“To learn a language is to have one more window from which to look at the world.” Chinese proverb
What takes place before teaching in the classroom?
At St. Anthony’s the intention is to engage and inspire children through high expectations to develop an appreciation and understanding of French which they can carry with them throughout their lives. We aim to support all children to their self-confidence, listening skills and sense of achievement by enabling each child to express themselves in French at their own level and pace.
Our broad, enriching curriculum aims to encourage children in key stages 2 and 3 to develop listening and speaking skills, concentration, openness towards others, aesthetic sensitivity, perseverance and the ability to use their knowledge to communicate. We develop language responsiveness through active involvement in listening, speaking, reading and writing across a wide variety of topic activities, games, songs, traditions.
We are committed to ensuring children understand the value and importance of French in the wider community and are able to use their knowledge and understanding to recognise that diversity is a matter for respect and celebration in a world of multiple cultures and languages. We aim to explore and celebrate culture, traditions and language from France and French speaking countries around the world, developing a rich understanding of the world around us in an expressive and exciting way.
We also aim to develop pupils’ memory and listening skills in the following way:
- Key Stage 1/2 –Repetitions with songs and topic vocabulary with class teacher.
- Key Stage 2 – Year 6 Topic key words and some phrases.
- KS3 Topic key words and phrases.
The Senior Leadership Team will:
- Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects
- Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and professional development.
- Provide sufficient funding to ensure that implementation is high quality.
The Languages Curriculum Leader will work closely with the subject teachers to:
- Understand and articulate the expectations of the Languages Department to the Head teacher and Governing Body.
- Support teaching and support staff.
- Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as linguists.
- Ensure an appropriate progression of linguistic skills and knowledge is in place over time so that pupils are supported to be the best linguist they can be, and challenge teachers to support struggling linguists and extend more competent ones.
- Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.
What does this look like in the classroom?
Teaching and Learning
- KS2: French is covered largely within the language section of the KS2 curriculum. Pool of vocabulary are listed to mirror the topics that are covered in the classroom. This helps with understanding as pupils are already familiar with the topics and therefore more able to understand and learn the French words.
- French can also be implemented within the classroom in familiar situations such as during registration or through singing together upbeat and repetitive songs with key vocabulary (E.g. Numbers or Colours).
- Year 6 French provision isoverseen by a qualified French Teacher who specialises within the subject and is native from France. Year 6 pupils have one twenty-five minute lesson a week.
- KS3 French provision is overseen by a qualified native French Teacher who specialises within the subject and has relevant language qualifications. KS3 pupils have one lesson a week.
- Pupils work in a whole class, small groups (in targeted activities related to the topic key words) or individually (listening and reading assessments) with support for some.
- Differentiation is planned for within activities and allowance is made for ability.
- We provide a comprehensive range of resources and games to facilitate and encourage language communication and development within the class and have access to language websites such as Linguafun and Babelzone to enhance and consolidate learning.
- Engaging displays and learning walls are evident.
- Support staff are deployed effectively to enhance learning.
- Additional work are offered at the end of lessons when appropriate.
- Comparisons can be made with other countries within the curriculum.
- Newspaper used in English contains news from around the world.
- Opportunity for some to watch an English subtitled French film as part of our topic “au cinema”.
- Within the lesson, we celebrate a French traditional or typical day. E.g. “la galette des rois”, when we share the king cake on the 6th of January or “le petit déjeuner en France”, when we have croissants and coffee.
How is success measured in French?
French contributes to broader curriculum aims by enhancing and strengthening the cognitive development of children. The teaching of French enables to improve memory, problem-solving and critical-thinking skills. It also increases confidence in their ability to succeed, listening skills and fluency in their own language. Finally, it helps children to forge links with the wider world.
Our pupils are:
- Engaged because they are challenged by the curriculum which they are provided with.
- Resilient learners who are learning to overcome barriers and understand their own strengths and areas for development.
- Safe and happy to be active participants in French lessons (having been given opportunities to explore their own linguistic development in a supportive and nurturing environment).
- Showing progression of knowledge and understanding, with appropriate topic vocabulary and listening and speaking skills which support and extend learning.
- Becoming confident in responding and expressing themselves in the language, building on their knowledge and strength of the subject.
- Pupils are provided with progress trackers showing their subject targets. These are linked to St. Anthony’s Assessment Steps and allow pupils to discover areas of strength, as well as areas they might like to improve upon.
- Our Progress Trackers for Steps and Pre-Steps are in place in pupil’s subject folders.
- Data is recorded termly onto Classroom Monitor (our online recording system used for data collection). This enables staff to identify pupils who need additional support and develop those meeting or exceeding expectations.
- Pupils are encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on listening, speaking, reading and writing skills around the topic vocabulary.
- Assessment shows that pupils develop linguistic skills and confidence over time because of careful planning, focused delivery and time to practice and hone skills.
- Observation, listening, questioning, Children’s response to language, Activinspire multi-choice tasks and involvement in listening activities are used to make assessments.
- Assessment in French takes account of individuals’ understanding and strength of knowledge. Some pupils may have additional support and visual help, others may be able to independently complete the task.
- We monitor the impact of our French provision through regular assessments, lesson observations, learning walks, performances and work scrutiny.
- In addition to academic achievement, social emotional progress including self-confidence, interaction with and awareness of others and self-reflection may be discussed during Annual Reviews, in EOY reports, parent consultation evenings, open evenings and in postcards home to parents.
For more curriculum information about what pupils study in this subject please visit our curriculum and exams provision page .