Purpose of Policy
The purpose of this policy is to outline the purpose, nature and management of the teaching and learning of a Modern Foreign Language (French) at Parklands Junior School. The school mainly focuses on teaching French as its modern foreign language; however, it also helps to promote and develop a broader intercultural understanding through our assemblies that are based on celebrations from around the world. This policy will form the basis upon which we map out the statutory orders for our Modern Foreign Language at Key Stage 2.
Staff have access to the policy via the school’s server in the shared staff area. Parents requesting to see a copy of the policy can do so by making their request to the Head Teacher.
Aims and Outcomes
The aims of teaching MFL and the outcomes of learning MFL are listed below to make this process meaningful:
MFL and the Primary Curriculum
The teaching and learning of MFL is in line with the National Curriculum. The MFL curriculum takes into consideration individual and differentiated needs of the children. MFL is timetabled to be taught for 30 minutes on a weekly basis. Lessons follow a set pattern; pupils develop speaking and listening skills, and are then provided with opportunities to apply these skills in reading and writing tasks. The scheme of work the school currently follows is ‘French Primary’ which incorporates skills from the National Curriculum expectations. The tasks are designed from simple to more complex as pupils progress from year 3 to year 6. To celebrate pupil learning, teachers evidence the completed tasks in a ‘big book’ which is regularly monitored by the MFL coordinator to ensure consistency and coverage of the curriculum in each class. As a result, timely and appropriate feedback is provided to individual teachers. Also, formal assessments are regularly conducted by individual class teachers to monitor their pupils progress using Target Tracker.
The role and responsibility of the subject leader
Equal Opportunities and Inclusion
All children will be given an equal opportunity to maximise their individual potential; this is regardless of ability, gender, race, religion/beliefs, disability or talent. Activities both within and outside the classroom are planned in a way that encourages full and active participation by all children, matched to their knowledge, understanding and previous experience.
Equal emphasis will be given to the roles of both men and women in society, at all levels of MFL study. Every effort will be made to ensure that activities are equally interesting to both boys and girls. The units in our scheme are tailored to engage both boys and girls.
Teaching and Learning
MFL is taught in a whole-class setting by the class teacher. Lessons take place every week, lessons last for one hour, with other opportunities during the week to consolidate and revisit learning and to draw on cross curricular links. Teachers plan using suggested teaching ideas based on the Primary French scheme of work. Lessons are designed to motivate children and to engage them further in language acquisition. All lessons have clear, achievable learning objectives and are differentiated considering different learning styles. French lessons provide a variety of sources to model the language, use games and songs to maximise enjoyment and make connections to real life situations. The teachers are permitted to link their topics to one of the units from the scheme of work if they feel it is more meaningful. For example, Year 4 could link ‘Le carnival des animaux’ (The carnival of animals) with ‘The Digestive System’ when learning about food chains. This could be done by teaching the two topics alongside each other and making links wherever appropriate.
Opportunities provided through the teaching of MFL:
A variety of teaching strategies are used to engage and interest children and further their learning:
Assessment, Recording and Reporting on Progress
Assessment is an integral part of learning as it informs the progress of the children and also enables teachers to review effectively the plans and teaching methods that are in place. Gathering evidence of pupil attainment helps in assessing the learning of MFL.
Therefore, teachers record the learning of the children in a ‘Big book’ by using their professional judgement to carefully choose work that best portrays the learning in class. The work may consist of photos and/or worksheet tasks. In addition, teacher voice is used to explain and celebrate pupil work. This ‘Big book’ is reviewed regularly by the MFL coordinator who then reports the progress and coverage of the MFL curriculum to the senior leadership team (SLT). Learning is recorded in form of video too which are saved in the ‘staff shared’ area.
Pupils have access to this ‘Big book’ at all times in the class. This enables pupils to cherish, reflect and recall their learning as the year progresses. During the ‘Open Evening’ session, this book is available to parents too.
The MFL leader monitors teaching and progress by:
Most resources are stored in year groups. A full list is kept with the MFL leader. New resources are purchased when the need of resources arises and funding is made available. The MFL leader ais responsible for completing an annual financial bid for the maintenance and development of the subject, in which new resources are highlighted.
This policy is reviewed by staff and governors every three years. Parents are most welcome to request copies of this document and comments are invited from anyone involved in the life of the school.