Learning a foreign language is a necessary part of being a member of a multi-cultural society and provides an opening to other cultures. The intention of the French curriculum at Woodseaves is that children develop an interest in learning other languages in a way that is enjoyable and stimulating. We encourage children’s confidence and strive to stimulate and encourage children’s curiosity and deepen their understanding of the world. We hope to embed the skills of listening, speaking, reading and writing necessary to enable children to use and apply their French learning in a variety of contexts. In doing so, we hope to lay the foundations for future language learning.
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
- 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
- discover and develop an appreciation of a range of writing in the language studied.
It is intended that when children leave Woodseaves CE Primary Academy, they will have a natural curiosity and confidence to explore, other countries, cultures and languages, accepting that, in a multi-lingual society it is a valuable skill to be able to communicate effectively with others in another language. They will be engaged and prepared to continue language learning at Secondary School.
In line with the National Curriculum for MFL, pupils at Woodseaves CE Primary Academy are taught to:
- listen attentively to spoken language and show understanding by joining in and responding
- explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
- 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
- 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
- write phrases from memory, and adapt these to create new sentences, to express ideas clear
- 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 these, for instance, to build sentences; and how these differ from or are similar to English.
At Woodseaves, we implement a curriculum that is progressive throughout Key Stage Two. MFL is taught in discrete lessons covering at least one unit per term. This is done through a weekly French lesson, on a 2-year rolling programme.
In MFL, skills in speaking, reading and writing another language are developed through a multi-sensory approach such as rhymes, songs, stories and repetition. In Upper Key Stage Two, children begin to develop their understanding of grammar in another language.
In the classroom where possible, some instructions are given in French to expose children to the language as much as possible and in day-to-day contexts.
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 where pupil’s work is scrutinised and there is the opportunity for a dialogue between the subject lead and teachers to understand their class’s work.
- Annual reporting of standards across the curriculum to parents.
- Learning walks.
The MFL subject leader will continually monitor the impact MFL teaching is having on the children’s learning, through work scrutinies, to ensure the progress of knowledge and skills are being taught.