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17/10/24

Our very own Mrs Flood ( a trained and active paramedic) delivered an important assembly today. Restart a Heart Day is an annual global awareness day aimed at improving the public’s knowledge to help restart a heart and save more lives. pic.twitter.com/AB9UecDJ9c

16/10/24

During Black History Month, we remember and celebrate the important people from the past and also those who contribute and help our society today. HJAC children celebrated black history month by taking part in an African Drumming workshop. pic.twitter.com/LLC4kPzA75

14/10/24

On Friday HJAC were recognised in the Transforming Lives Awards for Excellence in Sustainability. We are so proud of this achievement. This wouldn't have been possible without the dedication of our staff & students. Go HJAC !!! pic.twitter.com/9CyCKpEhqB

14/10/24

On Friday HJAC were recognized in the Transforming Lives Awards for Excellence in Sustainability. We are so proud of this achievement. This wouldn't have been possible without the dedication of our staff & students. Go HJAC !!! pic.twitter.com/Ag7kfMQ7iD

14/10/24

A huge well done to 3 of our students from year 4 who were given the opportunity to perform with the Harris in Harmony Choir at the London ExCel Centre on Friday for the annual Harris Conference. The students sang in front of 5,000 staff. pic.twitter.com/ImSQD44lpq

09/10/24

Our Community hub is open! Please pop in! pic.twitter.com/OJQVkW0ksc

08/10/24

Our Y5 children are enjoying a Diya painting workshop. This is a delightful and educational way for children to celebrate Diwali and to learn about Hindu culture. Each child will design & paint their own Diya lamp, creating a lasting memory of the Festival of Lights. pic.twitter.com/14x891zGyZ

08/10/24

Thank you to those grandparents who were able to join us for our grandparents day celebrations. It was so lovely to see so many of you in school and so many smiling children. pic.twitter.com/Ev1xPk1AYQ

08/10/24

Our Y5 children are enjoying a Diya painting workshop. This is a delightful and educational way for children to celebrate Diwali and to learn about Indian culture. Each child will design & paint their own Diya lamp, creating a lasting memory of the Festival of Lights. pic.twitter.com/QRVypLrYZO

04/10/24

As part of our community outreach the children from Birch class visited a local care home to help the residents decorate biscuits. Both the children and residents had a wonderful experience that was heart harming to witness pic.twitter.com/h2sHUMKoWm

04/10/24

Thank you to all the amazing teachers here at HJAC we appreciate your tireless efforts in making learning enjoyable for all pic.twitter.com/6mJ0Lv9fto

02/10/24

Our Year 4 children are having a blast at their Ancient Greeks day! Bringing learning to life! pic.twitter.com/35UM4d16al

30/09/24

A huge thank you to everyone who supported our Macmillan coffee afternoon on Friday. Thanks to your generosity we raised £133.73. pic.twitter.com/4mmbmOz6li

30/09/24

Year 3 transported back in time to find out how the stone age people lived in a very interactive and informative workshop. pic.twitter.com/ZPFcivm5I9

27/09/24

We are celebrating teaching assistants at HJAC on National Teaching Assistant Day. We would like to thank them for nurturing & supporting our young learners & the staff at our academy. pic.twitter.com/txdTEWMJp4

16/09/24

Thank you to those parents who attended Fridays childhood anxiety workshop provided by Sutton. We received positive feedback on the event and will notify parents of any similar workshops. pic.twitter.com/Bv1Rsh2Lw3

05/09/24

Welcome back! We are absolutely delighted to have all children back in the school again; they have settled in brilliantly and are adjusting very well to their new routines and classroom environment. pic.twitter.com/n6JZEDoqG4

24/07/24

HJAC carnival! What an amazing end to the year! pic.twitter.com/UKXsX3baFd

15/07/24

We are so proud to announce that HJAC has passed and received our Eco-schools Green Flag award! pic.twitter.com/jTM54V87qL

21/06/24

We are so proud of our children today attending Sutton district sports event. Well done to the whole team! pic.twitter.com/iDEbgbpK7e

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

Brent

Bromley

Clapham

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Stratford

Sutton

Thurrock

Wandsworth

Westminster

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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