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Wigton Moor

Primary School

Everyone learns and everyone achieves because everyone matters!



At Wigton Moor Primary School, everyone learns, and everyone achieves because everyone matters. We believe that learning a language enriches the curriculum, providing excitement, enjoyment and challenge, helping to create enthusiastic learners and to develop positive attitudes to language learning throughout life.  The language that we have chosen to teach is French. 

Our teaching provides an appropriate balance of spoken and written language through a no-ceiling approach to differentiation. This enables all learners from the most able to those with SEND , to develop a deeper understanding of the French language and French culture. They enjoy lessons that are fun and engaging in order to foster a love of learning and a desire to learn another language and to expand our vocabulary in French.  Our teaching in French lessons and across the curriculum lays the foundations for further foreign language learning at high school, even if this is not French. Children in KS2 are able to explain how learning a language gives us 'liberation from insularity' enabling a wider view of the world as well as developing linguistic skills for the future. 



We follow the requirements of the National Curriculum which can be seen in the document below, utilising and adapting a scheme of work developed in partnership between La Jolie Ronde and  Wakefield Council. We have a no-ceiling approach to the teaching of French in all our sessions. All children are supported so that they have the possibility of achieving the outcome of the lesson.

We do this

  • by setting tasks that are challenging but achievable, to allow experience of success in academic tasks. This allows the development of self-efficacy (belief that one can achieve a particular task, Bandura, 1990)

eg  Resources to support and scaffold learning

  1. We use a  Must/Should/Could expectation for each session.
  2. Word banks – created by the children and can be used as reference points throughout the unit.
  3. Knowledge Organisers – knowledge/language summary documents created by the teacher and shared in the final session of the unit. These can be used as a prompt to refer back to in future sessions.
  4. Bi-lingual dictionaries – in Upper KS2  effective usage is modelled and practised and can then be used to support translation and understanding of new language.
  5. Pupils are challenged and stretched to deepen their learning by completing tasks independently without referring back to these resources.
  6. Both the support and challenge opportunities are available to all in accordance with our ‘no ceiling’ approach


  • by highlighting the intrinsic value of the task (how it will be useful in the future) rather than focusing on exam results or external rewards.

eg at Wigton Moor, the children understand that learning a language leads to ‘Liberty from insularity’ or ‘Freedom from a narrow view of the world’ . They understand that through developing language skills they enhance their communication skills and that by learning about life in another country they broaden their cultural understanding.


  • by allowing students some degree of autonomy in setting their goals or selecting the materials to use.

eg in all tasks our children are encouraged to refer back to their prior knowledge and ‘use what you know’. Pupils are encouraged to use their own exercise books, Knowledge Organisers and in UKS2 Bilingual dictionaries as reference materials to support them if needed.


  • by encouraging a ‘growth mind-set’ that all students make mistakes and that mistakes can be learning opportunities rather than failures (Dweck, 2000).

eg As a school we have developed good learning behaviours for building independence, persistence  and resilience across the curriculum. This is exemplified in French lessons where pupils have the confidence to take part in oral sessions to practise their growing language skills. They are not afraid to ask for help when they need it or to indicate that they need further clarification of the learning. This is as a direct result of the good relationships built around the school between staff and pupils which encourages children to ‘have a go’ and to use the support available to them. This in turn gives them the confidence to attempt the ‘Challenge’ tasks.  


Bullet points - SEN support: A rapid evidence assessment Research report July 2017 Julia Carroll, Louise Bradley, Hayley Crawford, Penny Hannant, Helen, Johnson & Angela Thompson Coventry University



Key Knowledge  and Assessment

  • Vocabulary words and phrases and grammatical concepts are revisited and practised  in lessons so that children learn more and remember more as they progress through the school. Knowledge Organisers of units completed and links to prior learning are made are referred back to, in order to deepen learning.  
  • Strategies for understanding and retaining knowledge such as cognates and identifying patterns in language are taught and practised.
  • Knowledge is assessed in end of unit Learning Assessment Quadrants which assess key knowledge by asking 4 questions about knowledge learnt:
  1. during the previous topic
  2. at the beginning of the current topic
  3. in the middle of the current topic
  4. at the end of the current topic
  • Progress is monitored informally through on-going Assessment for Learning in lessons and marking of written work. In addition the results of the Quadrant assessments are taken into account.


Progression in French from Y3-6

  • The Long Term Plan for French exemplifies a  progression of curriculum content, skills and technical language from Y3-6 which is both coherent and rigorous. To support our planning and to ensure that the work planned was of an appropriately rigorous level, La Jolie Ronde (Wakefield) Scheme of Work formed the basis of planning when deciding on which units to teach and when they would be taught. The scheme has been adapted to suit the needs and interests of the pupils at Wigton Moor.
  • Medium Term Plans detail the teaching and learning in each session and set out the Must/Should/Could expectations. They refer to prior learning and learning which is to follow, to ensure that the learning is coherently planned and sequenced. They show the 'sticky knowledge' content for the Knowledge Organisers in each unit and also the End of Unit Assessment Quadrant content.
  • Exercise books contain evidence of progression in written French and travel with the pupils from Y3 through to Y6.
  • Video recordings of children who are judged to be working at age related expectation exemplify progression in spoken French.

National Curriculum - Languages

Singing Head, Shoulders, Knees & Toes in French.

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Successful learning of various body parts in French through singing and moving.

Highlights of French Conversations

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