French

MFL Vision

Our vision is for all pupils to have an appreciation of other cultures as well as their own and to develop a love of language. We believe that learning a foreign language at primary school provides an important social and cultural experience for children (link to Curriculum Driver 3 Creativity - culture and enrichment) as well as forming a sound basis for further study at key stage 3 and beyond. We have chosen to teach French at St Michael’s. We want pupils to develop the confidence to communicate in French for practical purposes, using both written and spoken French.

We aim to give pupils a foundation for language learning that encourages and enables them to apply their skills to learning further languages, developing a strong understanding of the English language, facilitating future study and opening opportunities to study and work in other countries in the future.

The St Michael’s French curriculum supports pupils to meet the National Curriculum end of Key Stage 2 attainment targets.

The vision is achieved by:

• A high quality MFL programme of study which builds year on year in Key Stage 2
• A revision of previous learning each year to ensure learning is embedded in the long term memory
• A scheme of work with three knowledge strands that build cumulatively: Phonics, Vocabulary, Grammar
• Applying the knowledge strands within two skills strands: Language comprehension (Listening and reading) and Language production (Speaking and Writing)
• A focus on practical, meaningful and relevant communication
• Exploring similarities and differences between the French and the English languages
• Opportunities to appreciate the culture as well as the language of French

Implementation of the MFL Vision

We have chosen to follow the Mr French scheme of work because it offers a clear programme of study which meets our vision and enables pupils to meet the National Curriculum end of key stage attainment targets. Pupils are given opportunities to communicate for practical purposes around familiar subjects and routines. The scheme provides balanced opportunities for communication in both spoken and written French, although in Year 3 the focus is on developing oral skills, before incorporating written French in Year 4 and beyond.

The scheme is a spiral curriculum, with key skills and vocabulary revisited repeatedly with increasing complexity, allowing pupils to revise and build on the previous learning.

We use Magpie Folders from Year 4 to store new vocabulary. Teachers encourage pupils to build on these in subsequent lessons and year groups. In Key Stage 2, all classes have a French lesson of one-hour duration each week. (MFL long term plan outlined in Appendix A)

Measuring the Impact of the MFL Vision and Implementation

Expected impact

Pupils will:

• listen attentively to spoken language and show understanding by joining in and responding
• explore the patterns and sounds of language through songs and rhymes
• 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
• 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
• 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 including: feminine and masculine forms; conjugation of regular ‘er’ verbs, and use of ‘avoir’ and ‘etre’; key features and patterns of French (including phonics); how to apply these, for instance, to build sentences; and how these differ from or are similar to English

Assessment

Formative assessment

This takes place during every MFL lesson, and is the basis on which teachers tailor the teaching to the needs of the pupils. Observations of pupil progress within each lesson are used to plan subsequent teaching, including targeted support and opportunities for working at greater depth. As the majority of the learning is practical and focuses on communication, the majority of the feedback is verbal feedback. Feedback discussions help children to talk about their own learning journey in French and have an understanding of how to improve. This links closely with the St Michael’s Curriculum Driver 2 ‘Learning Skills’: Aspiration and Attitude.

Summative assessments

These are made twice each year (February and June) and are used to identify areas of strength and weakness for classes, groups and individuals and to provide information regarding patterns in progress and attainment (eg. between boys/girls, SEN/non-SEN, different year groups). 

Monitoring

Members of the SLT monitor provision in MFL through:

• observations and learning walks
• teacher/SLT discussions
• pupil voice activities
• an annual 'deep dive' in French

Monitoring activities and an analysis of attainment and progress are used to formulate the MFL action plan which is updated twice each year.

Enrichment

Pupils in Year 2 and Year 1 have the opportunity to take part in a weekly French club.

Appendix A

Long term plan

The MFL Executive Summary is reviewed annually.

Latest revision: March 2024