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Manor Community Primary

Languages

At Manor Community Primary School all children, including SEN and Disadvantage learn the following concepts through studying different language based topics throughout the school

Concepts

  • Comparing and contrasting different communities and cultures
  • Place - deepen understanding of the world outside of their own locality
  • Develop coherent links between origins of language and their uses

Key Skills

  • The acquisition of a wide vocabulary and an understanding of grammer
  • Development of speech and communication skills so children can explain their ideas clearly
  • Children write clearly and accurately for a range of contexts and purposes
  • The ability to accurately articulate their thoughts and opinions through the proactive acquisition of technical and non-technical vocabulary
  • Develop the children's ability to become independent, using prior knowledge to answer language based problems that are posed

British Values

By connecting our British Values through the teaching of languages, we explore issues that affect us all in our lives and this helps inform decisions that will shape our future for example, mutual respect as children understand the importance and acceptance of different cultures and beliefs.

Key Stage 1

In Key Stage one, we ensure that the children are exposed to French and other languages and cultures through song, stories, games and by sharing their home languages. This unstructured approach prepares them well to follow the National Curriculum from Year 3, in which there is clear progression in one language. (French)

The children are introduced to languages by learning simple words for example, colours, days of the week, body part and this connects with key Stage 2 as a precursor to learning simple phrases.

Key Stage 2

The teaching of modern foreign languages is a curriculum requirement in Key stage 2, and we have one session of French each week. The program of study for KS2 Languages, sets out a range of requirements and intercultural understanding, which should be achieved by the end of Year 6. This progression of learning through Key Stages and year groups is delivered and represented in the books. 

Throughout the school in Language lessons, there are many opportunities to celebrate other cultures and traditions, especially from those countries represented in our school community. We learn that language is key in understanding and appreciating how people from other countries live. 

Year 3

In Year 3 we begin by introducing the children to the location and cultures of French speaking nations. They move onto learning the phonetic sounds which will form the base upon which they will build their language skills. Children develop their understanding of learning languages, both written and spoken, mainly at word level, but will progress to simple phrases in the form of questions and answers. Children will learn to listen attentively to spoken language and to show understanding by joining in and responding.

Year 4

In year 4 we will continue develop recognition of the phonetic sounds of the French alphabet and will progress to include blended sounds and unusual graphemes.

We connect the word level work previously in Year 3, progressing to full sentences in spoken and written work, these are supported using a writing frame or a list of prompts. Some basic grammar rules, such as the 'colour comes after the noun' and 'adjectives have to agree' are embedded at this stage and children are challenged to extend their sentences using a greater range of vocabulary. Children learn to express their opinions at this stage for example, conducting a survey of their class mates. This is carried out completely in the target language. Throughout the year children are developing a greater ability to write complex sentences.

Year 5

We learn to effectively use a bilingual dictionary. This builds on children’s learning from Years 3 and 4 and gives them more freedom in reading and writing where they are challenged to build on and develop an enjoyment in the extra vocabulary.

Wherever possible, we use the CLIL (Content Language Integrated Learning) nature of this type of learning, for example, extending their knowledge of the Romans via the medium of French Language. In Year 5, we also learn some strategies for 'reading for gist'. By the end of the year children can write a complex sentence which justifies their opinions.

Year 6

The previous learning is connected with a heavy focus on grammar in preparation for transition. Where previously children were able to be adventurous with nouns and adjectives using the bilingual dictionary but the basic sentence including verbs, prepositions and determiners were scaffolded for them, they are now given the tools to build these sentences without support.

The children start by learning terminology which will be useful for KS3 regardless of the language being learned, ie: infinitives/subject pronouns/conjugation. They develop this further through learning how to conjugate regular verbs, and onto irregular verbs in the present tense. The children add prepositions and learn to create the negative form. When the children have mastered these, they move onto writing a letter, poem or paragraph using all of their new skills.

All of these skills are learnt through a range of creative and enjoyable tasks, with the aim of creating a love of learning a language so the children are ready to flourish when they reach secondary school.