Modern Foreign Languages Curriculum

Modern Foreign Languages 


Reaching for the Stars with Aspiration and Hope



The National Curriculum explains that teaching of languages:

May be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.

The focus of study in modern languages will be on practical communication. If an ancient language is chosen, the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.

At Bromesberrow, we are currently teaching French to our children in Key Stage 2. Our teachers are confident to use a mix of resources and their own knowledge to plan and teach for this. 

As part of our languages enrichment we offer:

  • Specific languages days and weeks, focused on language immersion and developing an appreciation and understanding of the language heritage and culture.
  • Links with our secondary colleagues and other organisations to offer specialised language input and support into the classroom. This has provided an important part of our CPD for staff.
  • Other pupils have visited our school (who are either studying a language or it is their mother-tongue) to team-teach and share their learning with the children.

As a part of our whole school cohesion in the curriculum, we adopt an enquiry focus each term, e.g. being historians, geographers, artists, musicians, linguists... We believe that this creates better connectivity between the subjects, making learning more relevant to the children so that they are inspired to 'reach for the stars' as a school team and personally.