Approaches to MFL

Vision for the teaching, learning and assessment of MFL at Crofton Junior School.

“Learning a foreign language is a liberation from insularity and an opening to other cultures.” (National Curriculum, 2014)


Proficiency and confidence in another language is a valuable skill and lifelong asset. At Crofton Junior School, we believe that the study of a modern foreign language equips pupils to understand and participate in a rapidly changing world by enlightening them to new ways of thinking. Pupils throughout school experience a high quality language education, which fosters their curiosity and deepens their understanding of the world. French is delivered on a weekly basis in each year group where children are provided with a wealth of opportunities to build confidence and fluency through speaking, listening, reading and writing.  Lessons are meticulously planned with progression in mind and units of work build on a child’s prior knowledge of the language as they move through Key Stage 2. At the end of Key Stage 2, pupils celebrate their language learning by partaking in a residential to Normandy in France where they are able to apply and consolidate their understanding in an authentic setting.

At Crofton Junior School, we teach French. We have chosen this language due to the expertise staff have and that it is one of the three languages available to our pupils when they transition to secondary education. In doing so we make use of the Wakefield recommended syllabus where appropriate thereby ensuring a progression in skills, knowledge and understanding. This also provides regular opportunities to recap previous learning thereby ensuring that knowledge is retained. (Please see the link below).

In order to ensure that we demonstrate a consistent understanding of what age-related expectations looks like in Years 3, 4 and 5 as we build up to the end of Key Stage 2 at Year 6, we have highlighted examples of pupils' work focusing first of all on the 'Reading strand.' This strand involves developing the children's ability to recognise key vocabulary and phrases. We have then focused on the 'Writing strand,' which progresses from writing a few short sentences using familiar expressions to short texts on familiar topics. Next, we developed the children's understanding of the culture in which the language is spoken. This involves background knowledge and cultural capital needed to infer meaning from interaction.