Emmanuel Holcombe Languages vision

Intent 

The national curriculum for languages aims to ensure that all pupils: 

  • Understand and respond to spoken and written language from a variety of authentic sources 

  • Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation 

  • Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt 

  • Discover and develop an appreciation of a range of writing in the language studied 

 

At Emmanuel Holcombe the intention is that children develop an interest in learning other languages in a way that is enjoyable and stimulating. We encourage children’s confidence and we strive to stimulate and encourage children’s curiosity about language. We actively plan links to develop their awareness of cultural differences in other countries, British Values and curriculum enrichment opportunities. We strive to embed the skills of listening, speaking, reading and writing necessary to enable children to use and apply their learning in a variety of contexts and lay the foundations for future language learning. 

 

Implementation 
Children in Reception begin to develop their language skills and knowledge of other cultures through the area “Understanding the World”, which involves supporting children to explore a culturally diverse world. Children learn that there are different countries in the world and talk about the differences they have experienced or seen in photos. Children are taught to recognise some similarities and differences between life in this country and life in other countries. 

The skills we focus on in Reception are outlined in the following Early Learning Goals: 

People, Culture and Communities 

  • ELG 14: Know some similarities and differences between different cultural communities in this country, drawing on their experiences and what has been read in class. 

  • ELG 14: Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps. 

 

In KS1, children participate in theme weeks, such as French experience days and global citizenship week. 

 

In KS2, French is taught on a two-year rolling programme, so that in the first year of the cycle, Beech Class (Y3 and Y4) are taught the year 3 programme of work and Oak Class (Y5 and Y6) are taught the Year 5 programme. In the second year, Class 3 is taught the Year 4 programme of work and Class 4 is taught Year 6 programme of work.  

 

French is taught in blocks and through theme weeks to allow children to immerse themselves in the language. French is also taught daily through classroom instructions, conversational language and songs. Children are encouraged and supported to develop their speaking and listening skills through conversational work, singing activities and games.  

 

What do we use? 

- Catherine Cheater scheme of work, including powerpoints, stories, songs and finger rhymes. 

- online games and websites such as: https://www.thelanguagemagician.net/http://www.bbc.co.uk/languages/french/ 

- practical activities, songs and games are used to help improve memory and recall. 

- during lessons instructions are given in French to expose children to the language as much as possible.    

- visual prompts are used to support children in translating new vocabulary. 

- word mats and dictionaries are available for children to have out on desks to support their learning and recap previous learning. 

 

Impact 
Whilst in school, children have access to a variety of experiences, activities and resources, which allows students to discover areas of strength, as well as areas they might like to improve upon. The integral nature of learning a language allows children to have a greater awareness of others and develop an understanding of culture and history, both in relation to students individually, as well as ethnicities from across the world. This foundation in language learning prepares them for the languages curriculum at KS3 and beyond.