Squirrel Hayes First School. MFL Policy

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1 Squirrel Hayes First School Policy Reviewed on Feb 2016 Policy Owner Signature Mrs A. Stockton Policy adopted by the Governing Body on Chair of Govs/Committee Signature Policy Reviewed Date March 2016 Feb 2017 Version 04 MFL Policy

2 Squirrel Hayes First School Modern Foreign Language Policy

3 Policy Review Information This policy was reviewed on Signed A. Stockon This policy was adopted by the Governing Body on Signed This policy is to be reviewed again in

4 Modern Foreign Languages Policy Introduction Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils curiosity and deepen their understanding of the world. This opening statement from the 2014 National Curriculum document defines the proposed entitlement of all primary age children from September At Squirrel Hayes First School we prepare for this by delivering French in KS2, and providing opportunities to engage in language learning across the whole school, including the Foundation Stage. We do this for several reasons. Firstly, we believe that many children really enjoy learning to speak another language. Secondly, we believe that the earlier a child is exposed to a foreign language, the faster the language in question is acquired. Rationale/The contribution of MFL to the primary school curriculum The learning of a foreign language provides a valuable educational, social and cultural experience for the 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 French 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 cross-curricular links and for reinforcement of knowledge, skills and understanding developed in other subjects. Aims and objectives The aims and objectives of learning a Modern Foreign Language at Squirrel Hayes First School are to: foster an interest in learning other languages introduce young children to another language in a way that is enjoyable and fun; stimulate and encourage children s curiosity about language; encourage children to be aware that language has structure and that the structure differs from one language to another; help the children develop their awareness of cultural differences and similarities in other countries; increase their speaking and listening skills; lay the foundations for future study through the development of language learning strategies reinforce and expand their knowledge and understanding of their own language. The children are taught how to: ask and answer questions;

5 use correct pronunciation and grammar; memorise words and phrases; interpret meaning; understand basic grammar; use dictionaries; work in pairs and groups and communicate in French; look at life in another culture. Organisation At Squirrel Hayes First School, French is taught to children in Key 2 in a 60 minute lesson per week. An integrated approach to the foreign language is taken within our personalised curriculum, which allows teachers to develop learning on a little-and-often basis. The children also have the opportunity to learn key words in other European languages through simple greetings during registration times. Role of the Co-ordinator The role of the MFL Leader is to: Ensure continuity and progression within the school Evaluate and purchase new resources Attend relevant training courses to keep abreast of current development Update the policy and scheme of work; Provide INSET so that all staff are confident in how to teach the subject and have sufficient subject knowledge Support staff in developing pupils' capability; Contribute to the School Development Plan on an annual basis Liaise effectively with the LA, Partnership Trust and middle schools Report termly to the Link Governor 2014 NC Programme of Study Aims The national curriculum for languages aims to ensure that all pupils: understand and respond to spoken and written language from a variety of authentic sources speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt discover and develop an appreciation of a range of writing in the language studied. Attainment targets

6 By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Schools are not required by law to teach the example content in [square brackets]. Subject content Key stage 2: Foreign language Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. 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. The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3. 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 Languages understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency 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. The scheme of work

7 In addition to the Nelson Thornes Rigolo scheme, at squirrel Hayes Teachers develop a varied and engaging scheme of work. The Rigolo scheme includes a virtual teacher who is a native French speaker. This element will ensure accurate pronunciation for the class teacher to model to the pupils. Members of staff who are less confident in speaking a new language will therefore be supported in their teaching. There is a variety of teaching methods used within the scheme; group speaking, individual speaking, singing and games. There are support materials available including written learning tasks where appropriate. A school policy and supporting guidelines together with this scheme, provide the foundation for this school s programme for early foreign language learning. The policy establishes the whole school aims, methodological approach and organisational structures. Outline details of the sequence of units of work, medium term plans and appropriate resources are identified in the scheme. Teaching and learning styles The teaching is based on the guidance material in the 2014 National Curriculum for Modern Foreign Languages (KS2), the Nelson Thornes Rigolo scheme of work and the use of supplementary materials from the Biddulph Partnership Trust. Teachers use a variety of techniques to encourage the children to have an active engagement with French, including games, role play and action songs. Teachers also use a variety of strategies to present new vocabulary, as this serves to demonstrate French without the need for translation. Listening, responding and speaking skills are emphasised together with simple reading and writing skills. A multi-sensory and kinaesthetic approach to teaching is used, i.e. a physical element is introduced into some of the games, rhymes and songs as this serves to reinforce memory. Teachers try to make lessons as enjoyable as possible so that the children develop a positive attitude to the learning of French. Children s confidence is built through praise for any contribution they make, however tentative. e.g. Tres bien! Super! Excellent! Bravo! Formidable! A Linguist of the Week award is also presented in the celebration assembly to learners that have been identified in lessons for their outstanding effort and engagement. Stimulating creativity Pupils enjoy participating in language lessons, joining in with action songs, rhymes and mimes. Role play is significant when learning a language other than the mother tongue as it allows pupils to imitate accurate intonation and pronunciation. Pupils are encouraged to play games and partake in kinaesthetic activities giving them the opportunity to experiment creatively with languages.

8 Children s learning styles vary considerably therefore we accommodate these by adapting the teaching style accordingly, using resources to stimulate, capture and engage. Equality All pupils, regardless of race or gender, shall have the opportunity to develop MFL capability. The school will promote equal opportunities and fairness of distribution of MFL resources. Children with other languages at home are encouraged to use them for educational benefit and parents are offered advice about what is appropriate. Groupings for MFL should generally follow the same pattern as for all lessons. It is appropriate to match pairs of equal ability, rather than have a more able linguist always guide a less able pupil. However, it is appropriate to plan to have peer tutors for some lessons where the objectives also enable the more able user to learn by specifically teaching. Positive images of languages being spoken by people of both sexes will be promoted. The school recognises the motivational advantages of the use of MFL by children with special educational needs. Inclusion We are committed to ensuring every child has the opportunity to learn French regardless of ability. There is clear evidence that children with Special Educational needs can make equally as good progress as their peers in Speaking and Listening, although some differentiation may be required with the introduction of reading and writing skills. As part of the Shine in MFL Initiative we have identified pupils showing talent in learning MFL for 2 years running and these are being monitored through LA intervention. Assessment We assess the children in order to ensure that they make good progress in this subject. This is done informally during the lessons in order to evaluate what the children have learned. Pupils complete self-assessments at the end of each unit which helps teachers to plan the next unit more effectively. Teachers have been made aware of the Framework for Languages and recommended levels of attainment and are consulting these in planning. We have not yet introduced formal assessment. However, assessment tools have been developed by the subject lead and will be implemented across KS2. The subject leader monitors planning, teaching and learning to ensure it is appropriate. The co-ordinator liaises with the local secondary school, so that they are aware of the modern foreign language experience of our children when they move to the next phase of their education.

9 DOCUMENT CHANGE LOG Version No. Date of review Reviewer Changes Made Mrs R Nevins Stanford Establish new MFL Policy 02 June 2013 Mrs R Nevins Stanford Reviewed Miss A Harrop Reviewed Mrs A Stockton Reviewed. Adapted to include expectations in 2014 NC programme of study and delivery. POLICY STATEMENT (if required) ************* Shows where MFL is not being delivered Shows changes made. Signed: Date: Head Teacher

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