Languages – subject information

Intent

Languages at Brough Primary School give the children the opportunity to appreciate and enjoy learning a language other than their own (French), and be inquisitive about other cultures and countries.

At Brough Primary School, our Languages curriculum ensures that all children are equipped with knowledge of French vocabulary and grammar. We will fulfil the requirements of the National Curriculum for Languages, whilst providing breadth and balance, which ensures the progressive development of skills such as acquiring, using and applying a growing bank of vocabulary – organised around topics.

We want all children to be confident linguists with an appropriate wealth of knowledge of vocabulary and grammar.

We want children to love languages and to be inspired to build on their knowledge and skills going forward at secondary school. We also want them to be prepared for potential future opportunities in French speaking countries.

Aims

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

  1. Understand and respond to spoken and written language from a variety of authentic sources.
  2. 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.
  3. Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.
  4. Discover and develop an appreciation of a range of writing in the language studied.

Implementation

In order to achieve high standards within Languages, we implement a curriculum that is progressive from Year 3 to Year 6 in speaking, listening, reading and writing. As well as meeting the requirements of the National Curriculum, our provision ensures that the children have the opportunity to be immersed in the culture and learn about what it is like to live in a different country. We do this through French days where the children can live like a French school child and adopt some of their routines.

The long-term plan maps out the experiences the children will receive in each key stage. It is written by the subject leader in consultation with phase leaders and other members of teaching staff. The subject leader provides medium-term plans for each unit of work ensuring that key skills, required knowledge and objectives are covered. This supports teachers with the development of lesson planning.

Impact

At Brough Primary School, we want every child to leave us in Year 6 having had the opportunity to apply their linguistic skills to a number of topics. The impact of these, and the quality of the provision they receive, is measured through the knowledge and skills they have developed and their ability to apply these to a variety of different topics.

Children will meet or exceed the progression of skills requirements in speaking, listening, reading and writing. Children will understand and respond to spoken and written languages and speak with increasing confidence, fluency and spontaneity. Children will write for different purposes and use a variety of grammatical structures.

We measure the impact of our curriculum by: –

  • Discussing each aspect of the language with the children, learning about how they have been inspired.
  • Moderation staff meetings when specific examples of work are scrutinised, with an opportunity for dialogue between teachers and the subject leader.
  • Monitoring of taught aspects across the school to evidence progress.
  • Assessing pupils’ knowledge and ability to apply this to later learning.
  • Development of learning evidenced in topic books.

Further information:

‘The school’s enhanced provision for those pupils who have special educational needs
(SEN) and/or disabilities is a strength of the
school,’

OFSTED comments

‘Pupils engage effectively in learning and enjoy school.’

OFSTED comments

‘The enhanced provision, The Bridge, is making a significantly positive contribution to pupils’ ability to self-manage their needs.’

OFSTED comments

‘Pupils take part in
visits to places of interest that then contribute
very well to their learning.’

OFSTED comments

‘Currently, pupils, including disadvantaged pupils, develop good skills and knowledge in reading,
mathematics and a wide range of subjects. ’

OFSTED comments

‘Teachers’ skilful questioning is used well, especially in guided reading and in mathematics to deepen pupils’ learning.’

OFSTED comments

‘Pupils study a wide range of subjects and have a good range of additional activities to
broaden their experiences.’

OFSTED comments

‘The headteacher has made sure that senior leaders, and middle leaders, have had very
effective training’

OFSTED comments

‘The primary school physical education and sports funding is used very well.’

OFSTED comments

‘Children settle quickly into Reception and make good progress because of good leadership and
good teaching.’

OFSTED comments

‘Parents and carers have a very high level of confidence in the work of the school.’

OFSTED comments

‘Pupils participate in competitive sports, such as cross-country, squash and football, as well as winning local dance competitions.’

OFSTED comments

‘The special educational needs coordinator identifies the needs of pupils very accurately and makes sure strong provision is in place to meet pupils’ needs.’

OFSTED comments

‘Parents value the school’s work highly. They believe the school is well led and indicate that the new headteacher has improved the school and that staff are supporting their children well.’

OFSTED comments

‘Pupils are pleasant,
polite and respectful. Attendance is above
average.’

OFSTED comments

‘An analysis of pupils’ work by inspectors showed good gains in knowledge, skills and
understanding in reading, mathematics and a wide range of subjects.’

OFSTED comments

‘The extra funding for those pupils who have SEN and/or disabilities is used highly
effectively.’

OFSTED comments

‘Teachers ask supplementary questions to make sure that pupils have a full understanding of the work they are doing and are making good progress. ‘

OFSTED comments

‘School leaders
and governors are passionate about pupils’ achievement and personal development. ‘

OFSTED comments

‘Governors make a strong contribution to the development of the school.’

OFSTED comments

‘All pupils spoken to say they are safe in school and they enjoy school.’

OFSTED comments

‘Teachers assess pupils’ work accurately and use their good subject knowledge to plan
interesting tasks that engage pupils well.’

OFSTED comments

‘Pupils make a good contribution to their learning.’

OFSTED comments

‘Staff morale is high and there is a shared sense of purpose and a desire for all pupils to
achieve their full potential.’

OFSTED comments

‘The curriculum offers many exciting opportunities for learning.’

OFSTED comments

‘The school promotes spiritual, moral, social and cultural education very well.’

OFSTED comments

‘The headteacher and governors have high expectations of staff and pupils.’

OFSTED comments

‘The local authority has a clear picture of the development of the school and has supported this school securely on its journey of improvement.’

OFSTED comments

‘Astute use of professional development and support for staff has resulted in good teaching.’

OFSTED comments

‘There is full engagement by the school in a local sports partnership. Pupils say that they
enjoy sport.’

OFSTED comments