Introduction: Our Vision
“Each bee plays a part in the hive.”
At Stretton Sugwas Church of England Academy, our Christian ethos is rooted in the belief that every individual has a unique and valuable role to play within our community. Our Languages curriculum reflects this by encouraging children to belong through communication and collaboration, believe in their ability to learn something new and behave with respect and curiosity towards people, languages and cultures beyond their own.
We want children to understand that language connects people. Learning another language gives pupils the opportunity to communicate with others, appreciate different cultures and develop a wider understanding of their place within an increasingly diverse and interconnected world.
Intent: Communication, Culture and Connection
Our Languages curriculum aims to develop confident and enthusiastic linguists who are willing to have a go, make mistakes and learn from them.
Pupils will develop the knowledge and skills needed to:
- listen and respond to language with increasing confidence;
- speak using familiar words, phrases and sentence structures;
- develop accurate pronunciation and intonation;
- read and understand increasingly complex language;
- write for a range of simple purposes;
- recognise patterns and connections between languages;
- develop an understanding and appreciation of different cultures;
- communicate with others beyond their immediate community.
We believe that learning another language encourages children to become more open-minded and respectful. It helps them recognise both the similarities and differences between people and cultures, challenging stereotypes and developing a sense of global citizenship.
Our ambition is for pupils to see Languages as something that is useful, enjoyable and relevant, rather than simply a subject studied in the classroom.
A Progressive Approach to Language Learning
The Primary Language Network curriculum provides a clear progression of knowledge and skills through a spiral approach. Vocabulary, grammatical structures and language patterns are revisited regularly, allowing pupils to build confidence and extend what they already know.
As children progress through the school, they are increasingly able to:
- understand spoken language;
- respond spontaneously;
- develop conversations;
- use increasingly varied vocabulary;
- recognise and apply grammatical patterns;
- read and understand short texts;
- write independently for different purposes.
Revisiting language is particularly important because pupils need repeated opportunities to hear, practise and use new vocabulary before it becomes secure.
Learning Through Oracy
Oracy sits at the heart of our Languages curriculum. Children are encouraged to listen carefully, speak clearly and communicate meaningfully.
Lessons provide regular opportunities for pupils to practise language through:
- partner and group conversations;
- repetition and pronunciation activities;
- songs, rhymes and games;
- sentence stems;
- questioning and responding;
- role play and real-life scenarios;
- communicating with partner schools and, where possible, native speakers.
We encourage pupils to take risks with language and understand that making mistakes is an important part of becoming a successful linguist.
Voice 21 approaches support pupils in developing the confidence to communicate their ideas and participate actively in language learning.
Vocabulary and Language Structures
Vocabulary is carefully selected and deliberately revisited throughout the curriculum. Pupils learn both the language needed to communicate and the terminology required to understand how language works.
Tier 2 vocabulary supports pupils in discussing their learning, while subject-specific terminology enables them to understand and talk about language, grammar and culture.
Key vocabulary is:
- introduced explicitly;
- modelled by teachers;
- displayed and revisited;
- practised through speaking and listening;
- reinforced through reading and writing;
- applied in different contexts.
Children are encouraged to identify patterns and make connections between English and the language they are learning. This supports both their understanding of the target language and their wider literacy development.
Languages in the Early Years
Although formal Languages teaching begins later in the primary curriculum, the foundations are established from the earliest years.
Within EYFS, children develop the skills that underpin successful language learning through Communication and Language, Physical Development and Understanding the World.
Children are encouraged to:
- listen carefully to different sounds;
- experiment and play with language;
- develop confidence in communicating with others;
- recognise that people may speak different languages;
- develop an interest in other cultures and ways of life.
These experiences help establish the curiosity, listening skills and confidence that support progression into formal language learning.
Languages Beyond the Classroom
We want children to understand that a language is not simply something found in a lesson. It is a means of communication that can connect them with real people and communities.
Where possible, pupils have opportunities to use their language skills with:
- other local schools;
- partner schools internationally;
- parents and members of the wider community;
- native or fluent speakers;
- visitors and cultural organisations.
Our links with partner schools provide particularly valuable opportunities for children to recognise that their learning has an authentic purpose. They can communicate with children in other parts of the world, learn about their lives and develop an appreciation of cultural similarities and differences.
These experiences contribute to our wider aims around global citizenship, inclusion and personal development.
Inclusion: Ensuring Every Child Can Communicate
Our Christian vision requires us to ensure that every child can participate in and benefit from Languages, regardless of starting point or individual need.
At Stretton Sugwas, every teacher is a teacher of SEND and every leader is a leader of SEND. Quality First Teaching provides the foundation for ensuring that pupils can access language learning and experience success.
Adaptations may include:
- pre-teaching vocabulary;
- visual prompts and gestures;
- repetition and overlearning;
- sentence stems and modelled responses;
- additional processing time;
- adapted texts and resources;
- paired or supported speaking;
- alternative recording methods;
- carefully structured questioning;
- additional adult or peer support.
We recognise that confidence can be a significant factor in language learning. Creating a supportive classroom environment where pupils feel safe to make mistakes is therefore essential.
Challenge and Aspiration
We want all pupils to experience appropriate challenge in Languages. Children who demonstrate particular strengths are encouraged to extend their vocabulary, experiment with increasingly complex structures and communicate with greater independence.
Higher-attaining pupils may be challenged through:
- extended conversations;
- independent sentence construction;
- translation activities;
- comparison of grammatical structures;
- independent research into language and culture;
- leadership of language games or activities;
- communication with partner schools.
Challenge is focused on depth, independence and communication, rather than simply completing additional tasks.
Languages, Culture and Global Citizenship
Learning a language provides a natural opportunity to explore the wider world.
Children are encouraged to develop curiosity about:
- different countries and communities;
- traditions and celebrations;
- food and daily life;
- similarities and differences between cultures;
- the experiences of children around the world;
- the importance of respectful communication.
We use Languages to challenge assumptions and stereotypes and to help pupils recognise the richness and diversity of the world in which they live.
This links directly to our Christian vision by encouraging pupils to value others, recognise their shared humanity and understand that they have a responsibility to contribute positively to the wider world.
Technology and Authentic Communication
Technology provides valuable opportunities for pupils to hear and use authentic language.
Where appropriate, children may use technology to:
- communicate with partner schools;
- participate in video calls with other pupils or speakers;
- listen to authentic language;
- record themselves speaking and evaluate their pronunciation;
- create digital presentations;
- access language games and activities;
- revisit and practise vocabulary independently.
Technology therefore supports both accessibility and authenticity, giving pupils opportunities to use language for genuine communication rather than solely completing written exercises.
Impact: Becoming Confident Linguists
The impact of our Languages curriculum is evident when pupils become increasingly willing and able to communicate in another language.
We look for children who can:
- remember and apply previously taught vocabulary;
- listen and respond appropriately;
- speak with increasing confidence and accuracy;
- recognise and apply familiar language structures;
- read and understand age-appropriate texts;
- write using increasingly accurate language;
- explain aspects of the culture associated with the language they are learning;
- make connections between languages;
- demonstrate curiosity and respect towards other cultures.
Assessment takes place through a combination of teacher observation, questioning, speaking and listening activities, written work, retrieval activities, quizzes and pupil voice.
The subject leader monitors progression and provision through lesson visits, work scrutiny, pupil voice and curriculum reviews. Feedback from pupils, staff and partner schools is used to identify strengths and inform future development.
Ultimately, we want our pupils to leave Stretton Sugwas understanding that language opens doors. It allows them to communicate with others, understand different perspectives and participate confidently in a diverse and connected world.
Our Languages curriculum therefore supports children to belong by communicating with others, believe that they can learn and succeed, and behave with curiosity, respect and compassion towards the world around them.
