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Westgate Academy

Learning and Growing Together

Languages Curriculum at Westgate

Languages Curriculum Intent

Our aim is to develop the confidence and competence of each child in the foreign language they are learning. Our goal is for them to be passionate, curious and confident about their own foreign language learning abilities when they leave Westgate. We will help them develop and demonstrate progress in the 5 key language skills necessary for learning French or Spanish:

•          Speaking

•          Listening

•          Reading

•          Writing

•          Grammar

 

By the end of Key Stage 2, a Westgate Linguist will be able to…

 

 

 

 

Curriculum Content Coverage

Our whole school approach to language teaching and learning is in line with the recommendations of the National Curriculum and the requirements outlined in the Department for Education Languages Programme of Study for Key Stage 2.

 

Below is an outline of the units we cover at Westgate:

 

 

Year 3

Year 4

Year 5

Year 6

 

Term 1 & Term 2

French

I’m Learning French Unit

French

Greetings Unit

French

Presenting Myself Unit

French

WW2 Unit

 

 

Term 3 & Term 4

French

I can… Unit

French

At the café Unit

 

Spanish

I’m Learning Spanish (TBC)

No languages due to SATS

 

Term 5 & Term 6

French

Colours and Numbers Unit

French

Animals Unit

 

French

The Family Unit

French

In the Classroom Unit

 

Language lessons include:

•          PowerPoints and interactive whiteboard materials

•          Interactive games, songs & raps

•          Differentiated desk-based consolidation activities

•          Worksheets (at three different levels of challenge) are provided throughout each teaching unit.

Skill Focus

 

KS2 Programme of Study Requirement

Main Skill Focus

Year Group

Unit

1

Listen attentively to spoken language and show understanding by joining in and responding.

LISTENING

Year 5

Year 6

Habitats

World War 2

2

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

LISTENING

Year 5

Year 6

Habitats

World War 2

3

Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.

SPEAKING

Year 3

Year 4

I can…

At the café

 

4

Speak in sentences, using familiar vocabulary, phrases and basic structures.

SPEAKING

All year groups

All units

5

Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.

SPEAKING

All year groups

All units

6

Present ideas and information orally to a range of audiences.

SPEAKING

All year groups

All units

7

Read carefully and show understanding of words, phrases and simple writing.

READING

Year 5

Year 6

Habitats

World War 2

8

Appreciate stories, songs, poems and rhymes in the language.

READING

Year 5

Year 6

Habitats

World War 2

9

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.

READING

All year groups

All units

10

Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.

WRITING

Year 3

Year 4

Year 5

Year 6

I can…

At the café

Habitats

World War 2

11

Describe people, places, things and actions orally and in writing.

WRITING

Year 3

Year 4

Year 5

 

Year 6

I can…(ACTIONS)

At the café (THINGS)

Habitats (PEOPLE, PLACES & THINGS)

World War 2 (THINGS & PLACES)

12

Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

GRAMMAR

Year 4

Year 6

Animals

The Classroom

 

 

 

 

 

Core Vocabulary – Year 3 and Year 4

 

Term 1 & Term 2

Term 3 & Term 4

Term 5 & Term 6

Year 3

J’Apprends Le Français -

I’m Learning French

Je Peux… -

I can…

Les Couleurs et Les Nombres - Colours and Numbers

Bonjour

Ça va?

Bien

Mal

Comme ci, comme ça

Au revoir

Comment tu t’apelles?

Je m’appelle

Rouge

Bleu

Jaune

Vert

Noir

Blanc

Gris

Orange

Violet

Marron

Zéro

Un

Deux

Trois

Quatre

Cinq

Six

Sept

Huit

Neuf

Dix

Hello

How are you?

Good

Bad

Okay

Goodbye

What is your name?

My name is

Red

Blue

Yellow

Green

Black

White

Grey

Orange

Purple

Brown

0

1

2

3

4

5

6

7

8

9

10

Danser

Chanter

Cuisiner

Manger

Regarder

Sauter

Écrire

Écouter

Boire

Parler

Je peux…

Oui

Non

To dance

To sing

To cook

To eat

To watch

To jump

To write

To listen

To drink

To talk

I can…

Yes

No

Blanc

Bleu

Gris

Jaune

Marron

Noir

Orange

Rouge

Vert

Violet

Un

Deux

Trois

Quatre

Cinq

Six

Sept

Huit

Neuf

Dix

 

White

Blue

Grey

Yellow

Brown

Black

Orange

Red

Green

Purple

1

2

3

4

5

6

7

8

9

10

Year 4

Les Salutations –

Greetings

Au Café –

At the Cafe

Les Animaux –

Animals

Bonjour

Salut

Je m’appelle…

Ça va?

Ça va bien

Ça va mal

Comme ci, comme ça

Au revoir

À plus tard

 

 

Hello

Hi

My name is…

How are you?

I am well/good

I am not well/good

So, so

Goodbye

See you later

Je prends…

S’il vous plaît

Un jus d’orange

Un café

Un café au lait

Un thé au citron

Un thé au lait

Un chocolat chaud

Un croissant

Du beurre

Du pain

De la confiture

Des biscottes

Des céréales

Je voudrais…

Une omelette

Une crêpe

Un sandwich

Un croquet-monsieur

Un coca-cola

Des frites

L’addition

Jambon

Fromage

Confiture

I am going to have…

Please

An orange juice

A black coffee

A white coffee

A lemon tea

A tea with milk

A hot chocolate

A croissant

Some butter

Some bread

Some jam

Some melba toast

Some cereal

I would like…

A omlette

A crepe

A sandwich

A toasted sandwich

A coke

Some chips

The bill

Ham

Cheese

Jam

Un lion

Un oiseau

Un lapin

Un cheval

Un mouton

Un singe

Un canard

Un cochon

Une souris

Une vache

Je suis…

Devine qui je suis…

Vrai

Faux

A lion

A bird

A rabbit

A horse

A sheep

A monkey

A duck

A pig

A mouse

A cow

I am…

Guess who I am…

True

False

 

 

 

 

Core Vocabulary – Year 5 and Year 6

 

Term 1 & Term 2

Term 3 & Term 4

Term 5 & Term 6

Year 5

Je Me Présente –

Presenting Myself

Estoy Aprendiendo Español – I’m Learning Spanish

En Famille –

The Family

Comment tu t’apelles?

Je m’appelle…

Bonjour

Ça va?

Ça va bien

Ça va mal

Comme ci, comme ça

Au revoir

Quel âge as-tu?

J’ai…ans

Où habites tu?

J’habite à…

Je suis français

Je suis française

Je suis anglais

Je suis anglaise

Onze

Douze

Treize

Quatorze

Quinze

Seize

Dix-sept

Dix-huit

Dix-neuf

Vingt

Rouge

Bleu

Jaune

Vert

Noir

Blanc

Gris

Orange

Violet

Marron

What is your name?

My name is…

Hello

How are you?

I am fine

I am not very well

So, so

Goodbye

How old are you?

I am…years old

Where do you live?

I live in…

I am French (male)

I am French (female)

I am English (male)

I am English (female)

11

12

13

14

15

16

17

18

19

20

Red

Blue

Yellow

Green

Black

White

Grey

Orange

Purple

Brown

Hola

¿Cómo estás?

Estoy bien

Estoy mal

Mas o menos

Adiós

¿Cómo te llamas?

Yo me llamo…

Uno

Dos

Tres

Cuatro

Cinco

Seis

Siete

Ocho

Nueve

Diez

Rojo

Azul

Amarillo

Verde

Negro

Blanco

Gris

Naranja

Violeta

Marrón

Hello

How are you?

I am good

I am not very good

So,so!

Goodbye

What is your name?

My name is…

1

2

3

4

5

6

7

8

9

10

Red

Blue

Yellow

Green

Black

White

Grey

Orange

Purple

Brown

La famille

La mère

La grand-mère

La tante

La soeur

Le frère

L’oncle

Le père

Les parents

Les grandparents

Il s’appelle

Elle s’appelle

As-tu un frère?

As-tu une soeur?

Oui, j’ai un frère

Oui, j’ai une soeur

Oui, j’ai deus frères

Oui, j’ai deux soeurs

Non, je suis fils unique

Non, je suis fille unique

Dix

Vingt

Trente

Quarante

Cinquante

Soixante

Soixante-dix

Quatre-vingts

Quatre-vingt-dix

Cent

Mon

Ma

Mes

The family

The mother

The grand-mother

The aunty

The sister

The brother

The uncle

The father

The parents

The grand-parents

He is called

She is called

Do you have a brother?

Do you have a sister?

Yes, I have a brother

Yes, I have a sister

Yes, I have 2 brothers

Yes, I have 2 sisters

No, I am an only son

No, I am an only daughter

10

20

30

40

50

60

70

80

90

100

My (masculine singular)

My (feminine singular)

My (plural)

Year 6

La Seconde Guerre Mondiale –

World War II

NO FRENCH - SATS

En classe –

In the Classroom

La Seconde Guerre Mondiale

L’Angleterre

La France

L’Italie

L’Allemagne

La Pologne

La Tchécoslovaquie

Les Etats-Unis

En Agleterre on parle…

L’anglais

Le français

L’italien

L’allemand

Le polonais

Le tchécoslovaque

Je suis à la campagne

 

Je suis en ville

Mais

Parce que

Et

Aussi

Amusant

Calme

Sans danger

Triste

Convivial

Sombre

Sain

Difficile

Dangereux

Chers parents

Grosses bises

A bientôt

The Second World War

 

England

France

Italy

Germany

Poland

Czechoslovakia

The United States

In England you speak…English

French

Italian

German

Polish

Czechoslovakian

I am in the countryside

I am in the city

But

Because

And

Also

Fun

Calm

Safe

Sad

Friendly

Gloomy

Healthy

Difficult

Dangerous

Dear Parents

Lots of love/Kisses

See you soon

 

 

Un bâton de colle

Un livre

Un cahier

Un crayon

Un taille crayon

Un stylo

Une calculatrice

Une règle

Une gomme

Une trousse

Des ciseaux

J’ai…

Je n’ai pas de…

Dans ma trousse j’ai…

Dans ma trousse je n’ai pas de…

Qu’est ce qu’il y a dans ta trousse?

Écoutez

Écrivez

Répétez

Levez la main

Demandez

Pensez

Lisez

Silence

Fermez vos cahiers

Ouvrez vos cahiers

 

A glue stick

A reading book

An exercise book

A pencil

A pencil sharpener

A pen

A calculator

A ruler

A rubber/eraser

A pencil case

Scissors

I have…

I do not have…

In my pencil case I have…

In my pencil case, I do not have…

What do you have in your pencil case?

Listen

Write

Repeat

Raise your hand

Ask

Think

Read

Silence

Close your books

Open your books

 

 

Implementation

Languages are taught in a whole-class setting by the class teacher (or PPA teacher) and is therefore not reliant on one key member of staff. Teachers plan their lessons using the Language Angels scheme of work and can supplement this with their own ideas and experience and those of their colleagues.

The lessons are designed to motivate, captivate and interest children from the first moment. They have clear, achievable objectives and incorporate different learning styles. SEN children have access to the curriculum through variation of task, grouping or support from an adult.

Each year group timetable languages differently, with some having a weekly session and some blocking their lessons.

Opportunities to revisit learning

  • French numbers and greetings are first taught in year 3, then revisited in year 4 and year 5.
  • French colours are taught in year 3, then revisited in year 5.

Topic links:

Year 4 – At the Café, during their European topic.

               Animals, during their Pick topic on All Creatures Great and Small.

Year 5 – I’m Learning Spanish, during their Americas topic.

Year 6 – World Word 2, during their past topic learning of the era.

Local Links

  • The year 2s from Eastgate and Mount Street are invited to a French morning, hosted by the year 3 classes.

Curriculum Drivers

 

Communication

 

Being able to communicate with people from a different country or culture.

Local

Our local context means that some children have not travelled beyond Lincoln, therefore languages expands their horizons, so that they can communicate with someone from another country.

 

Enrichment

 

We provided language after school clubs and pen pal clubs.

 

Ambition

 

Children of all abilities can access languages, by using their oracy skills.

 

Remembered

 

Children revisit basic language skills, such as greetings and numbers throughout their time at school.

 

SMSC

SPIRITUAL

  • Explore emotions through language
  • Reflect on different uses of language, including choice of vocabulary and purpose
  • Explore creativity / imagination
  • Use imagination in group work / pair work
  • Promote self esteem

MORAL

  • Encourage respect for other students during lessons
  • Encourage respect for other people, their language and culture
  • Explore moral issues through a range of listening, reading, writing and speaking activities

SOCIAL

  • During lessons, all children have a voice and are able to openly speak in the language being taught
  • Children are taught to listen attentively to others and show understanding by joining in and responding
  • Encourage a collaborative approach to learning I paired and group work activities

CULTURAL

  • Promote internationalism around the school
  • Respect diversity in languages
  • Respect different foreign cultures, their heritage and history
  • Promote contact with foreign countries in and out of school

BRITISH VALUES

Democracy

  • During lessons, all children have a voice and able to openly speak in the language being taught.

Individual Liberty

  • Learning a foreign language is a liberation from insularity and provides an opening to other cultures.
  • Children are taught to express their ideas and thoughts in another language.
  • Language teaching provided a foundation for learning further languages, equipping pupils to study and work in other countries.

Mutual Respect

  • Children gain an understanding of how difficult it is to learn an additional language.
  • Children are taught to listen attentively to others and show understanding by joining in and responding.

Tolerance of different faiths and beliefs

  • We teach children about different countries and cultures related to the language we are learning.
  • Children are encouraged to gain an appreciation of other languages and cultures.

 

 

Impact

Two forms of assessment are available at the end of every Language Angels unit:

  1. Peer and self-assessment ‘I can do…’ grids. A quick and easy way for all pupils in the class to record which units they have completed and the progress they are making.
  2. More detailed skills based assessments using bespoke skills assessment worksheets. This form of assessment enables us to determine the learning and progression of all pupils in the key language learning skills as well as monitoring their progress against the 12 attainment targets stipulated in the DfE Languages Programme of Study for Key Stage 2.

 

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