Earley St. Peter s C of E Primary School

Transcription

1 Earley St. Peter s C of E Primary School Founded 1848 Policy for the teaching of Modern Foreign Languages (MFL) March 2011

2 EARLEY ST. PETER S C of E PRIMARY SCHOOL MODERN FOREIGN LANGUAGES POLICY (MFL) 1) Aim The aim of this policy is to outline the purpose, nature and management of the teaching and learning of all aspects of the Modern Foreign Languages curriculum at Earley St. Peter s C of E Primary School. 2) Introduction Learning a language should be seen as a lifelong skill. Learning a language opens up avenues of communication and exploration, as well as promoting, encouraging and instilling a broader cultural understanding. Every pupil in Key Stage 2 has an entitlement to foreign language learning. Our plans take into consideration the National Curriculum non-statutory guidelines for MFL, including the suggested units of work. The Key Stage 2 Framework for languages does not prescribe specific topics or contexts for learning, but outlines learning objectives. These objectives are an inherent part of our schemes of work on which teachers can build in order to provide entitlement to language learning. The objectives comprise three progressive core strands of teaching and learning over the four years of KS2: Oracy listening, speaking and spoken interaction. Initially, this is the most important strand for early language learning. This includes songs and rhymes as well as simple conversations or presentations. Literacy reading and writing. The children will develop a basic knowledge of the writing system of the new language and, in doing this, they reinforce the understanding of their own language(s). Intercultural understanding learning about a new culture and comparing it to their own. In addition, two strands run throughout, these are: knowledge about language helping pupils to applyi understanding gained from study of a new language and build on their knowledge of their own language(s). language learning strategies helping pupls to develop awareness of strategies they can apply to learning any new language, or to learning in other subjects.

3 3) Key points (i) The Aims of Modern Foreign Languages Teaching The aims of Modern Foreign Languages are to enable the children to: develop an enthusiastic and positive attitude to other languages and language learning; develop language skills and language learning skills; raise awareness of aspects of their own language and make comparisons with the foreign language, thereby enriching their understanding of both; become increasingly familiar with the sounds and written form of a modern foreign language; enjoy some degree of success in learning a new language; use their knowledge with growing confidence and competence to understand what they hear and read, and to express themselves in speech and in writing; increase cultural understanding by learning about different countries and their people, and working with materials from those countries and communities; form a sound basis for further language learning at key stage 3 and beyond. (ii) The Objectives of Modern Foreign Languages Teaching To meet these aims the children will be given opportunities to: learn in a non threatening environment which builds upon positive achievements; experience a range of activities, including songs, rhymes and games, which provide a stimulated and varied approach to language learning; be given opportunities to listen to the teacher, to songs and rhymes, to each other and to native speakers; apply their learning by reproducing sounds themselves and creating phrases and sentences; begin to recognise and read words that they have already encountered in the development of their oracy skills; write simple words and phrases using a model and, with increased competence, write sentences on a range of topics, some from memory; develop the ability to recognise rules or patterns in a new language and relate it to their existing understanding of their own language(s); gain an understanding of another culture and learn to look at things from another person s perspective. show an awareness of the similarities and differences between people and appreciate the diversity of languages spoken within the school; use their knowledge about the way language works and apply their knowledge when learning a new language; become aware of how they learn and be able to plan to use specific strategies for particular tasks.

4 iii) Organisation and time spent on Modern Foreign Languages Teaching. Currently the main foreign language taught at St. Peter s School is French. French is taught in KS1 and KS2 in class groups by a teacher of French, and complemented by the class teacher through follow-up activities and the use of daily parcels. Pupils in Year R to Year 5 receive one 30 minute session of discrete teaching per week and some additional followup across the week within the daily classroom routine. Pupils in Year 6 receive a second and additional French lesson each week as part of Piggott School outreach programme. iv) Cross-Curricular Aspects Learning another language presents opportunities for the reinforcement of knowledge, skills and understanding in other curriculum areas. An understanding of the structure of a new language enhances the children s understanding of their own language and so links closely to the Literacy curriculum. There are also opportunities to link to the PSHE and citizenship, Geography and RE curriculums in terms of the development of positive attitudes towards, and knowledge of, other cultures and countries. There are also links between the teaching of MFL and mathematics, science, music art and PE. As a result of the methodolgy used to teach the language and the vocabulary to which the children are introduced. v) Information Communication Technology ICT is used to enhance the delivery of language through interactive presentations and activities. The children have access to a variety of educational websites, featuring modern foreign languages, both inside and outside school. A French webpage is currently being developed by the MFL Leader. vi) Teaching Methods At St. Peter s School, teaching of Modern Foreign Languages will include: sharing the objectives and the success criteria with the class and ensuring the pupils know what they are learning; adopting a communicative and interactive approach with an emphasis on a kinaesthetic learning style. presenting a language model for oracy and literacy skills. practising and producing language individually, in pairs and in groups. using a variety of learning activities including songs, games, role-play, drama and interactive ICT. relating aspects of the new language to children s existing knowledge and awareness of grammar and grammatical terms in their own language; exploration of the differences and similarities between the new language and any language they already know

5 vii) Teaching Plans Modern Foreign Language plans are produced by the French teacher and the MFL Leader and are in line with the school planning policy and the MFL KS2 Framework. viii) Assessment, moderation, recording and reporting There is no statutory requirement for assessment of Modern Foreign Languages. Progression can be seen by recording children s achievements against the core strands of Oracy, Literacy and Intercultural understanding as they progress through the school. This can be done in the form of video, audio recordings or records of work. The MFL coordinator collates samples of work from a range of abilities and year groups in a portfolio. This shows the range of achievements across the school. Children will complete a personal self-assessment record after each unit of work to evaluate their performance. ix) Resources We keep general resources for French in the MFL Leader s classroom. The French teacher also uses a wide variety of her own resources. These resources are being built upon as the teaching of MFL becomes established. We also have interactive resources available to all staff on the school network, and in the form of CD roms. Each child from Year 4 to Year 6 is provided with a workbook to practise literacy skills in line with the MFL KS2 framework. x) Parental Involvement Parents are encouraged to assist the school in promoting a positive attitude towards the learning of a foreign language. Some families already speak a second language at home which provides children with skills that they can apply to learning another language. Children are able to access a variety of educational websites, featuring modern foreign languages at home. French assemblies are organised by the teacher of French on a regular basis. Children get the opportunity to demonstrate some of what they have learnt in the form of songs, rhymes, role play and short sketches. xi) Special Needs and Classroom Support The teaching of Modern Foreign Languages gives every child a chance to take part and enjoy a new language. It can provide a boost to those children who have difficulties in other areas of the curriculum. Some children have previous experience of learning a modern foreign language and can apply the skills and strategies they have learnt. Children with a particular talent in MFL will be recorded in the Able and Gifted Pupils register. xii) Equal Opportunities In keeping with the school policy on Equal Opportunities the teacher will be aware of the different and individual needs of each child with regard to the physical, emotional, behavioural

6 and learning needs, as well as any special abilities and any needs that may arise as a result of race or gender. xiii) Health and Safety Health and safety arrangements are in line with the school policy. xiv) The Role of the Coordinator The main task of the coordinator is to support class teachers and so improve the quality and continuity of Modern Foreign Language teaching in the school. The coordinator is responsible for: supporting and working with colleagues, and keeping them informed of developments in the teachig of MFL monitoring progress in MFL and discussing issues as they arise; monitoring of teaching and learning; providing advice about the MFL policy and teaching scheme; advising on the use of classroom resources; keeping up-to-date, through reading and attending relevant courses, and by developing links with the external agencies; xv) Monitoring The Headteacher, in collaboration with the MFL leader and the Governors, is responsible for the overall monitoring of this policy. Date of this policy March 2011 Date for review Spring 2013