Languages

Languages (French) Curriculum at South Street

French Curriculum Aims

‘A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers.’ National Curriculum.

Children in South Street speak over 28 different home languages and many are bi-lingual. We celebrate, share and champion the opportunities, advantages and experiences our children will have through the knowledge of more than one language. We want every child to be passionate, curious and confident about their home language and language learning abilities and to have the desire to continue learning a language after Key Stage 2. In Key Ktage 2 we have a Young Interpreters scheme to celebrate the language variety at South Street.

Our children will develop and demonstrate substantial progress in the five key language skills necessary for learning French (Speaking, Listening, Reading, Writing and Grammar) and will achieve the National Curriculum end of Key Stage 2 aims:

All pupils:

  • Understand and respond to spoken and written language from a variety of authentic sources.
  • Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.
  • Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.
  • Discover and develop an appreciation of a range of authentic writing in the language studied.

Our ambitious MFL curriculum is accessible to all pupils through careful ongoing scaffolding and adaptations as we aim to develop solid foundations in these key language learning skills – properly preparing them for the next stage of their language learning journey.  We will extend their knowledge of how language works and explore the similarities and differences between the foreign language they are learning and English.

In MFL, we actively build up our children’s sense of community and strengthen their sense of identity through learning about cultures in other countries and comparing it with their own.

Implementation

Learning a foreign language is part of the primary National Curriculum and is a requirement for all children within Key Stage 2 (KS2). South Street Primary School has adopted a whole school approach to the teaching of French to all KS2 pupils.

Lessons are planned using the Primary French scheme of work and enhanced by adaptations and additions based on teacher experience and the needs of our children.

Cultural Understanding:

Developing our children’s understanding life in France and French speaking countries is a core part of our work. 

Preparing for the next stage in our children’s learning.

We want to make the transition from languages in Key Stage 2 to Key Stage 3 as smooth as possible. We are in contact with staff at our local secondary schools to keep informed as to how we can best prepare our pupils for their next stage of their languages journey.

 What you will see in a South Street French Lesson

  • Engaging and inspiring lessons that promote creativity and curiosity.
  • Lessons designed to motivate, captivate and interest children from the first moment.
  • A focus in each unit on a combination of the five key language learning skills (speaking, listening, reading, writing and grammar). 
  • Clear, achievable objectives and incorporating different learning styles.
  • All activities are planned, scaffolded and adapted to ensure every child can achieve highly in French. This may include adapted resources, variation of task design, adult support and awareness of physical/sensory needs.
  • High quality instruction and questioning with teachers providing carefully planned sequenced and modelled lessons that build on children’s geographical knowledge and skills.
  • Retrieval of previous learning and explicit links through concepts that connect new learning with what the children know.
  • Interactive games.
  • High levels of engagement with frequent opportunities for children to discuss and review their learning with regular use of song and rhyme.
  • An emphasis on correct and ambitious vocabulary. 
  • High quality verbal feedback during lessons and an emphasis on verbal language skills.

Impact: Progress in our curriculum is measured by children knowing more and remembering more.

 Assessment of Pupil Learning & Progression

Our end of Key Stage 2 Milestones are based aligned to the National Curriculum Goals. Our assessment across Key Stage 2 is used to judge our children’s progress towards these goals and to ensure every child is on track to meet them. 

 By the end of key stage 2, pupils should be able to:

  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
  • Present ideas and information orally to a range of audiences.
  • Read carefully and show understanding of words, phrases and simple writing.
  • Appreciate stories, songs, poems and rhymes in the language.
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.
  • Describe people, places, things and actions orally and in writing.
  • Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from, or are similar to, English.

Two forms of assessment are selected as appropriate for use at the end of every unit:

  • Peer and self-assessment for all pupils in the class to record which units they have completed and the progress they are making.
  • More detailed skills-based assessments using bespoke skills assessments. This form of assessment enables us to determine the learning and progression of all pupils in the key language learning skills as well as monitoring their progress against the 12 attainment targets stipulated in the DfE Languages Programme of Study for Key Stage 2.

Our French Lead monitors progress through our support and monitoring and takes actions to ensure every child achieves highly in French. 

If you would like further information about the curriculum, please contact Mrs Wynn in the school office.

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