Guestling Bradshaw CE Primary School

Adjustments :

The curriculum for French has been adapted for 2021-22 in light of learning loss due to the lockdowns. The curriculum reflects the present learning needs and exposure to previous skills and knowledge that the children may or not have had. The curriculum takes into account that prior learning may not be embedded into long-term learning. There is a three year plan in place which aims to build up knowledge to a level where children are at expected levels for MfL. This can be adapted termly and yearly according to teacher assessments. Language Angels recommends the use of specific units at the early/intermediate/progressive levels depending on prior knowledge. This has been used, alongside teacher judgements to adapt the MfL curriculum for French. There will be on-going monitoring of this curriculum to ensure it is appropriately adapted for each year group.

Click on the document below to see an overview of the three year plan.

• All classes will have access to a very high-quality foreign languages curriculum using the Language Angels scheme of work and resources. This will progressively develop pupil skills in foreign languages through regularly taught and well-planned weekly lessons in Key Stage 2.
• Children will progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age-appropriate topics and themes - building blocks of language into more complex, fluent and authentic language.
• All teachers will know where every child is at any point in their foreign language learning journey.
• Language Angels are categorised by ‘Teaching Type’ to make it easier for teachers to choose units that will offer the appropriate level of challenge and stretch for the classes they are teaching:

1. Early Language units are entry level units and are most appropriate for KS1 and Year 3 pupils or pupils with little or no previous foreign language learning.
2. Intermediate units increase the level of challenge by increasing the amount and complexity (including foreign language grammar concepts) of the foreign language presented to pupils. Intermediate units are suitable for Year 4-5 pupils or pupils with embedded basic knowledge of the foreign language.
3. Progressive and Creative Curriculum units are the most challenging units and are suitable for Year 6 pupils or pupils with a good understanding of the basics of the language they are learning.

• Units, where possible and appropriate, will be linked to class topics and cross curricular themes. Children will build on previous knowledge gradually as their foreign language lessons continue to recycle, revise and consolidate previously learnt language whilst building on all four language skills: listening, speaking, reading and writing. Knowledge and awareness of required and appropriate grammar concepts will be taught throughout all units at all levels of challenge. Teachers are provided with a Progression Map and Grammar Grid (downloadable from the “Curriculum Guidance” area of the Language Angels website) to ensure all children are progressing their foreign language learning skills and are taught the appropriate grammar at the right time in their foreign language learning journey. Grammar rules and patterns will be taught by level of challenge.
• Units are progressive within themselves as subsequent lessons within a unit build on the language and knowledge taught in previous lessons. As pupils progress though the lessons in a unit they will build their knowledge and develop the complexity of the language they use. We think of the progression within the 6 lessons in a unit as ‘language Lego’. We provide blocks of language knowledge and, over the course of a 6-week unit, encourage pupils to build more complex and sophisticated language structures with their blocks of language knowledge.
• Pupils will continuously build on their previous knowledge as they progress in their foreign language learning journey through the primary phase. Previous language will be recycled, revised, recalled and consolidated whenever possible and appropriate.
• Teachers will have a clear overview of what they are working towards and if they are meeting these criteria. They will use the long-term planning document to ensure the correct units are being taught to the correct classes at each stage of the scholastic year. Short-term planning is also provided in the form of unit overviews (covering the learning targets for each 6-week unit) and individual lesson plans laying out the learning aims and intentions of each individual lesson within a unit. These planning documents ensure that teachers know what to teach and how to teach it in each lesson, across whole units and across each scholastic term.
• The school has a unit planner in place which will serve as an overall ‘teaching map’ outlining for all teachers within the school what each class in each year group will be taught and when it will be taught. Each class in each year group will have an overview of units to be taught during the academic year to ensure substantial progress and learning is achieved. Each teaching unit is divided into 6 fully planned lessons. Lessons will be taught in a sorter weekly session or a longer fortnightly session.

1. Each unit and lesson will have clearly defined objectives and aims.
2. Each lesson will incorporate interactive whiteboard materials to include ample speaking and listening tasks within a lesson.
3. Lessons will incorporate challenge sections and desk-based activities that will be offered will three levels of stretch and differentiation.
4. Reading and writing activities will be offered in all units.
5. Every unit will include a grammar concept which will increase in complexity as pupils move from Early Language units, through Intermediate units and into Progressive units.
6. Knowledge organisers will be provided for every unit, and used during lessons to revisit and embed prior skills and knowledge.

Pupil learning and progression will be assessed at regular intervals. Teachers will aim to assess each language skill (speaking, listening, reading and writing) at the end of each taught unit to be able to provide reference points against which learning and progression in each skill can be demonstrated.

Pupils will be aware of their own learning goals and progression. Knowledge organisers offer a pupil friendly overview so that all pupils can review their own learning at the start and at the end of each unit. They will know and will be able to articulate if they have or have not met their learning objectives for each unit

The opportunity to assess pupil learning and progression in the key language skills (speaking, listening, reading and writing) and against the 12 DfE Languages Programme of Study for Key Stage 2 attainment targets is provided at the end of each 6-week teaching unit. This information will be recorded and will be monitored by the Foreign Language Subject Leader who can use this data to ensure teaching is targeted and appropriate for each pupil, class and year group as well as to feedback on progress to SLT and stakeholders. Teachers will be able to record, analyse and access this data easily using the Tracking and Progression Tool that will monitor school, class and individual progress in the foreign language. Children are expected to make good or better than good progress in their foreign language learning and their individual progress is tracked and reported to pupils and parents / carers in line with school recommendations.

If pupils are not progressing in line with expectations, this will be identified in the End of Unit Skills Assessments. This will enable teachers to revisit and address any areas that require attention in any of the language learning skills.

Language teaching at Guestling Bradshaw is fully inclusive.  Language learning activities are planned in such a way as to encourage the full and active participation of all pupils.  Work is differentiated as appropriate to the needs of individual children.  Pairs and groups for collaborative work may be made up in different ways, depending on the task.