Twitter

02/02/24

Year 3 had a wonderful trip yesterday in London at The National Gallery! pic.twitter.com/toTJfs4lZh

17/01/24

Our Year 4 children had a great trip today visiting a local Mosque in Morden. This linked perfectly with their RE learning. pic.twitter.com/m1eqOlI7Lq

11/01/24

Thank you to for a wonderful assembly today. The whole HJAC community were engaged in the assembly. pic.twitter.com/4DMbTSBOtM

19/12/23

The children have enjoyed a wonderful pantomime this morning courtesy of our wonderful PTA! pic.twitter.com/WpKwGjYt1t

19/12/23

We are delighted to have been able to donate lots of brand new toys to the children at Queen Mary’s Hospital at St Helier’s hospital. Thank you to all of our families who donated. pic.twitter.com/9pYipoWssl

19/12/23

Our Year 3 children enjoyed singing to the local residents at a local care home. The children all sang beautifully and there was smiles all round! pic.twitter.com/ObKYyvJ7Km

15/12/23

Thank you to all who came to celebrate the children's hard work this morning! The hall was filled with some truly wonderful projects! pic.twitter.com/1N8yzBUF5Q

13/12/23

The most beautiful setting for our Carols by Candlelight. The children sang beautifully last night and we can’t wait for Thursday nights performance! pic.twitter.com/ZUnxGhUblI

11/12/23

The children and staff enjoyed wearing their Christmas Jumpers for Christmas jumper day. We raised nearly £200 for ‘Save the Children’. The elves in school even got involved! pic.twitter.com/0QAZH9GF7G

20/11/23

Great start to Road safety week with our local police team speaking to the children about the importance of road safety. pic.twitter.com/SMYNbpzXXF

17/11/23

A fantastic PTA event at school, making Bath Bombs and selling Hot dogs and hot chocolate! What a wonderful combination. pic.twitter.com/V0Pgauv5rs

17/11/23

17/11/23

Today we are supporting Children in Need. Our children are all very happy wearing their Pudsey inspired outfits or PJs! pic.twitter.com/pwprYaED9v

03/11/23

HJAC are proud to be taking part in ‘Cut Your Carbon’ November in partnership with Eco Schools. The children are all very excited to be involved in such a worth while event! pic.twitter.com/lFeekMIiEO

30/10/23

The children are enjoying their African Drumming workshop as part of our diversity offer at HJAC. pic.twitter.com/U8xn7eDnZJ

20/10/23

Thank you to all of the wonderful HJAC community. We are so grateful for such a wonderful support in Sutton. pic.twitter.com/a29pKBLmiY

11/10/23

Amazing showcase this morning of all of our children’s home learning projects! They are just amazing! pic.twitter.com/QZEIcpqXWi

10/10/23

Year 5 children have been enjoying their Diwali workshop creative day with crafts in the morning and learning some dances in the afternoon! pic.twitter.com/yy7v1gcRWf

09/10/23

So proud of all of the staff at HJAC who received so many nominations! pic.twitter.com/zDC3tZ83r4

06/10/23

So proud of our children and staff involved working together with We all loved seeing our children up on stage! pic.twitter.com/C6Wt8N0CX9

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office

Bexley

Bromley

Clapham

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Stratford

Sutton

Thurrock

Wandsworth

Westminster

Willesden

Modern Foreign Language

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.   

French lessons allow children to learn about the language, writing and culture of France and beyond.  

A linguist needs: 

  • Good communication skills 

  • Cross cultural skills 

  • Analytical skills 

  • Research skills 

FRENCH

Intent: Introduction, Vision and Philosophy 
The purpose of this document is to clarify the how, why, and what of French teaching in our Academy. This is to be used by staff to clarify expectations, highlight the resources that we have at our disposal, and to ensure that a high-quality French curriculum is being taught to all. We want our children to be inquisitive and respectful about the language and culture of France.   We want children to understand how they, their family and friends live is different to how others do in other parts of the world and to develop a curiosity about that.   

A high-quality French education will help pupils gain a knowledge and understanding of the language of another culture and a comparison of their own. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.  

Learners will: 

  • develop resilience in language learning as well as enjoyment of it through a challenging scheme of work. 

  • acquire language learning strategies for memorisation and retrieval as well as for listening, reading and understanding. 

  • develop the skill of how to use a bi-lingual dictionary to decode unfamiliar language.  

  • be able to manipulate language to speak or write sentences creatively using prior knowledge of grammar and key features; with and without a dictionary. 

  • have a sound grasp of the key sounds of the French language and their corresponding graphemes and be able to apply this knowledge when speaking, listening and reading aloud. 

  • recognise some of the language patterns of French and how these differ or are similar to English 

  • appreciate and be able to copy the sound of the language at text level through songs, stories and rhymes. 

  • have a deeper understanding of cultural differences and similarities. 

  • demonstrate substantial progress in learning French and work towards or meet the targets of the KS2 Programme of Study for Languages. 

Implementation:  
What does French look like?  

Overview: 
We follow the units from the curriculum developed by the Harris Federation.  Children progress through the year groups focusing on different topics and skills. Children can ask and answer topic related questions and eventually move onto conversational French. They are eventually able to express opinions with fluency and perform short narratives. French is taught weekly in class and is evidenced through work and pictures in our French ‘Big Class Book’.  

When beginning a new topic, the lessons will typically start with a couple of oral based lessons where the children can listen, understand and repeat phrases with correct pronunciation. This helps children to be able to use words and phrases in correct contexts. The lessons will then follow on with activities where children can use and practise the new vocabulary in certain contexts, for example role playing a café setting where children can use the vocabulary they have recently learnt about food. Towards the end of the topic, the focus of the lessons will be more written based where the children will have the opportunity to put spellings with certain sounds.

FRENCH 1

French phonics lessons will be introduced into the curriculum as part of French teaching. Children will learn new sounds which will         relate back to the topic of learning for that lesson.   

Year 3 – Skills and Knowledge 

Skills 

  • Listen, read and show understanding of single words. 

  • Recognise a familiar question and respond. 

  • Write single familiar words from memory with understandable accuracy. 

  • Recognise some letter strings and pronounce them in familiar words. 

  • Use strategies for memorising vocabulary. 

  • Find the meaning of word in a bi-lingual dictionary. 

  • Join in with the actions of familiar songs, stories and rhymes. 

Knowledge 

  • Awareness that different word classes exist in French and know some vocabulary for nouns, adjectives, verbs, pronouns, adverbs and conjunction. 

  • 1st and 2nd and 3rd person pronouns.  

  • Awareness of genders of nouns in French. 

  • Awareness that letters in French can make a different sound to English and silent letters are frequent. 

  • Awareness that French is spoken in other countries besides France. 

  • Some of the traditions of Christmas and New Year in France. 

Year 4 – Skills and Knowledge 

Skills 

  • Listen, read and show understanding of short phrases in texts as well as songs and rhymes. 

  • Ask and answer several simple and familiar questions. 

  • Write and say a simple phrase to describe people, places and things with a language scaffold as well as be confident to do the same without support. 

  • Read aloud short familiar sentences using knowledge of phonics. 

  • Use a bi-lingual dictionary to find the meaning or translation of a word. 

  • Join in with the words of familiar songs, stories and rhymes sometimes from memory. 

Knowledge 

  • Concept of gender of nouns. 

  • Formation of a question with rising intonation. 

  • Pattern of questions with question words. 

  • Better understanding of silent letters. 

  • Awareness of elision. 

  • Rules for making nouns plural. 

  • Formation of 1st group verb and some irregular verbs with all pronouns. 

  • Making a sentence say not. 

  • Position of colour adjectives in a sentence and correct use of adjective agreement.

Year 5 – Skills and Knowledge 

Skills 

  • Listen, read and show understanding of more complex familiar phrases and sentences in texts. 

  • Ask and answer more complex familiar questions. 

  • Write and say a more complex sentence to describe people, places and things with a language scaffold as well as be confident to do the same without support. 

  • Read aloud more complex familiar sentences using knowledge of phonics. 

  • Use a bi-lingual dictionary to find the meaning of nouns in the plural, adjectives in agreement and conjugated verbs. 

  • Follow the text of a familiar rhyme, song or story and identify the meaning of the words. 

Knowledge 

  • Rules of agreement of adjectives in the singular and plural. 

  • Position of majority of adjectives in a sentence. 

  • Concept of liaison. 

  • Development of understanding of formation of questions. 

  • Formation of the definite article. 

  • Making a negative sentence 

  • Using the comparative and superlative for description. 

Year 6 – Skills and Knowledge 

Skills 

  • Listen, read and show understanding of more complex sentences using familiar and unfamiliar words. 

  • Engage in a short conversation using familiar questions and express opinions. 

  • Write and say a more complex sentence to describe people, places and things. manipulating language with a bi-lingual dictionary as well as be confident to do the same without support. 

  • Pronounce unfamiliar words in a sentence with a high degree of accuracy using phonic knowledge. 

  • Decode an unfamiliar text using grammatical knowledge, context or a bi-lingual dictionary. 

  • Read aloud the text of familiar songs, rhymes and stories. 

Knowledge 

  • Consolidation of grammatical knowledge from Years 3 to 5. 

  • Recognising the past tense 

Unit 
The sequence of learning has been outlined by the rationale above. Within each unit there is a pre-planned sequence of learning. Teachers plan the unit of work starting from the end point of the last history unit. Knowledge is then built-up week by week to move through the aspect of the language being covered so that there is a clear progression of learning through each unit. The front cover of each unit displays the order in which the learning will happen and the relevant links to the National curriculum.  


Typical Lesson 
We aim to provide varied lessons, both in presentation and outcome, to allow children to fully immerse and engage with the subject.  However, in French lessons there is a strong focus on speaking, listening, pronunciation and intonation. 

Impact 
Evidence and Assessment 
Pupils have the opportunity to record their learning in a variety of ways, which is recorded within their whole class French books.  Evidence of the learning is dependent on the lesson outcome, year group and the knowledge and skills being developed but is usually annotated photographs. 

Subject leaders will conduct learning walks and pupil interviews to measure the impact of our teaching, based on how much children can remember. 

Subject leaders will meet with their counterparts from our other cluster schools half termly and will moderate the planning, work and monitoring outcomes from their setting to ensure that standards are exceeding the expectations of the National Curriculum. 

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