Thatto Heath Community Primary School

Modern Foreign Language Policy (Revised November 2016)

Introduction and Background The learning of a foreign language provides a valuable educational, social and cultural experience for the pupils. Pupils develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between French and English. Learning another language raises awareness of the multilingual and multicultural world and introduces an international dimension to pupils’ 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. When the school first undertook Primary Modern Foreign Languages, lessons were taught by a language assistant who taught Spanish to the children. From 2007, children in the school were taught French, during PPA lessons by a member of the language team. Lessons were kept fun and enjoyable for the children with a variety of games, songs and interactive activities to make language lessons fun and enjoyable for the children. Since 2009 teachers have started to experiment with the teaching of Modern Foreign Languages in their own classes. A language assistant was employed but returned to France before they could begin employment in the school. After the initial trials by teachers, all key stage 2 teachers are now teaching French using the schools selected scheme of work. Purpose of study Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils 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, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Curriculum Organisation The language being taught in the school is French. We use a variety of teaching and learning styles in MFL lessons. Our principal aim is to develop children’s knowledge, skills and understanding. We encourage the children to ask as well as answer language questions. Children will be encouraged to use the correct pronunciation of words and grammar, as well as memorising a variety of new words through games, rhyme and songs. We will also look at life in other cultures through twinning projects. Listening, responding and speaking skills are emphasised in lower KS2 and then simple reading and writing skills in upper KS2. A multi-sensory and kinaesthetic approach to teaching is used, i.e. a physical element is introduced into some of the games, rhymes and songs as this serves to reinforce memory. Teachers try to make lessons as enjoyable as possible so that the children develop a positive attitude to the learning of Modern Foreign Languages.

Key Stage 2 Currently planning is carried out in three phases (short, medium and long term. The long term plans match the topic being covered during the Key Stage. Our medium-terms plans are based on the New Primary French, Euro Stars schemes of work, which are adapted to suit the needs of the school. These provide learning objectives for each half term. Our medium term plans incorporate the following strands outlined in the Key Stage 2 Framework for languages:  

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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.

Pupils are taught to:     

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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 clearly 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 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.

Attainment targets 

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By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Marking of children’s work will follow the schools marking policy and will give praise and encouragement to the children.

Cross curricular opportunities for literacy, numeracy, ICT and foundation subjects are noted on the medium term plans. Again these may be taught discreetly during language lessons or explicitly during other lessons. With the help of the P.E opportunities have been planned to allow some aspects of some P.E sessions to be taught using a Modern Foreign Language.

MFL is promoted through assemblies and also the celebration of Language week. Every Child Matters In line with the ECM agenda, children learning foreign languages in our school are ensured that they all have opportunities  To enjoy and achieve in their language learning. Activities in the scheme offer children The chance to:  work cooperatively and collaboratively with others, in an atmosphere free from intimidation  demonstrate their initiative  become actively involved in their work The schools language learning also encourages children to adopt safe practices and to make a positive contribution to the community by showing respect for the personal dignity of others and social responsibility. Children can:  Develop positive attitudes to linguistic diversity within their school  Recognize and challenge stereotypes  Develop awareness of the need to listen to others’ contributions and to work together.

Organisation Currently all KS2 children receive 1 hour per week, per term provided by a French specialist. Languages should also be embedded into the curriculum. For example, conducting the register in French every morning or through warm up games in P.E. The school has linked up with two schools to create international links.

Language week Language week during September 2008 was a success across all the Key Stages. Children’s interests and expectations of MFL were raised as planned. The children had the opportunity to taste food and learn about the culture and customs of the countries chosen to study as well as interesting of information about the country. Countries chosen were China (mandarin),

Wales (Welsh), Poland (Polish), Bangladesh (Hindi) and Egypt (Arabic). Children got the chance to experience a variety of cross-curricular links to language will include geography, PHSE, design technology, Literacy, P.E and art.

Cross Curricular Links Literacy - Reading and writing skills are supported by, and reinforce, the development of oracy. Children become familiar with the relationship between phonemes and graphemes. They apply this knowledge in their reading and spelling. Children understand, read and enjoy different forms of paper and electronic texts, such as stories, poems and messages. They write simple sentences and short texts, often using a frame or model. They develop a basic knowledge of the writing system, spelling and structure of the language. Mathematics – Many of the concepts and mathematical knowledge that children have encountered will be reinforced during language lessons. The children will be counting and calculating when they encounter numbers in the language lessons. They will also encounter measures when they are studying time. Also the children will use their data handling knowledge when they collect and organise data. Information and Communication Technology (ICT) – Children use ICT in language lessons where appropriate. They use it to support their work in MFL by learning how to find, select, and analyse information on the Internet and on CD-ROM’s. Children use ICT to record and present data they have researched and to review, modify and evaluate their work and improve its presentation. Additionally some of the language lessons use the interactive program Euro Stars Interactive French on the Interactive Whiteboard. Geography – children’s geographical knowledge is reinforced when the children study maps and label them, when they are studying countries around the world and in Europe. They also have the opportunity to look what life is like in other countries and compare it to how we live. Personal, Social and Health Education (PSHE) – language lessons help children to see that there are similarities and differences between different people. For example, when the children are studying holidays of other countries, they can see that we share holidays like Christmas.

They also allow children to allow children to form relationships when they communicate with people in other countries. Music – to make the learning fun in language lessons vocabulary is learned through song and rhyme. Children sing in unison and must listen in detail to the words of tune of the songs and rhymes so they can join in. Equal Opportunities – We recognise children in different classes have a range of language acquisition skills as well as different oracy, listening, writing and reading skills. We ensure that we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. To ensure all children are challenged we achieve this using a variety of methods:  Using classroom assistants, where possible, to support the work individual children or groups of children.  Setting tasks of increasing difficulty;  Setting common tasks which are open ended and can have a variety of responses;  Providing resources of different complexity, matched to the ability of the child;  Grouping children by ability in the room and setting different tasks for each ability group; Spiritual, Moral, Social and Cultural Development/Promotion of British Values – Language teaching allows children to see the world around them and not just their local environment. This shows children that there are lots of similarities and differences between countries and people throughout the world, promoting respect for other people and challenging the stereotypes they might have imagined or been misinformed about. Learning about different foods, sports and other cultural aspects shows the children how diverse the world is. Homework – Language homework may be given by the class teacher as part of the class homework for KS2 pupils.

Inclusion We teach languages to all children, whatever their ability, MFL forms part of the school curriculum policy to provide a broad and balanced education for all children. We provide learning opportunities that are matched to the needs of children with learning difficulties, taking in to account targets set in children’s Individual Education Plans (I.E.P’s).

. Monitoring and review The monitoring of the standards of children’s work and the quality of teaching in languages is the responsibility of the language team, under the leadership of the team leader. The languages team are also responsible for supporting colleagues in the teaching of languages, keeping informed about current developments in the subject and for providing a strategic lead and direction for the subject in school. The language team provide a summary of issues arising from monitoring and evaluation, listing strengths and areas for development in the subject, and completing an annual action plan for science throughout school.

Resources Language resources are stored as follows:  ICT – accessed through intranet site (Eurostars Interactive French)  New Primary French/Eurostars language scheme. New stocks of resources are ordered as necessary on an annual basis by the language team. Children are taught to work with care and attention to resources using them safely and effectively. Any loss of or damage to equipment is reported to the language coordinator. This policy should be read in conjunction with: Promoting British Values Policy Equality Policy Revised and adopted by the Governing Body on ……………………….. Signed …………………………………………….. Date …………………………………………………