Our three curricula support schools in developing internationally minded students. In creating goals for an additional language to English, we decided to use ‘World Languages’ as the subject heading to celebrate the many languages and cultures in our schools around the World. A wide variety of curricula were looked at in the formulation of the World Language Learning Goals, this process follows that of the original IPC curriculum Learning Goals. We are really excited to have World Languages as part of the IPC Learning Goals.
Our World Languages Learning Goals are the same for Milepost 2 and 3 as learning a language is on a continuum and will depend on the prior experiences of children, as well as the circumstances and location of the school.
The World Language Learning Goals are divided into five areas listed below. The knowledge, skills and understanding which children gain through their study of World Languages can be regarded in these terms too.
The inclusion of a cultural element was very important to us, and merits having its own Learning Goal. Language is closely connected with culture, for example; through songs, stories and the food people eat.
In the World Languages units children learn about and begin to acquire an additional language through a focus on oral communication. World Language lessons should always be characterised by interactive, immersive, communicative approaches, where grammar and new vocabulary are seamlessly interwoven in context. Schools should nurture curiosity and knowledge about the world, through cultural awareness of the language and create the foundation to a lifelong language learning journey. This will help children to be empowered with the tools to explore the language and culture by themselves.
There is key vocabulary highlighted throughout World Languages units. However, schools may want to add extra vocabulary to this list. The term ‘identified’ has been used in the World Language Learning Goals, in relation to particular groups of words such as verbs, nouns and adjectives. It will be for each school to decide whether they wish to add vocabulary to suit their context and interests of the children.
World Language units have been written with the intention that they can be taught by teachers who have no prior experience of the World Language, as well as experienced users of the language.
We suggest that the six-week World Language units are included in the Route Plan at the beginning of Milepost 2 and 3. At the end of the World Language units, we offer guidance for schools to continue learning with the World Language throughout the milepost.
Children should be taught about:
the skills that help them to use the World Languages effectively
the meaning, use and form of the World Languages
enjoyment and appreciation of World Languages
cultural aspects of the countries where the World Languages are spoken
We hope you enjoy our new World Languages units. To read more about them, check out our blogpost here
If you are a Fieldwork Education member school you can find out more on My Fieldwork here.
At Fieldwork Education, our three curricula support schools in developing internationally minded students. In creating goals for an additional language to English, we decided to use ‘World Languages’ as the subject heading to celebrate the many languages and cultures in our schools around the World. A wide variety of curricula were looked at in the formulation of the World Language Learning Goals, this process follows that of the original IPC curriculum Learning Goals. We are really excited to have World Languages as part of the IPC Learning Goals.
Our World Languages Learning Goals are the same for Milepost 2 and 3 as learning a language is on a continuum and will depend on the prior experiences of children, as well as the circumstances and location of the school.
The World Language Learning Goals are divided into five areas listed below. The knowledge, skills and understanding which children gain through their study of World Languages can be regarded in these terms too.
Listening
Speaking
Reading
Writing
Cultural Awareness
The inclusion of a cultural element was very important to us, and merits having its own Learning Goal. Language is closely connected with culture, for example; through songs, stories and the food people eat.
In the World Languages units children learn about and begin to acquire an additional language through a focus on oral communication. World Language lessons should always be characterised by interactive, immersive, communicative approaches, where grammar and new vocabulary are seamlessly interwoven in context. Schools should nurture curiosity and knowledge about the world, through cultural awareness of the language and create the foundation to a lifelong language learning journey. This will help children to be empowered with the tools to explore the language and culture by themselves.
There is key vocabulary highlighted throughout World Languages units. However, schools may want to add extra vocabulary to this list. The term ‘identified’ has been used in the World Language Learning Goals, in relation to particular groups of words such as verbs, nouns and adjectives. It will be for each school to decide whether they wish to add vocabulary to suit their context and interests of the children.
World Language units have been written with the intention that they can be taught by teachers who have no prior experience of the World Language, as well as experienced users of the language.
We suggest that the six-week World Language units are included in the Route Plan at the beginning of Milepost 2 and 3. At the end of the World Language units, we offer guidance for schools to continue learning with the World Language throughout the milepost.
Children should be taught about:
● the skills that help them to use the World Languages effectively
● the meaning, use and form of the World Languages
● enjoyment and appreciation of World Languages
● cultural aspects of the countries where the World Language is spoken
