At Ash Green, it is our aim that the Languages curriculum will open doors for our children to see beyond their immediate surroundings into the diverse multilingual world in which we live. Through the skills of speaking, listening, reading and writing, they will begin their journey as language learners and develop valuable insights into the many varied and different cultures around the world.
Our French curriculum is clear, sequential and structured, following the guidance in the KS2 Framework for Languages. Discrete units of work are taught in Key Stage 2 on an annual programme and these provide pupils with a logical, coherent and sequential curriculum. Language learning begins in Key Stage 1, where we aim to ignite children’s curiosity through enjoyable songs, rhymes and games. Our curriculum is mapped out carefully with guidance from a respected online Scheme of Work, giving opportunities for revisiting both skills and key vocabulary on a regular basis, whilst building progression into each unit. MFL is taught with regular recaps and quick games throughout the week to enable integrated language learning and better retention of vocabulary.
The high percentage of disadvantaged pupils at Ash Green often do not enjoy a broad exposure to “cultural capital”, making it all the more important we provide experiences linked to MFL that will ignite their curiosity about the world in which they live, and begin to prepare them to become citizens in an increasingly connected, yet still diverse world. We organise International events, where children can experience other elements of different cultures in addition to language learning and also invite visitors such as French Theatre performances into school.
At Ash Green we recognise the importance of children’s self awareness, esteem and value. We also know we have a role to play in helping them build aspirations for their future. Our MFL curriculum takes this into account, focussing on French, which has been proven through research carried out by the British Council to increase learners’ chances of earning more as a result of their language learning.
We ensure that all stakeholders are kept informed of what the children are learning, how this builds on previous units of work and which skills will be developed over the course of the unit. Each unit of work has been developed with a Knowledge Organiser to accompany it. These are shared across our do Dojo learning platform and our school website, in order to maximise home-learning opportunities and encourage involvement from our families that will support the children’s learning.
See our Knowledge Organisers below.
Overview
Policy and Scheme of Work