Purpose of study   

The French language and culture is taught and celebrated throughout the school, from Early Years 1 to Grade 6.

As well as a formal language lesson taking place, we try to develop an understanding and appreciation of French culture outside of these lessons through other subjects, such Geography and History. We also celebrate special French events, such as La Semaine du Goût (Tasting Week) and every year the French Department organise ‘French Day’ for the whole school.

In the Early Years, French is taught informally through play-based activities presented by a French-speaking teacher or assistant. In this way, the children begin to recognise common French vocabulary and phrases.

From Reception class upwards, the children are split into a minimum of two groups, depending on their level of French. These groups are: French as a Foreign Language (FLE) and French as a Mother-Tongue (FLM). Depending on the class size, sometimes the FLE groups will be split into two smaller groups.

Aims   

French as a foreign language (FLE)  

The aim for FLE students is to get them speaking French as quickly as possible, and so lessons are designed to build confidence and offer constant opportunities to practise what they learn: from initial vocabulary, to common phrases, to holding conversations in different contexts (visits/role-playing). Although the oral side of FLE is arguably the main focus, students will also be given regular opportunities to read and write throughout the course.

At the end of Key Stage 2, children studying French as a foreign language, are offered the opportunity to sit the DELF Prim exam. This is an official diploma of French language studies issued by the French Ministry of Education and is recognised worldwide. It enables your child’s French proficiency to be validated and certified at the end of their primary school years.

French as a mother-tongue (FLM) 

The FLM children meanwhile, follow an adapted version of the French national education program (Éducation Nationale Française). During these lessons children focus on reading, grammar, spelling and punctuation, using the same resources as in French Public schools.

French and English are distinct languages, however, the writing processes in both languages share fundamental principles. Although the main focus in FLM classes is reading, grammar and punctuation, the narrative techniques taught in English writing classes can be applied to French storytelling, enriching students’ ability to craft compelling narratives in both languages. Both languages require students to organize their thoughts logically and communicate effectively.

Attainment targets 

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.   

Purpose of study 

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. 

Aims 

The national curriculum for science aims to ensure that all pupils: 

– develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics 

– develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them

– are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future. 

Scientific knowledge and conceptual understanding 

The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content. 

Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science. 

The nature, processes and methods of science 

‘Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand. The notes and guidance give examples of how ‘working scientifically’ might be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils should seek answers to questions through collecting, analysing and presenting data. ‘Working scientifically’ will be developed further at key stages 3 and 4, once pupils have built up sufficient understanding of science to engage meaningfully in more sophisticated discussion of experimental design and control. 

Spoken language 

The national curriculum for science reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. 

School curriculum 

The programmes of study for science are set out year-by-year for Key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for science on a year-by-year basis and make this information available online. 

Attainment targets 

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. 

Purpose of study 

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised. 

Aims 

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: 

– read easily, fluently and with good understanding

– develop the habit of reading widely and often, for both pleasure and information

– acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language

– appreciate our rich and varied literary heritage

– write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences 

– use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas 

– are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. 

 

Spoken language 

The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They must be assisted in making their thinking clear to themselves as well as to others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils should also be taught to understand and use the conventions for discussion and debate. 

All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances. 

Statutory requirements which underpin all aspects of spoken language across the six years of primary education form part of the national curriculum. These are reflected and contextualised within the reading and writing domains which follow. 

Reading 

The programmes of study for reading at Key stages 1 and 2 consist of two dimensions: 

– word reading 

– comprehension (both listening and reading). 

It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each. 

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school. 

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds. 

It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education. 

Writing  

The programmes of study for writing at Key stages 1 and 2 are constructed similarly to those for reading: 

– transcription (spelling and handwriting) 

– composition (articulating ideas and structuring them in speech and writing). 

It is essential that teaching develops pupils’ competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition. 

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting. 

Spelling, vocabulary, grammar, punctuation and glossary   

The two statutory appendices – on spelling and on vocabulary, grammar and punctuation – give an overview of the specific features that should be included in teaching the programmes of study. 

Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers should show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They should also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. References to developing pupils’ vocabulary are also included within the appendices. 

Pupils should be taught to control their speaking and writing consciously and to use Standard English. They should be taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed. This is not intended to constrain or restrict teachers’ creativity, but simply to provide the structure on which they can construct exciting lessons. A non-statutory Glossary is provided for teachers. 

Throughout the programmes of study, teachers should teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching. 

School curriculum 

The programmes of study for English are set out year-by-year for Key stage 1 and two- yearly for Key stage 2. The single year blocks at key stage 1 reflect the rapid pace of development in word reading during these two years. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each Key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce Key stage content during an earlier Key stage if appropriate. All schools are also required to set out their school curriculum for English on a year-by-year basis and make this information available online. 

Attainment targets 

By the end of each Key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.