Languages (French)

The Boyle and Petyt Primary School values the benefits that language learning brings to children. Listening to and understanding another language, and learning to express their thoughts and ideas in another language (both orally and in written form), supports their wider development in many important ways and broadens their cultural experiences.  The School has included French in its curriculum from The Early Years Foundation Stage to Year 6.  

INTENT

The intent of the French Curriculum is to:

• underpin children’s learning of the grammatical principles of the English language,
• teach children that different languages are structured differently,
• inspire children and nurture an interest in languages that might endure beyond primary school,
• enhance children’s confidence and their social skills,
• develop children’s speaking and listening skills,
• nurture transferable skills that boost academic attainment across the curriculum such as the ability to problem solve and think critically,
• broaden children’s knowledge and understanding of the people and cultures of other nations.
• Bring breadth, variety and enjoyment to the curriculum. 

IMPLEMENTATION

French lessons are taught by a subject specialist teacher.  In the Early Years Foundation Stage and in Key Stage One, the children have a weekly thirty-minute French lesson.  In Key Stage Two, the children have a weekly forty-five-minute French lesson. 

The lessons follow the systematic and sequenced learning steps and topic progression set out in the School’s French Progression Map and the associated medium term plans.     

During French lessons, children work as a class group, in small groups, in pairs and independently depending on the learning activity.  Lessons involve a range of activities but all usually follow the present, practise, produce model when learning vocabulary.

Children are taught to:

• ask and answer questions in French;
• use correct pronunciation and intonation when speaking French;
• memorise French words;
• interpret the meaning of French words that are unfamiliar to them;
• understand basic French grammar;
• use a French / English dictionary;
• understand the social and cultural aspects of French people’s lives.

Lessons incorporate regular opportunities for ‘over-learning’.

All pupils, regardless of race, gender or ability, have equal opportunities to participate in all activities. All pupils are encouraged to reach their full potential through the provision of varied opportunities and teaching is adapted to respond to the strengths and needs of all pupils.  Teaching is child-centred and is based upon the pupils’ individual needs to ensure that they are taught effectively.  When curriculum planning, opportunities are identified for all pupils to demonstrate their knowledge, understanding and skills.  Evaluating lessons helps teachers to identify where changes can be made for future planning and development.

In the School, there are pupils with special educational needs and disabilities (SEND) and pupils of high ability who require support and guidance in different ways. School staff and the School’s Special Educational Needs Co-ordinator (SENCO) closely monitor the needs of all pupils to ensure that they are engaged and supported.  Pupils with English as an additional language (EAL) are supported and guided by their teachers as required.

IMPACT

Children’s progress is assessed by the French teacher against the objectives and end points set out in the School’s French Progression Map and the medium term plans.  Written work is marked in accordance with the School’s Marking Policy. 

Lessons include regular low-stakes testing allowing teachers to evaluate the extent to which pupils know and remember more.

Monitoring is carried out by the Subject Leader through:

• Reviewing planning documentation.
• Discussions with staff.
• Pupil voice.
• Classroom observation.
• Work sampling.

Other monitoring is carried out by the Head Teacher, the North Yorkshire Senior Education Adviser and the Governors.