Modern Foreign Languages

Staff

 

Mrs G Huddart
MFL Leader

Intent

 

At Barton Moss, we thrive to broaden the experiences that the children have and prepare them for a future of possibilities. Our curriculum is rooted in the skills of teamwork and collaborative learning, dramatic inquiry and problem solving which are fundamental skills for children to acquire for life in the twenty-first century.Our MFL curriculum has been developed to ensure our children have the opportunity to be curious, ask questions and become inspired to find out more about the diverse world we live in. Learning and experiences ensure that our children are exposed to the world and different learning opportunities (Cultural Capital) and that the curriculum is ambitious and designed to give children, particularly the most disadvantaged, knowledge and self-belief. At Barton Moss, we want every child to be emotionally resilient when learning a new language and every child to be respectful towards others and their cultures. In our teaching of MFL,  our children consider issues that are relevant in the world today and through considering equality and diversity, the children will learn about intercultural understanding and to respect the customs and beliefs of ourselves and people around the world.

The national curriculum for languages aims to ensure that all pupils understand and respond to spoken and written language from a variety of authentic sources. It is hoped that children will 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. Children will also be able to write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.

In KS2, we follow the Salford syllabus for French which was designed by a team of cluster leads across the city over the past two years.The scheme covers the objectives from the National Curriculum, enabling schools to deliver a broad and balanced curriculum which is tailored to the needs of children in Salford. It also addresses points raised in recent OFSTED inspections within Salfordand follows discussion with teachers from High School. KS2 children are assessed in French using self-assessment sheets which accompany each of the units of work. Initially the children self mark these using a ‘RAG’ system and then the teacher verifies their assessment.

 ‘Every child a reader’ is important to us at Barton Moss and in MFL we ensure that reading opportunities are included in all lessons where possible. Shared activities are embedded into the RE curriculum to allow our pupils to develop their confidence in spoken language and to explore new vocabulary in a supportive environment.

 

By the end of EYU, pupils will demonstrate the following:

  • Knowledge of 1 story and 2 songs/ finger rhymes.

 

By the end of Key Stage 1 pupils will demonstrate the following:

  • Knowledge of French through a variety of stories, rhymes and songs. The children will know 2 stories and 3 rhymes/songs by the end of Y2, building on from what was learnt in EYU.
  • The abilityto recognise and respect similarities and differences through the celebration ofEuropean Languages Day throughout the school.

 

By the end of Key Stage 2 pupils will demonstrate the following:

  • The ability to talk and write about the following topics: ourselves, celebrations, school, weather, hobbies and holidays.
  • Knowledge of sentence structures and vocabulary.
  • Understanding of French culture and the ability to compare French and British traditions.
  • The abilityto recognise and respect similarities and differences through the celebration ofEuropean Languages Day throughout the school.

 

Non-negotiables

  • In EYU and KS1, French will be taught weekly for 3o minutes.
  • Evidence of learning will be through photographs, video recordings and shared on Twitter.
  • In KS2, French will be taught weekly for 45 minutes. Work will be recorded in a small orange exercise book.
  • Each class will have a display linked to the unit being studied during the half term. These displays will be changed half termly.

 

Implementation

 

Class teachers will deliver meaningful lessons which aim to develop knowledge, skills and confidence in French. In the Early Years Foundation Stage and Key Stage 1, French is taught through story, rhyme and song.

In Key Stage 2, class teachers will plan their lessons following the school scheme, ensuring the skills and knowledge stated in the National Curriculum are covered. When teaching French, although it will be taught discretely, teachers should aim where possible to make links with other subjects so the children can transfer and apply their skills. Teachers will use speaking and listening and reading and writing as a vehicle to learn French.

Teachers will ensure accurate teaching of subject specific vocabulary, skills and knowledge by using the power points and sound files provided in the Salford scheme. Teachers will ensure they teach specific French vocabulary as identified in each unit plan.

During the school year, teachers will enhance the curriculum by engaging children in the European Day of Languages. Classes will research, plan and carry out activities linked to a chosen country or countries.

Teachers will plan for collaborative learning within teams and groups in order to support and help one another to reach their goals. Children will also be asked to solve problems and answer questions independently; individual learning in French will create resilient, confident learners.

 

Impact 

 

  • Book monitoring will show that all children’s outcomes are 100% good or better. 
  • Book monitoring will show at least 50% have outstanding evidence that show children are engrossed and can know and remember more in French.
  • All book monitoring shows that theory and intent is being implemented in the order and approach as planned by the subject leader. 
  • All books show assessment stages throughout each term (star sheets, assessments, reading) within the curriculum construct that show children are knowing and remembering more. 
  • By the end of year 3/4 at least 70% of children will be age related with 15% achieving above.
  • By the end of year 5/6 at least 75% of children will be age related with 15% achieving above. 
  • Book books and pupil voice will show that staff can identify which children in EYFS are engaged in French (MFL) within or outside of school.
  •  Book books and pupil voice will show that staff can identify which children in Y1/2 are engaged in French (MFL) within or outside of school.