MEADOW VIEW JMI SCHOOL. Modern Foreign Language Policy

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1 MEADOW VIEW JMI SCHOOL Modern Foreign Language Policy 1 Introduction: 1.1 In our school we teach a foreign language to all children in Key Stage two as part of the normal school curriculum. Children in Key Stage one are taught a foreign language through the use and practice of basic vocabulary. We believe that many children really enjoy learning to speak another language. We also believe that the earlier a child is exposed to a foreign language, the faster the language in question is acquired. It is widely believed that the early acquisition of a foreign language facilitates the learning of other foreign languages later in life. 2 Aims and objectives: 2.1 The aims and objectives of learning a modern foreign language in Meadow View JMI School are: to foster an interest in learning other languages to introduce young children to another language in a way that is enjoyable and fun to make young children aware that language has structure, and that the structure differs from one language to another to help children develop their awareness of cultural differences in other countries to develop their speaking and listening skills to lay the foundations for future study 3 Organisation: 3.1 In Meadow View JMI School, MFL (French) is taught to children in Reception through the use of calling the register and naming of classroom objects in French. 3.2 In Key Stage one children are taught French in short sessions, usually lasting ten minutes. Children are taught basic vocabulary and are encouraged to form simple sentences in the language. 3.3 The time spent learning a foreign language is extended in Key Stage two to one hour per week. 3.4 Children in years three and four are taught French aiding the progression of the language skills from those developed in key stage one.

2 3.5 For children in years five and six Spanish is introduced as a new language to be learnt and progressed through for two years before children leave for secondary school. 3.6 In addition to the distinct subject time allocation, we have found that there are opportunities on a daily basis to reinforce language work and for children to practise their newly acquired MFL skills within the classroom and across the curriculum. For example, registration, numeracy mental warmups and class routines can and often are exploited to use the target foreign language. 3.7 A French club is also run after school for all children to enjoy as well as themed days such as European Languages Day and Christmas in France Day. These themed days have given all children in school the opportunity to learn about different cultures and dress up in typical dress. 4 The curriculum: 4.1 French and Spanish are the modern foreign languages that we teach in our school. 4.2 The curriculum that we follow is based on the guidance given in the revised National Curriculum. We teach the children to know and understand how to: ask and answer questions use correct pronunciation and intonation memorise words interpret meaning understand basic grammar work in pairs and groups, and communicate in the other language look at life in another culture 5 Resources: 5.1 The main teaching resource we use in school to teach the curriculum for French is Tout le Monde. This is a two year scheme that follows all guidelines set out in the QCA Scheme of work for languages. The main teaching resource we use for Spanish is Sonica. Again this is a two year scheme that follows all guidelines set out in the QCA Scheme of work for languages.

3 6 Teaching and learning styles: 6.1 We base the teaching on the guidance material in the QCA scheme of work for modern foreign languages in addition to our school specific scheme of work. We have adapted this to the context of our school and the abilities of our children. Find enclosed the Meadow View schemes of work for languages. 6.2 We use a variety of techniques to encourage the children to have an active engagement in the modern foreign language: these include games, roleplay and songs. We emphasise the listening and speaking skills over the reading and writing skills. We also use a multi-sensory and kinaesthetic approach to teaching, i.e. we try to introduce a physical element into some of the games, as we believe that this serves to reinforce memory. We make the lessons as entertaining and enjoyable as possible, as we realise that this approach serves to develop a positive attitude in the children to the learning of modern foreign languages. We build children s confidence through constant praise for any contribution they make in the foreign language, however tentative. 7 The contribution of modern foreign languages to teaching in other curriculum areas: English: The learning of a modern foreign language naturally contributes to the development of out children s speaking and listening skills. It also develops the children s grasp of linguistic features such as rhyme, rhythm, stress and intonation. Mathematics: Children reinforce their time-telling skills by playing time-related games in the foreign language. We play number games that reinforce their counting and calculation skills, expand their understanding of date, and increase their knowledge of money. PSHE and Citizenship: It is often the case that children who have difficulty in reading and writing but have good aural skills, find that they excel at speaking in foreign languages. This success breeds confidence, which in return increases self esteem and gives them a more positive attitude to school in general. Spiritual, moral, social and cultural education: By teaching a modern foreign language we contribute to the children s cultural education. They learn that many societies are multi-lingual. We teach them about festivals and customs related to the countries in which the

4 language is spoken. We also give them the chance to hear stories set in the foreign culture. Children are in addition encouraged to make comparisons between their own country and the ones where the particular foreign language is spoken. Geography: We ask the children to research into different countries in which the particular foreign language is spoken in. MFL pupils also learn about the climate of these countries in addition to their location. History: We teach children about significant historical figures and events of the countries whose language we are studying. Science: More specifically in Key Stage one children reinforce their knowledge of the parts of the body through related games such as French version of Simon Says, or Head, Shoulders Knees and Toes. Modern Foreign Languages and ICT: The majority of our teaching resources are ICT based and children are familiar with and use regularly the resources through the use of the classroom interactive boards. We also use many websites on which children can play games and learn new vocabulary both in classrooms and in the ICT suite. We also enable children to use digital cameras in order the record their language related role-plays and evidence their learning and work. Modern Foreign Languages and inclusion: At our school we teach a modern foreign language to all children, whatever their ability. A modern foreign language forms part of the school curriculum to provide a broad and balanced education for all children. Through our modern foreign language teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenged to each child s different needs. Our assessment in MFL is set against the assessment of the National Curriculum, which allows us to consider each child s attainment and progress against expected levels. When progress falls significantly outside the expected range, the child may have special educational needs. In this instance the child will be assessed further by the Special Needs Coordinator to establish if this is the case. This assessment process looks at a range of factors from classroom organisation to teaching materials and differentiation, in order that we can take some additional action to enable the child to learn more effectively. Intervention through School Action and School Action Plus will lead to the creation of an Individual Education Plan (IEP) for children with special educational needs. The IEP may include, where appropriate, specific targets relating to the modern foreign language. As a result of this we ensure that

5 we enable all pupils to have access to the full range of activities involved in learning a modern foreign language. Modern Foreign Languages and Every Child Matters: Personal learning and development is a vital part of the primary curriculum and MFL has a distinctive contribution to make in this area. The MFL programme of study provides childeren with opportunities to learn sequences of work, achieive learning outcomes and experience teaching approaches that support their personal development through the five Every Child Matters outcomes. Enjoy and achieve: A foreign language is an enriching experience that adds to pupils enjoyment of the world. It extends their horizons and provides them with the tools to communicate with people from different parts of the world and to learn about different cultures and countries. Pupils can derive great pleasure from being able to express themselves in another language and to understand that language in both its spoken and written forms. It provides them with a sense of success and achievement, thus increasing their self-esteem. Be healthy: Learning a new language involves pupils in thinking in a new way and adopting different roles to practise learning the language. Finding out about other countries enables children to access new knowledge and presents them with new possibilities for later life. This can help to ensure their sense of wellbeing. Stay safe: Acquiring a new language helps pupils learn how to communicate with foreign people and how to cope in situations where communication may be difficult. Through role-play and working with authentic materials pupils children can gain confidence and a sense of control when dealing with unfamiliar or unexpected situations. Knowing another language and having respect for different customs and traditions can help prevent them getting into difficult or dangerous situations abroad. Achieve economic wellbeing The ability to communicate in a language other than English is valued by many employers. Learning languages helps pupils develop their communication skills and express themselves clearly and effectively. They will be used to working in teams and will be able to connect with others, see different points of view and overcome misunderstandings more easily. Foreign language skills improve employability in later life, particularly in international business, and improve the overall economic competitiveness of the nation in a global economy.

6 Make a positive contribution MFL requires pupils to participate actively in the classroom and beyond. When communicating with speakers of a different language, pupils can make a positive contribution to understanding between different nationalities and could even assume the role of ambassadors for their own country and culture. Equal Opportunities: All pupils have equal access to the MFL curriculum. All staff are aware of the equal opportunities policy when planning for MFL activities and ensure that both genders, all races and children with special educational needs are treated fairly and given equal opportunities in the completion of tasks. Modern Foreign Language resources reflect positive multi-cultural and gender images. The Equal Opportunities Policy can be consulted for further information. Assessment: Children s progress is assessed informally and continuously during the lessons by the teacher, evaluating progress against the KS2 MFL Framework. We consider it important that progression is measured and ensured through skill levels, not by endlessly growing lists of vocabulary. The Tout le Monde and Sonica teaching resources also include assessment tests which are given to children to complete at the end of the year. 8 Objectives 8.1 KS2 MFL Framework Learning Objectives Oracy listening and speaking Literacy reading and writing Knowledge about Language building on their knowledge of English/ mother tongue Intercultural Understanding and Contact Language Learning Strategies 9 Monitoring and review:

7 9.1 We monitor teaching and learning in the same way as we do all the other subjects that we teach in the school. The head teacher or subject leader also reports to the governing body on the progress of children in French and Spanish in the same way as in any other subject. The co-ordinator liaises with the local secondary schools, so that they are aware of the modern foreign language experience of our children when they move to the next phase of their education. This policy will be reviewed at least every two years. This Policy has been adopted by Governors on : Signature of Chair of Governors on : This Policy will be reviewed as and when required.