Languages at Boarshaw Primary School

Languages are predominantly taught in Key Stage 2. The children are introduced to Languages during their time in Key Stage 1, although this is not a fixed timetable slot as it is not compulsory to be taught until Key Stage 2. It is introduced at Key Stage 1 level so the children can get a flavour of what’s in store for the future. The exposure to languages, mainly French or Spanish, at an early age, gives the children a grounding of the subject, where as in Key Stage 2 the lessons are structured in preparation for secondary school. Having weekly lessons engrains a basic understanding of the language, using numbers, the alphabet and basic phrases used in everyday conversation.

Further details about how we teach languages can be found in our subject policy. 


NC objectives – Key Stage 2

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.



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