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Communication skills help us express ourselves effectively, develop rewarding relationships and expand our knowledge of the world.

Two girls in classroom

In English, French and Spanish there are opportunities to communicate in conversations and debates, on paper and on screen using digital tools. We use a wide range of media, from newspaper articles to films, and activities can be anything from acting to designing persuasive posters.

As well as taking a look at the cultures of France and Spain, we delve inside languages to see how they work. Developing a richer vocabulary is also important, whether you're asking questions, listening to someone else’s opinion, reading an interesting story or writing an accurate description.

Our language lessons are exciting, imaginative and often cross into other subjects. Learning to introduce yourself in Spanish, talking about your hobbies in French or writing imaginative poetry in English are just a few of the challenges on offer.

"You can let your creativity and imagination flow to create a story, a place or people."

 

View our curriculum for each area:

English - curriculum summaries 

Year 3

Reading and comprehension

Class readers: Green Smoke, The Orchard Book of Greek Myths, Charlotte’s Web

Retrieve, deduce, infer and interpret information from a wide variety of texts; respond to a shared text; empathise with characters and debate issues; explore how different texts appeal to readers; identify how different texts, such as letters, are organised and structured; read and appreciate a wide range of literature; read daily at home and complete reading record book; develop a range of strategies to decode unknown words.

Creative writing

Write independently and creatively for purpose, pleasure and learning; use and adapt a range of forms suited to different purposes and readers; make stylistic choices through selecting and using a range of technical and descriptive vocabulary when writing, for example, instructions, a story setting or a poem; use structural and presentational features for meaning and impact, for example, when letter writing or presenting information; identify success criteria and use them to evaluate their writing

Spelling and handwriting

Spell high and medium frequency words, learn and apply common spelling rules Develop a clear and fluent joined handwriting style.

Grammar work

Structure sentences and use basic sentence punctuation accurately; compose sentences using adjectives, verbs and nouns for precision, clarity and impact; signal sequence, place and time to give coherence; show relationships of time, reason and cause, through subordination and connectives.

Speaking and listening

Choose and prepare poems/stories for performance, identifying appropriate expression, tone, volume and use of voice and other sounds; use some drama strategies to explore stories or issues; present information with confidence to an audience and listen with interest; ask appropriate questions; actively include and respond to all members of the group; follow up others’ points and show whether they agree or disagree in whole class discussions; sustain conversation; explain or give reasons for their views or choice; develop and use specific vocabulary in different contexts.

Year 4

Reading and comprehension

Class readers: The Afterdark Princess, The Queen’s Nose, Kensuke’s Kingdom, Pongwiffy

Identify key words within a text, skim and scan for facts; infer information, explain author’s choice of vocabulary, imagery and figurative language; justify answers from the text; understand and interpret characters’ reasons for their behaviour; use knowledge of different organisational features of texts to find information effectively; understand the difference between fact and opinion; extract information from non-fiction texts; read independently from a variety of genre and expand selection of authors.

Creative writing

Write fiction and non-fiction texts in different styles and with coherence, sense and meaning; develop and refine ideas in writing, using settings and characterisation to engage readers’ interest; show imagination through the language used to create emphasis, humour, atmosphere or suspense and choose words, images and other features for particular effects.

Spelling and handwriting

Spell high and medium frequency words, learn and apply common spelling rules and increasingly complex sound patterns; revise topic related words.

Distinguish the spelling and meaning of common homophones; develop a range of personal strategies for learning new and irregular words.

Develop a clear and fluent joined handwriting style in cartridge pen.

Grammar work

Revise use of nouns, adjectives, verbs, connectives and adverbs; extend vocabulary through the use of powerful verbs and adjectives; be able to convert between verb tenses; use the dictionary and thesaurus to find new words; use basic sentence punctuation accurately and capitalise correctly.

Structure more complex sentences by using a range of sentence starters, similes, embedded clauses and adjectival phrases; use commas to mark clauses and the apostrophe for possession; organise writing into paragraphs.

Speaking and listening

Take part in class assemblies, presentations and plays; convey information effectively with appropriate tone, volume and expression for the listeners; offer reasons and evidence for their views, considering alternative opinions and respond appropriately to the contributions of others in the light of differing viewpoints; identify how talk varies with age, familiarity, gender and purpose.

Year 5

Reading and comprehension

Class novels and plays: Journey to the River Sea, The Wheel on the School, The Blood Stone, The Magic Thief.

Read independently and use strategies to establish general meaning and understand new vocabulary; read and respond to a range of texts with fluency and accuracy showing understanding of ideas, themes, events and characters.

Identify main points and express preferences.

Reference the text when answering questions and use inference, deduction and prediction for answers to higher order questioning.

Creative writing

Write in an organised, imaginative and meaningful manner using a logical sequence of ideas and events; use the main features of different genres and appreciate the need to adapt styles to different reader audiences: narratives, poetry, plays, fables, myths or legends, reports and book reviews, note-taking, persuasive, comparative and instruction writing.

Choose vocabulary for variety and interest and vary sentence structures in order to write in lively, thoughtful ways; use writing devices including similes, alliteration, metaphors and imagery to enrich prose or poetry.

Spelling and handwriting

Use a range of strategies to secure spelling: phonics, rules, syllabification and translation of syllables, partitioning, contextual cues and mnemonics.

Target high frequency and commonly misspelt words, topic related vocabulary and commonly used words from other languages.

Handwrite with increasing fluency and speed while maintaining a legible, joined and consistent style.

Grammar work

Revise and consolidate basic sentence punctuation including capital letters, full stops and commas, use speech marks and know how to set out speech in a text; use embedded clauses, revise and identify nouns, adjectives, verbs, adverbs.

Edit personal writing and that of others.

Speaking and listening

Take on roles in class or assembly presentations, memorise parts where necessary and enrich performances with appropriate characterisation; experience public speaking when giving sport or other event reports to the assembled school; use IT presentation tools; give a ‘vote of thanks’ publically to visiting speakers or parent helpers.

Year 6

Reading and comprehension

Class novels and plays: Just So Stories, The Importance of Being Earnest, The Phantom Tollbooth, Goodnight Mr Tom.

Identify key words in the questions, skim and scan text to find answers and use the mark scheme as a guide; use context to guess at the meaning of vocabulary; empathise and reflect upon characters’ feelings and motivation; identify structures to create coherence and impact; identify underlying themes, causes and points of view; understand the format of a play script.

Creative writing

Write with coherence, sense and meaning from different points of view and use different narrative techniques; extend vocabulary and write in style of studied story or author.

Write poetry using a range of techniques, such as onomatopoeia, simile, metaphor, personification, imagery and to comment critically on the overall impact of a poem, showing how language and themes have been developed.

Understand the process of how newspapers are assembled and techniques that journalists use and apply to their own writing.

Spelling and handwriting

Consolidate spelling of frequently used/commonly misspelt words; extend pupils’ vocabulary base by introducing challenging words; edit, proofread and correct spelling in their own work; use rules/mnemonics as memory aids.

Develop a neat, legible, cursive handwriting style.

Grammar work

Consolidate and revise basic sentence punctuation, develop a wider range of more sophisticated punctuation and look at how it affects meaning.

Use paragraphs, write in simple and complex sentences and use clauses.

Speaking and listening

Take on a role within a play or assembly, work collaboratively to debate, discuss and present information.

Read fluently and with nuance and expression.

Use ICT as a tool for presentation.

French - curriculum summaries 

Year 3

  • Introducing yourself, saying where you live, nationality, talking about your age and birthday, talking about pets
  • The alphabet
  • Counting from 0 to 31
  • Days, months, seasons
  • Christmas activities
  • Family and extended family
  • Physical descriptions
  • Character
  • Easter activities
  • School: developing classroom language for school objects, school subjects (likes and dislikes), opinions, timetable, time, counting

Year 4

  • Favourite hobbies and sports
  • Opinions and reasons why
  • Revision of numbers
  • Christmas activities
  • Food and drink
  • Meals of the day
  • Ordering and shopping for food, prices
  • Easter activities
  • House: describing where you live, types of house, rooms in a house, objects in a room, activities at home

Year 5

  • Clothes and colours: favourite outfits, types of clothes for different occasions, which clothes suit people and why
  • Revision of numbers and prices
  • The weather
  • Christmas activities
  • Describing parts of the body
  • Saying how you feel and describing ailments
  • Healthy and unhealthy habits
  • Easter activities
  • Television and cinema: television programmes, likes and dislikes, types of films, arranging to go out

Year 6

  • Talking about daily routine, household chores and helping at home
  • Revision of personal information, key questions
  • Revision of numbers 0-100
  • Christmas activities
  • Places in town
  • Asking and giving directions
  • Revision of chores, helping at home
  • Easter activities
  • Means of transport
  • Holiday destinations
  • Introduction of the past tense
Spanish - curriculum summaries 

Year 4

  • Map of Spain, cultural awareness
  • Saying hello, goodbye and the basic forms of greetings
  • Introduction to numbers
  • Days, months and seasons
  • School subjects
  • Classroom objects
  • Instructions and excuses
  • Opinions (likes and dislikes)
  • Family: names of family members, introducing family members (ages and numbers from 0-100), describing appearance and character

Year 5

  • La casa: rooms of the house, names of objects outside and inside the house
  • Pets and animals
  • The verbs: estar and hay
  • Prepositions of place
  • Revision of numbers
  • Hobbies and sports
  • Expressing preferences and ability
  • Planning an activity
  • The Weather: describing the weather, items of clothing for different conditions
  • Colours
  • Revision of seasons and months

Year 6

  • Body and health: parts of the body, the five senses
  • Describing ailments
  • Healthy habits
  • Food and drink
  • Café menu and ordering food
  • Town: places in town, shops, asking and giving directions
  • The verbs: ir, vender and comprar
  • Means of transport

Find out about the Language clubs in our enrichment programme