Easington Lane Primary Languages Policy Date: Spring 2016 Person responsible: D.Shurben Date ratified: 14-7-16 Chair of Governors: I Trevitt Headteacher: S Trotter Date of review: Spring 2018
EASINGTON LANE LANGUAGES POLICY 1. AIMS AND OBJECTIVES At Easington Lane Primary School we offer French to all KS2 pupils as our Modern Foreign language. Our aim is that through providing a high-quality languages education (we will) foster pupils curiosity and deepen their understanding of the world. (DFE 2013; Languages programmes of study: key stage 2) Learning other languages (this) gives pupils insight into the people, culture and traditions of other countries, and helps us to understand our own language and culture. (DFES: Languages for all- Languages for Life, page 12) We aim to foster a language-learning atmosphere where children are keen to use the language, take an interest in the countries where it is spoken and can begin to use the language spontaneously. 2. CURRICULUM ORGANISATION The school s curriculum is based on DFE Languages programmes of study: Key Stage 2 from September 2014. In line with Framework guidelines from 2006, all pupils learn languages for approximately 60 minutes per week. This time allocation is made up of a combination of dedicated language lessons, teaching language through other subject areas and using language for real purposes in daily classroom routines. 3. CURRICULUM PLANNING Curriculum planning is carried out by KS2 staff in liaison with the Curriculum Co- Ordinator. Planning follows subject content from DFE Languages programmes of study. In Modern Languages there are 4 skill areas: Speaking Listening Reading Writing In the Autumn Term, the focus is on Speaking and Listening but teachers are encouraged to present the written word to children where appropriate, and to make reference to spelling rules, e.g. the fact that ch in French is pronounced like sh (e.g. chat, chocolat), or that s and x are silent at the end of a word. Teachers should also use French to promote literacy in general, for example by making links to word meanings, e.g. if they know that quatre means 4, this will help them to know the meaning of quarter and quadrilateral.
Key Stage 2 French Overview Pupils should be taught to: Listening 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 Speaking 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 Reading 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 Writing 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. 4. TEACHING AND LEARNING STYLES. The school believes that pupils learn more effectively if they are enjoying what they are doing. The curriculum is delivered using a wide range of methods in order to: Provide a rich and varied input of the language, so that children hear and interact with the sounds and patterns of the new language Use active learning and use of ICT to engage motivation Use games and songs to maximise enjoyment Embed languages in class routines and school life
5. DIFFERENTIATION We recognise that all classes have children of widely differing abilities. Therefore differentiation is vital to enable all pupils to engage with and make progress in Languages. Suitable opportunities are provided for all children by matching the challenge of the task to the ability and experience of the pupil. We plan for individual needs, differentiating to allow all to achieve, building self-esteem and fulfilling our aim to give all pupils the opportunity to experience success in learning and to achieve as high a standard as possible. 6. LINKS WITH OTHER AREAS OF THE CURRICULUM. Learning another language presents opportunities for the reinforcement of knowledge, skills and understanding developed in other curriculum areas. These opportunities can be exploited through aspects of: English: development of speaking and listening skills, knowledge and understanding of grammar and sentence construction. Opportunities to compare the foreign language with English or another language can be exploited through use of the new alphabet, phonemes, rhyming patterns, sound/spelling links, dictionary work, formation of structures (such as singular/plural, gender, negatives, question forms, position of adjectives, imperatives), intonation, dialogues, poetry, different text types, formation of complex sentences; ICT: use of e-mail with schools abroad, materials from the internet and satellite television, video and audio, presentation of data, word-processing; Citizenship: the multilingual society, knowledge of other countries and cultures; Mathematics: counting, calculations, the time and the date, money; Geography: work relating to the study of other countries, points of the compass, weather; Science: work on parts of the body, animals; Music: rhyming, rhythm, singing, composition, world music; RE: international or multicultural work, celebration of festivals, storytelling, calendars, customs 7. ASSESSMENT AND RECORDING. Pupils work is assessed informally on the basis of observation during the lesson. This is particularly important for oral work. At the end of a piece of work, pupils may check each others answers, particularly for a listening or reading activity. Pupils are aware of their success they have made in the target language such as bien, bon effort, fantastique, etc., and where appropriate longer comments in English. Verbal feedback is also given with examples of good practice shared to encourage and motivate.
8. MONITORING AND REVIEW Monitoring is carried out by the Curriculum Co-ordinator using a wide range of techniques. These include: Writing, evaluating and reviewing subject action plan Observation of Languages displays Work scrutiny Classroom observation Signed: Diane Shurben Date: May 2016