This document gives you an overview of what is being taught in which year group. Please be aware that at present, weekly lessons of French are only taught in KS2. In KS1, children are exposed to French through the French phrase of the week and through songs and games. Emphasis is also placed on learning about the children's own culture and languages in KS1.
The European Day of Languages has been celebrated every year since 2001 on 26 September, as an initiative of the Council of Europe in Strasbourg. Throughout Europe, 800 million Europeans represented in the Council of Europe's 47 member states are encouraged to learn more languages, at any age, in and out of school. Take a look to see what our classes got up to!
This document reviews this year's newly implemented way of tracking the progress of French learning in KS2.
Interlinking with our Space Topic, Miss Ledwon had selected a French story book to read with the children. Before we attempted to read the French text, we learned key words. One way of practising this new vocabulary was by playing ‘battle of the wizzards’. Teams of wizards (children) battled each other with spells (French/English words) attempting the shout out the corresponding French/English word before their opponent. Children were highly engaged in this activity and showed real motivation to pronounce the new vocabulary.
Four lucky children were pulled out of a hat to attend a ‘French day’ for Year 5 pupils at the Grammar School at Leeds. In the morning, after a snack of ‘Madeleines’ (French cakes), we participated in a drama workshop. During this session, one of the actresses introduced us to the two traditional tales from St Mauritius. We learned the key vocabulary we would hear in the play and did some drama. Following this, we played some traditional French circle games. Throughout the day, we were looked after to by buddies from the school. They took us around the school and showed us the ropes at lunch and play time. After a hearty lunch, we watched two plays in the hall. Both were in French. However, because we already knew some of the vocabulary and could watch the actors, we understood some quite tricky words and phrases.
Every child in the school was given an opportunity to participate in a competition to design a book mark on the theme ‘United through Languages’. In total 14 children participated in this competition. We presented all participants with a certificate and a prize during assembly. At lunch time, Miss Ledwon offered Years 4-6 an opportunity to participate in a once off European Day of Languages club. The seven participants played a collection of games introducing them to saying hello in six different European Languages. At the end of the session, they looked up where these countries were on the map.
Have a sneak peak at some of our work, which has been/is being displayed in school.
In order to raise the profile of French in our school and to provide additional opportunities for our students, we established a link with the local high school MFL coordinator. Five Year 11s were recruited to run a French club on a weekly basis in our school. After two initial planning meetings with the Year 11, they started delivering the sessions to a group of Year 2 to Year 5 students. Over the course of the term the club became ever more popular and the Year 11 students gained in confidence. The sessions were games bases and covered clothing, personal description, numbers and animals. At the end of the year, the group developed characters, which they described in French. This group was so successful and enjoyed by everybody involved that the high school is looking to roll it out in other primary schools in the catchment area. Our school is now looking to host Year 11 students from all three languages, one per term.
This document gives a brief overview of how MFL teaching and learning has developed over the course of the academic year 2013-2014.
Newlaithes vision for MFLThe Curriculum 2014 stipulates that from September 2014, all KS2 children must be taught a modern foreign language. As a school, we will be exposing children to French both through ‘formal lessons’, as well as on a daily ‘informal’ basis (i.e. taking the register in French, giving simple instructions).
Although the teaching of languages in KS1 is not required by the new curriculum 2014, Newlaithes Primary School believes that children’s love of language learning should be fostered from a young age. Language teaching and learning relates to children’s previous and ongoing experiences. Therefore, we endeavour in KS1 to make the most of children’s backgrounds and interests, making links with children’s heritage, languages (including Braille and BSL) and world connections. This will be achieved by exposing pupils to everyday vocabulary (greetings, animals, colours, classroom instructions) frequently and throughout the day. Language learning provides an exciting opportunity to establish links with the local community. In KS1, we hope to involve parents as experts of one or more languages or cultures.
Teaching MFL at Newlaithes
In KS2, children have one 30 minute lesson each week delivered by the class teacher. Each week, children will additionally be exposed to French (approximately 15-20 min per week), by the use of French to take the register or to give basic classroom instructions.
In KS1, children will be exposed to everyday vocabulary through songs or games, when links to a topic or pupils interest is made.
To inspire students to learn a foreign language further, each year our school will run a language club for children from Year 2-6 in at least one of the terms.
Progression in MFL
Teaching French at KS2 is planned around the ‘Jollie Ronde’ scheme of work, which links learning to the ‘Languages Framework 2010’. The scheme of work allows children to make substantial progress in French. Additional links are established throughout the year to topics being covered in class.
At Newlaithes, formative assessment is embedded within the teaching and guides future teaching and learning. All KS2 children have exercise books for written tasks, which will be marked by the class teacher. Children will be regularly given time to complete the self-assessment sheet (in the French books) to reflect on their own learning.
In each class, three children have been identified and their learning and progress is being tracked throughout their ‘KS2 career’. These three children represent the spread of ability within the cohort. On a termly basis, class teachers will provide the MFL coordinator with information with regards to these pupils’ progress. This information will be fed into the KS2 tracking sheet (kept in the MFL coordinator’s folder).
Continuity, transition and liaison
Continuity between year groups is achieved by planning from the schemes of work and by tracking progress and attainment of children in each class. With regards to continuity from KS2 to KS3, a link to the high school MFL coordinator is maintained and yearly meetings with this coordinator and other primary school MFL coordinators from the cluster are carried out.
All MFL resources can be found in the French cupboard outside the Year 4 classroom. A signing out sheet for these resources has been adhered to the door for staff to sign in or out resources.
Additional electronic resources have been made available for staff on the shared area. Teaching guidance with regards to the curriculum, good websites or additional lessons are in the year group ‘Curriculum 2014’ folders.
General overview of resources:
- Jollie Ronde French scheme of work
- All resources for the scheme of work laminated in year group boxes
- Small selection of French story books
- Small selection of books with French games/activities/songs in
- Class set of dictionaries
Staff have opportunities within school to develop their subject knowledge (weekly French phrase, staff meetings) and they also have the opportunity to request to attend a funded immersion course abroad.
Monitoring, evaluation and review of this policyThe implementation of this policy and the teaching of French will be monitored by the MFL Co-ordinator. This policy will be reviewed at least every three years.