Languages

Modern Foreign Languages - French Curriculum Plan

Modern Foreign Languages - Spanish Curriculum Plan 

Why are we teaching a knowledge-rich curriculum; how is it different?

Our knowledge-rich curriculum allows for a deeper understanding of the foreign language being taught, as pupils make constant connections between the foreign language and English. We have a strong emphasis on listening and pronunciation, along with accuracy in the written word. This will improve pupil’s accuracy and language competence in both verbal and written communication. 

When planning and delivering the curriculum, there is a strong emphasis on recent Second Language Acquisition theory. This influences the sequence of teaching so that we teach language using patterns. We model the patterns and vocabulary extensively and raise awareness of key grammar before pupils start to produce language independently. 

Why are we teaching this content?

The content has been carefully selected because it is relevant to pupils. This approach also supports the linear nature of language learning, with frequent repetition of key units of  high frequency language that are used to communicate and express a view-point on a wide range of everyday events. 

For example, in year 7 term 2, pupils learn how to describe themselves and their family and in year 9 term 2 they express opinions about how to stay healthy through exercise, diet and following a healthy lifestyle. Using this curriculum and this method of delivery, we aim to produce competent linguists who take a genuine interest in learning and communicating in a foreign language.

Why are we teaching it in this order? 

Vocabulary and aspects of grammar are taught alongside one another, with an emphasis on modelling and practising structures so that they are known by pupils before addressing the grammar. Grammatical structures gradually increase in complexity and, once introduced, will be recycled frequently to consolidate knowledge.

For example, in Year 7 term 3, pupils will communicate phrases such as, “I like to play football with my friends because it is fun.” Moving on to Year 8 term 1, pupils recycle elements of this structure when constructing phrases such us “ I love fruit because it's delicious and healthy, and I eat lots of vegetables, but at the weekend I sometimes eat chips at a restaurant with my family because it is exciting .”

Expressions such as “I would say that”, “That is to say that”, “frankly” and "in fact" are embedded into the language we teach to give more natural-sounding responses and opinions.

What do pupils need to remember and be able to do in this subject?

When learning a foreign language, pupils need to be able to listen to speech very carefully and identify sometimes very small phonological differences.  Identifying these differences is the first step in being able to imitate them, leading to excellent pronunciation. It is also vital in understanding spoken language, and then producing written language with accuracy. 

The concept of listening as modelling is at the heart of our approach, and our methods have been developed to support pupils in making these important connections between the spoken and written word.

In addition, pupils need to be able to understand and use language to fulfil communicative functions such as describing people and expressing opinions, with increasing confidence and accuracy in both spoken and written forms.

What methods do we use to help pupils secure this knowledge in long-term memory? 

We use a range of high quality teaching activities and approaches to thoroughly practise  and then produce language in meaningful contexts.

Activities that we use include annotating words to help focus on spelling and pronunciation, thorough drilling and repetition of vocabulary using choral repetition, using Sentence Builders to introduce language, scaffold learning and model and support the patterned practice of sentences and chunks of language.