Duke of Norfolk Primary School

Modern Foreign Languages (MFL) Policy

Introduction

In our school we teach a foreign language to all our KS2 children as part of our normal school curriculum.

We believe that a Modern Foreign Language prepares pupils to participate in a rapidly changing world in which work and other activities are often carried out in languages other than English.  The rise of international commerce means that pupils need to be equipped with the skills needed by the international workplace. The choice of which language to teach is secondary to the lifelong language learning skills that the pupils will be encouraged to develop. Skills that they will be able access in the future will help them to learn new languages or to improve their competence in an existing language. Increased capability in the use of MFL promotes initiative, confidence and independent learning and encourages diversity within society. 

Aims and Objectives

The aims and objectives of learning a modern foreign language in primary school are:

• To foster an interest in learning other languages;
• To introduce young children to another language in a way that is enjoyable and fun;
• To make young children aware that language has a structure, and that the structure differs from one language to another;
• To help children develop their awareness of cultural differences in other countries;
• To develop their speaking and listening skills;
• To lay the foundations for future study.

Organisation

KS2 children have a regular forty minute lesson of modern foreign language a week, in order to ensure progression and skills development plus other opportunities throughout the week to practice what they have learnt.

 The curriculum

French is the modern foreign language that is taught in our school.

The curriculum that is followed is based on the guidance given in the revised National Curriculum.

The children are taught to know and understand how to:

• Ask and answer questions;
• Use correct pronunciation and intonation;
• Memorise words;
• Interpret meaning;
• Understand basic grammar;
• Use dictionaries;
• Work in pairs and groups, and communicate in French;
• Write phrases from memory;
• to express ideas clearly in writing;
• Look at life in another culture.

During French sessions children are given the opportunity to work as a class, as individuals and as part of a group. The choice of class organisation is determined by the learning task.  By its nature MFL will involve lots of interaction with visual, auditory and kinaesthetic prompts.  Lessons involve a range of activities but all usually follow the present, practise, produce model when learning vocabulary.

The contribution of French to teaching in other curriculum areas:

• Children are expected to use their English skills; reading, writing and speaking and listening during French lessons. Children record their work in Topic books and activities such as writing hold the same expectations across the curriculum.
• Maths skills should be applied in French lessons wherever possible. This can take place in a number of ways such as with counting and topics such as shopping and food.
• Geography skills such as map reading, and knowledge of physical and human features of a landscape are developed through topics which focus on location.
• Music skills are developed through children learning nouns and phrases through songs.
• The schools half-termly attributes, Resilience, morality &social justice, critical thinking, healthy body & mind, confidence & communication, joy & hope can be fulfilled through teaching french in a way that creates curious and excited children who can develop their understanding of the French language through engaging lessons. 
• Where possible links to French should be made in other areas of the curriculum not mentioned above.

Inclusion

All pupils, regardless of race or gender, shall have the opportunity to develop MFL capability. The school promotes equal opportunities and fairness of distribution of MFL resources. Children with other languages at home are encouraged to use them for educational benefit and parents are offered advice about what is appropriate. Efforts are made to ensure that languages used at home are highlighted in the classroom once a teacher has been notified.

Groupings for MFL will generally follow the same pattern as for all lessons. It is appropriate to match pairs of equal ability, and it is also appropriate to plan to have peer tutors for some lessons where the objectives also enable the more-able user to learn by specifically teaching.

Positive images of languages being spoken by people of both sexes will be promoted. The school recognises the motivational advantages of the use of MFL by children with special educational needs.
 

Assessment, Record Keeping, Reporting

Most assessment is formative and is used to support teaching and learning and inform future planning. The teacher assesses the children's progress in the target language based on their achievement of the learning objectives in lessons.

If any written MFL work is produced, it is marked in line with the school policy on marking.

Monitoring

Monitoring is carried out by the headteacher, a member of senior management or the MFL coordinator, in the following ways:

• Informal discussion with staff and pupils
• Observation of MFL displays
• Work sampling
• Classroom observation

Evaluation/review

There is an annual review of this policy by the MFL coordinator

The headteacher will report to the governing body on the progress of the children in French. The governors’ curriculum committee has the responsibility of monitoring the success of the teaching in French.

The Year 6 teachers will liaise with the local high school, so that they are aware of the modern foreign language experience of the children when they move to the next phase of their education.

November 2019