MFL

Subject leader name: Miss Evans

“With languages, you are at home anywhere.” ― Edmund De Waal

“A new language is a new life.” ― Persian proverb

Whole School Progression Map

Teaching and learning in the subject 

We follow the six steps to outstanding teaching and learning in MFL (see separate Teaching and Learning Policy).

Orientation – Each classroom has a French working wall that shows key vocabulary alongside pictures. Learning of French is often visual, allowing the children to access words in French throughout lessons. Classroom instructions are taught and repeated in French throughout KS2. Children are encouraged to have a growth mindset throughout lessons, and give a new language a go! Resources that are required for each lesson are fully prepared and available beforehand.

Prior Knowledge – Knowledge is built on and extended in French from starting the language in Year 3 up to Year 6. New language is repeated and revised. Any gaps in previous learning is identified and incorporated into future planning.

Presentation – New language learning is presented in fun and engaging ways, in small steps. During one topic, children build on their understanding in order to construct sentences and conversation. French is taught through active and creative means such as poetry, song and drama with dual coding used throughout.

Challenge – Pupils are encouraged to make connections between languages they know such as English, and how cognates can help us to translate words in French. They are given opportunities to apply knowledge that has been acquired to texts in French and drama. Throughout KS2, children are given the opportunity to access books, poems and songs in French language. They will often work in pairs or small groups and learning partners will change frequently. Questioning is used by teachers to encourage the pupils to think more deeply and move their learning on.

Feedback - This is precise, timely and often ‘in the moment’. Teachers use direct verbal feedback to address misconceptions and move learning forward. Through group work, children develop their own ‘talk and feedback’ strategies as part of cooperative learning.

Repeat - Recall strategies are applied through questioning and revisiting songs or games at the start of each French lesson. Vocabulary is recapped and built upon through the year and moving further up the school.

Inclusion in the subject

See the attached document for adaptive teaching strategies in the areas of:

• communication and interaction
• cognition and learning
• sensory and/or physical
• social and emotional

What our pupils say about the subject

“I like French because you can learn how to speak it and you can tell your mum and dad about it.”

“It’s useful when you go to that country. It’s good to speak the language there.”

“I think it’s important so we can understand each other. And we can’t leave people out.”

“If you know a language, if you have a friend who speaks that language you can help them.”

“If you go on holiday you can actually use it.”

“I like French because if I went on holiday to France I could communicate with other people. I feel very proud and if my parents didn’t know a word, I could translate.”