At Coleridge, our principle aim is to ensure that our modern foreign languages curriculum focuses on developing children’s knowledge, skills and understanding of a foreign language.
We believe that learning a language will help our children in their development of oral and literary skills. It also advances an understanding of their own culture as well as an understanding of other cultures. This is something that we believe to be important, particularly in the culturally diverse environment in which our school is located.
The aims of our MFL curriculum are to;
- Cultivate an interest in learning another language
- To understand that language has a structure and that different languages are structured in different ways.
- To develop speaking and listening skills.
- To understand and respond to spoken and written language.
- To increase confidence, fluency and accuracy of pronunciation when speaking in a foreign language.
- To learn about different countries and their people, creating an awareness and respect of other cultures.
MFL sessions at Coleridge will be taught using a variety of teaching and learning styles. These sessions will include speaking, listening, reading and written activities which will be supported through a variety of resources including iPad and the IWB. These activities will consist of whole class, group and independent learning. A love of learning languages will be encouraged through home learning using written or interactive homework. It is important at Coleridge that we make cross-curricular links where possible therefore we will encourage children to apply their learning in other curriculum areas such as ICT, Maths and Music.
At Coleridge we understand the importance of knowledge organisers and how they can support children’s understanding and learning.
They are also an excellent assessment tool which can help identify gaps in learning and inform planning, teaching and intervention. As we have developed our own curriculum, class teachers have also developed knowledge organisers to work alongside our curriculum. Children will be encouraged to refer to knowledge organisers throughout sessions to help support and enhance their learning.
Knowledge organisers can be a valuable tool for both children, staff and parents. Class teachers are the ones who write the knowledge organiser, to set out their expectations of what pupils should learn about a topic – and to clarify their own thinking around what is important.
School leaders, headteachers and subject leaders then may look at a series of knowledge organisers to check for progression and continuity both within and across curriculum subjects and to ensure standards and expectations for learning are being implemented, and if not, what CPD is required.
Pupils will review, revise and quiz themselves using their knowledge organisers. Knowledge organisers are a really clear and easy to understand way for parents to be more aware of what their children are learning and thus to support them.
Some of the benefits of knowledge organisers
- A knowledge organiser makes the teacher think hard about what will be taught.
- Knowledge organisers are an endless source of meaningful homework activities.
- Knowledge organisers are an excellent tool for inclusion.
- Knowledge organisers create opportunities for spaced retrieval practice.
- Ahead of a summative assessment at the end of a topic you can inform pupils that some of the questions will refer to previous learning; pupils can then refer to the knowledge organiser to access and practice those topics.
- Used appropriately, knowledge organisers can increase retention of facts
At Coleridge, we have several non-negiotiables that need to be included in a knowledge organiser, they are:
- Key vocabulary (linked to Progression of language)
- Key places and people
- Useful diagrams (as required for the topic)
- Key dates for a subject like history (e.g. when the two World Wars were)
- Key themes
- Important quotes
- Stem sentences for a subject like Science or Maths
We use knowledge organisers throughout school, however, in EYFS they look different to other phases of school due to the away the curriculum is structure. In EYFS, we use a holistic approach to knowledge organisers and have a topic knowledge organiser, whereas, in KS1 and KS2 our knowledge organisers are subject specific.
If you would like any information about our knowledge organisers then please contact us at email@example.com
|Year 3||Year 4||Year 5||Year 6|
|Greetings and responding to greetings||Counting and using numbers||Counting and using numbers
|Giving personal details||Talking about the weather||Talking about the weather||Giving information about an everyday activity – food|
|Counting and using numbers||Describing simple objects||Talking about food||Expressing opinions|
|Food||Describing people||Following and giving simple instructions||Basic prepositions of place
|Following and giving simple instructions||Expressing likes / dislikes||Expressing thanks||Classroom objects|
|Expressing thanks||Expressing opinions||Saying what day or month it is||Clothes|
|Days / months||Animals||Describing some simple objects – colour, size||Common adjectives, e.g. big, small
|Describing simple objects||Clothes||Expressing likes/dislikes||Family|
|Expressing likes / dislikes||Colours||Giving information about an everyday activity – food||Furniture and other household objects|
|Colours||Common adjectives||offering||Leisure and holidays|
|Food and drink||Family||Basic prepositions of place||Methods of communication – post, fax|
|Numbers||Leisure and holidays||Common adjectives, e.g. big, small||Names of occupations|
|Times||Numbers||Food and drink||Places: shops, cinema, park, beach etc.|
|Parts of the body||Names of sports||The home|
|Ways of travelling||Places: shops, cinema, park, beach etc.||Ways of travelling|
|Weather||Time, including months and days||Weather|
|Letters of the alphabet
Purpose of study
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.
The national curriculum for languages aims to ensure that all pupils:
- understand and respond to spoken and written language from a variety of authentic sources
- speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
- can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
- discover and develop an appreciation of a range of writing in the language studied.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets].
Key stage 2: Foreign language
Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.
The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.
Pupils should be taught to:
- listen attentively to spoken language and show understanding by joining in and responding
- explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
- engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
- speak in sentences, using familiar vocabulary, phrases and basic language structures
- develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
- present ideas and information orally to a range of audiences*
- read carefully and show understanding of words, phrases and simple writing
- appreciate stories, songs, poems and rhymes in the language
- broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
- write phrases from memory, and adapt these to create new sentences, to express ideas clearly
- describe people, places, things and actions orally* and in writing
- 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.
The starred (*) content above will not be applicable to ancient languages.