Modern Foreign Language

Intent

Our chosen Modern Foreign Language is French.

At Model Village Primary School, French should be fully inclusive to every child. Our aims within French are to widen children’s knowledge, skills and understanding of a language and culture beyond the children’s local area and to fulfil the requirements of the National Curriculum for Modern Foreign Language, which 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 develop respect for a foreign language and culture. 

The aims of teaching French in our school are to: 

• Gain enjoyment, pride and a sense of achievement  

• Understand and respond to spoken and written language from a variety of authentic sources 

• Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation  

• Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt  

• Explore their own cultural identities and those of others.  

Implementation: 

To ensure high standards of teaching and learning in MFL, we implement a curriculum that is progressive throughout Key Stage Two. MFL is taught in discrete lessons covering the themed units set for each year group. We follow the Kapow Primary scheme of work.Teachers deliver lessons for their class using the scheme of work with identified progression of knowledge and skills document. When teaching MFL, teachers should follow the children’s interests and real life experiences to ensure their learning is engaging, broad and balanced. Before planning a unit of work, teachers should assess children’s prior knowledge and understanding to ensure the work planned is pitched at the correct level. A variety of teaching approaches are used based on the teacher’s judgement.  

In MFL, skills in speaking, reading and writing another language are developed through a multi-sensory approach such as rhymes, songs, stories and repetition.  

Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers 

All children will have Quality First Teaching. Any children with identified SEND or in receipt of pupil premium funding may have work additional to and different from their peers in order to access the curriculum dependent upon their needs. As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points. 

Impact: 

Our French curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work.  

We measure the impact of our curriculum through the following methods:  

• Observing children speaking and listening in another language  

• Marking of written work 

• Images and videos of children completing speaking and listening activities  

• Interviewing the pupils about their learning (pupil voice) 

• Moderation staff meetings where pupil’s work is scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work 

• Annual reporting of standards across the curriculum to parents 

• Learning walks 

The subject leader will continually monitor the impact teaching is having on the children’s learning through work scrutinies to ensure the progress of knowledge and skills is being taught. They will also ensure the knowledge taught is retained by the children and continually revisited and that the learners are able to apply the skills they have been taught to a variety of different settings, showing independence with their learning.