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Lightbulb Languages:Lightbulb Languages is a progressive scheme of work we use here at Sandhurst Primary School in Key Stage 2. Although Lightbulb Languages provides lessons plans and has resources that can be used for every lesson, the framework does not prescribe specific topics or contexts for learning. It gives teachers the freedom to be creative and innovative and to devise programs of work and activities, which will engage, excite and challenge children. Lessons are stimulating, enjoyable and challenging, reflecting children’s increasing maturity as they move through Key Stage 2. We aim to offer inspiration to communicate and use French creatively and in real life situations. The core Learning Objectives for speaking, reading, writing and listening are progressive and are listed in full for each year.

 

At Sandhurst, French is a subject the children enjoy because it is something different in the curriculum.  They get lessons delivered once a week by one of our native French teaching assistants who ensures work is completed to a high standard. Children begin to learn French in Year 3 and continue up to Year 6. Lightbulb Languages allows children to learn new topics each year as it is a progressive scheme of work. As children develop the four skills (speaking, listening, reading and writing) they are encouraged to use what they have learnt to speak to the teacher and their peers in French where appropriate. Children’s vocabulary is broadened through rich vocabulary taught during the input of the lesson and is then repeated throughout the lesson for children to absorb and use if they are confident. The French curriculum is well-planned and resourced with a focus on communication as this is key for our children’s futures.

As mentioned previously, Lightbulb Languages provides lesson plans to follow. Each lesson begins with an oral element to ensure pronunciation is correct, gets children engaged ready for their lesson and recaps previous lesson content. The lesson then moves onto the teacher input, where again, the listening and speaking skills are evident. The children will then be given some work which will be reading and writing with some oral activities. To finish the lesson, the teacher will then go over the work and end with some role play or songs.

Incorporating French into Key Stage 2’s weekly timetable is key so children can build up confidence and fluency in a foreign language. Lightbulb Languages ensures children progressively acquire, use and apply a developing bank of knowledge to use in and outside of French lessons. Through careful use of resources and planning, children have a chance to learn all four key skills of foreign languages which lay the foundations for their future.

Possible Career Aspirations for the Future

We want our pupils to develop a love for languages and as a result remind them, if they continue to aim high they could become a Specialist language teacher, Interpreter, Speech therapist across the globe or choose from many other exciting professions!

Oracy – Learning Objectives
Children should be taught to: Children should, for example:
O3.1 Listen and respond to simple rhymes, stories and songs Identify rhyming words.

Perform finger rhymes and sing songs. Join in with storytelling.
O3.2 Recognise and respond to sound patterns and words Listen with care.

Identify phonemes which are the same as or different from English and other known languages. Speak clearly and confidently.
O3.3 Perform simple communicative tasks using single words, phrases and short sentences Recall, retain and use vocabulary. Ask and answer questions.
O3.4 Listen attentively and understand instructions, everyday classroom language and praise words Repeat words and phrases modelled by the teacher.

Remember a sequence of spoken words. Use physical response, mime and gesture to convey meaning and show understanding.
O4.1 Memorise and present a short spoken text Learn finger rhymes, poems or a non-fiction text. Learn and say several sentences on a topic.
O4.2 Listen for specific words and phrases Listen with care.

Use physical response to show recognition and understanding of specific words and phrases.
O4.3 Listen for sounds, rhyme and rhythm Identify specific sounds e.g. rhymes, letters, phonemes, words.

Compare different sounds.
O4.4 Ask and answer questions on several topics Practise asking and answering questions with a partner.

Develop and perform simple role plays.
O5.1 Prepare and practise a simple conversation, re-using familiar vocabulary and structures in new contexts Focus on correct pronunciation and intonation. Ask and answer questions.

Use tone of voice and gesture to help to convey meaning.
O5.2 Understand and express simple opinions Agree and disagree with statements. Understand and express like and dislikes.
O5.3 Listen attentively and understand more complex phrases and sentences Understand the main points from speech which includes unfamiliar language.
O5.4 Prepare a short presentation on a familiar topic Recall, retain and use words, phrases and sentences.

Memorise and present a set of instructions, e.g. a recipe, a weather forecast, instructions for

making something, a message, an advertisement.
O6.1 Understand the main points and simple opinions in a spoken story, song or passage Listen attentively, re-tell and discuss the main ideas.

Agree or disagree with statements made about a spoken passage.
O6.2 Perform to an audience Present a short piece of narrative either from memory or by reading aloud from text.

Develop a sketch, role-play or presentation and perform to the class or an assembly.
O6.3 Understand longer and more complex phrases or sentences Re-tell using familiar language a sequence of events from a spoken passage, containing complex sentences.

Understand and express reasons.

Understand the gist of spoken passages containing complex sentences e.g. descriptions, information, instructions.
O6.4 Use spoken language confidently to initiate and sustain conversations and to tell stories Participate in simple conversations on familiar topics.

Describe incidents or tell stories from their own experience, in an audible voice.

Literacy - Overview
Year 3

As children listen to sounds, words and phrases, they repeat and chorus, learning accurate pronunciation. They then gradually learn to link simple phonemes and spellings. They enjoy reading a few familiar words and phrases aloud and begin to write letters and familiar words.

They also experiment with writing some familiar words from memory.

 By the end of Year 3, children should be able to:

  • Recognise and understand some familiar words and phrases in written form
  • Read aloud in chorus, with confidence and enjoyment, from a known text
  • Write some familiar simple words using a model
  • Write some familiar words from memory.
Year 4

Children develop their reading skills and learn to understand familiar written phrases in clear printed script. They link listening and reading, by reading short familiar stories, songs and poems while listening to them at the same time. They write familiar words and phrases using a model and begin to experiment with building short phrases from memory.

 By the end of Year 4, children should be able to:

  • Read and understand familiar written phrases
  • Follow a short text while listening and reading, saying some of the text
  • Read a wider range of words, phrases and sentences aloud
  • Write some familiar words and phrases without help.
Year 5

Children revisit and consolidate vocabulary and structures learnt previously, and build on this prior learning. They develop their reading skills by re-reading a range of short texts. They learn to put familiar words into sentence order.

They continue to develop their writing skills by using words and phrases to build sentences and short texts with support.

 By the end of Year 5, children should be able to:

  • Read and understand some of the main points from a text
  • Understand how a simple sentence is written
  • Write words, phrases and a few sentences using a model.
Year 6

Children read a variety of longer texts from different text types. They read aloud with confidence and enjoyment, and also enjoy reading short texts independently. They learn to write some short, simple sentences from memory and continue to develop their writing skills by constructing short texts using a model.

 By the end of Year 6, children should be able to:

  • Read aloud with confidence, enjoyment and expression, in chorus or individually
  • Read and understand the main points and some detail from a short written passage
  • Write several sentences from memory
  • Develop a short text using a model.

Literacy – Learning Objectives
Children should be taught to:  Children should, for example:
L3.1 Recognise some familiar words in written form Understand words displayed in the classroom identify and read simple words.

read and understand simple messages.
L3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words Pronounce accurately the most commonly used characters, letters and letter strings.

Read aloud a familiar sentence, rhyme or poem.
L3.3 Experiment with the writing of simple words Write simple, familiar words using a model. Write some single words from memory.
L4.1 Read and understand a range of familiar written phrases Match phrases and short sentences to pictures or themes.

Identify non-fiction texts by their style and layout,

e.g. a recipe, a weather forecast, instructions for making or doing something, a letter, an advertisement.
L4.2 Follow a short familiar text, listening and reading at the same time Make links between the spoken and written words. Identify common spelling patterns in letter strings.
L4.3 Read some familiar words and phrases aloud and pronounce them accurately Read aloud words which they use on a regular basis, e.g. numbers, days, weather.
L4.4 Write simple words and phrases using a model and some words from memory Pronounce letter strings, words and phrases accurately with good pronunciation.

Write labels for work on wall displays and in their books.

Complete a semi-completed e-mail message to someone in a partner school.
L5.1 Re-read frequently a variety of short texts Read fiction and non-fiction texts, e.g. extracts from stories, e-mail messages and texts from the Internet.
L5.2 Make simple sentences and short texts Understand that the order of words in a sentence influences the meaning.

Make a sentence using single word cards. Make a short text using word and phrase cards; link to relevant NLS sentence level objectives.
L5.3 Write words, phrases and short sentences, using a reference Choose words, phrases and sentences and write them into a gapped text or as picture captions. Use a bilingual dictionary to check the spelling of familiar words.
L6.1 Read and understand the main points and some detail from a short written passage Read and respond to e.g. an extract from a story, an e-mail message or song.

Give true or false responses to statements about a written passage.

Read descriptions of people in the school or class and identify who they are.
L6.2 Identify different text types and read short, authentic texts for enjoyment or information Read for enjoyment an e-mail message, short story or simple text from the Internet.

Read and understand the gist of a familiar news story or simple magazine article.
L6.3 Match sound to sentences and paragraphs Use punctuation to make a sentence make sense. Listen carefully to a model, e.g. a video recording, recorded story or song, and re-constitute a sentence or paragraph using text cards.

Apply most words correctly.
L6.4 Write sentences on a range of topics using a model Construct a short text, e.g. create a PowerPoint presentation to tell a story or give a description.

Intercultural Understanding – An Overview
Year 3

Learning a language arouses children’s interest and curiosity in their own identities and helps them to see the relationships between their lives and those of others. During the year they think about the linguistic diversity of their own school and talk about the languages they would like to learn.

They find out where the language they are learning is spoken.

They make contact either in person or through Internet or video with a partner school or native speaker, e.g. a parent, or a language assistant.

 By the end of Year 3, children should be able to:

  • Appreciate the diversity of languages spoken within their school
  • Talk about the similarities and differences of social conventions between different cultures
  • Identify the country or countries where the language is spoken
  • Have some contact with the country/countries
  • Recognise a children’s song, rhyme or poem well known to native speakers.
Year 4

Children reflect upon celebrations in which they participate at home, at school and in the wider community, and discuss the similarities with celebrations in other cultures. They compare aspects of everyday life at home and abroad,

e.g. sports and hobbies, with children from other countries.

They identify common elements in traditional stories from other cultures.

 By the end of Year 4, children should be able to:

  • Talk about celebrations of which they have experience
  • Know about similar celebrations in other cultures
  • Compare aspects of everyday life at home and abroad
  • Identify similarities in traditional stories, building on relevant Y2/3 NLS framework objectives.
Year 5

Children discuss aspects of daily life which they have in common with children in different countries.

They look at the similarities and differences between their own locality and that of another country.

Children also learn about symbols, objects and products that represent countries.

 By the end of Year 5, children should be able to:

  • Identify similarities and differences in everyday life
  • List some similarities and differences between contrasting localities
  • Recognise how symbols, products, objects can represent the culture/cultures of a country
  • Recognise how aspects of the culture of different countries become incorporated into the daily life of others.
Year 6

Children compare attitudes of different cultures.

They discuss stereotypes and reflect on the importance of developing tolerance and understanding between people. They celebrate their understanding and knowledge with others.

 By the end of Year 6, children should be able to:

  • Demonstrate understanding of and respect for cultural diversity
  • Present information about an aspect of another country.

Intercultural Understanding – Learning Objectives
Children should be taught to: Children should, for example:
IU3.1 Learn about the different languages spoken by children in the school Increase awareness of linguistic and cultural diversity.
IU3.2 Locate country/countries where the language is spoken Identify some of the countries where the language is spoken, drawing on the knowledge of class members where appropriate.

Know some facts about one country, e.g. climate, main towns, famous landmarks, produce.
IU3.3 Identify social conventions at home and in other cultures Learn about polite forms of address. Know how to greet native speakers. Recognise some typical names.
IU3.4 Make indirect or direct contact with the country/countries where the language is spoken Have contact with a native speaker, including peers where appropriate.

View a video or media resource about the country. Send an e-mail, letter or postcard to a partner school.
IU4.1 Learn about festivals and celebrations in different cultures Learn how children of different cultures celebrate special days.

Identify similarities and differences.

Learn simple phrases to celebrate festivals, drawing on the experience of pupils where possible.
IU4.2 Know about some aspects of everyday life and compare them to their own Compare pastimes of children of different cultures and countries.

Exchange information with a partner school, e.g. sports, hobbies.
IU4.3 Compare traditional stories Compare characteristics of simple stories between cultures.

Look at the writing system of the language.
Learn about ways of travelling to the country/countries Revise the location of country/countries where the language is spoken.

Identify a route from own locality to specified destination, drawing on the direct experience of pupils where available.
IU5.1 Look at further aspects of their everyday lives from the perspective of someone from another country Consider aspects of everyday life of children in their own and different countries.

Reflect on cultural issues using empathy and imagination to understand other people’s experiences.
IU5.2 Recognise similarities and differences between places Identify geographical features of a contrasting locality.

Learn about buildings and places in different countries.
IU5.3 Compare symbols, objects or products which represent their own culture with those of another country Learn about symbols representing their own country, culture and community. Learn about symbols and products from another country and culture.
IU6.1 Compare attitudes towards aspects of everyday life Recognise similarities and differences in attitudes amongst children in different cultures.

Learn about role models for children in different cultures.
IU6.2 Recognise and understand some of the differences between people Discuss similarities and differences between the cultures they have learned about.

Recognise and challenge stereotypes.
IU6.3 Present information about an aspect of culture Perform songs, plays, dances.

Use ICT to present information, having a greater sense of audience.

Knowledge about Language (KAL)
Overview of years 3-6
When learning a new language, children reinforce and reinterpret knowledge and understanding gained in learning their first language(s).

In the early years children should develop insights into the sounds and some of the structures of the new language and compare them with their own language(s).

As they increase their understanding of the rules of sounds, spellings and grammar, they should begin to apply these rules when creating new language, both spoken and written.

As they progress, children should have frequent opportunities to apply previously learnt knowledge and rules in English and the new language.

Children will have experience of learning about and using simple grammatical terms such as nouns, verbs, adjectives, adverbs and pronouns. They will need to apply this knowledge in the context of learning about languages which are new to them.

This knowledge can be taught in the new language or in English.

 Children should have opportunities to:

  • Identify phonemes, letters and words which are similar to and different from English in spoken and written forms
  • Recognise commonly used rhyming sounds and learn how they are written
  • Understand and use a range of common words from all word classes, especially verbs
  • Recognise that languages use different writing systems, have different ways
  • of expressing social relationships (politeness), borrow words from other languages and describe concepts and ideas differently
  • Apply their knowledge of language rules and conventions when building short sentences and texts, spoken and written
  • Understand and use question forms and negatives in spoken and written language
  • Understand that rules and conventions are respected by native speakers and are important for learners
  • Recognise some basic aspects of agreement where relevant, e.g. gender, singular/plural, pronoun/verb, adjectives
  • Recognise the importance and significance of intonation and punctuation.

Knowledge about Language (KAL) – Summary Objectives
The objectives for developing children’s Knowledge about Language are integrated into the learning objectives and teaching activities for Oracy, Literacy and Intercultural Understanding. It is assumed that these integrated versions will be used for day-to-day planning purposes. In order to further develop learning programmes and assist the monitoring of course content and learners’ progress, examples of the main KAL elements linked to each learning objective are also summarised below.
KAL – Year 3
O3.1

  • Identify specific sounds, phonemes and words
  • Recognise commonly used rhyming sounds.

O3.2

  • Identify specific sounds, phonemes and words
  • Imitate pronunciation.

O3.3

  • Hear main word classes
  • Recognise question forms and negatives
  • Recognise conventions of politeness
  • Engage in turn taking.

O3.4

  • Link sounds to meanings
  • Recognise negative statements.
L3.1

  • Recognise how sounds are represented in written form
  • Notice the spelling of familiar words.

L3.2

  • Understand how far letters/letters strings are both similar to and different from English
  • Recognise that some words occur in both English and the language being learned, although they may sound different.

L3.3

  • Appreciate that writing systems are different from one another.
IU3.1

  • Recognise that many languages are spoken in the UK.

IU3.2

  • Recognise that many languages are spoken across the world.

IU3.3

  • Recognise that there are different language conventions to express politeness.

IU3.4

  • Understand that familiar things have different names in different languages e.g. Wasser, eau, water.
KAL – Year 4
O4.1

  • Recognise negative statements.

O4.2

  • Recognise categories of words (e.g. colours, animals)
  • Extend recognition of word classes
  • Recognise and apply simple agreements (e.g. gender, singular, plural)
  • Interpret non-verbal communication.

O4.3

  • Sort words according to sounds.

O4.4

  • Use question forms
  • Identify word classes and understand the function of e.g. verbs.
L4.1

  • Apply phonic knowledge of the foreign language in order to decode text.

L4.2

  • Recognise that texts often have the same conventions of style and layout as in English.

L4.3

  • Use phonic knowledge to support accurate pronunciation
  • Recognise the main word classes.

L4.4

  • Apply phonic knowledge to write simple words and phrases.
IU4.1

  • Recognise similarities and differences between languages in the phrases used for celebration.

IU4.2

  • Understand that conventions are respected by native speakers and are important for learners.

IU4.3

  • Identify a different writing system
  • Identify narrative forms in a different language and compare to those in English.

IU4.4

  • Notice similarities and differences in place names.
KAL – Year 5
O5.1

  • Develop accuracy in pronunciation and intonation
  • Manipulate language by changing a single element in a sentence
  • Use repair strategies to keep a conversation going.

O5.2

  • Understand and use negative statements.

O5.3

  • Recognise different types (register) of language
  • Apply knowledge of language rules and conventions when building short sentences.
L5.1

  • Notice different text types and deal with authentic text.

L5.2

  • Recognise the typical conventions of word order and compare with English/other languages spoken in the class.

L5.3

  • Apply phonic and whole word knowledge in the new language in order to locate words in a reference source.
IU5.1

  • Understand that words will not always have a direct equivalent in the language.

IU5.2

  • Recognise that languages borrow words from other languages.

IU5.3

  • Notice different text types.
KAL – Year 6
O6.1

  • Recognise the importance and significance of intonation.

O6.2

  • Use knowledge of language to present information and personal ideas.

O6.3

  • Notice and manipulate agreements.

O6.4

  • Use knowledge of words, text and structure to make meaning, using simple language spontaneously.
L6.1

  • Use knowledge of form including, where appropriate, plurals and notions of gender to improve access to a range of texts
  • Apply knowledge of word order and sentence construction to support the understanding of written text.

L6.2

  • Use knowledge of the language features, style and layout of different texts to support understanding.

L6.3

  • Apply knowledge of words and text conventions to build meaningful sentences and short texts.
IU6.1

  • Devise questions for authentic use.

IU6.2

  • Recognise that languages have different ways of expressing social relationships.

IU6.3

  • Create spoken and written language using simple sentences.
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Our agreed consistencies for MFL: If you were to walk into an MFL lesson at Sandhurst you would see: In our MFL curriculum you will see that we value inclusion and diversity:
  • Children in KS2 must have a weekly 30-minute lesson.
  • We must follow the “Lightbulb Languages” scheme of work.
  • Children are exposed to a range of listening, reading, writing and speaking activities.

 

 
  • Lessons being delivered by our French Teaching Assistant.
  • Lessons being used from a professional scheme of work.
  • A range of skills being taught.
  • A member of support staff present in the lesson
  • Engaging activities.
  • Opportunity for songs and games to be incorporated into the lesson to make it fun and engaging.
  • Giving all children the chance to participate in French lessons.
  • Having further resources prepped for those who require additional support.
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