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Why MFL matters:
Why MFL matters:
Learning a modern foreign language will broaden pupils’ horizons to see that they exist in a diverse and ever-changing world with many languages and cultures which can be learnt, appreciated and celebrated. It will develop pupils’ overall linguistic agility, strengthen communication skills, and deepen their understanding of their own language as they draw comparisons with the foreign language.
The study of MFL in our school enables us to realise our vision of life in all its fullness by:
The study of MFL in our school enables us to realise our vision of life in all its fullness by:
Growth - Pushing people out of their comfort zones, building resilience in their character! Providing a solid foundation for further language learning opportunities in the future, including in secondary school, university or in the working world.
Kindness - We can understand how it feels to be in an environment where you don’t understand the language around you and can better support peers in this situation (EAL or new to English).
Integrity - Building an understanding of other cultures and traditions, deepening their knowledge of the world and fostering a positive attitude towards the ideas of diversity and community. Children understand it is their responsibility to develop some proficiency in another language rather than simply expecting others to speak their language wherever they go.
Joy - Developing a culture of acceptance, staff and children feel able to ‘have a go’, without any shame or embarrassment in getting it wrong.
How we deliver it:
The chosen MFL (French) is taught through regular weekly lessons by the class teacher.
French is taught using the Language Angels French scheme of work which includes powerpoints, lesson plans and resources.
An overview of the four year teaching schedule and the progression of skills document for this subject can be found in our French Subject Overview.
In all 6 week topics of learning, learning will cover the four skills of language learning: receptive, listening and reading; as well as productive, speaking and writing.
Learning is celebrated and enriched at the end of each academic year with a final immersive role play lesson where children in Years 3 and 4 visit an ice cream parlour; Years 5 and 6 visit a café.
How we know we are doing it well:
Teachers of MFL will assess the progress of children in their classes or year group as appropriate and as discussed with the MFL leader. This will be through ongoing formative assessment throughout the year, using the End of Unit Assessments as well as self evaluation via the Learning Intention checklists.
The subject leader will monitor the teaching and progress of children in the subject through learning walks, book looks and discussions with teachers and children. Feedback will be given to teachers and children as appropriate. Surveys of children and teachers will be used to monitor attitudes to the subject and at relevant points during the year.
Training and planning support will be offered to teachers by the MFL leader throughout the course of each academic year.
Any training and information from MFL courses will be made available to teachers in the MFL section of the Curriculum drive and fed back to teachers where needed as part of the ongoing professional development programme.
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