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 |
|
MORAL |
|
SOCIAL |
|
CULTURAL |
|
BRITISH VALUES | Democracy
Individual Liberty
Mutual Respect
Tolerance of different faiths and beliefs
|
Impact
Two forms of assessment are available at the end of every Language Angels unit:
- 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.
- 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.