Languages, the Northill Way
At Northill, we believe that understanding language is a vital life skill for all members of society. Our languages curriculum is delivered through a creative, active, engaging and fun filled approach. Learning a language has an important role to play in the preparation of our children’s futures, as it helps to develop confidence and raise cultural understanding and deepens their curiosity about the world around them. All children are provided with opportunities to explore French as a Foreign Language through the skills of Speaking, Listening, Reading and Writing, whilst meeting the requirements of the National Curriculum.
At Northill, we offer a broad, vibrant and ambitious languages curriculum that will inspire and excite our children. We use a wide variety of topics and themes that relate to other areas of the curriculum, whilst building on what children have previously learnt. We utilise the Wakefield LEA French Schemes of Work to support our planning in languages.
Our French sessions are taught as short 15-20 minute sessions for pupils in Year 3 and 4, using a 2- year rolling cycle of development. Pupils encounter opportunities to gain knowledge, experience and application of languages through gradually increasing their fluency over time. Teachers then extend the learning experienced in specific sessions throughout various daily and weekly routines, for example using knowledge for communicating as a greeting when answering the register, using general classroom instructions, spoken in French but applied in other aspects of the school day. This enables pupils to recall and utilise their language knowledge in an ongoing dialogue.
Our 2-year planning cycle for French can be seen below.
The progress for pupils in languages is measured through teacher led assessment. Teachers monitor engagement, confidence, articulacy in dictation and increased knowledge and application of languages through observational assessment, marking of recorded work and activities and pupils abilities to engage in ‘un-expected’ language encounters. Teachers use their knowledge to determine next steps in learning for pupils.