West Sussex County Council Sidlesham Primary School Where children are inspired, challenged and nurtured to success! Policy for Modern Foreign Languages (MFL) This document is a statement of the aims, principles and procedures at Sidlesham Primary School. It was reviewed in May 2017 from the policy developed in May 2014. This policy was approved by the Governing Body on May 9 th 2017. It will be reviewed in 3 years. Page 1 of 8
Aims and Objectives The learning of a foreign language provides a valuable educational, social and cultural experience for the learners. They develop communication and literacy skills that lay the foundation for future language learning. Also, they develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between the language learnt and English. Learning aspects of another language raises awareness of the multilingual and multicultural world and introduces an international dimension to learning, giving them an insight into their own culture and those of others. The learning of a foreign language provides a medium for cross-curricular links and for reinforcement of knowledge, skills and understanding developed in other subjects. Our main objective in the teaching of a modern foreign language at Sidlesham Primary School, is to promote the early development of linguistic competence. We believe that to accomplish this, we should help the children to do all of the following: familiarise themselves with the sounds and written form of a modern foreign language; develop particular language-learning skills; begin to understand a new language, and communicate in it; develop the four skills in language learning: listening, speaking, reading and writing; make comparisons between languages; learn about different countries and their people, thus increasing their awareness of other cultures; develop a positive attitude towards the learning of foreign languages in general; use their knowledge of the foreign language with growing confidence, both to understand what they hear and read, and to express themselves in speech and writing; acquire, through all of the above, a sound basis for further study at Key Stage 3 and beyond; Stimulate and encourage learner s curiosity about language Foster an interest in learning another language Teaching and Learning Style We recognise that language learning in its broadest sense has two core strands: learning the language (including the four main skills of reading, writing, listening and speaking) Page 2 of 8
learning about the culture. We also recognise that children should be encouraged to apply knowledge already learnt about their own language to their learning of the new language. We aim to equip pupils with strategies for language learning that they can use in the future when studying another foreign language. We use a variety of techniques to encourage the children to engage actively in the modern foreign language. These include: games, songs stories. video clips listen to recordings mime, to accompany new vocabulary in the foreign language, as this teaches the language without the need for translation. Although it is important to develop all four language skills we place a slightly larger emphasis on developing speaking and listening skills, over reading and writing skills. We also use a multi-sensory and kinaesthetic approach to teaching, i.e. we always try to introduce a physical element into some of the games, as we believe that this serves to reinforce memory. We make the lessons as entertaining and enjoyable as possible, as we realise that this approach serves to develop a positive attitude in the children to the learning of modern foreign languages. We build children s confidence through constant praise for any contribution that they make in the foreign language, however tentative. Organisation At Sidlesham Primary School Italian is taught in all three KS2 classes during weekly lessons of half an hour. The majority of lessons are based on a story book in Italian. A new story is shared with the class each term, therefore each class will read three story books a year, with lessons based around each book. Within each term progression will move from listening to speaking, and then onto reading and finally writing. We teach the children to: Ask and answer questions Use correct pronunciation and intonation Understand words Interpret meaning Understand basic grammar Use dictionaries Work in pairs and groups to communicate in Italian Page 3 of 8
Look at life in Italy Progression is built into the MFL curriculum with topics comprising progressively of more complicated concepts, knowledge and skills as children progress through their year group and also throughout KS2. The curriculum Learning a foreign language is well-suited to cross-curricular approaches. It supports the development of listening and speaking skills and an appreciation of linguistics features such as rhyme, rhythm, register and the role of different word types in sentence structure. In maths, MFL reinforces counting and calculation skills. Those children who have difficulty in reading and writing, but who have good aural skills, will often find that they excel at speaking in foreign languages. This success breeds confidence and increased self-esteem. Children learn about the Italian culture, festivals and customs. They learn songs and games which encourage active learning and helps them develop a sense of rhythm and an ear for melody. From time to time we use digital and video cameras, in order to record performances of songs, role-play and or mini-dramas. Planning Italian is planned by the MFL Subject Leader / Teacher in accordance with the National Curriculum. Medium term plans are drawn up at the beginning of each term. They ensure an appropriate balance and distribution of work across each term with ample opportunity to revisit and extend children s learning. During each term, specific learning objectives, tasks and activities are recorded on short term weekly planning sheets. Sheets for weekly planning specify organisational details, including teaching modes, differentiation, deployment of staff/volunteer support and resources. The teacher keeps these individual plans, and the Headteacher monitors and reviews them regularly. Progression and Continuity At Sidlesham Primary School we plan the activities in English so that they build on the children s prior learning. While we give children of all abilities the opportunity to develop their skills, knowledge and understanding, we also plan progression into the scheme of work, so that there is an increasing challenge for the children as they move up through school. Individual learners are able to make progress in the acquisition of concepts, knowledge and skills at the rate most appropriate to their ability and stage of development. Page 4 of 8
Equal Opportunities (see also Equal Opportunities Policy) Ensuring equality of opportunity does not mean that all learners are treated the same. At Sidlesham Primary School, in accordance with the Learner s Act 1989, children are considered as individuals with particular needs and potentialities. Each child is given encouragement and the opportunity to develop their full potential in Italian, with appropriate support provided as necessary, whatever their gender, ethnicity, religion, language, sexual orientation, age, ability, disability and social circumstances Differentiation To ensure that all pupils recognise and fulfil their potential the following strategies for differentiation are employed: Appropriate teaching strategies for teaching the whole ability range include: Use of visual aids/gesture Choral and individual repetition Physical responses to questions Closed questions Multiple choice questions Open questions Tasks with small, clearly identified steps Practical activities Higher achievers encouraged to lead specific language tasks Use of classroom assistant or class teacher to support some learners Special Educational Needs (see also Policy for Special Educational Needs) It is important that learners should work at an appropriate level of difficulty across the curriculum. It is the responsibility of the MFL teacher to monitor and assess the ability and level of understanding of individual children regarding Italian, and to cater for their needs. When progress falls significantly outside the expected age range, the child may have special educational needs. Our assessment process looks at a range of factors classroom organisation, teaching materials, teaching style and differentiation so that we can take some additional or different action to enable the child to learn more effectively. Assessment against the National Curriculum allows us to consider each child s attainment and progress against expectations. This ensures our teaching is matched to the children s needs. Page 5 of 8
If needed, Intervention for children with special educational needs will be put in place. Conversely, more able learners will be appropriately challenged in order to extend their knowledge and understanding and maintain motivation. Learning MFL in the primary phase should be a positive experience for all pupils. Differentiation is essential if all pupils are to regularly experience success. Every opportunity is taken to enable pupils to progress according to their abilities. Assessment, Recording and Reporting It is the responsibility of the MFL teacher to assess the progress of individual children. The MFL teacher assesses learner s progress informally during the lessons. Assessment involves identifying each learner s progress in the subject, determining what they have learned and what therefore, should be the next stage in their learning, so informing future planning. Formative assessments are mostly carried out informally by the MFL teacher in the course of their teaching through questioning and analysis of children s work. In the Summer Term a written report is prepared by the MFL teacher on the progress of each child in MFL as well as other subjects. This report is sent out to the parents of each child and a copy retained by school. The copy is kept in the Head teacher s Office. Feedback to pupils It is important that learners are involved in the assessment of their work as this helps them to understand their own strengths, needs and future targets for development. Feedback to pupils is through discussion about their work, and the marking of work, We encourage children to make judgements about how they can improve their and their peers work. Children respond to marking in their books, using a purple pen, so it can be easily recognised. Recognising Pupils Achievements Pupils achievements in MFL are recognised and celebrated through: Display of learners work in classrooms and public areas Showing work to the class, other classes, and to the whole school in assemblies and to the Head teacher The award of individual class awards e.g. shells Head teacher Awards and certificates. Page 6 of 8
Monitoring and Review We monitor teaching and learning in the same way as we do all the other subjects that we teach in school. The coordination and planning of the MFL curriculum are the responsibility of the Subject Leader. The quality of teaching and learning in MFL is monitored and evaluated by the head teacher as part of the school s agreed cycle of lesson observations. Resources There is a small selection of Italian books, PowerPoint stories and corresponding flashcards which are kept in Huskies Classroom. In addition there are 15 bilingual dictionaries which are kept in Penguins and Huskies Classrooms. The role of the MFL Subject Leader The MFL Subject Leader is responsible for: co-ordinating all aspects of MFL provision for learners throughout the school developing the MFL Policy, in consultation with teachers, the Head teacher and the Governing Body modelling good practice in the teaching of MFL monitoring MFL, in conjunction with the Head teacher, through discussion with staff, by checking the Medium Term Planning to ensure coverage and progression, by monitoring the learning environment, through interviews with children, through observations of teaching and learning and through analysis of learners work advising and supporting teachers and support staff in relation to MFL, including contributing to in-service training purchase and organisation of MFL resources keeping up-to-date with developments in MFL teaching and learning, and disseminating information to colleagues as appropriate completing an annual review of MFL for the School Development Plan maintaining an organised MFL Curriculum Leader file Conclusion At Sidlesham Primary School we believe in the importance of equipping our children for life. A variety of languages surrounds us all, and is an integral and therefore necessary part of all our lives. We aim to ensure that all the Page 7 of 8
children not only gain an understanding of Modern Foreign Languages, but understand how it relates to their everyday experiences. Page 8 of 8