Modern Foreign Languages

Intent

At Manor Park Primary Academy, we teach a Modern Foreign Language to all pupils in Key Stage 2. We believe that the learning of a foreign language provides a valuable educational, social and cultural experience for pupils. Our aim is to expose pupils to a foreign language so that early vocabulary, knowledge and skills may be acquired and embedded at an early age, supporting pupils in their next stage of education and lives. It is widely believed that the early acquisition of a foreign language facilitates the learning of other languages later in life. The learning of a foreign language provides a medium for connections within the curriculum and for the reinforcement of knowledge, skills and understanding developed in other subjects. 

Implementation

Manor Park Primary Academy has chosen to teach French to the children in Key Stage 2 as this is the foreign language they are first exposed to at neighbouring high schools. To facilitate the teaching and learning of French, we follow the Lingotot scheme of work, which is delivered by specialist teachers and supported by school staff each week.

At Manor Park, we use a variety of techniques to encourage the children to engage actively in French lessons. We use a multi-sensory and kinaesthetic approach to teaching as we believe that this serves to reinforce memory and aim to ensure lessons are entertaining and enjoyable, as we realise that this approach serves to develop a positive attitude in the children to the learning of modern foreign languages. Lessons are carefully adapted to ensure the needs of all pupils are met; We build all children’s confidence through constant praise for any contribution they make in the foreign language, however tentative.

Pupils are 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 and how to write simple sentences.

Please see below for the KS2 Overview and Progression Map. 

In addition to learning opportunities within the curriculum, Modern Foreign Languages are further promoted and enhanced through the following enrichment opportunities: 

• After school clubs - Mandarin club is run weekly for children in Year 4, 5 and 6. This club is facilitated by a Specialist teacher in China. 

• Language celebration days including European Day of Languages, South-East Asian Heritage Month and Bastille Day.

Impact

Our MFL curriculum is high quality, well thought out and is planned to demonstrate progression. The impact of pupils' progression is monitored termly by the MFL lead.  By teaching MFL we are adhering to the LEO Pupil Outcome of ensuring our pupils are Global Citizens who, via their language lessons, readily develop empathy with other cultures. In learning a MFL effectively, the impact on pupils’ English language development is enhanced via the identification of similarities in vocabulary and differences/similarities in grammar structure.

Formative Assessments support teaching and learning and inform future planning. Pupils are assessed summatively against the four key areas: listening and responding; speaking; reading and responding; allows us to consider each child’s attainment and progress against expected standards.