Modern Foreign Languages

Transcription

1 Modern Foreign Languages This document was: Generated by SMT/School Staff in December 2016 Reviewed/revised at a meeting of the Standards Committee held on 3 rd February 2017 Approved at a meeting of the full Governing Body held on 28 th February 2017 Review date: December 2019 Signed: Chairperson schools governing body, on behalf of the governing body Date: Signed: Headteacher Distribution: Staff, governors, pupils, parents and carers

2 Welsh National Curriculum Changes On June 30 th, 2015, the (then) Education Minister Huw Lewis accepted all of Professor Graham Donaldson s curriculum recommendations for a new Welsh National Curriculum. The curriculum becomes available to implement in 2018 and will be a statutory requirement in In Ysgol Ty Coch, the systematic implementation of this curriculum has already begun. This work includes: 1. A review of the curriculum arrangements in Ysgol Ty Coch which was undertaken in October This involved pupils, parents, staff, Governors and Multi-Disciplinary Agencies. 2. A crucial recommendation from the curriculum review detailed a requirement to promote thematic learning to increase relevance for our pupils. 3. Current NC subjects (curriculum 2008) have been aligned to the Donaldson Report learning areas to form a holistic and thematic approach to learning (Appendix 1). 4. All staff have been involved in developing exciting and motivating teaching and learning activities which align to NC subjects but which fit broadly under the Donaldson Areas for Learning (Appendix 1). 5. The LNF and a draft Digital Competence Framework are now embedded in curriculum delivery. 6. This curriculum model will substitute current NC with new curriculum content when Pioneer Schools have written the new curriculum.

3 School Rationale Core Purpose of the Curriculum The curriculum at Ysgol Ty Coch reflects the holistic needs of all the children. Its priorities are the learning outcomes for our children who experience complex, severe and profound learning disabilities. It has therefore been designed by staff, parents and pupils who have an acute knowledge of the learning needs of the children. When designing the curriculum, staff have incorporated statutory and non-statutory guidance and the following broad range of principles. The curriculum has been designed for National Curriculum requirements, including the English and Numeracy Framework with specialized consideration being given to the future of education in Wales, to ensure a curriculum which is flexible, reflective, takes into account stakeholder views and which will evolve to reflect the needs of the pupils. We ensure that the teaching of all curriculum areas is fully inclusive and all pupils irrespective of race, gender, colour or additional need have equal access and opportunity. Subject Vision Statement At Ysgol Ty Coch, we believe that Modern Foreign Languages provides a valuable educational, social and cultural experience for our pupils. It helps them to develop communication skills including the key skills of speaking and listening. It also extends the pupils knowledge of how a language works. Learning another language gives pupils a new perspective on the world, encouraging them to understand their own cultures and those of others. The focus language taught in our school is French. Rationale/Introduction The Curriculum for All Learners Document states that the purpose of the delivery of the curriculum as being to enable all learners access to relevant skills, knowledge and understanding at an appropriate level. Schools may select content from the foundation phase or any key stage within the curriculum and use it flexibly together with the skills framework 2008 in order to:

4 Provide a meaningful, relevant and motivating curriculum to their learners; Meet the specific needs of their learners and further their all round development This is the principle on which we base our curriculum and assessment. Aims To ensure that Modern Foreign Language (MFL) is delivered in such a way as to engage our learners, in order that: all pupils achieve their full individual potential in communication skills all pupils achieve their full individual potential in reading skills all pupils achieve their full individual potential in writing skills progress is recorded and delivery is monitored in order that the MFL achievements of all pupils are celebrated, no matter what their age/stage of development there is the ability to build relationships pupils develop fine and gross motor skills pupils develop an ability to make choices We view curriculum implementation and delivery as a cyclical process Planning Pupil s individual learning needs are addressed through the Statement of Educational Need, Annual Review process and the provision of Individual Development Plans (IDP). These processes determine the balance between the NC and the holistic therapies to meet the needs of each pupil. The class teacher will set specific targets for individual pupils according to their needs, taking into account advice from other professionals such as Speech and Language Therapists, Physiotherapists, Occupational Therapists, Medical staff and specialist teachers of the visually and hearing impaired.

5 All work is planned on established pro-formae in line with whole school planning to ensure consistency. In order to demonstrate progression and to gain evidence, tasks are broken down into smaller, achievable steps. These are then recorded on class assessment sheets. The school provides age-appropriate Modern Foreign Language learning opportunities for all children; however the main focus for pupils being taught MFL centers in the Key Stage Three curriculum. Under the Areas of Learning from the Donaldson report, Modern Foreign Languages is grouped within Language, Literacy and Communication. The secondary department has introduced a more broad-based Context for Learning and this is delivered as part of a four year cycle in Key Stage 3. MFL provides the opportunity for many cross-curricular links as it provides access to all other areas of the curriculum. MFL takes many forms: alternative augmentative communication, on paper, on the computer screen, on posters and signs in and around the KS3 local environment, to name but a few. It firmly underpins the use of the Key Skills for all 3-19 year olds in Wales. P Scales are used to assess pupils at KS3 for MFL. Learning and Teaching For the majority of our pupils MFL is delivered via the skills associated with the Key Stage. This is differentiated by individual teachers to ensure its relevance to each child s development. Learning a language enriches the curriculum. It provides excitement, enjoyment and challenge for children and teachers, helping to create enthusiastic learners and to develop positive attitudes to language learning throughout life. The natural links between languages and other areas of the curriculum can enhance the overall teaching and learning experience. The skills knowledge and understanding gained can make a major contribution to the development of children s oracy and literacy and to their understanding of their own culture/s and those of others. The Key Stage 2 Framework for Languages (DFES 2005) Teachers will use a variety of approaches including group teaching and individual teaching. Teaching of MFL is at its most effective when pupils are provided with

6 opportunities to practise their skills, all activities in MFL should provide a balance between formal learning and practical, hands on and experiences. (See teaching and learning policy). Effective teaching of MFL includes: that the subject is taught via a wealth of first hand and sensory experiences. It is a subject that is practical, stimulates curiosity and a willingness to explore the environment differentiation which is applied to all pupils, ensuring that each child works to individually prepared targets which comprise of small, achievable steps to ensure success support staff playing a vital role to help all pupils, however challenged, to participate fully in the experience. They need to be fully conversant with recommendations from other professionals in the Multi-Disciplinary team pupils in KS3, where there is a greater emphasis on Life Skills, being taught MFL in an age appropriate way relevant to their personal development pupils having the opportunities for MFL through the development of international school links pupils being taught basic communicative language and cultural awareness throughout the school in European Awareness Week and Bastille Day. In Ysgol Ty Coch, we believe each pupil is an individual and this means we need to be flexible in our approach. The effectiveness of the teaching and learning depends on: the use of appropriate language the amount of time given for responses meaningful, motivating and age appropriate contexts encouraging and developing positive interaction the use of a variety of communication methods signing, demonstration, objects of reference, symbols, voice output communication aids, computers and switches

7 the provision of a variety of tools and equipment for mark making and recording which may be reinforced through ICT opportunities to access a variety of texts and symbols for both information and pleasure Oracy (Speaking and Listening) Pupils have opportunities to listen carefully and recognise sounds and combinations of sounds which are similar to, or different from, those of English. They will have opportunities to practise their language in role play situations e.g. a café role play. Reading Reading in MFL is taught using a variety of methods, beginning with the recognition and sequencing of objects of reference, progressing through to photos, pictures, symbols and text. Progression in reading in MFL is developed on an individual basis and reading using websites, ipod applications and created books are used. Writing The writing framework beings with manipulation, gross and fine motor skills. This develops into mark making, on screen computer grids/keyboards leading to the written word. Assessment and Recording Effective Assessment and the systems underpinning it, is key to high quality teaching and learning and to successful schools. Effective assessment combines Assessment of Learning with Assessment for Learning to produce a linked overview of pupil progress. Summative assessment occurs using P scales. Whilst assessment can take different forms, the prime reason for all assessment remains constant. Assessment information should help learners to improve their learning and help teachers plan for progression. The information that assessment generates should provide a shared language for discussing progress and planning improvement. It should be dependable and purposeful. Assessment information and evidence should include a combination of the following which should be assessed using the accepted marking and assessment policies:

8 Routes for Learning Gaze viewer Eye Gaze reading software a range of assessment for learning strategies (see policy) LNF and Digital Competence Cross Curricula tracking Progress Files post-it note observations video evidence photographic evidence formal written statements work sheets exercise books which should be marked using the school s accepted marking policies Subject/Key Skill Acquisition Our curriculum is skills based, in line with Curriculum 2008 but makes increasing reference to the recommendations in the Donaldson Report. To this end, pupils are assessed and tracked according to their skill acquisition in individual subject areas. The Skills Wheel, which is used throughout Ysgol Ty Coch makes reference to 5 key skills. These skills should be taught in a cross curricula fashion and be apparent in most lessons Literacy Numeracy Digital Competence Thinking Wellbeing We feel that this approach generates a more accurate picture of our pupils development and progress. Resources The MFL Coordinator is responsible for maintaining all resources. Any resources needed to deliver contexts for learning will be identified and included in teacher planning documents.

9 Health and Safety The school follows the recommendations within the Local Authority s/school govern body s Health and Safety Policy. Staff accept the responsibility to plan safe experiences / activities in MFL and to match the level of adult supervision and support to the degree of risk involved as determined by the dynamic risk assessment. Any specific issues relating to Health and Safety that require immediate attention should be brought to the attention of the Head teacher, Curriculum Co-ordinator and Health and Safety Officer. Welsh Language Development Curriculum Cymraeg is embedded in Ysgol Ty Coch s curriculum and reflects the rich culture and heritage of Wales. This involves many aspects of Welsh culture: the music/songs, the greetings, folk stories, geography, history, food and famous Welsh people. Pupils are taught Welsh as a second language from 3-16 years of age and incidental Welsh is used throughout the school. Modern Foreign Languages is also taught within KS3. Wales, Europe and the World is embedded into Ysgol Ty Coch s curriculum and enables learners aged to have opportunities for active engagement in understanding politics, current affairs, social, economic and cultural aspects of Wales, in relation to the world around them and the wider world. Religious Education (RE) R.E. is a key component of curriculum delivery. R.E. is taught practically and experientially across the curriculum in all key stages. R.E. is taught best when linking to specific religious celebrations and festivals. This enables pupils to connect meaningfully with the very abstract nature of R.E. The school calendar and associated mini-contexts for learning identify religious festivals and provide effective stimuli for teaching. Literacy skills are integral to this understanding. Safeguarding Safeguarding of pupils is of paramount importance. The school understands its duty to keep learners safe and adheres to the PREVENT agenda and broader safeguarding guidelines. Regular and well planned lessons are taught in e-safety

10 and Sex and Relationship education to ensure our pupils are given the very best advice on how to keep themselves safe. Literacy skills are integral to this understanding. Rights Respecting Schools As a Rights Respecting School, we aim to embed children s human rights in our ethos and school culture. We base our practice on the principles of equality, dignity, respect, non-discrimination and participation. Working within these principles not only empowers our children and young people, but also leads to enhanced learning, improved standards and better relationships. Therapeutic Curriculum The holistic needs of our pupils are met through planned use of therapies, technology for communication, working alongside multi agency partners such as counsellors, Speech and Language, physiotherapy and occupational therapy practitioners. Literacy skills are integral to this understanding. Equal Opportunities The school operates a policy of equality for all pupils regardless of gender, ethnicity, religious beliefs or culture. All staff at Ysgol Ty Coch take account of each pupil s learning styles/needs and their development and wellbeing; and how these are affected by a range of social, religious, ethnic, gender, cultural and linguistic differences. Pupils identified as Looked After Children (LAC), More Able and Talented (MAT) and those on the child protection register are supported in line with their particular needs to afford them equal access to the curriculum. Staff Development Staff will have access to in-service training as and when appropriate. This is in accordance with the school s policy for staff development. Any new developments in MFL will be disseminated by the MFL Coordinator throughout the year. Role of the Coordinator A curriculum coordinator provides leadership and direction for learning within the School s Curriculum. Whilst the Senior Leadership Team carry overall responsibility for school improvement, a curriculum coordinator has responsibility for securing high

11 standards of teaching and learning in their subject as well as playing a major role in the development of school policy and practice. Throughout their work, a curriculum coordinator ensures that practices improve the quality of education provided, meet the needs and aspirations of all pupils and raise standards of achievement in school. The coordinator plays a key role in supporting, guiding and motivating teachers and other adults in the subject. They evaluate the effectiveness of teaching and learning and progress towards targets for pupils and staff to inform future priorities and targets for the subjects through subject monitoring. The coordinator will identify needs in their own subject and recognise that these must be considered in relation to the integrated curriculum planning across the school. Role of the Head teacher To discuss future developments for MFL with the curriculum coordinator To help motivate staff to create a rich and stimulating learning environment To support and encourage other professionals to develop their skills and teaching of all aspects of MFL To ensure budget provision for current resources and materials To ensure budget provision for staff training Links to Other Policies Ysgol Ty Coch School policies refer heavily to literacy related issues and should be read in conjunction with this policy. MFL falls under the Languages, Literacy and Communication Area of Learning and is also considered a key skill. This policy should be read in conjunction with the following: Teaching and Learning policy Curriculum Food and fitness English Behaviour Management Sex and Relationship education E-safety R.E. policy Equality

12 Appendix 1 Donaldson Area for Learning Current Foundation Phase Alignment Creative Development Art Personal and Social Development, Wellbeing and Cultural Diversity Physical Development Current National Curriculum Alignment Drama Music Dance Film Digital Media PE PSE - Healthy Eating and Cooking, Substance Misuse, Mental, physical and emotional wellbeing SRE & E-Safety Work related learning, learning for life. Knowledge and Understanding of the World History Geography RE Business Studies Social Studies Language, English and Communication Skills Welsh Language Development English Reading, Writing and Oracy. Welsh Modern Foreign Languages (MFL) Digital Communication Mathematical Development Maths Arithmetic, mathematics, statistics and logic Knowledge and Understanding of the World Science Physics, Chemistry, Biology Technology Food, Textiles, Resistant Materials Computer Science/ICT Craft, Design, Graphics Engineering

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