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St Michael's C of E VA Primary School

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French

Executive Summary

 

MFL Vision

 

Our vision is for all pupils to have an appreciation of other cultures as well as their own. 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 understand and respond to spoken and written French, to speak with increasing confidence and fluency, to write for different purposes and to develop an appreciation of a range of writing in French.

 

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 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. The scheme gives pupils the opportunity to revise previous learning and build on their knowledge and understanding in a systematic and progressive way. The teaching and learning is practical and makes use of engaging and stimulating resources, enabling children to successfully learn to both speak and write French, in line with the requirements of the National Curriculum. 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 appropriate to the language being studied, including: feminine and masculine forms; key features and patterns of French; 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

 

Each year, as part of the enrichment programme, the school holds an ‘Around the World’ week. Classes learn about different countries, their language, location, culture, food and customs. Pupils in Year 2 and Year 1 have the opportunity to take part in a weekly French club.

 

Appendix A

 

Long term plan

 

Year 3

Year 4

Year 5

Year 6

France & its culture

Review of Year 3

Review of Years

3 & 4

Review of Years

3 - 5

Greetings

Pets

Emotions

The time

Classroom instructions

At home

The body

Daily routine

Numbers 0-20 & Age

In my classroom 

Numbers 50-100

Physical description

Colours

School subjects

Money

Clothes

Numbers 20-50

Sports & hobbies

At the supermarket

In the city & directions

The date & birthday

The weather & seasons

 

At the cafe

My family

Fruits & at the market

 

 

 

 

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