Listening and Speaking
KS2LA-KS2-D001
Listening attentively to spoken language and showing understanding by joining in and responding; exploring the patterns and sounds of language through songs and rhymes; speaking in sentences; presenting ideas and information orally with accurate pronunciation and intonation.
National Curriculum context
Oral language skills form the foundation of language acquisition, and the primary languages curriculum gives listening and speaking particular prominence at KS2. Pupils must listen attentively to authentic spoken language and respond appropriately, developing the ability to tolerate ambiguity and extract meaning even when not every word is understood. Exploring patterns and sounds through songs and rhymes is not merely motivational but develops phonological awareness of the new language's sound system, which differs from English in pitch, rhythm, stress and specific phonemes. The specification that pupils should speak with accurate pronunciation and intonation from the outset establishes high expectations: being understood in a foreign language requires phonological precision that must be developed through consistent feedback and modelling.
2
Concepts
1
Clusters
2
Prerequisites
2
With difficulty levels
Lesson Clusters
Develop pronunciation and communicate in the target language
practice CuratedPhonology and pronunciation (C001) and communicative competence (C004) are the two essential dimensions of oracy in a foreign language at KS2: pupils must develop accurate sound production (C001) in order to communicate meaningfully (C004). Both are practised together in every listening and speaking activity.
Prerequisites
Concepts from other domains that pupils should know before this domain.
Concepts (2)
Phonology and Pronunciation
Keystone skill AI FacilitatedLA-KS2-C001
Each language has a distinctive phonological system: the set of sounds (phonemes) it uses, the rules for combining them, and the patterns of stress and intonation that give spoken language its characteristic sound. Learning a foreign language requires developing a new phonological awareness that may include sounds not present in English, different stress patterns and different intonation contours. At KS2, systematic attention to pronunciation from the earliest stages prevents the fossilisation of incorrect patterns and develops the phonological foundation for authentic spoken communication.
Teaching guidance
Use songs, rhymes and chants to introduce and practise the sound system of the target language. Model pronunciation precisely and ask pupils to echo-repeat. Use minimal pairs (words that differ by one sound) to develop discrimination of similar sounds. Record pupils speaking and play back so they can hear their own pronunciation. Teach the specific sounds of the target language that differ from English (nasal vowels in French, the rolled r in Spanish). Connect spelling to sound regularly: what does this letter combination sound like in this language? Use phonics-style activities adapted for the target language.
Common misconceptions
Pupils may assume that letters in the target language are pronounced as in English. Systematic attention to differences in sound-spelling correspondence prevents fossilisation of incorrect patterns. Some pupils may feel embarrassed to make unfamiliar sounds; creating a playful, low-stakes environment for sound exploration reduces inhibition. Teachers may unconsciously accept poor pronunciation as adequate; consistently modelling and expecting accurate pronunciation maintains high standards.
Difficulty levels
Listening to and repeating individual sounds and words in the target language, beginning to notice sounds that differ from English.
Example task
Listen to these French words and repeat them: bonjour, merci, croissant. Can you hear any sounds that are different from English?
Model response: Bonjour, merci, croissant. The 'r' in French sounds different from English — it comes from the back of the throat. The 'on' in bonjour sounds nasal, like you're saying it through your nose.
Producing the key sounds of the target language with increasing accuracy, including sounds that do not exist in English.
Example task
Say these French words with the correct French 'r' and nasal sounds: rouge, chanson, enfant, grenouille.
Model response: Rouge — the 'r' is from the throat and the 'ou' is a round lip sound. Chanson — 'an' and 'on' are both nasal. Enfant — 'en' and 'an' are different nasal vowels. Grenouille — throat 'r', nasal 'en', and 'ouille' all together.
Speaking with generally accurate pronunciation, appropriate intonation for questions and statements, and beginning to read aloud with correct sound-spelling links.
Example task
Read this French sentence aloud with correct pronunciation: 'Est-ce que tu aimes les animaux?' Then say it as a question.
Model response: Est-ce que tu aimes les animaux? I raised my voice at the end to make it a question. I pronounced 'aimes' without the 's' sound and 'animaux' with the nasal 'an' and silent 'x'.
Delivery rationale
Languages speaking concept — AI provides prompts and models; facilitator or speech recognition supports oral practice.
Communicative Competence
skill AI FacilitatedLA-KS2-C004
Communicative competence is the ability to use language effectively in real communicative situations, combining linguistic accuracy with the social and cultural knowledge needed to communicate appropriately in different contexts. It encompasses grammatical competence (correct forms), sociolinguistic competence (appropriate register and context), discourse competence (organising longer stretches of language coherently) and strategic competence (managing communication despite gaps in knowledge). At KS2, pupils begin to develop communicative competence through structured interaction, role-play and authentic communication tasks.
Teaching guidance
Design tasks that require genuine communication: information gaps, problem-solving activities, surveys. Use role-play scenarios that develop contextually appropriate language (shopping, asking directions, at a restaurant). Develop pupils' ability to manage communication difficulties: use of circumlocution, asking for clarification, using cognates. Encourage pupils to take communicative risks and reward successful communication even when grammatically imperfect. Connect language learning to cultural awareness: how do greetings, politeness conventions and social norms differ in the target language culture?
Common misconceptions
Pupils may believe that making a grammatical error means they have failed to communicate. Distinguishing between grammatical accuracy and communicative success, and valuing both, develops more confident communicators. Some pupils are reluctant to speak without certainty of accuracy; developing tolerance of ambiguity and risk-taking in communication is important. Pupils may see languages as sets of rules to be memorised rather than tools for communication; keeping the communicative purpose central prevents this.
Difficulty levels
Taking part in simple, scripted exchanges: greeting someone, saying your name, asking and answering a rehearsed question.
Example task
Practise this conversation with a partner: 'Bonjour! Comment tu t'appelles?' 'Je m'appelle [name]. Et toi?'
Model response: Bonjour! Comment tu t'appelles? Je m'appelle Sophie. Et toi? Je m'appelle Thomas. I followed the script and used the right pronunciation.
Engaging in short conversations on familiar topics with some independence, asking and answering questions beyond rehearsed scripts.
Example task
Have a conversation about your hobbies. Ask your partner what they like doing and respond to their answers.
Model response: Qu'est-ce que tu aimes faire? J'aime jouer au tennis. Et toi? Moi, j'aime dessiner. Tu aimes le sport? Oui, mais je préfère la musique. I asked follow-up questions and gave my own opinions, not just repeating a script.
Sustaining a conversation across several exchanges, adapting language to the situation, expressing opinions and giving reasons.
Example task
Your pen pal from France asks about your school. Have a conversation about subjects, teachers and what you enjoy.
Model response: J'étudie les maths, l'anglais, les sciences et le français. Ma matière préférée, c'est les sciences parce que c'est intéressant et le professeur est gentil. Je n'aime pas les maths parce que c'est difficile. On a sept leçons par jour. Et toi, quelle est ta matière préférée? I used opinion phrases, gave reasons, and asked questions back.
Delivery rationale
Languages speaking concept — AI provides prompts and models; facilitator or speech recognition supports oral practice.