The Languages Review proposed that a wider range of languages be taught in primary schools and some schools are considering building a community language into the Key Stage 2 curriculum.

A school may be located in an area where a particular language is prevalent and wish to empower all children to engage with the community. A school itself may have a very significant majority of speakers of a particular language and wish to maximise this asset to support children’s development in English and across all learning. A wide range of languages may be spoken by children and the school may wish to recognise this strength through its choice of Key Stage 2 language(s), as well as across the curriculum and through extended school activities.

School decisions on which language(s) to teach depend on local needs and circumstances, not least when considering languages spoken within the community. Examples of existing practice have been brought together on this page; click on the links below to read the full case studies and access further information. The CILT team is continuing this work 2009-10, so look out for more examples added as the year progresses.

See the cross-curricular enhancement and forging partnerships sections for ways of valuing community languages outside of, or in addition to, the Key Stage 2 languages curriculum.

Example curriculum models