Curriculum Statement: Modern Foreign Languages
‘Excellence, Truth and Grace’
‘Summing it all up, friends, I’d say you’ll do best by filling your minds and meditating on things true, noble, reputable, authentic, compelling, gracious—the best, not the worst; the beautiful, not the ugly; things to praise, not things to curse. Put into practice what you learned from me, what you heard and saw and realized. Do that, and God, who makes everything work together, will work you into his most excellent harmonies.’
Philippians 4: 8-9
The curriculum has been chosen to allow opportunity for children to gradually build on their skills. It enables children to express their ideas and thoughts in French and provides opportunities to interact and communicate with others both in speech and in writing. At the heart of our MFL curriculum is the desire to expose children to authentic French, so we aim to offer regular opportunities to listen to native speakers. In Lower KS2, children acquire basic skills and understanding of French with a strong emphasis placed on developing their Speaking and Listening skills through songs. These will be embedded and further developed in Upper KS2, alongside Reading and Writing, gradually progressing onto more complex language concepts and greater learner autonomy. We intend to inspire pupils to develop a love of languages and to expand their horizons to other countries, cultures and people. Where in school we have EAL children we will recognise and celebrate their native languages.
- Ready to Learn: We intend to create linguists who gradually build on their language skills throughout Key Stage 2. Although not compulsory in KS1 children will be introduced to French through the use of songs.
- Respectful: Children will take pride in learning French and also recognise and celebrate the many languages spoken within our Parish Community.
- Reflective: Children will have opportunities for speaking, listening, reading and writing French, gradually building from basic vocabulary to constructing sentences and simple conversations.
- Aspirational: Children will be confident linguists who are willing to try out their new- found language skills and have a desire to celebrate the many languages spoken by the children of Parish. We aim to help children grow into curious, confident and reflective language learners and to provide them with a foundation that will equip them for further language studies.
Lessons are sequenced so that prior learning is considered and opportunities for revision of language and grammar are built in to ensure that our children meet the twelve attainment targets. Our lessons help children to build on prior knowledge alongside the introduction of new skills. The introduction and revision of key vocabulary and grammatical structures is built into each lesson. This vocabulary is then included in display materials and additional resources so that children have opportunities to repeat and revise their learning.
- Ready to Learn: We use of a language scheme of work provided by Primary Language Network. This exposes the children to native French speakers and teaches children French phonics, reading, listening, speaking and writing skills.
- Respectful: Whilst following the scheme of work we also allow for exploration of local customs and traditions in our children’s native language where English is a second language. This allows all the children to experience and broaden their cultural knowledge of different languages and countries.
- Reflective: Children are continually building on their language knowledge base, moving from new vocabulary and then implementing this into a phrase and eventually simple conversations.
- Aspirational: Children will be encouraged to try out their language skills to develop confident linguists who will have a desire to further study MFL at high school.
The learning environment will be consistent with key French vocabulary displayed, spoken and used by all learners. We want to ensure that French is loved by teachers and pupils across school, therefore encouraging them to embark on further language studies. Impact can also be measured through key questioning skills built into lessons, child-led assessment such as success criteria grids, jigsaw targets and KWL grids and summative assessments aimed at targeting next steps in learning. Display boards will also represent the locality celebrating the diverse languages spoken by the children and staff.