Our Languages Curriculum (Intent)
Langauges is taught in Key Stage 2, and our curriculum at Springhead is ambitious, inclusive and culturally enriching. We teach French using the CGP+ Scheme of Work, and pupils develop confidence in communication, curiosity about the wider world and an appreciation of the language and culture. This scheme fully meets the expectations of the National Curriculum.
Learning is carefully sequenced to build pupils’ knowledge of vocabulary and grammar over time. Through regular opportunities to listen, speak, read and write in French, pupils develop fluency, accuracy and confidence, supported by frequent retrieval and application activities.
Cultural understanding is woven throughout the curriculum, enabling pupils to explore life in French-speaking countries and develop respect, empathy and an appreciation of diversity.
Our full Languages Policy can be accessed using the link below.
Languages Dashboard Documents
Each year group (KS2) has its own Languages Dashboard Document, which provides a clear overview of what pupils will learn and how learning is structured across the year. Each document brings together the following elements:
- Programme of Study – an overview of the linguistic knowledge (what pupils will know) and skills (what pupils will be able to do) that will be taught throughout the year covering listening, speaking, reading and writing.
- Small‑Step Learning Sequences and Knowledge Builders – detailed progression documents showing how vocabulary, grammar, phonics and language structures are developed over time.
- Vocabularly Progression Maps – carefully sequenced vocabulary for every lesson and unit, ensuring pupils revisit and build on prior learning.
Year 3 Languages Dashboard Document
Year 4 Languages Dashboard Document
Lesson Pathway
Every languages lesson begins with an opportunity for pupils to retrieve, revisit and consolidate prior learning—this is our Smart Start. This retrieval activity may take a range of forms and is designed to activate prior knowledge, strengthen memory and support connections across learning over time.
Lessons then move into a discussion of the learning journey, including the learning objective and BAD statements, which outline the depth at which pupils will engage with new content.
Key vocabulary is introduced before new learning is modelled using our ‘I Do – We Do – You Do’ structure, with practical application and low‑stakes quizzing interwoven throughout to support assessment and retrieval.
Assessment
Our approach to assessment aims to give timely feedback that moves learning forward. We use both formative and summative assessment to evaluate pupils’ understanding, knowledge and skills. This includes:
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Smart Start activities
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Live marking and feedback during independent tasks
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Listening, speaking, reading and writing activities
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Class discussions and oral responses
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Targeted questioning and retrieval quizzes
Teachers also make summative judgements at the end of each unit, considering both substantive knowledge and pupils’ ability to demonstrate linguistic knowledge and skills.