Ludlow Junior School. Policy for MFL. Autumn 2010

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1 Ludlow Junior School Policy for MFL Autumn 2010 (To be read in conjunction with the Summer 2009 Global Dimension Policy)

2 Introduction MFL Policy At Ludlow Junior School, we believe that MFL is : A lifelong skill to be used in business and pleasure to open up avenues of communication and exploration and to promote, encourage and instil a broader cultural understanding (NLS). We believe that every one of our pupils deserves access to high quality teaching and learning (including e-learning). The rationale for introducing the teaching and learning of MFL in KS2 is : To develop an awareness and appreciation of other languages and cultures will give children a great start in an increasingly multicultural world - promotes initiative, confidence and independent learning. It has been shown that children develop a better understanding of language, both their own and others, more easily when introduced to foreign languages at an early age. Children throughout the school will enjoy the challenge and excitement of learning a foreign language with an emphasis on having fun, and the MFL framework will be introduced over time, used to support what is occurring in school now and to plan for increasing capacity over the next few years. Aims The aims behind teaching MFL at Ludlow Junior School are : to develop an awareness of cultural differences and similarities in our own and other countries. (NB 2009 OFSTED ACTION POINT) to stimulate and encourage children s curiosity about learning other languages. to develop children s awareness that language has structure and that there are similarities and differences between languages. to develop speaking and listening skills to develop independent learning strategies to foster a positive attitude to learning MFL and in so doing, encourage pupils to choose to study languages rather than be made to do so.

3 Audience We aim to reach an audience inclusive of every one who can support the children s learning. This will include The teachers who will provide the main programme, planning and input. TAs to support this programme and individual pupils. The school governors, who will also be kept fully informed. The High School (MFL staff), through Y6/7 transition work. Parents, through discussions at Parental Consultations & End of Year Reports, Local Community language specialists (see NEXT STEPS) Resources A wide variety of materials are available to use as teaching resources. These include: Teacher expertise Other confident teaching staff ICT, including IWB, internet and videos Simple books and dictionaries in target language CD s and DVD s for songs (eg Mon Ane DVD of French songs) Catherine Cheater Y3 Y6 schemes Visitors KS2 Framework for languages QCA non-statutory Schemes of Work. Parent/Community Visitors (see NEXT STEPS) ICT resources (IWB versions of French books on Shropshire LG, MFL Powerpoints on SCHOOL NETWORK etc) NB There is a dedicated cupboard for MFL resources (to be found in Teme Shared Area) as well as online resources (Shropshire LG) and digital resources (on the School Network) Organisation As a school we are adopting an integrated approach to MFL provision, whereby the learning will be delivered by the classroom teacher (or cover TA ) to their own class. From 2010 each KS2 pupil will take part in a

4 minimum of 1 hour MFL learning per week building up gradually from current provision. This will take the form of 1 discrete lesson per week (30 mins) plus daily 5 minute parcels (one to be 10 mins).in addition to this, registration will be used to reinforce learning, or to make up these 5 minute parcels. In some year groups, to share expertise, the provision will be delivered as a Year Group, or at times, as a department. Teaching styles and methods A variety of teaching styles and methods will be employed in delivering the teaching and learning of MFL, which will emphasise ACTIVE and FUN teaching and learning styles, NOT traditionally table/class based methods. These methods will include: Whole class group and pair work Chorusing, questioning and repetition Action songs Games Role play Props Gestures and mime Whole school co-ordination It will be the job of the MFL Outcome Team (comes under M Livingston s Outcome heading, but will be led by D Peterson) to monitor and review the policy and its implementation. This initially involved building confidence amongst staff and supporting staff in the delivery of the curriculum. While this needs to continue, the NEXT STEPS have moved on from the last time the policy was written, and are to be found in the NEXT STEPS section of this policy. The MFL Outcome Team will report to the governors and SMT.

5 Long Term Planning THIS WILL NEED TO BE DEVELOPED AS WE REORGANISE THE NEW CURRICULUM (WITH PARTICULAR EMPHASIS ON COMMUNITY/GLOBAL LINKS) Progression through the years Year 3 Year 4 Year 5 Year 6 Autumn Spring Summer - Catherine Cheater Schemes of work, from Y3-6 Assessment 1. Annually, as part of their transition to the next year, class teachers need to provide their class (individually) with a SELF EVALUATION sheet, at a very simple level, to show their understanding & enjoyment of the areas covered. (ie We have learned numbers up to 20, with a tick/smiley system for pupils to mark next to this) This will travel with the pupils up to the next class, in the same way as their DT/ICT folder. These sheets will give the next teacher an accurate starting point, to avoid repetition and ensure progression year on year. 2. At the end of Year 6, a Y6/Y7 Transition document is completed for the High School, showing what pupils have covered, and how they have done. (Teacher assessment) Next steps The PRIORITIES for this area are: 1. To foster links with pupils in France and Francophone countries - Global Gateway logon must be shared with ALL staff (Teachers and TAs) - TIME must be given for staff to FIND and SET UP these links, as part of the new curriculum.

6 - TIME is needed to make links with the LUDLOW TWINNING ASSOCIATION. - Auditing/asking parents to see what expertise (if any) we have in the local community. - Engaging the local community (eg French Pantry shop (Simon King), local French chefs (possible link to new ART/DT block here) 2. To foster links with pupils in countries around the world. - Global Gateway logon must be shared with ALL staff (Teachers and TAs) - TIME must be given for staff to FIND and SET UP these links, as part of the new curriculum. - Auditing/asking parents to see what expertise (if any) we have in the local community. - Engaging the local community 3. TA (and possibly teacher training Some cover TAs are asked to deliver MFL, but have little or no training, and are not aware of the resources available. They also have no logon for accessing some of the online resources. - TAs need access to (or their own LOGONS for) the SHrophire LG site. - TIME needs to be given for TA (and other staff) training on MFL resources/methodology etc. D Peterson can provide this if needed. 4. Forging links with local businesses ( French Pantry, local restaurants etc) and the Twinning Association - TIME is needed to make this links by staff when looking at the new curriculum.