Longton Primary School
Modern Languages Policy
PURPOSE OF STUDY
The learning of a foreign language provides a valuable educational, social and cultural experience for the pupils. Pupils develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between the target language and English. Learning another language raises awareness of the multilingual and multicultural world and introduces an international dimension to pupils’ learning, giving them an insight into their own culture and those of others. As pupils begin to understand and appreciate different cultures, people and communities, they too begin to think of themselves as citizens of the world as well as of the United Kingdom. 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.
We aim to ensure that all pupils:
- 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
- can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
- discover and develop an appreciation of a range of writing in the language studied.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Key stage 2: Foreign language
Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.
The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.
Pupils should be taught to:
- listen attentively to spoken language and show understanding by joining in and responding
- explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
- engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
- speak in sentences, using familiar vocabulary, phrases and basic language structures
- develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
- present ideas and information orally to a range of audiences*
- read carefully and show understanding of words, phrases and simple writing
- appreciate stories, songs, poems and rhymes in the language
- broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
- write phrases from memory, and adapt these to create new sentences, to express ideas clearly
- describe people, places, things and actions orally* and in writing
- understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
The starred (*) content above will not be applicable to ancient languages.
The children are taught to:
- become increasingly familiar with the sounds and written form of a modern language
- understand and communicate in a new language
- ask and answer questions
- use correct pronunciation and grammar
- memorise words
- interpret meaning
- understand basic grammar
- use dictionaries
- work in pairs and groups and communicate in the target language
- look at life in another culture.
TEACHING AND LEARNING STYLES
The teaching is based on the 5 strands specified in the KS2 Framework for Languages (Oracy, Literacy, Intercultural Understanding, Knowledge about Language and Language Learning Strategy), the guidance material in the QCA scheme of work for Modern Foreign Languages (KS2), Primary teachers use a variety of techniques to encourage the children to have an active engagement with the target language, including games, mimes, action songs and role play, with a stronger emphasis on the Speaking and Listening elements of language learning in the earlier stages. Teachers use puppets and soft toys to present the target language and encourage participation. They use mime and other visuals to present new vocabulary in order to facilitate access to meaning with a minimum need for translation. They use a graded approach to introduce vocabulary (listen several times; listen and repeat, using different voices and rhythms etc; yes-no answers; only repeat if correct; multiple choice answers; guessing games and the finally closed questions.
Listening, responding and speaking skills are emphasized in KS1 and 2 with gradual introduction of reading and writing skills in KS2. A multi-sensory and kinaesthetic approach to teaching is used, i.e. a physical element is introduced into some of the games, rhymes and songs as this serves to reinforce memory. Teachers share language learning strategies with their pupils and frequently engage in discussions about how the language works. They try to make lessons as enjoyable as possible so that the children develop a positive attitude to the learning of Modern Languages. Children’s confidence is built through praise for any contribution they make, however tentative.
Teaching and learning styles and procedures
At Longton Primary School we will use a variety of teaching and learning styles in our MFL lessons. Our principal aim is to develop children’s knowledge, skills, and understanding. Children will have the opportunity to support their work with a variety of resources. We will aim for a balance of whole class, group and independent learning. Wherever possible we encourage children to use and apply their learning in other areas of the curriculum; ICT, PE and Music, for example, are particularly appropriate for cross-curricular teaching.
Our chosen language for KS2 is French, based on consultation with local primary schools, high schools and staff choice.
The lessons are to be delivered by the class teacher, with support from the MFL Subject Leader.
MFL curriculum planning
The planning for KS2 will target objectives taken from the National Curriculum 2014. An online resource Light Bulb Languages will be used as the basis of planning and assessment.
French will be introduced to KS2 in September 2017 therefore the units delivered in the academic year 2017 to 2018 will be:
Year 3 will begin on the Year 3 units within Light Bulb
Years 4 , 5 and 6 will cover units from Year 3 and Year 4
Our medium-term plans, which we will also base on the Framework, give details of the main teaching objectives for each term. These plans define what we teach, and ensure an appropriate balance and distribution of work across each term. The subject leader is responsible for keeping and reviewing these plans.
MFL and Inclusion
In all classes children have a wide range of abilities, and we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. MFL is a highly inclusive subject, however, and despite our principal aim of developing children’s knowledge, skills, and understanding, the initial focus will be on enjoyment. At our school we will teach MFL to all KS2 children, whatever their ability and individual needs. MFL forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our MFL teaching we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language (EAL), and we take all reasonable steps to achieve this. For further details see separate S.E.N. policy.
At Longton Primary School we are committed to ensuring, as far as possible, that there is equality of opportunity on all areas of the curriculum.
Assessment for learning
Teachers assess children’s work in MFL in three phases. The short-term assessments that teachers make as part of every lesson help them to adjust their daily plans. They match these short-term assessments closely to the teaching objectives. Written or verbal feedback is given to help guide children’s progress. Older children are encouraged to make judgments about how they can improve their own work. Assessment opportunities are contained within each unit of Light Bulb Languages.
Teachers assess children’s progress informally during sessions, evaluating progress against the 5 strands from the KS2 Framework/the four national Attainment Targets of Listening and Responding, Speaking, Reading and responding and Writing/The Language Ladder. tool for assessment.
Assessment opportunities are contained within each unit of Light Bulb Languages and judgments will be entered onto School Foundation tracker during the second half of the summer term.
MONITORING AND REVIEW
The Modern Languages Subject provides the headteacher with a termly commentary on practice and progress. The headteacher reports to the governors on progress in teaching and learning.
This policy will be reviewed every two years or in light of changes to legal requirements.