Ladygrove Primary School and Nursery Modern Foreign Languages Policy. Written by Charlie Bilton March 2020 Review May 2022
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Ladygrove Primary
School and Nursery
Modern Foreign
Languages Policy.
Written by Charlie Bilton
March 2020
Review May 2022
1Ladygrove Primary School and Nursery Modern
Foreign Languages Policy
The main areas this policy will cover are:
- 1. Purpose of Study
- 2. Context
- 3. Our Vision at Ladygrove
- 4. Rationale for teaching languages.
- 5. Aims and Objectives.
- 6. Current staffing and provision.
- 7. Curriculum
- 8. Teaching and Learning
- 9. Inclusion.
- 10. Assessment for learning.
- 11. Monitoring
- 12. Continuing Personal Development
1. Purpose of study:
“Learning a foreign language is a liberation from insularity and provides an opening to other
cultures. A high-quality languages education should foster pupils’ curiosity and deepen their
understanding of the world. The teaching should enable pupils to express their ideas and
thoughts in another language and to understand and respond to its speakers, both in speech
and in writing. It should also provide opportunities for them to communicate for practical
purposes, learn new ways of thinking and read great literature in the original language.
Language teaching should provide the foundation for learning further languages, equipping
pupils to study and work in other countries.”
-The National Curriculum in England: Key stages 1 and 2 Framework Document. September
2013”
2. Context:
The Key Stage 2 (KS2) classes have been language learners from September 2010. The
school is an expanding two form entry school with approximately 300 pupils. The first language
of the majority of pupils in the school is English. There are also a number of pupils who have
other languages as their first language.
23. Vision:
As the UK is becoming an increasingly multicultural society, we have a duty to provide our
children with an understanding of other cultures and languages. The Modern Foreign
Language (MFL) provision at Key Stage 2 in Ladygrove Primary School is designed to reflect
this and also takes into consideration the primary MFL entitlement as set out in the National
Curriculum 2014. It will provide pupils with the confidence and independence to explore and
be able to attempt manipulation of the structure of language. Learning another language gives
children a new and broader perspective on the world, encouraging them to understand their
own cultures and those of others.
The key elements of MFL learning at Ladygrove are:
The learning of a language is enjoyable for all and is set in an inclusive manner.
The main language that we study is French.
When teaching French, children are also exposed to learning about French culture and
life.
Learning fosters an interest in learning other languages.
Children are made aware that language has structure, and that the structure differs
from one language to another.
Children’s speaking and listening skills are developed.
Children are provided with the transferable skills to learn foreign languages in the
future.
4. Rationale for teaching languages:
4a. Language learning supports oracy and literacy.
During lessons, a predominant emphasis is through the delivery of speaking and listening
activities along with children interacting with each other. We believe that communication,
including language, is the main developmental stage within teaching a language which
underpins our children’s ability in oracy to create transferable communication skills, being key
in the foundation for literacy.
4b. Language learning supports and celebrates the international dimension.
Although times and culture and international dimension are forever changing, England
remains a place where the learning of a language is motivated and driven through the effect
of English being a widely spoken language across the world. It is therefore crucial that we
provide all of our children with the opportunity to learn a language within their education to
develop their knowledge and understanding of their own lives as well as many others from
around the world. Children need the chance to learn and engage with people from other
countries and culture to allow them a time to reflect upon their own cultural identity and those
of other people around them. Through learning French and learning about the countries where
this language is spoken allows us to promote and engage children with different places within
our world to broad.
35. Aims and Objectives:
Our aims and objectives in teaching MFL are for children to:
Foster an interest in learning another language
Develop speaking and listening skills
Apply and develop their knowledge of languages and the learning of a language
Gain pride and enjoyment, along with a sense of achievement
Explore their own cultural dynamic and compare this to those around them
Increase children’s personal aspiration
6. Current staffing and provision:
6.1 Management and Training
The subject is managed by the Languages Co-ordinator. To ensure the language skills of staff
are developed and sustained, the school are members of the Primary Languages Network.
This provides all the materials, resources and support sound files and activities to enable the
school to ensure progression in language learning across the four core skills and also the DfE
12 Attainment Targets. The co-ordinator will advise, work with and guide staff and the visiting
specialist teacher when required.
3.2 Staffing
The teaching of French will be delivered termly through the capability of the class teacher.
3.3 EYFS and Key Stage 1
We believe that is it important for the children in EYFS and Key Stage One also have an
opportunity to engage briefly with other languages, including French, through listening to
instructions, from counting down from five in a different language or through providing them
with the chance to see different videos where characters are using a different language to
communicate.
Around the school, we label common areas in French to encourage immersion in the
language.
Each classroom has various items labelled in French to help immerse children in the language
discretely.
47. Curriculum:
7.1 Scheme of Work
Our school follows the Primary Languages Network scheme of work. It is a live scheme which
is continually updated and revised in order to meet with current curriculum standards.
Alongside the planning provided, the network also enriches this through accompanying power
points, pod casts (spoken by native speakers) links to authentic literature, songs, games,
culture points of reference, links to appropriate websites.
7.2 Implementation
The planning developed for KS2 will target objectives taken from the National Curriculum
2014. As of 2020 - 2021, each year group in KS2 now has its own programme of study, each
building on learning from the previous year and each contributing to a secure development of
the National Curriculum objectives. As there was a lack of consistent language teaching
throughout KS2 prior to the academic year 2019-2020, it was decided to deliver a Year 3
(Stage 1) level of study to Years 3 and 4 during that year and a Year 4 (Stage 2) level of study
to Years 5 and 6. After the year 2021, pupils will be able to follow the progression through,
building on prior knowledge.
This means that by the year 2023, each Year Group will be following the appropriate stage,
with secure prior learning and language skills from previous years, following the progression
set out below.
2020-2021
- Year 3 Follow Stage 1
- Year 4 Follow Stage 1
- Year 5 Follow Stage 2
- Year 6 Follow Stage 2
2021-2022
- Year 3 Follow Stage 1
- Year 4 Follow Stage 2
- Year 5 Follow Stage 2
- Year 6 Follow Stage 3
2022-2023
- Year 3 Follow Stage 1
- Year 4 Follow Stage 2
- Year 5 Follow Stage 3
- Year 6 Follow Stage 3
2023-2024
- Year 3 Follow Stage 1
- Year 4 Follow Stage 2
- Year 5 Follow Stage 3
- Year 6 Follow Stage 4
8. Teaching and Learning
5To promote an active learning of languages a range of teaching methods are implemented to
ensure that the children are developing their linguistic skills through listening, speaking,
reading and writing in order to be secondary ready. Activities can consist of actions, rhymes,
stories, song, drama, grammar focus, video clips, air writing, sentence structure, dictionary
work, book making and many more creative ways to extend, embed and combine language
skills.
9. Inclusion:
Each class in Ladygrove contains children from a wide range of abilities and we seek to
provide suitable learning opportunities for them all by matching the challenge of the task to
the ability of the child. This means that, where appropriate, written work will be differentiated
according to ability. MFL is, however, a highly inclusive subject and although the principal aim
of the teaching is to develop children’s knowledge, skills and understanding, there is also an
emphasis on enjoyment. MFL is taught to all KS2 children, whatever their ability and individual
needs. We strive hard to meet the needs of those pupils with special educational needs, those
with disabilities, those with special gifts and talents and those learning English as an Additional
Language (EAL) and we take all reasonable steps to achieve this.
9a Equality:
All learners are of equal value.
We see all learners and potential learners, and their parents and carers, as of equal value:
o whether or not they are disabled
o whatever their ethnicity, culture, national origin or national status
o whatever their gender and gender identity
o whatever their religious or non-religious affiliation or faith background
o whatever their sexual identity.
We recognise and respect difference.
Treating people equally does not necessarily involve treating them all the same. Our
policies, procedures and activities must not discriminate but must nevertheless take account
of differences of life-experience, outlook and background, and in the kinds of barrier and
disadvantage which people may face, in relation to:
o disability, so that reasonable adjustments are made
o ethnicity, so that different cultural backgrounds and experiences of prejudice are
recognised
o gender, so that the different needs and experiences of girls and boys, and women
and men, are recognised
o religion, belief or faith background
o sexual identity.
10 Assessment for Learning
610.1 Summative Assessment
Assessment in MFL is carried out half-termly for each KS2 pupil by the class teacher and
conducted through a speaking and listening and written assessment. The assessment gives
the class teacher an indication of the child’s ability and should indicate whether they are
working below, at or above their curricular expectations.
10.2 Tracking
The class teacher will be provided with a tracking sheet for the pupils in their class with the
end point objectives listed for each term. The class teacher will record which pupils have met
objectives and monitor coverage within the year. The MFL coordinator will review these termly.
10.3 Evidence Collecting
The MFL coordinator will collect and keep samples of children’s work in the MFL file. These
demonstrate what the expected level of achievement is in MFL for each year of KS2.
11. Monitoring
The lead teacher will discus language learning with the teachers delivering the content and
monitors planning, and spoken and written evidence of progress in learning. The school is
working toward effective progress across the four years of KS2. The lead teacher can access
training in monitoring via the Primary Language Network Virtual Learning Environment ,
consultation time, email discussion and at coordinator CPD.
12. Continuing Personal Development:
The MFL coordinator attends, (as part of the Primary Languages Network) coordinators’ CPD
and the annual Primary Languages Network Conference. The MFL coordinator is a member
of the network email group and can access the website (https://primarylanguages.network),
network blog sites and the Primary Languages Network Virtual Learning Environment to obtain
current and up to date information. All staff have access to the Primary Languages Network
Virtual Learning Environment, all its materials, and lesson by lesson planning. The Primary
Language Network Virtual Learning Environment school user files can be used to share
information between staff.
Policy- Document Status
March 2020 –
Named
Date of Policy Creation reviewed every Charlotte Bilton
Responsibility
year annually
Named Pupils, Staff, Parents and
Date of review completion May 2021 Governors
Responsibility
Named Joanne Weichlbauer
Inception of new Policy
Responsibility
Date of Policy Adoption by Governing Body May 2021
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