Teachers in primary will recognise that many aspects of language learning lend themselves admirably to making meaningful and relevant links to other subject areas. This extra dimension adds weight to language learning, supports the strands of the Key Stage 2 Framework and above all enables children to see their new knowledge and skills within a wider, more holistic context.

As the Framework says:

The Framework encourages teachers to develop their own programmes of learning to meet the needs and interest of their children. This means teachers are free, if they choose, to map language learning against what they are already planning to teach in other subjects.

A holistic approach to learning and teaching has great benefits for children, encouraging them to make connections and see the relevance of their learning. This often has a positive impact on motivation and achievement. (Part 2, Section 3, Getting Started, page 33)

Working this way also helps schools ensure that they are offering children the required time for the new language without encroaching on teaching time for other subjects.

When planning language work and links to other curriculum areas teachers might like to consider the following three examples as a basis to develop their own ideas either in these or other subject areas:

Art

Aside from simple words and phrases associated with media, colour and shade, children could explore the lives and work of painters from other cultures.

An example of work with shapes, focusing on a specific artist can be found in the Training Zone, where the art of Kandinsky is used as a basis for some really creative and stimulating activities.

Equally, children might examine a movement in art such as Impressionism, or look at a famous painting, as suggested in Unit 16 of the QCA Schemes of Work which looks at work by the painters Degas for French, Caspar David Freidrich for German and Sorolla for Spanish.

This work embraces learning about the artists themselves and could involve research or writing a poem, and also offers the children opportunities to get their hands dirty creating pictures in a particular style!

Music

Music, be it through listening or performing, plays an enormous and enriching part in primary school life. Children might:

• Sing new or traditional songs from another language, either in class or in an assembly.
• Discover the names of instruments in their new language (schools learning Italian will find much potential here in musical terminology!)
• Explore the lives and work of famous composers or use a specific piece of music to enhance and complement their work.

For further suggestions have a look at Unit 11 of the QCA Schemes of Work, which uses the Carnival of the Animals as a basis.

Even such a small idea as playing music by a specific composer or artist from another culture, either quietly in the background in class or for entering and leaving the hall, can inform and add that extra value.

If teachers wish to make music with their children Unit 14 of the QCA Schemes of Work offer ideas for children to create their own rap!

Geography

Children are naturally interested in the world about them, and the study of a new language can lead to the exciting discovery of information and facts about the countries in which their language is spoken.

As we know, learning a new language is not only about words and phrases, but about people and places, it is about expanding personal horizons and stimulating curiosity.

Children can discover, for example, where in the world their new language is spoken, what the weather can be like in these places, the physical features there, names of rivers, capitals and mountain ranges.

Using modern technology, children can keep a record of the weather in the new language at a chosen location in another country, or if the school has a partner school, compare and contrast the two locations. Internet webcams offer great possibilities!

Many other examples of cross curricular potential can be found, and no doubt teachers will have specific interests, knowledge and skills themselves that they will share with their children.

It is often these activities that the children remember. These enable children to engage with language in a meaningful and relevant context, enriching their learning and providing that extra dimension of breadth.

Over to you and your colleagues… what will you do?