Policy for Modern Foreign Languages for Primary Schools within the Sawston cluster

Transcription

1 Policy for Modern Foreign Languages Written by Cluster Headteachers Autumn To be reviewed Autumn Term Written with reference to the Primary Curriculum Policy for MFCL guidance. Agreed by Headteachers, Governors and Staff of the Sawston Cluster of Primary Schools: Babraham Primary School Duxford CE Primary School Great and Little Shelford CE (A) Primary School Stapleford Community Primary School The Bellbird Primary School The Icknield Primary School William Wesley CE Primary School The cluster of primary schools adheres to the Key Stage 2 Entitlement for Modern Foreign Languages which states that: Every child should have the opportunity throughout Key Stage 2 to study a foreign language and to develop their interest in the culture of other nations. They should have access to high quality teaching and learning opportunities, making use of native speakers and e-learning. In the above named Sawston cluster of schools, this entitlement is in place for all KS2 children on a weekly basis. Provision in all schools is a minimum of 30 mins of language teaching and learning weekly. The Advanced Skills Teacher of Sawston Village College oversees the development of the subject and ensures that appropriate training and support is available to class teachers according to the needs of each school. Foundation Stage and Key Stage 1 At Foundation Stage and Key Stage One, time is given to celebrating and recognising other languages and cultures, making use of native speakers within the school community and working towards using words, songs, rhymes and greetings in other languages in readiness for a more formal curriculum in KS2. The Sawston cluster of primary schools is committed to developing in children the ability to communicate in one or more languages and to fostering an understanding of languages in the lives of others both in the United Kingdom and abroad. We believe that it is an important vehicle for exploring language and identity and instilling a broader cultural understanding 1. Our language learning is fully integrated with ICT. AIMS The Sawston cluster of schools will develop one or more languages so that pupils can develop strategies that can apply to the learning of any language. French will be taught at Year 6 in all schools. 1 Languages for All: Languages for Life p.5, DfES, December 2002 Page 1 of 7 Teaching and Learning Committee 8/11/12

2 TEACHING OBJECTIVES Policy for Modern Foreign Languages The Sawston cluster of schools uses the Tout-le-Monde teaching resource which includes all the strands identified in the Key Stage 2 Framework for Languages: Progressive Strands 1. Oracy; 2. Literacy; Cross-cutting Strands 3. Intercultural Understanding; 4. Knowledge about Language; 5. Language Learning Strategies. 1. Oracy 2. Literacy listen to the teacher, to each other, to native speakers, to songs and rhymes, recorded speech and songs; perform songs, role plays and sketches and to engage in simple conversations; read, make use of and enjoy different types of text; write simple sentences and short texts; 3. Intercultural Understanding become aware of the similarities between languages, the people that speak them and their cultural traditions; contact peers abroad or to meet peers from other countries and cultures; 4. Knowledge about Language recognise the similarities and differences between languages and understand how language works; making links to literacy work; 5. Language Learning Strategies become familiar with strategies which they can apply to the learning of any languages. Schools will work with Sawston Village College s Advanced Skills Teacher to identify the strands on which to focus for each year group. Oracy and Intercultural Understanding will be the focus for Foundation Stage and Key stage 1. Page 2 of 7 Teaching and Learning Committee 8/11/12

3 CURRICULUM ORGANISATION Policy for Modern Foreign Languages At The Bellbird, French is taught by class teachers in all KS2 classes for approx 30 minutes each week using the Tout-le-Monde resource. FS/KS1 teachers use songs and rhymes on an occasional basis to build an understanding of other languages. The school has purchased a collection of well known texts in French and other European languages for use during class story times. The Advanced Skills Teacher supports primary feeder schools for one day per fortnight, working to develop the skills of staff. A coaching model is used to develop planning for MfL lessons and to support evaluation so that teachers improve the quality of teaching and learning. CONTINUITY AND PROGRESSION In order to ensure continuity and progression between phases and equality of opportunity and provision between the feeder schools, the Sawston cluster of schools adopted the Tout-le-Monde programme. In using the Sawston Village College Advanced Skills Teacher, we enable and ensure good understanding between phases both in terms of what has been taught and the way in which competence within the objectives has developed, so that prior learning is appropriately built upon. The following statement describes progression within the oracy strand: At KS1 pupils copy actions performed by the teacher, take part in finger rhymes and sing songs. Topics they cover include greetings, numbers and classroom objects. This is the foundation for their work at KS2 where they improve their pronunciation and take part in simple conversations, asking and answering questions and they can understand other pupils giving a short presentation about themselves. They learn a wider range of language about their school and activities they like to do outside of school. At KS3 speaking and listening skills continue to be developed so that pupils can understand and note the main points in taped material and can talk about their daily lives now and in the recent past. They learn to respond to and use a wider range of language to talk about a number of areas in their everyday lives, such as school, daily routines, eating habits, fashion and interests. Each key stage is a vital and linked component in the development of a pupils competence in the language. 2 TIME ALLOCATION At present at The Bellbird Primary School, French is taught by class teachers in all our KS2 classes for approximately 30 minutes per week using the Tout-le-Monde resource. FS/KS1 teachers use songs and rhymes on an occasional basis to build an understanding of other languages. TEACHING AND LEARNING STRATEGIES A range of teaching and learning strategies are used in language lessons at our school, e.g. whole class activities, group work, pair work, singing and role play. 2 see Key Stage 2 Framework for Languages Part 2 pages 47 to 55 Page 3 of 7 Teaching and Learning Committee 8/11/12

4 RESOURCES Tout-le-Monde is the main resource for learning French at Key Stage 2, consisting of up to 4 levels (Level 1 for Year 3 / level 2 for Year 4 / levels 2 & 3 for Years 5 & 6 currently. Level 4 will be available from next year). Each school has its own login details, which are distributed among staff. Every teacher has access to:- Teachers Book: contains the complete scheme of work (also downloadable on the website) with detailed lesson plans aimed at the non-specialist Online access to a range of resources for use with an interactive whiteboard: electronic flashcards with sound, songs, electronic books, poems, videos of native speakers, language activities and games arranged in modules according to the scheme of work. Pupil programme: allows pupils to work independently on their listening, reading and knowledge about language skills. Tout-le-Monde is also a tool for summative assessment in line with the nationally recognised Languages Ladder (see: Assessment) To complement Tout-le-Monde, there is a set of coloured flashcards for levels 1 & 2 in each school and there are photocopiable worksheets in the Teachers Book (all also downloadable from the website). The website also provides a resource bank with artwork for custom making worksheets / cards etc Teachers build up their own bank of resources to complement the French activities that they do with their classes, such as:- PowerPoint presentations Smartboard pages songs (CDs) word cards custom made worksheets games e.g. Bingo / battleships pairs cards (picture & word) These become a back-up plan for when internet access or an interactive whiteboard is not available and resources can be shared among staff and across schools to save time, but also share ideas and good practice. Other Resources Language story books French songs on CD Singing French, by Helen Macgregor and Stephen Chadwick Multi-link cubes Large dice Soft toys / balls Laminated number flashcards Toy animals Plastic food Clothes for dressing up/ doll s clothes Colour flashcards Laminated letters of the alphabet (including French symbols: é / è / à / â / û / ç) Page 4 of 7 Teaching and Learning Committee 8/11/12

5 CONTRIBUTIONS TO OTHER AREAS OF THE CURRICULUM The Learning Objectives in the Framework have been linked to the objectives for English, PSHE, Geography, History, Art and Design, Music and ICT as set out in the National Curriculum Programmes of Study in Key Stages 1 and 2. Examples of MFCL s links with the wider curriculum are also described briefly in section 2, pages 33 and 34 of the Framework. 3 The Sawston cluster of schools recognises that MFCL can make a specific contribution to the following areas: Literacy and Citizenship. spiritual, moral, social and cultural development; citizenship; key skills (communication, application of number, IT, working with others, improving own learning and performance, problem solving); Other aspects of the curriculum (thinking skills, work-related learning). HEALTH AND SAFETY Primary schools within the Sawston cluster are aware that health and safety issues are of particular relevance to practical activities, activities outside the classroom and educational visits, especially visits abroad and exchange visits. Care is taken when establishing links or using the Internet. Teachers are advised to take particular care to keeping children safe during these activities. EQUAL OPPORTUNITIES Primary schools within the Sawston cluster aim to give all pupils an equal opportunity of receiving a high quality languages education regardless of physical or mental ability, race, gender and social circumstances. Curriculum materials are monitored for racial/gender stereotyping before purchase and/or use. Sensitivity is exercised when pupils families are studied as part of the curriculum. INCLUSION Primary schools within the Sawston cluster are aware of the statutory statement on inclusion in Curriculum 2000 that Providing effective learning opportunities for all pupils has implications for all subjects. Therefore, in order to develop an inclusive curriculum, we seek to: Set suitable learning challenges Respond to the diverse needs of children Overcome potential barriers to learning and assessment for individuals and groups of children. Primary schools within the Sawston cluster make opportunities for children for whom English is a second or additional language to share their linguistic skills so that their language and experience is valued. This contributes to the Intercultural Understanding of all pupils. 3 further guidance on cross-curricular links will be published at a later date in a Part 3 of the Framework Planning for Entitlement Page 5 of 7 Teaching and Learning Committee 8/11/12

6 In order to ensure a modern foreign Language entitlement for all, use is fully made of quality visual resources and communication and multi-sensory aids where appropriate. COMMUNITY LINKS At The Bellbird we have families from an increasing number of foreign countries. We welcome and invite parents and folks from our local community to share with us their language and culture, as is appropriate to our curriculum. We are aware of our local Sawston Selsingen Twinning Association and when appropriate will access this facility as a resource to inspire and encourage our children in their learning. ASSESSMENT, RECORDING AND REPORTING Tout-le-Monde offers assessment tasks that are matched to the Languages Ladder which is recognised both nationally and by the Common European Framework. All assessments in Tout-le-Monde level 1 & 2 are at Breakthrough levels 1-3. Assessment tasks are also matched to the National Curriculum levels. Assessment tasks are mapped out in the Teachers Book under More about Assessment in Tout-le-Monde where clear instructions are given. Assessments are in Listening (online) Reading (online) Speaking (teacher/ peer assessed or with a teaching assistant) and Writing (worksheets for teacher assessment) REVIEW AND MONITORING Primary schools within the Sawston cluster recognise that it is important that the languages being taught are planned, assessed, reviewed and monitored. The following questions are considered annually by the Advanced Skills Teacher and Primary School Headteachers: Is provision meeting its objectives? Are the resources adequate? Are non-specialists confident with the suggested approaches? Who is going to do this, when and how this is to be carried out should be stated? PROFESSIONAL DEVELOPMENT The AST in MFL at Sawston Village College is contactable via (office@sawstonvc.org) She offers individual support / advice on the use of Tout-le-Monde and in teaching French or another foreign language. She deals with questions via and shares materials electronically if asked. She carries out outreach work in all of the primary schools, by delivering example lessons, planning support, coaching and lesson observation on arrangement. There is also a programme of training meetings at Sawston Village College or primary schools throughout the year for all interested primary colleagues. These Page 6 of 7 Teaching and Learning Committee 8/11/12

7 cover teaching strategies and the KS2 Framework as well as being a forum for sharing ideas and resources across all the primary schools POLICY REVIEW This policy will be shared with the relevant staff and governors. It will be next reviewed in Autumn 2014 with the Advanced Skills Teacher at an Area Headteachers meeting. This review will be built into schools School Development Plan because it may have professional development implications. Page 7 of 7 Teaching and Learning Committee 8/11/12