Languages
Back to Subjects MenuWhat is the Intent of the Languages Curriculum?
“The study of languages opens pupils’ minds and opens doors of opportunity”
OFSTED Curriculum research review series: languages 2021
At The Marsh Academy, we recognise that every student is capable of excellence and therefore students of all abilities are given the opportunity to study and be successful in learning an additional language. Through a broad and balanced curriculum, students are encouraged to express their own ideas and opinions in a different language, developing a curiosity and understanding of other cultures from around the world.
Our curriculum is carefully planned to ensure that students are provided with the building blocks to create firm foundations for further language learning, whether that be at GCSE level or beyond. Curriculum content and skills are clearly defined in our Unit Planners which revisit and build on existing knowledge. Introducing students to a wide range of topics and themes, enables them to understand and respond to speakers of the target language in both speech and writing across various contexts.
We want our students to foster a love of life-long language learning with transferable skills such as confidence, communication, problem solving and creativity. These key skills, entwined with the knowledge of an additional language, help to open doors of opportunity for our students, to broaden their horizons and allow them to be equipped with the knowledge and cultural capital they need to be as successful as possible.
RATIONALE
At our school, we believe that language learning should be enjoyable, engaging, and empowering. Our curriculum is carefully designed to spark curiosity, build confidence, and ensure that every student feels successful in their language journey.
We place a strong emphasis on the regular revisiting of vocabulary, phonics, and grammar. This approach helps students move knowledge from short-term to long-term memory, enabling them to recall and apply it with ease. As students develop this automaticity, they free up cognitive space to engage in deeper learning and more complex language tasks. To support this, we use Knowledge Organisers and Sentence Builders, which provide structured opportunities for rehearsal, self-assessment, and independent learning. New vocabulary is introduced gradually and practised across all four key language skills: listening, speaking, reading, and writing. This ensures that students have ample time and varied opportunities to embed their learning.
Our curriculum is progressive and cumulative, meaning that knowledge is built upon year after year and applied in a range of meaningful contexts. This helps students make connections across topics and deepen their understanding. We also prioritise explicit instruction and modelling, especially at the early stages of learning. Tools such as structure strips guide students through tasks like writing, first as a class and then independently. Over time, scaffolding is gradually removed, allowing students to develop autonomy and mastery.
Beyond language mechanics, we bring learning to life by exploring the cultures and daily experiences of people in French and Spanish-speaking countries. From festivals and traditions to school systems and sports, students gain a broader perspective of the world and an appreciation for cultural diversity.
Finally, we aim to show students the real-world value of language learning - whether it’s for travel, career opportunities, or living abroad. Given our proximity to France and the global reach of the Spanish language, we want every student to see how learning a language can open doors and enrich their future.
French
