Modern Foreign Languages
The increasingly rich, diverse, and multicultural nature of the United Kingdom requires a necessity to provide our pupils with an understanding of other cultures and languages. This appreciation and respect for cultures and languages is not only representative of British Values, but also our “Personal Best” values here at Penwortham Primary School. It has particular links to the following values: respect, communication and curiosity.
Our Languages curriculum has been developed to provide pupils with the skills, knowledge and understanding of oracy and literacy, which enhances the understanding and encourages the reflection of their own language and culture. The intent of our curriculum is to positively impact on pupils’ ideas on identity and community through the enjoyment of learning a language and lends itself to the essential critical thinking skills pupils require to gain perspective on their own communication systems.
We believe that the knowledge of etymology and understanding how language works provides transferable skills in other curriculum areas and lays the foundations for further language learning at secondary school and beyond. We believe that as human beings, we can learn from one another, and that languages gifts an opportunity to gain new and broader perspectives on the world.
Our focus modern foreign language at Penwortham Primary School is French.
We aim to ensure that our pupils can:
- Listen carefully
- Read fluently
- Write imaginatively
- Speak confidently
- Understand the culture of the countries in which the language is spoken
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 authentic writing in the language studied.
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.
Organisation & Delivery
French is taught in a whole-class setting by the class teacher in KS2 and is therefore not reliant on one key member of staff.
Teachers plan their lessons using the scheme of work and can supplement this with their own ideas and experience and those of their colleagues.
The lessons are designed to motivate, captivate and interest children from the first moment. They have clear, achievable objectives and incorporate different learning styles. SEN children have access to the curriculum through variation of task, grouping or support from an adult.
Each class has a timetabled lesson of at least thirty minutes per week.