Context

           Many of our children:

• Have an interest in and awareness of foreign languages and cultures through visiting other countries.
• Enjoy the challenge of acquiring language skills
• Respond particularly well to speaking and listening activities.
• Have age appropriate literacy skills which provide a strong foundation for language learning

          In addition, some children:

• Have an interest in and awareness of foreign languages and cultures through speaking a home language other than English

 

Strategic Intent

To develop a curriculum which:

• Encourages pupils to be excited about learning languages, confident to have a go and able to build on this learning in future
• Provides knowledge of the structures that underpin a foreign language, so that pupils are able to understand and communicate in a foreign language
• Contributes to knowledge of the world by developing intercultural understanding, building cultural and social capital through regular exposure to authentic stimuli and experiences
• Equips pupils with the skills to enable them to decode and use language appropriately in different contexts

 

Implementation

• There is a broad balance of key skills of reading, writing, speaking and listening.  This is significantly more challenging than merely the acquisition of new words.
• The emphasis is on building knowledge and skills that can be applied in different contexts, rather than working through lists of topics.
• There is a cross-cutting emphasis on knowledge about language and language learning strategies so that children are empowered to be confident communicators and decoders.   For example when starting a new topic we always ask ‘what can we already work out about this piece of text?’
• We use spaced learning to help make learning stick.  So, regular opportunities are provided, often in starter activities, to revisit and consolidate prior learning, and to apply this learning in new contexts.
• Grammar is interleaved by applying learning in new contexts; the focus is on applying grammar to different topic areas.
• Feedback is provided within the parameters of the timetable delivery model that provides pupils with 30 minutes of language learning a week with one specialist teacher.
• Pupils follow one language for 4 years (either French or German) from Y3 to Y6 with the emphasis on making sustained progress throughout KS2.  Children are increasingly encouraged to understand some of the rules which underpin the language and they become gradually more able to manipulate the language for communicative and creative purposes.   There is also the opportunity to learn Spanish as part of an extra-curricular club in KS1.
• We are engaging with our main secondary partner to plan continuity in MFL learning as well as to arrange collaborative cross-phase projects.

 

Impact

• Children in language lessons are immersed in their learning, show pride in their work and enjoy sharing their work with the wider community.
• In lessons pupils demonstrate rapid learning gains.  They understand what is required of them and will often make comments about things they notice about language, demonstrating their strong knowledge and understanding and desire to make connections.
• Work books show strong progress over time across key skill areas.
• Most language lessons are observed as this forms part of the professional development model in school.  Informal feedback from staff has been overwhelming positive.
• Pupil voice shows that children value their language learning experiences and are keen to make further progress.