Language learning enables pupils to express their ideas and thoughts in another language, and to understand and respond to its speakers, which is essential, practical knowledge for all global citizens in the 21st century. More than this, it about young people exploring the relationship between language and identity, about developing an international outlook and growing into an enhanced understanding of the world and their place within it. We envisage pupils developing their sense of belonging to the wider world and embarking on a journey towards a wealth of opportunities in their future lives.

Pupils will develop specific knowledge of one language, French, learning words and structures that enable them to ask and answer questions, listen to, read and understand stories, songs, poems and other short texts, and to write from memory about themselves.  At the same time, they will develop language learning skills and strategies that will equip them for the learning of additional languages past KS2.

 

It is our intent to provide all of our children with a high- quality education, which develops their love of learning about other languages and cultures and helps provide them with an understanding of the world.  We aim to build the children’s ‘cultural capital’ so that pupils develop a deep respect, interest in and appreciation for other cultures, which underpins our whole school values, as they learn to understand and express themselves with increasing confidence in French.

Our school’s four -year KS2 scheme of work is designed to fulfil the requirements of the KS2 Programme of Study, and to provide learning experiences that engage, enthuse and motivate all of our learners.

We use the Language Angels scheme of work.

We will help children develop and demonstrate substantial progress in the 5 key language skills necessary for learning French.

 

  • Speaking
  • Listening
  • Reading
  • Writing
  • Grammar

Key Stage 2 classes learn French for one hour per week. This is made up of a dedicated language lesson of at least thirty minutes per week and teaching language through other subject areas, using language for real purposes in daily classroom routines and additional opportunities as part of our International Schools Programme and themed weeks.

The curriculum is aligned wherever appropriate with the learning context, content and aims of other subject areas, to enhance the cohesion of learning experiences for our pupils.

image

Inclusion

We focus on equity in French by ensuring that pupils most in need receive targeted support and resources:

  • Clear structures and routines. Language Angels follows a similar lesson structure and routine in all lessons to create predictability
  • Social stories
  • Visual timetable
  • Pupils strategically paired
  • Collaboration - talking partners/groups within lessons
  • Adapted/differentiated small group work, avoiding cognitive overload - the amount of new vocabulary introduced at one time is limited
  • Visual displays to support learning including key vocabulary
  • Images are used to assist words so children can identify meaning of words with pictures
  • Rehearsal and recollection of vocabulary and learning in each session, to practise recalling what they have learnt
  • Sensitivity to how noises & the online resource affects a pupil’s sensory processing capabilities
  • Sensory audits for specific children using ‘Derbyshire Sensory Toolkit’
  • Additional adult to help manage organisation, spot a child’s triggers and what the child looks like in a heightened state of anxiety and to break tasks down
  • Help children to manage their arousal levels but allow them ‘time out’ when they show they are in need of a break from the lesson. Allow children to have planned and unplanned sensory breaks or use fiddle toys that won’t disrupt other children when necessary
  • Be aware that anxious children may not have the confidence to speak in front of others
  • Lessons include a range of moving and hands-on (kinaesthetic) learning activities
  • For children with hearing impairment, all barriers to lip-reading are removed ensuring the child can clearly see the teacher. Physical demonstrations what to do rather than relying on verbal instructions
  • Ear defenders used to filter out some noise disturbance when using the French online resources for pupils with hypersensitivity to noise and sound
  • Physical space and equipment are accessible
  • Coloured paper/ backgrounds/overlays used to reduce ‘glare’ 
  • Large font sizes and double line spacing used where appropriate
  • Text colour-coded e.g. one colour for me to speak, another colour for my partner
  • Advisory specialist teacher support for children with hearing/visual and physical impairment