Intercultural Understanding and the KS2 Framework for Languages

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Intercultural Understanding and the KS2 Framework
for Languages

• Karen Keeling Primary Languages Coordinator,
  Leading Teacher PDS Lead School Representative
• Dr. Nalini Boodhoo University of East Anglia
  RMG member Eastern Region PDS

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Aims

• Familiarise ourselves with the IU strand of the
  Framework
• Look at ways to teach the IU objectives of the
  Framework
• Investigate cross-curricular links

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Which year group?

• Children discuss aspects of daily life which they
  have in common with children in different
  countries. They look at the similarities and
  differences between their own locality and that
  of another country.
• Children also learn about symbols, objects and
  products that represent countries.

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Which year group?

• Children compare attitudes of different cultures.
• They discuss stereotypes and reflect on the
  importance of developing tolerance and
  understanding between people.
• They celebrate their understanding and knowledge
  with others.

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Which year group?

• Children think about the linguistic diversity of
  their own school and talk about the languages
  they would like to learn. They find out where
  the language they are learning is spoken.
• They make contact either in person or through
  Internet or video with a partner school or native
  speaker, e.g. a parent, or a language assistant.

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So this must be

• Children reflect on celebrations in which they
  participate at home, at school and in the wider
  community and discuss the similarities with
  celebrations in other cultures. They compare
  aspects of everyday life at home and abroad, e.g.
  sports and hobbies, with children from other
  countries.
• They identify common elements in traditional
  stories from other cultures.

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Your experience

• Read the overview of the IU strand on page 75 and
  the learning objectives on pages 76 77. Do the
  objectives reflect your experience of IU in the
  primary school?
• Can you think of specific examples to illustrate
  these points from your personal experience?
• What good examples have you seen of IU being
  developed?

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The challenge

• Learner appropriateness is the key concept

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Learner Appropriateness

• IU3.1 Learn about the different languages spoken
  by children in the school

(http//www.ncrcl.ac.uk/epbc/EN/index.asp)
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Learner Appropriateness
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The world of the child activity 1

• IU3.3
• IU4.2
• IU4.2
• IU5.1
• IU4.1

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Progression

• IU5.1 Look at further aspects of their everyday
  lives from the perspective of someone from
  another country

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Activity 2

• Look closely at the activities described in World
  of Languages on pages 8 13. Which activities
  would work well for Lower KS2 and which are more
  suited to Upper KS2?

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Linking to other strands

• IU3.3 Identify social conventions at home and in
  other cultures
• O3.3 Perform simple communicative tasks using
  single words, phrases and short sentences

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Activity 3

• In pairs, choose a year group and look carefully
  at the IU learning objectives. Choose an
  objective which links well to Oracy or Literacy
  or both and plan an activity showing how the
  strands interrelate.

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Cross-curricular Activity 4

• Look again at the Intercultural Understanding
  Objectives. Can you link each objective to
  another area of the curriculum?
• For example
• IU4.1 Learn about festivals and celebrations in
  different cultures
• Religious Education

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Conclusion

• How will you use the Framework to help you
  develop progression in IU in the future?