MARTONGATE PRIMARY SCHOOL MFL

Transcription

1 MARTONGATE PRIMARY SCHOOL MFL POLICY UPDATED BY: Laura Jenkinson DATE: 2013

2 MARTONGATE PRIMARY SCHOOL Modern Foreign Language Policy September 2013 Contents 1. Purpose 2. Philosophy 3. Aims 4. Objectives 5. Teaching and Learning 6. Time Allocation 7. Long Term Plan 8. Medium Term Plan 9. Cross Curricular Links 10. Assessment 11. SEN Appendices A B

3 Modern Foreign Languages Policy. Purpose The learning of a foreign language in primary school provides a valuable educational, social and cultural experience for all pupils. Pupils develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between the foreign language and English. Learning another language raises awareness of the multilingual and multicultural world and introduces an international dimension to pupils' learning, giving them an insight into their own culture and those of others. The learning of a foreign language provides a medium for crosscurricular links and for the reinforcement of knowledge, skills and understanding developed in other subjects. Philosophy Children at Martongate should have opportunities to: (a) (b) (c) (d) (e) Develop oracy skills using and responding to the foreign language through questioning and role play. Develop listening skills, listening to each other and native speakers. Develop their cultural awareness, considering their own culture and comparing it with that of others. Develop their literacy and grammar skills through identifying the interrelationship of sounds and writing, and using their knowledge of English to learn a new language. Develop their own self confidence through participation in speaking and listening activities.

4 Aims. There are four main aims in learning a foreign language: 1. Oracy skills. 2. Literacy. 3. Knowledge about the language. 4. Intercultural understanding. Objectives (a) (b) (c) (d) (e) To use and respond to a foreign language. To develop correct intonation and pronunciation To listen carefully in order to discriminate sounds and identify meaning. To begin to understand the interrelationship between the spoken and written word To consider their own culture and compare it with that of others. At the end of Key Stage Two children should be confident to initiate and sustain simple conversations, listen to and understand the main points in a simple story, read and write simple sentences, compare attitudes towards aspects of everyday life and recognize and understand some of the differences between people.

5 Teaching and Learning Policy Children learn by: 1. Oracy Listening to and being able to respond to simple rhymes and stories in class. Working in pairs or groups on questioning and role play. Performing in class retelling stories and acting out rhymes. 2. Literacy Matching to spoken and written word. Using , short stories etc. to encourage the development of reading and writing skills. 3. Knowledge about the language. Putting actions to new sounds, and identifying phonemes which are the same and different to English. Learning and matching agreements. 4. Intercultural Understanding Discussing similarities and differences within cultures Making contact via or video clips with native speakers. Teachers teach by: 5. Oracy Providing opportunities for children to listen to themselves and native speakers using the language. Modeling speaking and listening skills. Creating opportunities for performance of role play and rhyme in pairs, groups and as a class. 6. Literacy Allow children to use a range of media to record written ideas e.g. ICT Make links between the writing of English and the writing of the new language. 7. Knowledge about the language. Help children to make links between the sound of a word and its written form. Discuss the grammar of the language and encourage children to use in correctly in speaking and writing. 8. Intercultural Understanding Provide visual and written information on other cultures Facilitate discussions on similarities and differences of cultures.

6 Time Allocation. Time allocation should be 30 minutes each week of discreet language teaching, plus daily opportunities to use the language, e.g. greetings, links with literacy, counting, music etc. Long Term plan The long term plan exists to ensure continuity and development throughout language teaching. Medium Term plan. Objectives and teaching ideas for medium term planning are in the KS2 Framework for languages. The objectives are addressed within the QCA units outlined in the long term plan. There are currently no statutory requirements for KS1, however it is expected that children in KS1 are exposed to other cultures and languages whenever it is appropriate to do so, teachers can look to the little languages scheme of work for guidance and activities Cross Curricular links. Music- rhymes and singing in the foreign language. Drama- role play, conversations, retellings in the foreign language. English- building on phonetical and grammatical learning in English, stories from other cultures, speaking and listening skills. ICT- responding to language using ICT presentations for written work/ role play. Cultural- learning and comparing about themselves and others. PHSCE- Empathizing and understanding about other people. Assessment. There are currently no formal assessment requirements or guidelines for leveling MFL within the National Curriculum, however as a school we have created an assessment tool linked with the national curriculum levels to assess the children as an aide to planning next steps for children s progress. Within the QCA scheme of work there are end of unit activities to help with your on going assessment of children s progress. Special Educational Needs. Where children excelled at a foreign language they should be placed of the more able pupils list. Where children have difficulty with language skills every attempt should be made to help their individual needs by modifying or supporting activities appropriately.

7 Resources Key Stage 2 Primary Framework QCA French scheme of work for KS2 Early Start video and scheme of work pack 1 Early Start video and scheme of work pack 2 Jolly Phonics in French Developing French: Livre un Entre dans la Ronde- French songs for 3-5 yrs Year 3 QCA units 1 and 2 resource CD Little langugaes scheme of work EYFS/KS1 Spanish and French puppets. Popular children s stories written in French Going on a bear hunt Elmer Other children s story books written in French Modern Foreign Languages Long Term Plan Year Group Autumn Spring Summer 3 QCA Unit 1 Moi (all about me) QCA Unit 2 Jeux et chansons (Games and songs) 4 QCA Unit 7 On y va (All aboard) QCA Unit 8 L argent de poche (Pocket money 5 QCA Unit 13 Bon appetite, bonne sante (Healthy eating) QCA Unit 14 Je suis le musician (I am the music man) 6 QCA Unit 19 Notre ecole (Our school) QCA Unit 20 Notre monde (The world about us) QCA Unit 3 On fait le fete (Celebrations) QCA Unit 4 Portraits QCA Unit 9 Raconte-moi une histoire (Tell me a story) QCA Unit 10 Vive la sport (Our sporting lives) QCA Unit 15 En route pour l ecole ( On the way to school) QCA Unit 16 Scene de Plage ( Beach Scene) QCA Unit 21 Le passé et le present (Then and now) QCA Unit 22 Ici et la (Out and about) QCA Unit 5 Les quatre amis (The four friends) QCA Unit 6 Ca Pousse (Growing things) QCA Unit 11 Le Carnaval des animaux (Carnival of the animals) QCA Unit 12 Quel temps fait-il? (What s the weather like?) QCA Unit 17 Le Retour du Printemps (The return of Spring) QCA Unit 18 Les planets (The planets) QCA Unit 23 Monter un cafe (Creating a cafe) QCA Unit 24 Quoi de neuf? (What s in the news?)