Curriculum Intent: Languages
Our Curriculum Drivers
Characteristics of a Linguist
- The confidence to speak with good intonation and pronunciation.
- Fluency in reading.
- Fluency and imagination in writing.
- A strong awareness of the culture of the countries where the language is spoken.
- A passion for languages and a commitment to the subject.
- The ability to use language creatively and spontaneously.
- An independence in their studies and the ability to draw upon a wide range of resources.
Implementation
Our pupils should be able to organise their knowledge, skills and understanding around the following learning hooks:
- Read fluently
- Write imaginatively
- Speak confidently
- Understand the culture of the countries in which the language is spoken
These key concepts or as we like to explain them to children – learning hooks, underpin learning in each milestone. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language.
For a copy of our progression map, click here.
The vertical accumulation of knowledge and skills from Years 1 to 6 is mapped as follows:
|
Threshold Concept Key Skills |
Milestone 1 Years 1 and 2 |
Milestone 2 Years 3 and 4 |
Milestone 3 Years 5 and 6 |
|
Read fluently |
Milestone 1 (optional) • Read out loud everyday words and phrases. • Use phonic (or logographic in Mandarin) knowledge to read words. • Read and understand short written phrases. • Read out loud familiar words and phrases. • Use books or glossaries to find out the meanings of new words. |
• Read and understand the main points in short written texts. • Read short texts independently. • Use a translation dictionary or glossary to look up new words. |
• Read and understand the main points and some of the detail in short written texts. • Use the context of a sentence or a translation dictionary to work out the meaning of unfamiliar words. • Read and understand the main points and opinions in written texts from various contexts, including present, past or future events. • Show confidence in reading aloud, and in using reference materials. |
|
Write imaginatively |
• Write or copy everyday words correctly. • Label items and choose appropriate words to complete short sentences. • Write one or two short sentences. • Write short phrases used in everyday conversations correctly. |
• Write a few short sentences using familiar expressions. • Express personal experiences and responses. • Write short phrases from memory with spelling that is readily understandable. |
• Write short texts on familiar topics. • Use knowledge of grammar (or pitch in Mandarin) to enhance or change the meaning of phrases. • Use dictionaries or glossaries to check words. • Refer to recent experiences or future plans, as well as to everyday activities. • Include imaginative and adventurous word choices. • Convey meaning (although there may be some mistakes, the meaning can be understood with little or no difficulty). • Use dictionaries or glossaries to check words. |
|
Speak confidently |
• Understand a range of spoken phrases. • Understand standard language (sometimes asking for words or phrases to be repeated). • Answer simple questions and give basic information. • Give responses to questions about everyday events. • Pronounce words showing a knowledge of sound (or pitch in Mandarin) patterns. |
• Understand the main points from spoken passages. • Ask others to repeat words or phrases if necessary. • Ask and answer simple questions and talk about interests. • Take part in discussions and tasks. • Demonstrate a growing vocabulary. |
• Understand the main points and opinions in spoken passages. • Give a short prepared talk that includes opinions. • Take part in conversations to seek and give information. • Refer to recent experiences or future plans, everyday activities and interests. • Vary language and produce extended responses. • Be understood with little or no difficulty. |
|
Understand the culture of the countries in which the language is spoken |
• Identify countries and communities where the language is spoken. • Demonstrate some knowledge and understanding of the customs and features of the countries or communities where the language is spoken. • Show awareness of the social conventions when speaking to someone. |
• Describe with some interesting details some aspects of countries or communities where the language is spoken. • Make comparisons between life in countries or communities where the language is spoken and this country. |
• Give detailed accounts of the customs, history and culture of the countries and communities where the language is spoken. • Describe, with interesting detail, some similarities and differences between countries and communities where the language is spoken and this country. |
|
Read fluently |
Milestone 1 (optional) • Read out loud everyday words and phrases. • Use phonic (or logographic in Mandarin) knowledge to read words. • Read and understand short written phrases. • Read out loud familiar words and phrases. • Use books or glossaries to find out the meanings of new words. |
• Read and understand the main points in short written texts. • Read short texts independently. • Use a translation dictionary or glossary to look up new words. |
• Read and understand the main points and some of the detail in short written texts. • Use the context of a sentence or a translation dictionary to work out the meaning of unfamiliar words. • Read and understand the main points and opinions in written texts from various contexts, including present, past or future events. • Show confidence in reading aloud, and in using reference materials. |
Progression Map
Aspirations For The Future
Pupils develop an understanding of how subjects and specific skills are linked to future jobs.
Here are some of the jobs you could aspire to do in the future as a Linguist:
- Attractions manager
- Teachers in other countries
- Chefs
- Hotel managers
- Leisure and tourism
- International law
For more careers, please visit First Careers.
Impact
Assessment
Through the explicit teaching of the Language skills, both the teachers and the pupils assess their learning continuously throughout the lesson. At the end of the unit, pupils use their Learning Passports to reflect on their knowledge and understanding. Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time.
Pupil Voice
Spanish club
Elliott - I like to learn and taste new food.
Austin - I love Spanish because we learn new things such as how to say hello to people.
Harry - Ilike when we learnt how to say who i am and ask how people are.
Rufus - I like the song because we learn colours and numbers.
Sienna - I enjoy Spanish club because we taste different Spanish foods and saying and learning the colours.
Snapshots
Disclaimer: This has been developed with reflection upon the National Curriculum (2014) and Chris Quigley’s Essential Curriculum.