French

Intent

Learning a foreign language is a necessary part of being a member of a multi-cultural society.

We believe that learning a foreign language provides a valuable educational, social and cultural experience for all pupils. 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. We want our pupils to explore their own cultural identities and those of others and to foster an interest in learning another language. By learning another language in an active and engaging way, the pupils will gain enjoyment, pride and a sense of achievement.

We are keen to promote the introduction of a modern foreign language to all pupils in Key Stage 2 and to expose Foundation Stage and Key Stage 1 to elements of a modern foreign language. As a school we have chosen to study French.

Implementation

In Key Stage 2, French is ideally taught by the class teacher if possible. If not, the member of staff teaching will be confident delivering the subject. The pupils are taught in a whole-class setting. All year groups are taught lessons applicable to their age/ability, following the government’s statutory requirements.

We base our teaching on a variety of schemes and resources which we have adapted to the context of our school and the abilities of our children. The units taught have been selected to fit in with cross curricular links in other subjects where applicable and are carefully designed to ensure a progression of skills. 

In lessons pupils are taught how to:

• ask and answer questions;
• sing songs; read stories and poems;
• use correct pronunciation and grammar;
• memorise words;
• interpret meaning;
• understand basic grammar;  
• work in pairs and groups and communicate in French;
• look at the world from another’s perspective, giving insight into the people lives and traditions of other cultures.

In Key Stage 2, each class has a timetabled lesson of at least 30 minutes per week and then wherever possible, mini sessions of 5-10 minutes throughout the week, where the children may answer the register in French, sing a song, listen to a French story or revisit vocabulary and phrases that have been taught in previous lessons in order to consolidate knowledge and ensure new language is retained. 

Whole class teaching is used, although pupils also work individually, in pairs or in groups (to cater for different learning styles). Learning Objectives and Success Criteria are shared with the children. Lessons may include games, songs, oral work, role-play and active participation as well as listening and talking. At least once every half term the children will complete a written task.

Although French isn’t taught as a curriculum subject in Foundation Stage and Key Stage 1, pupils are encouraged to begin using basic French as part of their daily routine. Activities may include answering the register in French, singing French songs, sharing a book in French or playing a game.

Impact

We measure the impact of our French curriculum by:

• observing children speaking and listening in another language;
• marking written work,
• recording images and videos of children completing speaking and listening activities.
• interviewing the pupils about their learning (pupil voice)
• annual reporting of standards across the curriculum to parents.
• learning walks.

Assessment is carried out during teaching and learning time.  It is formative and is used to support teaching and learning and inform future planning.  In lessons the teacher uses assessment for learning strategies to observe and record where appropriate pupil progress and areas for development, to identify gifted linguists and those requiring extra support and to plan future differentiated learning tasks.   Assessment for learning is also used to inform children of how they are doing and how to improve.

MFL Progression Map - Cycle A

MFL Progression Map - Cycle B

Vocabulary Cycle A

Vocabulary Cycle B

MFL and The National Curriculum

The National Curriculum states that pupils should be 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 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 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