Curriculum Intent - Languages
Our Curriculum Drivers
Characteristics of a John Bamford Linguist
Implementation
Cycle 1
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Years 1 and 2 |
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Answer the register in French
Listening to and singing ‘London’s Burning’ in French
Counting 1 – 10 Add translated key vocabulary to displays
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Answer the register in French
Singing
Counting 1 – 10 Add translated key vocabulary to displays
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Answer the register in French
Singing
Counting 1 – 10 Add translated key vocabulary to displays
Listen to Little Red Riding Hood in French
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Answer the register in French
Singing
Counting 1 – 10 Add translated key vocabulary to displays
Listen to national fairy tales in French
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Introduction of lessons:
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Hello, my name is … Emotions Family Singing Listening to stories
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Counting 1 – 10 Descriptions of pets Describing my friend Singing Listening to stories
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Years 3 and 4 * These objectives will be taught throughout the term through various topics e.g. holidays, greetings, festivals – KW and FB to update half-termly. |
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Reading: Recognise written phrases Read and understand familiar phrases Read carefully and show understanding phrases and sentences
Writing: Write familiar words and short phrases using models Write simple sentences, leading to more complex sentences Write short sentences from memory Begin to write in short paragraphs Understand basic grammar
Speaking: Speak clearly, working hard on pronunciation Speak in sentences Take part in songs, stories and games
Listening: Show understanding by responding to instructions Listen to stories and be able to understand certain words Begin to identify phonemes that are the same in the English language Appreciate stories, songs and rhymes Show understanding by joining in discussions and responding
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Greetings Naming people and asking their name Numbers 1 – 10 Family members Age |
Counting to 20 Animals Learning a song in French Playground games |
Months of the year Numbers to 31 Birthdays Things I do well Colours |
Parts of the body Colours Adjectival agreement Physical description |
Story: Four Friends Building on their knowledge of colours and verbs Imperative verbs Negative sentences Perform a play |
Vegetables Life cycle of a plant Asking for items Role play of buying vegetables at a supermarket Jack and the Beanstalk |
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Years 5 and 6 * These objectives will be taught throughout the term through various topics e.g. holidays, greetings, festivals – KW and FB to update half-termly. |
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Reading: Recognise familiar words in short written texts. Recognise cognates. Read and understand short texts and pick out some of details.
Writing: Write short paragraphs in past tense. Use knowledge of grammar when writing. Include words to enhance writing e.g. adjectives, adverbs. Use dictionaries and glossaries to check words.
Speaking: Be understood with little or no difficulty. Extend sentences giving more information and reasoning using conjunctions. Communicate with a partner, seeking and giving information.
Listening: Engage in conversations and respond accurately. Ask and answer questions with confidence. Listen to a poem and dissect its meaning. Enjoy and take part in stories, songs and rhymes. Understand the main points and opinions in spoken passages. |
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Greetings Naming people and asking their name Numbers 1 – 10 Family members Age Sound and spelling links Phonics in common words |
Counting to 20 Animals Learning a song in French Playground games |
Transport Countries Weather Building sentences Future tense
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Simple opinions Opinions with reasons Numbers up to 69
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Story: Little Red Riding Hood (developing memory) Masculine, feminine and plural Read a script |
Ball sports Revisit days of the week to create a diary Past tense Healthy eating |
Cycle 2
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Years 1 and 2 |
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Answer the register in French
Singing
Counting 1 – 20 Add translated key vocabulary to displays
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Answer the register in French
Singing
Counting 1 – 20 Add translated key vocabulary to displays
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Answer the register in French
Singing
Counting 1 – 20 Add translated key vocabulary to displays
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Answer the register in French
Singing
Counting 1 – 20 Add translated key vocabulary to displays
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Answer the register in French
Singing
Counting 1 – 20 Add translated key vocabulary to displays
Singing heads, shoulders, knees and toes in French.
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Answer the register in French
Singing
Counting 1 – 20 Add translated key vocabulary to displays
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Years 3 and 4 * These objectives will be taught throughout the term through various topics e.g. holidays, greetings, festivals – KW and FB to update half-termly. |
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Reading: Recognise written phrases Read and understand familiar phrases Read carefully and show understanding phrases and sentences
Writing: Write familiar words and short phrases using models Write simple sentences, leading to more complex sentences Write short sentences from memory Begin to write in short paragraphs Understand basic grammar
Speaking: Speak clearly, working hard on pronunciation Speak in sentences Take part in songs, stories and games
Listening: Show understanding by responding to instructions Listen to stories and be able to understand certain words Begin to identify phonemes that are the same in the English language Appreciate stories, songs and rhymes Show understanding by joining in discussions and responding
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Transport Countries Weather Building sentences Future tense
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Simple opinions Opinions with reasons Numbers up to 69
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Story: Little Red Riding Hood (developing memory) Masculine, feminine and plural Read a script |
Ball sports Revisit days of the week to create a diary Past tense Healthy eating |
Colours Adjectives Animals Animal noises Habitats |
Weather (including weather report and temperatures) Dressing for the weather Revisiting numbers
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Years 5 and 6 * These objectives will be taught throughout the term through various topics e.g. holidays, greetings, festivals – KW and FB to update half-termly. |
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Reading: Recognise familiar words in short written texts. Recognise cognates. Read and understand short texts and pick out some of details.
Writing: Write short paragraphs in past tense. Use knowledge of grammar when writing. Include words to enhance writing e.g. adjectives, adverbs. Use dictionaries and glossaries to check words.
Speaking: Be understood with little or no difficulty. Extend sentences giving more information and reasoning using conjunctions. Communicate with a partner, seeking and giving information.
Listening: Engage in conversations and respond accurately. Ask and answer questions with confidence. Listen to a poem and dissect its meaning. Enjoy and take part in stories, songs and rhymes. Understand the main points and opinions in spoken passages. |
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Year 5 |
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Transport Countries Weather Building sentences Future tense
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Simple opinions Opinions with reasons Numbers up to 69
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Story: Little Red Riding Hood (developing memory) Masculine, feminine and plural Read a script |
Ball sports Revisit days of the week to create a diary Past tense Healthy eating |
Colours Adjectives Animals Animal noises Habitats |
Weather (including weather report and temperatures) Dressing for the weather Revisiting numbers
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Year 5/6 - Year 6 |
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Foods - Likes and dislikes Lunchtime (including past tense) Building sentences Following a recipe – imperative verbs |
Music – instruments – Likes and dislikes / sharing opinion Speaking around ‘going to a concert’ The X-Factor – a pop star interview |
Planets Colours Adjectives for size Prepositions Compound sentences Presentation of their learning |
Alphabet Spelling Places in a town Directions |
Clothes Third person – he wears, she wears Colours Describing an outfit using opinions and conjunctions Past tense – irregular verbs |
Seasons Past tense weather Opposite adjectives (warm/cold) Write a poem Perform poem |
Aspire to be a Linguist
Here are some of the jobs you could aspire to do in the future as a Linguist:
- Attractions manager - What is an Attractions Manager?
- Teachers in other countries - What is it like to be a Teacher in another country?
- Hotel managers - What is a Hotel Manager?
- Leisure and tourism - What is it like to work in Leisure and Tourism?
- International law - What is it like to work in International Law?
