St Martin s School, Dover M.F.L. POLICY

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1 Above all the child St Martin s School, Dover M.F.L. POLICY Document Information Date/source of Policy Responsibility Date of review September 2015 Katie written / James Higgins Date of new review September 2016 James Higgins Source of policy Date of Adoption September 2014 Rosie Shepherd

2 INTRODUCTION MFL became statutory in September 2014 with the introduction of the new National Curriculum. The MFL policy at St Martin s School is designed to reflect the primary MFL entitlement, as defined in the Primary Languages Framework. At St Martin s children in KS2 already receive an hour a week of French and KS1 children have exposure to expectations of the National Curriculum. AIMS & OBJECTIVES Oracy and Literacy: To develop communication skills, as to be able to communicate is the real purpose of learning a foreign language. To be able to reach recognised levels of achievement in the skills of oracy and literacy. To ensure that learning another language can be enjoyable and fun, as well as useful. Intercultural Understanding: To see language as part of culture, and learning the culture is a necessary part of learning a language. To raise awareness and understanding of the cultures of other countries around the world. To link work in the foreign language to other curriculum areas, eg Literacy, Numeracy, Computer Science, PSHE, Geography. Music, History, Art etc where appropriate. Knowledge about Language (KAL): To develop understanding of how language works. When learning a new language pupils make comparisons with English (more relevant now, with the introduction of VGP) and/or home language and reflect on similarities and differences. To use knowledge about language to support effective communication, both orally and in writing. To make pupils aware of pronunciation and intonation. To investigate how languages work in order to be able to adapt the language to new contexts. Language Learning Strategies (LLS): To develop confidence and trust and willingness to participate. To develop pupils listening skills. To build self-esteem and social confidence. To be able to select and use different strategies which pupils can then apply to effectively learn a language. Strategies explored in language lessons can be used for learning in other subjects. CONTEXT, ORGANISATION AND PLANNING Language learning is planned as an integral part of the whole curriculum. Times and timetabling are decided by the individual class teacher, and the time devoted to language learning should be a minimum of 1 hour per week. This could be 2x30 minute lessons, 3x20 minute lessons, or 1x60 minute lesson or could be a day of MFL a term. In addition to the dedicated time allocation, teachers will seek opportunities during the week to enable children to use their newly acquired language skills (through register taking, displays, chants when lining up, early morning songs etc.).

3 Organisation The class teacher will be delivering primary languages, with input from language specialists as available. Planning Long Term Plan French is planned for as both discrete language lessons of between 30 minutes and 1 hour and as part of the creative curriculum. A skills based scheme of work develops progressively through the key stage(s). Medium Term Plan Medium term planning gives the detail of the programme of work to be taught to each year group. Short Term plan This is carried out by class teachers and used to focus day-to-day teaching. It links in to the programme of study used by Rigolo, the preferred scheme of work. Cross-curricular planning Natural links with other curriculum areas are fully exploited (e.g. geography, music, art, history, DT, drama, maths and English). RESOURCES Resources include Rigolo, (preferred scheme of work) Pilote, puppets, big books, children s books, flashcards, music tapes/cds, and resources provided by the class teacher to enhance their lessons. A fully updated list of resources is available in the MFL subject leader s file. ASSESSMENT Assessment for and of learning is an integral part of the teaching process. The assessment sheet for all year groups will be updated by all staff termly. The learning intentions provide the basis for self-evaluation as well as guiding informal teacher assessment. The learning intentions are pitched at an appropriate level of challenge for all pupils. The outcomes can be used to review progress and check whether pupils are ready to move on to the next activity or need more support or challenge. They also provide a framework of feedback to pupils. Assessment will be linked to the assessment sheets of the National Curriculum. Assessment sheets must be in the children s books. Reporting to Parents Progress in French is included in the annual report to parents for all children in KS1 and 2. INCLUSION The Primary languages entitlement is inclusive and the Framework supports equality of opportunity for all children. Pupils present with different experiences, strengths, interests and prior learning. These will be taken into account to set suitable learning challenges respond to the diverse needs of pupils overcome potential barriers to learning and assessment for individuals and groups of pupils. Differentiation is by text and task and the use of writing frames.

4 Gifted and Talented Pupils who are gifted in languages need strategies for learning independently. Opportunities to extend basic vocabulary, grammatical concepts and independent learning are provided for more able pupils and bilingual pupils. Equal opportunities and Access The school s equal opportunities policy, gender policy and disability policy apply to Primary Languages. Where appropriate, teaching materials and group activities reflect the gender, cultural and ethnic diversity of our society. We try to avoid stereotyping in terms of race, disability or gender. All pupils are included in visits from France and exchange links as well as the opportunity to learn French. Progress is monitored to ensure that no child is disadvantaged. SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT Developing social and cultural awareness is integral to languages teaching. As pupils become aware of diversity and confront stereotypes, they are presented with clear opportunities to celebrate and respect differences. Whole key stage language events (such as European Day of Languages) promote pupils awareness. CONTINUITY AND PROGRESSION As we follow the Framework, the core Learning Objectives for Oracy, Literacy and Intercultural Understanding ensure progression. Our challenge is to build on good practice and enthusiasm, in order to sustain a meaningful experience. THE ROLE OF THE LEADER To be responsible to the Head teacher for the leadership and progression of MFL within the school. To be a subject leader within the school and meet expectations. To be responsible for implementing and evaluating the policy in practice. To monitor the teaching of primary foreign languages. To be responsible for ensuring that resources are easily accessible and effectively used. To offer CPD to colleagues and to share best practice, meeting training needs. To keep up to date and be informed about new teaching methods/resources. To write and review long term plans throughout the school. We welcome our duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good relations in relation to age (as appropriate), disability, ethnicity, gender (including issues of transgender, and of maternity and pregnancy), religion and belief, and sexual identity. We welcome our duty under the Education and Inspections Act 2006 to promote community cohesion. We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.

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