French
Intent
Learning another language raises awareness of the multilingual and multicultural world in which we live and introduces an international dimension to pupils’ learning; giving them an insight into their own culture and that of others. Positive attitudes towards diversity are cultivated as pupils begin to understand and appreciate the similarities and differences between cultures, people and communities; thus building their cultural capital.
The learning of French provides a valuable educational, social and cultural experience for pupils. Pupils develop communication and literacy skills that lay the foundation for future language learning and ensure cross-phase coherence. Through the three pillars of progression: phonology, vocabulary and grammar, pupils develop their linguistic competence and begin their journey as a novice learning. Pupils extend their knowledge of how the French language works and explore differences and similarities between the French and English language.
Implementation
The Primary French curriculum is planned and delivered by High School specialist linguists and enables pupils to make substantial progress in one language.
There is clear progression through the Key Stage and we build sequentially on previous learning.
Planning and delivery of the French curriculum aims to ensure that pupils:
- Learn some key phonic sounds and triggers.
- Understand and respond to authentic sources of spoken and written language.
- Speak with increasing confidence whilst continually developing their use and accuracy of the target language.
- Write at varying lengths applying grammatical rules.
- Develop their vocabulary and appreciate and understand a range of French written texts.
- Learn through enjoyable activities that foster an interest and enjoyment for language learning.
- Are encouraged to think beyond the classroom about the real purpose of the language.
Assessment
Teachers use formative assessment to continually evaluate pupil comprehension, learning needs and academic progress.
Written and/or verbal feedback is given to help guide progress and pupils are encouraged to respond to this feedback.