INTENT

Learning a modern foreign language (MfL) is a necessary part of being a member of a multi-cultural society and provides an opening to other cultures. A high-quality languages education should foster children’s curiosity and deepen their understanding of the world. The teaching should enable children to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes and learn new ways of thinking. Language teaching should provide the foundation for learning further languages, equipping children to study and work in other countries.

It is intended that when children leave Maple Tree Primary School (MTPS), 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.  All pupils will be expected to achieve their full potential by encouraging high expectations and excellent standards in their foreign language learning - the ultimate aim being that pupils will feel willing and able to continue studying languages beyond Key Stage 2 (KS2).

Click the table below to see our whole school overview for French:

IMPLEMENTATION

Classes in KS2 will have access to a very high-quality foreign languages curriculum using the Language Angels scheme of work and resources, usually taught weekly for 30 minutes (although this may be blocked together in some instances). This will progressively develop pupil skills in foreign languages through regularly taught and well-planned weekly lessons, which will be taught by class teachers. Children will progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age-appropriate topics and themes - building blocks of language into more complex, fluent and authentic language. All teachers will review prior learning and adapt any lessons in order for all children to access the content.

The planning of different levels of challenge and which units to teach at each stage of the academic year will be addressed dynamically and will be reviewed in detail annually as units are updated and added to the scheme. Lessons offering appropriate levels of challenge and stretch will be taught at all times to ensure pupils learn effectively, continuously building their knowledge of and enthusiasm for the language they are learning.

Early Language units are entry level units and are delivered to Year 3 pupils or pupils with little or no previous foreign language learning. Intermediate units increase the level of challenge by increasing the amount and complexity (including foreign language grammar concepts) of the foreign language presented to pupils; these are introduced at the end of Year 4. Progressive units are the most challenging units and are suitable for Year 6 pupils or pupils with a good understanding of the basics of the language they are learning. Children will build on previous knowledge gradually as their foreign language lessons continue to recycle, revise and consolidate previously learnt language whilst building on all four language skills: listening, speaking, reading and writing. Knowledge and awareness of required and appropriate grammar concepts will be taught throughout all units at all levels of challenge. Teachers are provided with a progression map and grammar grid to ensure all children are progressing their foreign language learning skills and are taught the appropriate grammar at the right time in their foreign language learning journey.

The school has a unit planner in place which will serve as an overall ‘teaching map’ outlining for all teachers within the school what each class in each year group will be taught and when it will be taught (see above). Each class in KS2 will have an overview of units to be taught during the academic year to ensure substantial progress and learning is achieved. Each teaching unit is divided into 6 fully planned lessons:

• Each unit and lesson will have clearly defined objectives and aims.
• Each lesson will incorporate interactive whiteboard materials to include ample speaking and listening tasks within a lesson.
• Lessons will incorporate challenge sections and desk-based activities that will be offered will three levels of stretch and differentiation. These may be sent home as homework if not completed in class.
• Reading and writing activities will be offered in all units, but focussed on more in Years 5-6. Some extended reading and writing activities are provided so that native speakers can also be catered for.
• Every unit will include a grammar concept which will increase in complexity as pupils move from Early Language units, through Intermediate units and into Progressive units.
• Extending writing activities are provided to ensure that pupils are recalling previously learnt language and, by reusing it, will be able to recall it and use it with greater ease and accuracy. These tasks will help to link units together and show that pupils are retaining and recalling the language taught with increased fluency and ease.
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IMPACT

We measure the impact of our curriculum through the following methods:

• observing children speaking and listening in another language
• assessment of written work
• images and videos of children completing speaking and listening activities
• end of unit assessments and self-assessment against the learning outcomes
• interviewing the pupils about their learning (pupil voice)
• learning walks
• subject tracking

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 is being taught.  They will also ensure the knowledge taught is retained by the children and continually revisited and that the learners are able to apply the skills they have been taught to a variety of different settings, showing independence with their learning. Impact will also be measured through key questioning skills built into lessons, child-led assessment such as success criteria grids, jigsaw targets and summative assessments aimed at targeting next steps in learning.

See below for an outline of the knowledge and skills that are focussed on in each year group. Please note that because this scheme of work is new, some year groups will be learning units of work from previous years. This is to ensure that they have a secure base level of skills and knowledge to continue their language learning in secondary school.