Intent – why we teach what we teach
We provide a Modern Foreign Language curriculum that is an opportunity for children to learn French in a creative way that promotes enjoyment and love of languages and develops their understanding of not only French, but the English language also. We believe that children should learn to listen, speak, read and write in French in Key Stage Two through exciting and engaging lessons. We seek to develop the understanding of the country as well as the language spoken.
During their time at St Elisabeth’s, we believe that children should have a range of language experiences.
Implementation – how we teach what we teach
At St Elisabeth's, the children are first introduced to French at the end of year 2, starting with basic greetings and to support transition, and Year 3-6 through discrete lessons, progressing to extended writing and speaking.
Our school follows the Primary Languages Network scheme of work, which is adapted to meet the needs of our own children. As we acknowledge children’s different learning styles, our children learn through active participation in actions, rhymes, stories, song, grammar focus, video clips, sentence structure, dictionary work, book making and many more creative ways to extend, embed and combine language skills. To support teacher confidence in the teaching of foreign languages, this scheme has many videos and audio samples which model the target language of the lesson through recordings of native speakers. This programme follows the National Curriculum 2014- see below.
Impact – how we measure what we teach
The impact of this French curriculum is that children will begin their lives as foreign language speakers with confidence, which will lay the foundations for further foreign language teaching at Key Stage 3. It will enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focusing on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.
The children’s learning journey in French is assessed each term using the current assessment framework and reported on formally to parents at the end of each academic year. The progress of each child will be tracked throughout their time at St Elisabeth's CE Primary.
Modern Foreign Languages Curriculum.
Purpose of study
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. 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, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.
The national curriculum for languages aims to ensure that 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 writing in the language studied
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets].
Key stage 2: Foreign language
Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.
The focus of study in modern languages will be on practical communication. If an ancient language is chosen, the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.
Pupils should be taught 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