Cross-curricular

=== Cross-curricular links    === Learning another language presents opportunities for the reinforcement of knowledge, skills and understanding developed in other curriculum areas. Teachers across the country have found many productive ways of integrating work in a new language with the rest of the primary curriculum, while reinforcing work in other subjects at the same time. You can exploit opportunities through, for example, aspects of: The following files are available to download in PDF format: > //International Learning and Research Centre, South Gloucestershire LEA// > //International Learning and Research Centre, South Gloucestershire LEA// > //Barrs Court Primary School, South Gloucestershire// > //Susan Brown, Stewart Headlam School, London Borough of Tower Hamlets// > //Primary MFL Advisory Teachers, Liverpool Education and Lifelong Learning Service// > //Primary MFL Advisory Teachers, Liverpool Education and Lifelong Learning Service//
 * **English:** development of speaking and listening skills, knowledge and understanding of grammar and sentence construction. Opportunities to compare the foreign language with English or another language can be exploited through use of the new alphabet, phonemes, rhyming patterns, sound/spelling links, dictionary work, formation of structures (such as singular/plural, gender, negatives, question forms, position of adjectives, imperatives), intonation, dialogues, poetry, different text types, formation of complex sentences and drama;
 * **ICT:** use of e-mail with schools abroad, materials from the Internet and satellite television, video and audio, presentation of data, word-processing;
 * **Citizenship:** the multilingual society, knowledge of other countries and cultures;
 * **Mathematics: ** counting, calculations, the time and the date, money;
 * **Geography: **work relating to the study of other countries, points of the compass, weather;
 * **Science:** work on parts of the body, animals;
 * **Music: ** rhyme, rhythm, singing, composition, world music;
 * **<span style="font-family: Arial, Helvetica, sans-serif;">RE: **<span style="font-family: Arial, Helvetica, sans-serif;"> international or multicultural work, celebration of festivals, storytelling, calendars, customs;
 * **<span style="font-family: Arial, Helvetica, sans-serif;">History: **<span style="font-family: Arial, Helvetica, sans-serif;"> work relating to the study of other countries, family trees of famous people;
 * <span style="font-family: Arial, Helvetica, sans-serif;">**Art:** descriptions of paintings;
 * <span style="font-family: Arial, Helvetica, sans-serif;">**PE:** physical responses to the teacher's instructions issued in the language being learnt.
 * <span style="font-family: Arial, Helvetica, sans-serif;">[|Planning for progression and integration into other curriculum areas]
 * <span style="font-family: Arial, Helvetica, sans-serif;">[|An exemplified Year 3 curriculum map]
 * <span style="font-family: Arial, Helvetica, sans-serif;">[|Developing ELL across the whole school: a case study]
 * <span style="font-family: Arial, Helvetica, sans-serif;">[|Early mother tongue learning: raising attainment at KS1 and KS2]
 * <span style="font-family: Arial, Helvetica, sans-serif;">[|Involving the community as a means of enhancing and enriching primary MFL provision]
 * <span style="font-family: Arial, Helvetica, sans-serif;">[|Organising a languages festival]

(sourced from [|http://www.nacell.org.uk] )