Lee Brigg Infant School Where childhood is valued and learning is fun Policy for Modern Foreign Languages January 2011 This document is a statement of the aims, principles and procedures at Lee Brigg Infant School. This policy was approved by the Governing Body on 7 th March 2011. It will be kept under review.
SCHOOL AIMS At Lee Brigg Infant School we aim to: Maintain an ethos in school which promotes a safe, positive, accepting, supportive and emotionally secure environment where childhood is valued and learning is fun. Support learners in achieving the five outcomes of Every Child Matters (be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being) Provide an inclusive school environment where all children have every opportunity to participate fully in all aspects of school life Provide a curriculum which is stimulating, appropriate and promotes self esteem and self motivation The contribution of MFL to Lee Brigg Infant School Curriculum The learning of a foreign language provides a valuable educational, social and cultural experience for the learners. They develop communication and literacy skills that lay the foundation for future language learning. Also, they develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between French and English. Learning aspects of another language raises awareness of the multilingual and multicultural world and introduces an international dimension to 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 The aims of learning a foreign language are to: Foster an interest in learning another language Introduce young learners to a different rich language environment in a way that is enjoyable and fun Stimulate and encourage learner s curiosity about language Encourage learners to be aware that language has structure and that structures differ from one language to another Help learners to understand cultural differences in other countries Develop their speaking and listening skills
Extend language teaching and learning beyond the mother tongue Enable learners to communicate in a different language Organisation Modern Foreign Languages at Lee Brigg Infant School At Lee Brigg, Modern Foreign Language (MFL) French is taught in all Key Stage 1 classes and U/F during a weekly 15 minute session. The Little Languages scheme is used. Strategies for Teaching and Learning a Modern Foreign Language Teachers use a variety of techniques to encourage the children to have an active engagement with a modern foreign language, including: games, role play and action songs. Puppets and soft toys are used to demonstrate and present the foreign language to the learners. Listening, responding and speaking skills are emphasised and a multi sensory approach to teaching and learning is used. Teachers try to make lessons as stimulating and as enjoyable as possible so that the learners develop confidence and a positive attitude to the learning of a Modern Foreign Language. Assessment It is the responsibility of the class teacher to assess the progress of individual children. Teachers assess learner s progress informally during the lessons. Assessment involves identifying each learner s progress in the subject, determining what they have learned and what therefore, should be the next stage in his/her learning, so informing future planning. Formative assessments are mostly carried out informally by teachers in the course of their teaching through questioning and analysis of children s work. It is important that learners are involved in the assessment of their work as this helps them to understand their own strengths, needs and future targets for development. Progression and Continuity Progression is built into the MFL curriculum through the Little languages scheme, with topics comprising progressively of more complicated concepts, knowledge and skills as children progress through Key Stage 1. Feedback to Pupils Learner s self-esteem can be enhanced by increased awareness of their progress. Feedback about progress in MFL is achieved mainly through comments during discussion but sometimes through the marking of work. The aims of feedback are to be constructive and to help in setting future learning targets.
Recording Individual attainment in MFL is recorded in the Teacher s Assessment Folder, kept by each class teacher. Reporting Parents evenings are held termly, when parents are invited to come into school to discuss their child s progress with the class teacher. In the Summer Term a written report is prepared by teachers on the progress of each child in MFL as well as other subjects. This report is sent out to the parents of each child and a copy retained by school. The copy is kept in the Head teacher s Office. Recognising Pupils Achievements Pupils Achievements are recognised and celebrated in MFL by: Display of learner s work in classrooms and public areas Showing work to the class, to the whole school in assemblies and to the Headteacher The award of merit stickers and Head teacher Awards and certificates Inclusion Pupil performance and well-being go hand in hand and it is important that we provide an education for all learners which includes: being healthy, staying safe, enjoying and achieving. Children should work at an appropriate level across the curriculum. Low level or unobtainable expectations of children could lead to demoralization, poor self-esteem, lack of motivation, poor behaviour and disaffection. Lee Brigg Infant school provides a broad and balanced curriculum, which meets the needs of individuals and groups of children. This is achieved through setting suitable learning challenges, responding to learners diverse learning needs, and overcoming potential barriers (which come within the influence of the school) to learning and participation. Each learner is given encouragement and the opportunity, with appropriate support provided as necessary and we believe that all children, whatever their gender, race, religion, cultural background, home situation or level of ability should be given equal and fair treatment within the scope of this policy. Special Educational Needs It is the responsibility of the class teacher to monitor and assess the ability and level of understanding of individual learner and to cater for their needs. As far as possible, differentiated work should come under the same topic as for the rest of the class, to maximize involvement in class activities, but at an appropriate level. Allocation of some Teaching Assistant (TA) time to support children with special educational needs is also an option open to teachers. Advice and support from the SENCO, curriculum leaders or headteacher can be sought.
Gifted and Talented Learners of gifted ability need to be appropriately challenged in order to extend their knowledge and understanding and maintain motivation. Some differentiated work needs to be planned for such children. Independent enquiry through investigation and research, which is in addition to the class topic, can be very valuable for some children to promote independent learning strategies, in an area of particular interest, which is self-motivating and at an appropriate level. Every Child Matters In accordance with the Governors Policy Statements, the school will ensure that the impact of school policies on children in terms of the Key Outcomes of Every Child Matters (Being Healthy, Staying Safe, Enjoying and Achieving, Making a Positive Contribution and Achieving Economic Well-being) are considered whenever a school policy or plan is drawn up or reviewed. Resources Resources are kept by Mrs D Adams. All teachers have a copy of the little Languages scheme. Role of the MFL curriculum leader Mrs D Adams is the MFL Curriculum Leader who is responsible for leading and managing all aspects of MFL in school. It is the role of the MFL Curriculum Leader to: To support colleagues in the delivery of the MFL curriculum schemes of work and in assessment and record keeping, through staff meetings, INSET and individual discussion To monitor MFL teaching and learning in school and keep the headteacher informed To play a leading role in policy development and implementation To support new members of staff To use the allocated budget for MFL for the purchase of appropriate resources To organise central resources for MFL and to inform staff of new resources and their allocation, and where appropriate instruction in the use of resources To share good practise in the subject To be aware of developments in MFL that are relevant to the needs of the school and pass on information to colleagues as appropriate Explore opportunities for cross-curricular links. Consider and share enrichment activities Identify and address training needs