Maltby Lilly Hall Academy recognises that learning another language is integral to a variety of different learning experiences as well as being a skill for life. It is our intention that all pupils will develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning a second language will also offer pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. The intention is that they will be working towards becoming life-long language learners.
We use the Language Angels scheme of work and resources to ensure we offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics and themes. All pupils will be expected to achieve their full potential by encouraging high expectations and excellent standards in their language learning enabling pupils to feel willing and able to continue their language study beyond key stage 2. All learners will be given the opportunity to gain knowledge and cultural capital they need to succeed.
Using the Language Angels scheme of work, the four key language learning skills; listening, speaking, reading and writing will be taught and all necessary grammar will be covered in an age-appropriate way across the primary phase. This will enable pupils to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning and also helping the children improve overall attainment in other subject areas. In addition, the children will be taught how to look up and research language they are unsure of and they will have a bank of reference materials to help them with their spoken and written tasks going forward. This bank of reference materials will develop into a reference library to help pupils recall and build on previous knowledge throughout their primary school language learning journey.
The scheme of work progressively develops pupil skills in foreign languages through regularly taught and well-planned weekly lessons in key stage 2. Children will progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age-appropriate topics and themes - building blocks of language into more complex, fluent and authentic language. All teachers will know where every child is at any point in their foreign language learning journey. The planning of different levels of challenge and which units to teach at each stage of the academic year will be addressed dynamically and will be regularly reviewed in detail as part of the pupil’s catch-up programme and as units are updated and added to the scheme. Lessons offering appropriate levels of challenge and stretch will be taught at all times to ensure pupils learn effectively, continuously building their knowledge of and enthusiasm for the language they are learning. Children will be taught how to listen and read longer pieces of text gradually in the foreign language and they will have ample opportunities to speak, listen to, read and write the language being taught with and without scaffolds, frames and varying levels of support.
Units, where possible and appropriate, will be linked to class topics and cross curricular themes. Children will build on previous substantive knowledge gradually as their foreign language lessons continue to recycle, revise and consolidate previously learnt language whilst building on all four language skills: listening, speaking, reading and writing. Knowledge and awareness of required and appropriate grammar concepts will be taught throughout all units at all levels of challenge. The units are progressive within themselves as subsequent lessons within a unit build on the language and knowledge taught in previous lessons. As well as each subsequent lesson within a unit being progressive, they increase in level of challenge, stretch and linguistic and grammatical complexity as pupils move from Early Learning units through Intermediate units and into the most challenging Progressive units. Activities contain progressively more text (both in English and the foreign language being studied) and lessons will have more content as the children become more confident and ambitious with the foreign language they are learning.
Pupil learning and progression will be assessed at regular intervals in line with school policy. Teachers will aim to assess each language skill (speaking, listening, reading and writing) at least twice throughout each scholastic year to be able to provide reference points against which learning and progression in each skill can be demonstrated. In addition to following the lessons provided in the Language Angels scheme of work and resources, teachers are encouraged to facilitate a whole school approach to foreign language learning along with improved cultural awareness e.g. festival celebrations, cookery experiences of traditional dishes, celebrations of artists’ work.
Children will be able to create their own accurate and personalised responses to complex authentic foreign language questions by the end of the primary phase. All content will be continuously updated and reviewed annually, creating a dynamic programme of study that will be clearly outlined in both long-term and short-term planning. This will ensure that the foreign language knowledge of our pupils progresses within each academic year and is extended year upon year throughout the primary phase and, in so doing, will always be relevant and in line with meeting or exceeding national DfE requirements.
Pupils will continuously build on their substantive knowledge as they progress in their foreign language learning journey through the primary phase. Previous language will be recycled, revised, recalled and consolidated whenever possible and appropriate. Children are expected to make good or better than good progress in their foreign language learning and their individual progress is tracked and reported to pupils and parents / carers in line with school recommendations.
If pupils are not progressing in line with expectations, teachers will put in place an early intervention programme to address any areas that require attention in any of the language learning skills. Pupils will be ready and well prepared for the next stage of education. They will have gained a good basis of language learning in order to expand their knowledge and aspirations in the future and have gained key, life-long language skills.