Curriculum aims
Learning and undertaking activities in languages contribute to achievement
of the curriculum aims for all young people to become:
- successful learners who enjoy learning, make progress and achieve
- confident individuals who are able to live safe, healthy and fulfilling
lives
- responsible citizens who make a positive contribution to society.
The importance of languages
Languages are part of the cultural richness of our society and the world
in which we live and work. Learning languages contributes to mutual understanding,
a sense of global citizenship and personal fulfilment. Pupils learn to
appreciate different countries, cultures, communities and people (IE3 explore
issues, events or problems form different perspectives). By making
comparisons, they gain insight into their own culture and society. The ability
to understand and communicate in another language is a lifelong skill for
education, employment and leisure in this country and throughout the world.
Learning languages gives pupils opportunities to develop their listening,
speaking, reading and writing skills and to express themselves with increasing
confidence, independence and creativity. They explore
the similarities and differences between other languages and English (IE3
explore issues, events or problems from different perspectives) and
learn how language can be manipulated and applied in different ways. The
development of communication skills, together with understanding of the
structure of language, lay the foundations for future study of other languages
and support the development of literacy skills in a pupil's own language.
Key concepts
There are a number of key concepts that underpin the study of languages.
Pupils need to understand these concepts in order to deepen and broaden
their knowledge, skills and understanding.
Linguistic competence
- Developing the skills of listening, speaking, reading and writing.
- Applying linguistic knowledge and skills to understand and communicate
effectively.
Knowledge about language
- Understanding how a language works and how to manipulate it.
- Recognising that languages differ but may share common grammatical,
syntactical or lexical features.
Creativity
- Using familiar language for new purposes and in new contexts.
- Using imagination to express thoughts, ideas, experiences and feelings.
Intercultural understanding
- Appreciating the richness and diversity of other cultures (IE3 explore issues, events or problems from different perspectives).
- Recognising that there are different ways of seeing the world (IE5 consider the influence of circumstances, beliefs and feelings on decisions and events), and developing
an international outlook.
Key processes
These are the essential skills and processes in languages that pupils need
to learn to make progress.
Developing language-learning strategies
Pupils should be able to:
- identify patterns in the target language
- develop techniques for memorising words, phrases and spellings
- use their knowledge of English or another language when learning the
target language
- use previous knowledge, context and other clues to work out the meaning
of what they hear or read
- use reference materials such as dictionaries appropriately and effectively.
Developing language skills
Pupils should be able to:
- listen for gist or detail
- skim and scan written texts for the main
points or details (IE4 analyse and evaluate information, judging its relevance
and value)
- respond appropriately to spoken and written language
- use correct pronunciation and intonation
- ask and answer questions
- initiate and sustain conversations
- write clearly and coherently, including an appropriate level of detail
- redraft their writing to improve accuracy and quality
- re-use language that they have heard or read in their own speaking and
writing
- adapt language they already know in new contexts for different purposes
- deal with unfamiliar language, unexpected responses and unpredictable
situations.
Range and content
This section outlines the breadth of the subject on which teachers should
draw when teaching the key concepts and key processes.
The study of languages should include:
- the spoken and written form of the target language
- the interrelationship between sounds and writing in the target language
- the grammar of the target language and how to apply it
- a range of vocabulary and structures
- learning about different countries and cultures
(IE3 explore issues, events or problems from different perspectives)
- comparing pupils' own experiences and perspectives
with those of people in countries and communities where the target language
is spoken (IE3 explore issues, events or problems from different perspectives).
Curriculum opportunities
During the key stage pupils should be offered the following opportunities
that are integral to their learning and enhance their engagement with the
concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
- hear, speak, read and write in the target language regularly and frequently
within the classroom and beyond
- communicate in the target language individually, in pairs, in groups
and with speakers of the target language, including native speakers where
possible, for a variety of purposes
- use an increasing range of more complex language
- make links with English at word, sentence and text level
- use a range of resources, including ICT, for accessing and communicating
information
- listen to, read or view a range of materials,
including authentic materials in the target language, both to support
learning and for personal interest and enjoyment (IE4 analyse and evaluate
information, judging its relevance and value)
- develop their language skills in a variety of contexts
- use the target language in connection with topics and issues that are
engaging and may be related to other areas of the curriculum.
