Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy

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1 Our Lady of Lourdes Catholic Nursery & Primary School Modern Foreign Language Policy September 2014 Review Date: September 2016

2 INTRODUCTION This subject policy is one in a series that makes up the Whole Curriculum Statement for the school. This policy states the school s philosophy on how Modern Foreign Languages (MFL) will make a contribution towards our pupils education. Our MFL curriculum actively contributes to many of the aims specified in the school s Mission Statement. Our Lady of Lourdes (OLOL) provides a broad and varied MFL curriculum, through a variety of teaching approaches and learning situations, to meet the needs of all our pupils. We seek to provide this for all, irrespective of gender, in accordance with our school policies on Equal Opportunities and Inclusion and in accordance with our statutory responsibilities under the SEN Disability Act Inclusion At OLOL we recognise our responsibility to provide a broad and balanced curriculum for all our pupils. All aspects of the curriculum reflect the three principles essential to developing a more inclusive curriculum: setting suitable learning challenges; responding to pupils diverse learning needs; overcoming potential barriers to learning and assessment for individuals and groups of pupils In accordance with the statutory orders for Modern Foreign Languages, OLOL is committed to the following aims: AIMS At Our Lady of Lourdes we teach a foreign language to all Key Stage 2 (KS2) children and have also introduced Spanish into Key Stage 1 (KS1). We consider teaching a Modern Foreign Language is important because: Many children really enjoy learning to speak another language. The earlier a child is exposed to a foreign language, the faster the language is acquired. Primary school children are more prepared to speak a foreign language, as they are less self conscious at this stage of their development. It is widely believed that the early acquisition of a foreign language facilitates the learning of other foreign languages later in life. Our aims in teaching a modern foreign language are: To foster an interest in learning other languages. To raise awareness that languages, other than English exist. To develop positive attitudes to other languages and cultures. To introduce young children to another language in a way that is enjoyable. To introduce children to simple vocabulary and structures which can be used in a variety of contexts during the normal school day, thus developing confidence. To make young children aware that language has structure, and of the similarities and differences between one language and another. 1

3 To help children develop their awareness of cultural differences in other countries e.g. by using ICT in developing links with partner schools. To help develop their speaking and listening skills. To lay the foundations for future study. CONTENT At OLOL we have selected to teach Spanish as the MFL as a part of the National Curriculum, as teaching primary languages is now a statutory requirement. We have adapted the schemes to the context of our school and the abilities of our children. Language learning is based upon the guidance from the National Curriculum, The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at Key Stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. Pupils should be taught to: listen attentively to spoken language and show understanding by joining in and responding; explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words; engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help; speak in sentences, using familiar vocabulary, phrases and basic language structures; develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases; present ideas and information orally to a range of audiences; read carefully and show understanding of words, phrases and simple writing; appreciate stories, songs, poems and rhymes in the language; broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary; write phrases from memory, and adapt these to create new sentences, to express ideas clearly; describe people, places, things and actions orally and in writing; understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of highfrequency verbs; 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. 2

4 PLANNING Organisation Planning is undertaken at three levels: Long term The long term plan draws together the guidelines for teaching MFL into weekly teaching units, which become more meaningful to the child. They can be distributed in a sequence that promotes continuity and progression in their learning and allow them to build on their prior knowledge every lesson. Medium term The revised MFL National Curriculum provides us with guidelines for our planning. It identifies learning objectives and outcomes and suggests activities to meet these. The sequence of learning objectives and activities promotes progression within these units. Certain topics will be taught at the beginning of each year to revise what has been taught previously. These include - everyday expressions, classroom commands, numbers, days of the week, months of the year, and seasons; where appropriate. Each year group initially are covering the same topics, as this is the first time that Spanish has been implemented at Our Lady of Lourdes (September, 2014). As the children develop their language skills, the level of planning will be differentiated according to ability. Short term Weekly planning and delivery by the staff ensures that the Spanish is taught following the medium term plan. The emphasis is on reinforcement and repetition so the children are developing their spoken Spanish. This is normally in the form of minute lessons; it is important that Spanish is taught in a fun and enjoyable way, through games and songs, leading to a written product. Cross Curricular Links While we are teaching Spanish as a stand-alone subject, there are still opportunities to link Spanish to other subjects across the curriculum. The following are some examples. aspects of English such as speaking and listening skills, knowledge and understanding of grammatical structures and sentence construction; aspects of Mathematics such as counting, calculations, money, the time and the date; aspects of Music such as learning traditional and modern Spanish songs, as well as listening to classical music from Spain; aspects of PSHE such as international or multi-cultural work, for example celebration of festivals and storytelling; aspects of Computing, use of Linguascope and other online language programs; aspects of the Geography and History of Spain; It is hoped that Spanish can be incorporated into the everyday curriculum; through such topics as greetings, number, colour, days of the week, parts of the body and birthdays. Games, songs and the use of ICT resources would aid the delivery of MFL in the early years stage. 3

5 Computing Computing is integrated into Spanish lessons through the use of the interactive program Linguascope (which the school have subscribed to) and other network resources and programs. Computing opportunities will be made available throughout the school in the MFL curriculum. Specific applications are available to allow individuals, groups and classes to maximise their learning and development. The network and hardware in place within the school provides excellent opportunity to use Computing freely within the classroom. Time Allocation Spanish is taught within the curriculum from Reception to Year 6. Topics have been selected from the MFL National Curriculum. The time allocation for the teaching of MFL reflects its status as a foundation subject. Teaching and Learning Strategies Good practice in teaching and learning policy supports children with special needs and those who are able, gifted and talented. In MFL, as in other subjects, our teachers recognise the need to differentiate how they teach and plan activities for children across the spectrum of ability. Key features of classroom practice in MFL will include opportunities to engage our children in well planned tasks, which make use of a range of resources. Resourcing Each year group has its own file of Spanish resources appropriate for that particular age group. Other resources are stored centrally. The interactive program Linguascope is available on the teachers drive for both teachers and pupils. Also Spanish songs are available on the teachers drive. Following a yearly audit new resources are purchased according to year/team group needs. Display In accordance with our school guidance on display, Spanish will be displayed within the classroom or outside in the corridors. Displays should feature Spanish vocabulary, appropriate to the age and needs of the children. Teaching aids may be featured and children achievements should be celebrated through display. PUPIL PROGRESS Progression Our school curriculum map indicates what aspects of study are being covered and where (Appendix A). This is the means by which we monitor progression and continuity in this subject across the key stages. Monitoring and evaluation of coverage, planning, children s work and display are carried out by the subject leader. 4

6 Assessment, Recording and Reporting Assessment is an integral part of the teaching and learning process as emphasised in our school Assessment policy. In the teaching of Spanish its purpose is to enable teachers to: Identify what has been taught and learnt; Recognise, the ability, achievement and progress of individual pupils; Provide children with tasks appropriate to their needs; Establish pupil s needs as a basis for future planning teaching. Evidence of pupil s attainment will occur in a variety of ways: Observing pupils working Listening to and questioning pupils; Discussing pupil s work Completing small termly tests for assessment purposes At the beginning of the school year, parents are invited to attend a year group curriculum meeting in which information regarding all subjects is provided, including Spanish. Each academic year, parents are acquainted with the MFL focus for their children in half termly newsletters. At academic review meetings they are informed of their child s progress in this subject. An annual written report includes a Spanish section, where appropriate. REVIEW AND STAFF DEVELOPMENT This policy is reviewed biannually in consultation with staff. Following this review recommendations are made for the development of the subject. 1 To embed the teaching of Spanish is carried out throughout Key Stage 1 and Key Stage 2. 2 To look at assessment procedures in MFL and continue to develop assessments suitable for each year group. 3 To provide further INSET for individual staff and so promote subject knowledge and confidence in delivering the subject. 4 To continue to provide good quality resources. 5 To continue to make links with Christ the King to enhance the teaching and learning of Spanish in Key Stage 1. 5

7 Appendix A Spanish Overview Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 3 Year 4 Year 5 Year 6 6 Modern Foreign Languages Policy Statement

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