Modern Foreign Languages
French Intent, Implementation and Impact‘Growing Global Citizens’
At Broseley CE Primary School we believe that the learning of a foreign language provides valuable educational, social, and cultural experiences for our pupils. It helps them to develop communication skills, including key skills of speaking and listening, and extends their knowledge of how language works. Learning another language gives children a new perspective on the world, encouraging them to understand their own potential to broaden their horizons and find their place in the wider world. In this way, they can endeavour to become true global citizens.
The programme of study states that, “Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world.” It adds that, “Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.”
In accordance with the aims of the National Curriculum, we aim, as a school, to ensure our children have the opportunity to:
- understand and respond to spoken and written language from a variety of authentic sources;
- speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation;
- write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learned;
- discover and develop an appreciation of a range of writing in the language studied.
The Attainment Targets outlined in the Programme of Study for Languages relate to: listening and speaking skills; reading and writing skills; and knowledge about grammar. The aims are:
- to enrich learning for all pupils;
- to increase linguistic competence through regular timetabled MFL sessions;
- to exploit cultural links and experiences when opportunities arise;
- to promote positive attitudes to language learning through a range of learning activities;
- to develop listening skills and phonological awareness.
Implementation: How is French taught at Broseley C of E?
French is taught in Key Stage 2. The teaching follows the guidance material in the CGP ‘Salut’ scheme of work and supplementary materials. The teacher will use a variety of techniques to encourage the students to have an active engagement with the French language, including games, role-play and action songs. The scheme of work is separated into coverage for years 3/4 and years 5/6. Both include individual lesson plans and interactive whiteboard resources, which include an introduction to key vocabulary for each lesson, flashcards to support learning; and games and songs to reinforce the learning. The ‘Salut’ scheme is organised into units of work: three core units, followed by multiple units which cover the day-to-day routines of the child, as well as their interests and home life.
French Long-Term Plan
Every lesson has a range of fun, interactive games to help pupils build listening and reading skills. Each lesson is split into two parts. Firstly, there are the ‘word-level’ teaching activities to embed new vocabulary, followed by the ‘sentence-level’ activities that help the children put their new vocabulary into a conversational context. At the end of each unit, there is a song in karaoke format and a fully illustrated story to help pupils to engage with the language. Each lesson is based on the concept of overlearning and repetitive practice, in a fun and engaging way, to help pupils retain the new vocabulary in each lesson.
Substantive and Disciplinary Knowledge
Pupils are taught both substantive knowledge (e.g. the translation of English words into French, what attractions can be found in Paris etc) and disciplinary (second order) concepts such as:
- how to use prepositions in a French sentence
- how to form the past tense in French
- how to form an effective response to a question in French
Example of substantive knowledge/concepts and disciplinary concepts/skills taught through the unit on Food in Year 3:
What do I like to eat?
Composition of responses – how to form a correct response that is grammatically correct and uses the correct form of the verb that corresponds to who is speaking. How to apply the masculine and feminine articles correctly.
Disciplinary /Language skills
Linguistic competence – Reciprocity of accurate responses with partner. Using vocabulary appropriately with correct pronunciation. Developing the confidence to express opinions in a second language.
Support for pupils with SEND
French lessons are interactive and fun, and allow for risk-taking in a non-judgemental and safe environment. The continuous overlearning and repetitive nature of the lessons are perfect for pupils with SEND. Support is given for pupils who are reluctant to express themselves verbally and they will have their responses scaffolded by an adult.
During the lesson, teachers will engage in conversations with all pupils, as well as listening to the children practising their language skills with each other. Errors in pronunciation will be gently corrected on the spot and individual pupils will be chosen to play the various interactive games on the Smartboard so that they can be monitored and assessed in a non-threatening way.
Pupils’ language skills will initially be developed through speaking and listening activities. As pupils progress through to Year 6, there is an expectation for more written French to be produced. This will be presented in their Theme books and ‘live marking’ will be carried out during the lesson. High expectations for presentation will apply equally in French lessons as in all the other subjects.
The impact of our French curriculum is measured through pupil voice, observations and learning walks.
We believe that when children leave Broseley CE Primary, they will have a natural curiosity and the confidence to explore other countries, cultures and languages, knowing that in a multilingual society, it is a valuable skill to be able to communicate effectively with others in another language. They will therefore be engaged and prepared to continue their language learning journey at secondary school and ultimately out in the wider world.