Languages

Intent

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At the Limestone Peak Federation, we aim to ensure that Modern Foreign Languages (MFL) is fully inclusive to every child. We aim to fulfil the requirements of the National Curriculum for Languages which states:

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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.

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Through a range of teaching methods we aim to ensure that ‘all pupils understand and respond to spoken and written language from a variety of authentic sources; speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation; can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt; discover and develop an appreciation of a range of writing in the language studied’.

 

By the end of Year 6, we want children within the Federation to be able to understand the concepts below and to be able to answer these key questions about them.

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Communication – How do we communicate effectively in different situations?

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Grammar – How is spoken and written language organised?

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Cultural Awareness – Where do people speak Spanish/French and what similarities and difference exist between their culture and ours?

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Sound and Intonation – How can we use our knowledge of Spanish phonics to communicate accurately?

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Expression – How can we communicate our needs, thoughts and feelings using the words we know?

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Implementation

Language learning begins in Early Years and Key Stage One where the children begin to hear different languages through songs, stories and basic greetings. For example, the children may respond to the register in a different language.

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From Year 3 onwards all children have a weekly Spanish Lesson ( Taddington and Peak Dale) and a French lesson (Dove Holes). We aim to build pupils’ confidence with basic vocabulary (e.g. for greetings, classroom commands, colours, numbers, weather etc) whilst also teaching them the skills that they will need to be successful when tackling any language in future.

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The MFL curriculum within the Federation is mostly resourced from the Early Start Languages scheme.

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There are four main strands to learning a new language:

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Impact

We measure the impact of our curriculum through the following methods:

• Observing children speaking and listening in another language.

• Marking of written work.

• Talking to pupils about their learning (pupil voice).

• Moderation where pupil’s work is scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.

• Curriculum tracking.

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The MFL subject leader will continually monitor the impact MFL teaching is having on the children’s learning through work monitoring to ensure the progress of knowledge and skills is being taught.  They will also ensure the knowledge taught is retained by the children and continually revisited and that the learners are able to apply the skills they have been taught to a variety of different settings, showing independence with their learning.

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Would you like to know more about MFL within the Federation? 

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If you would like to see the topics we cover in MFL, please download our MFL Long Term Plan

The French Long term Plan can be found here ( Dove Holes)

These documents outline how children make progress across the school outlining the knowledge and skills we expect a typical child to demonstrate at the end of each year.

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