Modern Foreign Language (French)
Since May 2022 school has become involved with the Linguamarque accreditation scheme. Linguamarque supports the development of Primary Languages in school within the curriculum, in line with Government recommendations and programmes of study. It provides a methodology to benchmark and define achievement and we are currently working towards the Linguamarque Bronze Award.
At Moor Hall we aim to raise standards and achievements in French for all children through quality first teaching and a SEN friendly environment. Cultural diversity is valued and all members, both adults and children, are treated with respect. The Moor Hall Child pupils’ standards and drivers are at the forefront of all we do. In a safe, healthy and stimulating environment child are expected to achieve their full potential in order that they become confident language learners and are given opportunities to behave responsibly when applying their language skills in a variety of practical and exciting contexts.
- To introduce young children to another language in a way that is enjoyable and fun.
- To develop linguistic competence, extend their knowledge of and make the children aware that language has a structure and this structure differs from one language to another.
- To develop pupils’ communication and literacy skills that lay the foundation for future language learning.
- To celebrate children’s own cultural heritages and additional languages.
- To help children develop their awareness of cultural differences in France and other countries.
- To underpin the curriculum with the Moor Hall Child values: achieving, confident, healthy, responsible.
- To fulfil the MFL National Curriculum PoS 2014 in conjunction with the 2007 QCA Language Ladders.
- To work towards achieving the Linguamarque Bronze Award in 2022/23.
We base teaching on the guidance material in the QCA scheme of work for Modern Foreign Languages (KS2) and supplementary material, collected as a result of in-service training and development work. The schemes of work are supported by the ongoing Linguamarque training programme which provides training, resources and assessment opportunities and structures for French to be delivered throughout the school. Emphasis is placed on the adaptation of plans to the context of our school and abilities of the children. Main sources of other supplementary material include material from Developing French schemes of work, the Lightbulb Languages MFL site, Babelzone software and resources in conjunction with authentic material provided by the MFL specialist.
The children will use the Language Portfolio resources throughout their KS2 language journey (folders for Years 3 and 4, exercise books for Years 5 and 6). The portfolio structure focuses on intercultural understanding so that all children’s additional languages and cultural heritages are recognised and reflected. In doing this, children’s confidence in their cultural heritage are celebrated and their achievement in speaking an additional language is recognised.
There is a thematic approach to the French units taught and regular focus on a healthy lifestyle which is in accordance with the vision for Moor Hall School. Healthy foods, recreational activities, opinions and sport are focused on in every year to enforce our school values.
In Year 2 there will be an emphasis on French songs, games and other kinaesthetic activities to engage the children and provide them with a solid base of vocabulary on which to build in KS2. There will also be a focus
on intercultural understanding where again children’s heritage and additional languages, along with French customs and traditions, will be celebrated.
French songs will help children retain words and expressions much more effectively. Each year group will have a French song relevant to their unit to study language structures and vocabulary. The rhythm of the music, as well as the repetitive patterns within the song, help them memorise words.
Teaching and Learning Styles.
We use a variety of techniques to encourage the children to have an active engagement in French: these include games, role-play and songs. We frequently use mime to accompany vocabulary, as this serves to reinforce the retention of vocabulary. All lessons use a multi-sensory and kinaesthetic approach to teaching, which caters for different learning styles and abilities. Lessons are intended to be as enjoyable and entertaining as possible, as we realise that this approach serves to develop a positive attitude to the learning of another language. We build children’s confidence through constant praise for any contribution they make in French. French lessons are taught as much as possible in the target language.
As children move through the school, there is progression and continuity for the acquisition of vocabulary and grammar. This is an essential element for language learners and provides the children with a consistent framework to develop their competency in French. Emphasis on grammar, vocabulary, knowledge about language and strategies for language acquisition ensures a solid foundation by the end of Year 6 when the children progress to secondary school. The teaching of phonics is essential to language learning and forms an integral part of the Language Portfolio.
The specialist language teacher delivers an hour of French a week to all KS2 classes and Year 2 receives half an hour of French per week as well. Each KS2 class will have a Linguamarque Language Ambassador who will be responsible for the French weather and date display as well as facilitating the practising of the current French song.
The language specialist will monitor, assess and evaluate standards across the school on a regular basis. The school’s policy of assessment for the wider curriculum where examples of work at Age Related Expectations (ARE) and work which exceeds or falls below these standards, are recorded on SharePoint (a work in progress).
All children are required to self-assess in conjunction with the four strands of language learning: Reading, Writing, Listening and Speaking. The Language Portfolio Stages 1-4 (which correlate with Years 3-6) refer to a level of achievement that encompasses more than just the QCA Languages Ladder grade. The stages include additional aspects of the 2014 PoS and Linguamarque statements.
We aim to foster a love of language learning and competency in the four aspects of language acquisition
(Speaking, Listening, Writing and Reading). Emphasis on grammar, vocabulary, knowledge about language and strategies for language acquisition ensures a solid foundation by the end of Year 6 when the children progress to secondary school.