At Stamfordham Primary School, we aim to provide a languages curriculum that gives children opportunities for speaking, listening and writing. The language can be taught using songs and games that make lessons fun and engaging. We believe that it is important for our children to explore other cultures and understand the world that they live in. We aim to provide the foundation for learning further languages, equipping pupils to study and work in other countries in the future.
To ensure high standards of teaching and learning in languages at Stamfordham Primary School, we implement a curriculum that is progressive throughout Key Stage Two. Languages is taught in discrete lessons covering at least one unit per half term, where teachers follow the children’s interests and real-life experiences to ensure their learning is engaging, broad and balanced. Skills in speaking, reading and writing another language are developed through a multi-sensory approach such as rhymes, songs, stories and repetition. Children are also given the opportunity to extend their knowledge with visits from a specialist languages teacher.
In addition, each year children are given opportunities to partake in activities dedicated specifically to the French culture for a whole day. During this time, Early Years and Key Stage 1 children have the opportunity to explore the French language and culture, and Key Stage 2 children broaden their knowledge through fun and interactive ways.
Our languages curriculum is high quality, well thought out and is planned to demonstrate progression. Progress in languages is monitored termly to ensure all pupils meet their full potential. The knowledge taught is retained by the children and continually revisited and pupils are able to apply the skills they have been taught to a variety of different settings, showing independence with their learning.
We ensure all our pupils can access our languages curriculum. We adapt our curriculum offer in a number of ways:
* differentiating written tasks and providing additional support if required
* considering pupils working in smaller groups for verbal work / assessments
* Allowing time for mixed ability tasks to promote involvement, collaboration and peer support when required
* Giving pupils additional time and support to develop verbal responses
* Using visual prompts and resources
* Using ICT software to allow repetitive visual and auditory learning