Languages
Purpose
At Westwood, we aim to enable students to communicate effectively in one or two other languages. Students develop strategies that help them to become efficient language learners post-16 and therefore increase their opportunities for work, study and fulfilment by being able to communicate with people from other countries and possibly visit, live, work or study abroad. We aim to develop their respect for
others both in our communities and around the world and we want to build up their cultural
capital and widen their horizons through a range of class activities, extra-curricular activities and trips.
Curriculum Intent
The Languages curriculum at Westwood aims to ensure that all pupils:
- work towards building a vocabulary based on the most common words in the language studied
- develop their knowledge of increasingly complex grammatical structures
- understand and respond to spoken and written language from a variety of authentic sources and discover and develop an appreciation of a range of writing in the language studied
- speak with increasing confidence, fluency and spontaneity and continually improve the accuracy of their pronunciation and intonation
- can write at varying length, for different purposes and audiences
- deepen their understanding of the world
- achieve success at public examination levels
- become lifelong efficient learners of other languages
Curriculum Implementation
Over the course of their study our students are given the skills and knowledge to become confident and independent speakers through phonics, vocabulary and grammar. Learning is organised in a spiral approach and progression is built in the curriculum. Over the course of their learning, students revisit regularly the language they learn and continually practise the skills. We adapt our teaching to cater for the needs, abilities and interests of each individual student. All teachers are Language specialists and have expert knowledge of the languages and countries studied.
Following a planned programme of phonics, students will know most sound-spelling links in the languages studied by the end of Year 9. Vocabulary and grammar points are re-visited systematically in new contexts, and in extended, less or unscaffolded activities. Grammar points are presented explicitly then practised thoroughly in input and production, which becomes more open-ended and less structured over time
In Year 9, students setting varies from year to year. In Year 10 students are broadly set into two ability groups, dependant on class sizes. The progress of all Year 9 students is discussed by the department during the year and particularly towards the end of the year, as a prelude to setting in Year 10.
When students come to Westwood College they continue their study of French begun in Junior High. Students begin their study of German or Spanish, using the course books Mira and Logo.
In Years 10 and 11 languages are optional, the course being 5 hours/ fortnight. All sets follow the AQA linear course to GCSE taking either Foundation or Higher Level options as appropriate. AQA Advanced Level French, Spanish and German are taught at the school.
Students are taught to:
- identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied
- use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate
- develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues
- use accurate grammar, spelling and punctuation
- listen to a variety of forms of spoken language to obtain information and respond appropriately
- transcribe words and short sentences that they hear with increasing accuracy
- initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address
- express and develop ideas clearly and with increasing accuracy, both orally and in writing
- speak coherently and confidently, with increasingly accurate pronunciation and intonation
- read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material
- read literary texts in the language [such as stories, songs, poems and letters] to stimulate ideas, develop creative expression and expand understanding of the language and culture
- write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language
Extra-curricular
Our exchange link with the “Theodor-Heuss-Realschule” in Walldorf, Germany, is offered to students studying German in Year 10. Study visits to Spain (Year 10), Berlin (Year 12 and 13) and Paris (Years 10 and) also offer curriculum enrichment.
The school regularly enters the Linguistic Olympiad and the club is open to all Sixth Form students.
Sixth Form students mentor younger students and help them prepare for exams.
We enjoy good links with Higher Education providers and gifted and talented students have participated in many events, in and away from school, designed to encourage continued study.
Impact
Regular assessments of the students’ progress in the curriculum are conducted and noted on schemes of work, these assessments measure skills gained over a sequence of lessons, including the ability to produce longer stretches of language and more complex language. Regularly planned, more frequent and less formal checks measure specific knowledge such as vocabulary and grammar after certain lessons and homework.
Students are expected to act upon advice given by teachers. Teachers give specific tasks in feedback in order to help students progress through areas for improvement.
Four cycles of data reporting inform parents about their child’s progress. These data cycles also inform the Subject Leader who identifies gaps and strategies to address them in fortnightly meetings with SLT.
Learning Journey
French Learning Journey Year 9
French Learning Journey Year 10
French Learning Journey Year 11
Spanish Learning Journey Year 9
Spanish Learning Journey Year 10
Spanish Learning Journey Year 11
German Learning Journey Year 9