Approaches to MFL

MFL Intent, Implementation and Impact Statement

Intent

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

 

At Crofton Junior School, we believe that proficiency and confidence in another language is a valuable skill and lifelong asset. We intend to equip pupils with the instrumental skills to understand and participate in a rapidly changing world: to enlighten them to new ways of thinking, provide a deeper understanding of the world and develop empathy thus enabling pupils to understand their own cultural identity and the identity of others. Our French curriculum focuses on the development of three common strands, which relate to our overall curriculum drivers: Nurture, Respect, Inspire.

 

We aim to provide plentiful opportunities for pupils to explore and appreciate authentic materials in the target language such as stories, songs, rhymes, literature and games in order to deepen their understanding of the French culture and language whilst also promoting a love of language learning. We endeavour to foster an interest and curiosity in learning another language to inspire pupils and we aim to develop personal confidence and aspirations by enabling pupils to express themselves in the target language in a range of ways. Furthermore, we intend to focus on the key strands – reading, writing, speaking, listening and intercultural understanding within all units of work to provide pupils with regular opportunities to revisit and extend knowledge and vocabulary enabling them to be proficient linguists who are well equipped for the challenges of language learning at Key Stage 3. By revisiting key strands, it also allows pupils to confidently develop their knowledge of basic grammar and language conventions thus enabling them to manipulate language and extend their spoken and written outcomes with increased independence and spontaneity as they progress through the key stage.

 

Implementation

French is delivered for a minimum of thirty minutes each week where pupils are provided with a wealth of opportunities to build confidence and fluency through speaking, listening, reading, writing and intercultural understanding. The Wakefield Scheme of Work for French is used across the key stage and lessons are meticulously planned with progression in mind: units of work revisit and build on a child’s prior knowledge of the language to ensure depth in learning so that they know more, learn more and remember more since skills are revisited, embedded and mastered over time. Tasks are selected and designed to provide appropriate challenge for all learners, in line with the school’s commitment to inclusion. Additional challenges are provided for linguists who are exceeding age related expectations and appropriate scaffolds are used for linguists who are below age related expectations to allow at least good progress to be made by all pupils. At the end of each unit or half term, key knowledge is reviewed by the pupils and rigorously checked by the teacher and consolidated as necessary. In Year 6, pupils have the opportunity to celebrate their language learning by partaking in an enriching residential to France where they are able to explore French culture further in an authentic setting whilst practising their spoken language in an immersive, language-rich environment.

 

Impact

The quality of French provision across school is demonstrated by outcomes in French folders, vocabulary books, comprehensive lesson plans and discussions with pupils. As pupils progress through school, they develop a curiosity and eagerness to learn a foreign language, cultural understanding, respect, empathy and a comprehensive knowledge of the French language including basic grammar. This enables them to manipulate language successfully ensuring that they are well prepared for the next steps in their education. The impact of the curriculum is monitored through a combination of discussions with pupils and staff and learning walks in order to provide a sound understanding of the quality of the curriculum and highlight areas for further development.

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.