French

French Curriculum Statement of Intent

 

Intent

 

At Gawsworth Primary School we believe that the learning of a language provides a valuable educational, social and cultural experience for our children. It helps them to develop communication skills in speaking, listening, reading and writing and in addition, children’s knowledge of how language works will be developed to lay the foundations for further language learning in future.

 

We believe that learning another language gives children a new and broader perspective on the world, encouraging them to understand both their own culture and those of others, and links with the importance we place on global learning in our school.

 

It is intended that when children leave Gawsworth Primary School, they will have a natural curiosity and confidence to explore other countries, cultures and languages, accepting that, in a multi-lingual society, it is a valuable skill to be able to communicate effectively with others in another language.  They will be enthusiastic and well prepared to continue language learning at secondary school.

 

Implementation

 

At our school we provide language lessons taught by a specialist teacher; each class from Year 2 receives a minimum of sixty minutes specialist language provision a per fortnight for three full terms. We also integrate language learning into everyday school life, with teachers, teaching assistants and children using and experimenting with their knowledge of different languages whenever the opportunity arises, especially through our ‘French Fridays’ initiative. It is important that there is an emphasis on enjoyment as the new language is learnt. Computing is used where appropriate to enhance teaching and learning.

 

There are three main contexts in which language teaching and learning take place:

1 Specialist Foreign Languages lessons

Although Foreign Languages cuts across the curriculum, children are taught specific skills, concepts and vocabulary in a weekly dedicated lesson with a specialist teacher. The content of these sessions is reinforced by the class teacher during the week.

2 Languages embedded into other lessons and French Fridays

Where appropriate, teachers give children opportunities to practise their language learning in the context of lessons in other subject areas. Planning takes account of the opportunities that language learning presents for the reinforcement of knowledge, skills and understanding developed in other curricular areas.

3 Incidental language

Language learning is a part of the day-to-day life of the school. For example, teachers use the foreign language to give simple classroom instructions, to take the register, or greet one another. Children are encouraged to respond using the language they have learned, and sometimes teachers and pupils develop new language skills together, teachers acting as role models in the learning process.

 

In Year 6 each year, our children undertake a residential visit to Rue, Somme, France. During the residential, the children are provided with opportunities to demonstrate their learning in French in real-life opportunities, to experience elements of French culture and to witness the shared history between the United Kingdom and France through visits to the World War I battlefields, museums and memorials.

 

We implement teaching and learning through the following aims 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

 

Impact

 

By the end of Key Stage 2, the overwhelming majority of children know, apply and understand the matters, skills and processes specified below. They are well prepared for further language learning at Key Stage 3 and beyond.

 

Speaking and listening

The children will learn:

  • to listen carefully and recognise sounds and combinations of sounds which are similar to, or different from, those of English;
  • to understand and respond with increasing competence, accuracy and confidence in a range of situations;
  • to join in songs, rhymes, raps and stories which enable them to practise the sounds of the language in an enjoyable and non-threatening way; to take part in conversations at an appropriate level, reacting to instructions and questions and expressing opinions and feelings; to memorise and recite short texts, and prepare and give a talk on a familiar subject confidently and with regard for the audience.

 

 

Reading and writing

The children will learn:

  • to remember grapheme-phoneme correspondences and vocabulary directly taught and reinforced through word games and similar activities;
  • to read stories and rhymes for enjoyment and to gain awareness of the structure of the written language;
  • to read, copy and write independently familiar words and simple phrases in context e.g. classroom items, display labels, weather chart, date;
  • to write sentences and short texts independently and from memory.

 

Intercultural understanding

The children will learn:

  • to describe the life of children in the countries where the language is spoken;
  • to identify similarities and differences in everyday life, social conventions, traditional stories and celebrations;
  • to recognise how symbols, products and objects can represent the culture of a country, and how aspects of the culture of different countries become incorporated in the daily life of others;
  • to recognise and be wary of stereotypes, and understand and respect cultural diversity.