Abbey Academies Trust. Every Child Matters

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1 Abbey Academies Trust Every Child Matters Amended POLICY For Modern Foreign Languages (MFL) September 2005 September 2014 September 2008 September 2011 Every Child Matters within a loving and caring Christian environment 1

2 Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils curiosity and deepen their understanding of the world National Curriculum programme of study for languages MFL prepares pupils to participate in a rapidly changing world in which work and other activities are often carried out in languages other than English. Increased capability in the use of MFL promotes initiative, confidence and independent learning and encourages diversity within society. Although our language teaching focuses on French, at Abbey Academies Trust, we use as many opportunities as possible to engage with a range of languages across the world. 1. Aims and objectives. 1.1 At our academy, we teach French to all Key Stage 2 children whilst encouraging interaction with languages and culture at Foundation stage and KS1. We believe that this opportunity provides the following for our pupils: Enjoyment and enthusiasm for languages The acquisition of skills needed to be a successful language learner. The chance to make progress, develop and achieve A broadening of their geographical and cultural horizons, leading to respect for the cultural and linguistic diversity in the world and in our school community, and an appreciation of different languages and cultures. 1.2 We aim that the MFL experience we provide will: Foster an interest and enthusiasm for all language learning and stimulate and encourage children s curiosity about language. Introduce children to other languages in a way that is motivating, imaginative and enjoyable. Encourage children explore their own cultural identities and those of others; Enable children to apply and develop their knowledge of languages, including their own, and explore and apply strategies to improve their language learning Support children to understand and respond to spoken and written language from a variety of authentic sources including speaking with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say. Encourage children to gain enjoyment, pride and a sense of achievement. 2

3 2. Teaching and learning 2.1 The MFL policy at our academy is designed to reflect the primary MFL curriculum. The curriculum will be delivered through the implementation of this and it will be taught discretely as well crosscurricular through other subject areas and topics in Key Stage 2. We also use commercially produced schemes such as La Jolie Ronde. 2.2 Children from in KS2 receive 30 minutes of teaching per week from a subject specialist. Class teachers in Key Stage 2 endeavour to provide further exposure to the foreign language across the week including using general classroom instructions in French or taking the register in a foreign language. Class teachers support the subject specialist within MFL sessions and also have a copy of all planning and scheme of work. 2.3 Teachers in Key Stage 1 may teach some basic French commands and vocabulary as they feel is appropriate to their children and should encourage the exploration and enjoyment of languages and cultures throughout the world. 2.4 Teachers use a variety of techniques to encourage the children to have an active engagement with the Modern Foreign Language, including games, flashcards, role play and action songs (All KS2 Year groups have a copy of Chansons Francais with lyrics for the Clever Touch boards). We also make extensive use of ICT including interactive games, tablet devices and videos. 3. The Curriculum Lessons should provide opportunities for speaking and listening, with writing and some reading planned in appropriately. All language education should incorporate the development of intercultural understanding. 3.1 Listening Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words Listen attentively to spoken language and show understanding by joining in and responding 3

4 3.2 Speaking Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* Speak in sentences, using familiar vocabulary, phrases and basic language structures Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases Present ideas and information orally to a range of audiences 3.3 Reading Read carefully and show understanding of words, phrases and simple writing Appreciate stories, songs, poems and rhymes in the language Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary 3.4 Writing Write phrases from memory, and adapt these to create new sentences, to express ideas clearly Describe people, places, things and actions orally and in writing Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply 4

5 3.5 Tasks and activities will: have clear focus; children should be aware of the WALT/WILF. have clear, achievable objectives. be carefully planned and structured. be practical, active and varied to allow for all learning styles. involve the use of ICT where appropriate. include whole class, small group, pair work and individual work. promote success, self-pride and foster an understanding and respect for other languages and cultures. 3.6 The children are encouraged to foster links with schools abroad and write in both English and other languages, furthering their understanding of other countries and cultures. We will also seek further opportunities for language education within whole school initiatives such as our Kenya Day, raising money for our link school in Nyansakia. 4. Cross-curricular links Opportunities for the reinforcement of knowledge, skills and understanding developed in other curriculum areas can be exploited through: ts of literacy such as speaking and listening skills, knowledge and understanding of grammatical structures and sentence construction; time and the date aspects of music such as learning traditional and modern European songs; -cultural work, for example celebration of festivals and storytelling; ICT will be embedded throughout MFL - speaking countries, cities and famous landmarks; and aspects of art and science, by studying the work of famous painters, architects and scientists. 5

6 5. Modern foreign languages and inclusion 5.1 At our academy, we teach a modern foreign language to all children, whatever their ability. A modern foreign language forms part of the school curriculum policy to provide a broad, balanced and enjoyable curriculum for all children. Through our MFL teaching, we provide learning opportunities that enable all children to make progress. We do this by setting suitable learning challenges and responding to each child s different needs. 5.2 In view of the wide range of teaching strategies that we use, we consider that all educational needs are met and that differentiation is by outcome, questioning and task, responding to each child s individual needs. 6. Assessment 6.1 We assess the children in order to ensure that they make good progress in this subject. We do this informally during the lessons to evaluate what the children have learned. Progress and attainment is recorded against targets and objectives appropriate for each year group at the end of topics Self and peer assessment is used regularly and self assessment charts against objectives are kept in children s folders for them to refer to 7. Monitoring and Review 7.1 We monitor teaching and learning in the same way as we do all other subjects that we teach in the school. 7.2 The Executive Headteacher also reports to the governing body on the progress of children in French in the same way as for progress in any other subject. 7.3 We liaise with the local Secondary schools, so that they are aware of the MFL experience of our children when they move to the next phase of their education. As a RRS (Rights Respecting School UNICEF) this upholds the following articles from the UNCRC (United Nations Convention on the Rights of the 6

7 Child): Article 7: Every child has the right to a name and nationality. Article 2: Everyone has equal rights whatever their race, religion, ability, whatever they think or say or whatever their family. Article 28: Every child has the right to an education. Article 29: Every child has the right to be the best they can. 7

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