MFL Policy

Parklands Junior School

MFL Policy

 

 

 

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:

 

  • To listen attentively to spoken language and show understanding by joining in and responding;
  • To explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words;
  • To engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help;
  • To speak in sentences, using familiar vocabulary, phrases and basic language structures such as describing people, places things and actions orally and in writing;
  • To develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases;
  • To read carefully and show understanding of words, phrases and simple writing;
  • To appreciate stories, songs, poems and rhymes in the language;
  • To broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including the use of a dictionary;

 

  • To understand basic grammar including (where relevant) feminine, masculine and neuter forms; 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;
  • To develop an awareness of other countries and their people thus increasing an awareness of other cultures;
  • To develop a positive attitude towards the learning of foreign languages in general,
  • To strengthen pupil’s sense of identify through learning about culture in a foreign country and comparing it to their own culture;
  • To develop pupils’ experience of language acquisition, including enjoyment and interest in the language;
  • To extend pupil’s knowledge of how language works and explore differences between French and English;

 

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

 

 

 

  • To update documentation where necessary and carry out a regular review
  • To attend relevant INSET training
  • To plan for and deliver effective INSET
  • To implement and share methods, strategies and resources with staff members as a result of attending the INSETs
  • To support and guide the classroom practice of teachers and support staff
  • To ensure coverage, continuity and progression in planning
  • To monitor and evaluate the effectiveness of MFL teaching and learning
  • To produce action plans for the School Development Plan and manage the budget allocated effectively

 

 

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

 

Organisation:

 

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:

 

  • The learning of a foreign language provides the opportunity to children to communicate in a new language which prepares them for the future should they wish to study or work abroad;
  • It also helps children to develop respect and tolerance towards other cultures;
  • The new language enhances children’s understanding of their own language thus linking closely with the literacy curriculum;
  • The study of a language and culture of another country also contributes to other subjects such as PSHE, geography and religious studies;
  • Through the medium of the foreign language other aspects of the curriculum can also be accessed such as music and physical education.

 

 

 

A variety of teaching strategies are used to engage and interest children and further their learning:

 

  • a range of sources of information for example books, stories, eye-witness accounts, pictures/photographs/films/songs, artefacts;
  • presentation of knowledge directly imparted by the teacher or another adult, incorporating children’s experiences and making it relevant to their lives;
  • demonstration of skills and knowledge and provision of time for practice;
  • opportunities to communicate their ideas to each other and with teachers including discussions and presentations;
  • Independent research including homework

 

 

 

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:

 

  • Informal discussions with teachers, LSAs and children
  • Assessing work and progress, which includes a big book scrutiny, learning walks and selected examples in form of photos and videos gathered on the staff shared area.
  • Observing lessons
  • Sharing good practice with teachers learnt on INSETs and ensuring that it is being implemented through observations
  • Designing action plans in order to self-evaluate and work towards improving the teaching of MFL
  • Evaluating the subject at the end of the monitoring process
  • Forming a termly report based on the actions planned and evaluations completed of the subject
  • An annual resource audits

 

Resources

 

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.

 

Review

 

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.