At KPS French is taught from Foundation to Level 6 in a one hour weekly class.The curriculum aims to develop the knowledge, understanding and skills to ensure that students:
communicate in French
understand the relationship between language, culture and learning
develop intercultural capabilities
understand themselves as communicators
Students use a wide range of text types designed for language learning, such as textbooks, teacher-generated materials and online resources. Their learning is enriched by exposure to a range of authentic texts such as websites, films, stories and songs. Students are encouraged to use French as much as possible for classroom routines, social interactions, structured learning tasks, and language experimentation and practice. Student progress is assessed regularly in the four key language skills of listening; speaking; reading and writing.
In the Junior School, Madame Temple makes links between the classroom curriculum and the French program. Programs include learning Maths in French using the Michael Ymer style approach and Inquiry units such as History, Geography, Personal Learning and Science. For example, when students are exploring local history in class, they will complement their learning in French by making comparisons with French historical buildings and/or Famous French people.
Question: Which is older?
La Tour Eiffel or Kew Primary School? L’Arc de Triomphe or the Kew Post Office?
Content and Language Integrated Learning (CLIL)
Madame Payne continues to implement this dual focused educational approach in which an additional language is used for the teaching and learning of both academic content and language, at the same time. The teaching and learning process focuses both on the core content of a chosen subject area and on the target language. Subject areas including science, maths, history, geography, drama, art and P.E. have formed the focus of Madame Payne’s CLIL teaching to date.
Some of the benefits of this integration of language and content include:
motivating learners (including less able learners)
developing linguistic confidence and competence and promoting spontaneity
repositioning languages in the school’s curriculum
revisiting effective teaching/learning