has a useful video clip on the ECM agenda:

• www.primarylanguages.org.uk/Leaders/planning/ecm_agenda/?Page=1

Newbury Park School in Ilford showcase their celebration of linguistic and cultural diversity:

• www.newburypark.redbridge.sch.uk/langofmonth/audio.html

Click here for a CILT publication entitled' Positively plurilingual – The contribution of community languages to UK education and society':

• www.cilt.org.uk/pdf/pubs/positively_plurilingual.pdf

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