Hollingworth Primary School | Languages – French
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Languages – French

Intent, Implementation and Impact

 

Curriculum Intent

Through our languages curriculum at Hollingworth Primary School, we intend to provide a curriculum that fosters pupils’ curiosity and deepens their understanding of the world while providing opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language.

We intend for all Key Stage 2 pupils to understand and respond to spoken and written language from a variety of authentic sources.

We intend for all Key Sage 2 pupils to 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.

We intend for all Key Stage 2 pupils to be able to write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.

We intend for all Key Stage 2 pupils to discover and develop an appreciation of a range of writing in the language studied.

 

Curriculum Implementation

As a school, we have chosen for Key Stage 2 to study French. We follow the Catherine Cheater scheme of learning which progressively develops children’s language learning skills. The scheme of learning supports non-specialist teachers to deliver challenging and fun lessons which may be adapted to address the individual needs and requirements of a class.

 

Curriculum Impact

Pupil attainment is formatively assessed continuously to inform teaching and learning. Class portfolios, both in book form and using the online learning journal Seesaw, are used to showcase the progress being made by all children. Children are supported by teachers to measure their own progress and identify what they can do well. The Catherine Cheater scheme of learning has a series of ‘I can…’ statements for each year group which are used to measure individual children’s progress.

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