Languages

“Learning a new language opens doors to new friendships, different cultures and exciting opportunities around the world.”

As a Church of England primary school, our Christian values of Love & Kindness, Friendship, Respect, Justice, Freedom & Responsibility, and Equality underpin our approach to education.

Learning a foreign language provides opportunities for children to develop curiosity, confidence and respect for different cultures and ways of life.

Our LIVE vision is reflected in French through:

• L – Life-Long Learners: Developing the foundations and enthusiasm to continue learning languages beyond primary school.

• I – Immersive: Experiencing language through songs, stories, conversation, games and meaningful communication.

• V – Valuing Diversity: Exploring different cultures, traditions and ways of life, developing respect and understanding.

• E – Enquiring Minds: Discovering how languages work, identifying patterns and making connections between French and English.

Intent: What do we want our pupils to learn?

At Bickerton Holy Trinity, we believe that learning a foreign language broadens children's horizons and helps them develop a greater understanding of the world.

Through our French curriculum, pupils learn that language is a powerful tool for communication, connection and understanding.

We aim to develop children's ability to listen, speak, read and write in French, while building their understanding of the three essential pillars of language learning: phonics, vocabulary and grammar.

Our curriculum encourages pupils to recognise similarities and differences between languages, develop an appreciation of French-speaking cultures and approach communication with increasing confidence.

We want children to leave Bickerton with a positive attitude towards languages and the skills needed to continue their learning at secondary school and beyond.

Implementation: How do we teach French?

Our French curriculum provides a structured and progressive approach to language learning throughout Key Stage 2.

Lessons are carefully sequenced to build on prior knowledge, revisit essential vocabulary and grammatical structures, and develop increasingly confident communication.

Our mixed-age curriculum is planned to ensure appropriate progression, coverage and challenge, taking account of pupils' previous language-learning experiences.

The three pillars of language learning

Our teaching focuses on three interconnected areas of knowledge:

Phonics

Children learn to recognise and pronounce French sounds, developing their understanding of sound–spelling relationships.

They practise accurate pronunciation and intonation, helping them become increasingly confident when listening, speaking and reading aloud.

Vocabulary

Pupils develop a growing bank of useful words and phrases, revisiting and applying them in different contexts.

Vocabulary is introduced systematically and reinforced through retrieval, repetition and purposeful communication.

Grammar

Children develop an age-appropriate understanding of how French sentences are constructed.

They learn to recognise and apply grammatical features, including gender, articles, adjective agreement and common verb forms, as appropriate to their stage of learning.

Together, these pillars provide the foundations for increasingly independent communication.

Developing the four language skills

Our French curriculum develops the four essential skills of language learning:

• Listening: Understanding familiar words, phrases, questions and increasingly complex spoken language.

• Speaking: Using appropriate pronunciation to communicate ideas, ask questions and participate in conversations.

• Reading: Recognising vocabulary, applying phonics knowledge and understanding written French.

• Writing: Producing words, phrases and sentences with increasing accuracy and independence.

Children practise these skills through engaging activities, including songs, stories, games, role-play, conversation and written tasks.

Cultural understanding and global awareness

Language learning provides opportunities to explore the wider world.

Through French, children develop an awareness of French-speaking countries, traditions and cultural experiences.

They learn to recognise similarities and differences between their own lives and those of others, supporting our commitment to diversity, equality and global citizenship.

High-quality teaching and inclusion

Our French curriculum is inclusive and accessible to all pupils.

Teaching reflects the principles of Ordinarily Available Inclusive Provision (OAIP), ensuring that pupils with SEND and those requiring additional support can participate meaningfully.

Teachers use explicit instruction, modelling, repetition, visual resources and structured opportunities for practice.

Learning is carefully scaffolded so that all children can experience success while developing increasing confidence and independence.

Impact: How do we know our French curriculum is successful?

By the end of Key Stage 2, we want pupils to demonstrate:

• Secure language foundations: An understanding of French phonics, vocabulary and grammar appropriate to their stage of learning.

• Listening and speaking skills: The confidence to understand and communicate familiar information in spoken French.

• Reading and writing skills: The ability to read and produce simple French sentences with increasing accuracy.

• Language awareness: An understanding of similarities and differences between French and English.

• Cultural understanding: An appreciation of French-speaking cultures and respect for different ways of life.

• Confidence and independence: A willingness to communicate, practise unfamiliar language and learn from mistakes.

• Enthusiasm for languages: A positive attitude towards continuing language learning beyond primary school.

Teachers assess progress through observation, spoken interactions, written work and evaluation against curriculum expectations.

Our aim is for pupils to leave Bickerton with the knowledge, skills and motivation needed to make a successful transition to language learning at secondary school.