A Vision Statement for Language Learning in the East Riding of Yorkshire
Language learning enables pupils to express their ideas and thoughts in another language, and to understand and respond to its speakers. In this respect it is the development of practical, useful knowledge for all 21st century young people but within the broader curriculum, children are given the opportunity to explore the relationship between language and identity, to develop an international outlook and an enhanced understanding of the world and their place within it. As the opening statement of the new Programme of Study puts it: “Learning a foreign language is a liberation from insularity and provides an opening to other cultures.” This has never been more crucial.
Learning another language is full of rich opportunities to develop pupils’ spiritual, moral and cultural experiences. Intercultural understanding plays a central role in how languages are taught, with themes of identity and our place in the wider world put under the spotlight.
Videos, songs, rhymes and stories all enrich pupils’ experience with cultural insights into other people’s lives. Pupils may try out aspects of another culture in their classroom, such as food, clothes or celebrations, building a positive understanding of key features of personal and national identity, values and beliefs.
Learning a language equips pupils to express themselves in new ways. This develops their immediate sense of belonging to the wider world and starts to prepare them for future opportunities in modern life. Teachers look for opportunities for their pupils to communicate with pupils who speak other languages. This is invaluable for moving beyond stereotypical views of the culture of a country, and discovering that the similarities are as striking as the differences.
Learning another language develops an understanding and respect for diversity, removing barriers between cultures. It is also an opportunity to look at shared values and aspirations, such as personal liberty, democracy and the rule of law. It can help us understand that the particular blend of values we cherish is not universal, but is the result of on-going social and historical collective choices.
Subject Leader Guide
Curriculum Questions
KS2 Handbook
This can be downloaded here.
Mixed Age Teaching
Children learn at different rates and in the languages classroom the variation in progress amongst learners can be affected by many factors such as ability level, literacy level, SEND, prior knowledge, gender, background, ethnicity, motivation and even confidence.
Teachers who are experienced in teaching mixed age classes are very adept in differentiating to ensure all pupils’ needs are met however, for the non-specialist linguist, this is more of a challenge. Without a firm understanding of the language acquisition process it is not always straightforward to know how to support or extend learning. Simply teaching more nouns when a topic is revisited is not going to support pupils to make progress. It is also important in the mixed age class for pupils to have prior learning acknowledged and celebrated to ensure their enthusiasm and engagement in the subject doesn’t wane. Nothing is less motivating than sitting in a class re-visiting the same language in the same way. On the other hand, ensuring that learners who are new to the language are not disenfranchised and demotivated by thinking that the subject is too difficult is also important. Having appropriate support which can be modified and withdrawn when necessary is important to promote self-efficacy. Re-visiting key language in different contexts is at the heart of any well-designed languages curriculum but is even more important in mixed age classes where some children will be meeting language for the first time, some for the second and some for the fourth!
A typical first lesson will involve introductions. In year one the key language could focus on the verb ‘to be’ e.g. je suis + name in the first and second person, in year 2 the key language could extend to include introducing the third person, in year 3 the reflexive ‘to call oneself’ could be introduced and in year 4 the use of nouns with the singular masculine possessive ‘my first name’ is… and ‘my surname is…’. Building on prior learning for pupils who are not new to the language, there are opportunities to make many links, for example, with other verbs in the first, second and third person, with other reflexive verbs they may already know, with other possessive adjectives. In rural communities, teaching a fully mixed age KS2 class like this is not unusual and teaching a mixed age class with two year groups is fairly common so it is important to ensure that the long term plan not only allows for language to be encountered in different contexts but that there are no ‘gaps’ in knowledge which are crucial to effective progression. The teaching of phonics is a good example here – some small group work might be required for pupils new to the language to ensure they have the building blocks for good pronunciation. Older pupils who are secure and confident with their oral delivery may be applying prior knowledge in another small group and reading aloud or building a glossary of words which can then be shared with younger pupils.
A well-designed scheme of work needs to be ambitious and designed to give all pupils, particularly disadvantaged pupils and including pupils with SEND, the knowledge and cultural capital they need to succeed in life (Ofsted 2019 EIF). So, when designing materials and activities we need to be constantly mindful of how we can ensure a foreign language curriculum that provides the right amount of challenge and support.
Kay Ray, July 2022
Assessment
Our recommendation for assessment of primary languages is to use the Age Related Expectations grid when in the classroom rather than any formal summative tests.
PERLE 