Implementation

At Fordcombe, we teach French one hour a week in KS2, with some children in KS1 receiving language teaching through a voluntary lunchtime French club.

Our teaching and learning is based on KS2 Programmes of Study and a clear progression of content and language. We support learning of revisited and new language through a balanced variety of class, group and independent activities, including songs, rhymes, role plays and games. Learning in the four skills is fostered through authentic and current resources. We have links with French schools and colleagues who help with providing some of these.

In all classes, children have a wide range of abilities and we strive to provide suitable learning opportunities for all, supporting those with special education needs and stretching our bilingual pupils too.

Our assessment in French takes the form of verbal and written feedback within the lesson. Progress is measured and recorded against learning statements in books, in turn informing end of KS2 assessment. Also, and very importantly for pupil motivation, children have a pathway of the main topic teaching objectives in their books, against which they can self and peer assess.

Wherever possible, we encourage children to use and apply their French learning in ‘real life’ situations: buying fruit and vegetables in a French market, ordering and tasting French food, introducing themselves to a French visitor. Equally, we encourage cross-curricular learning, for example finding out about French literature on World Book Day and French School Canteens during Healthy Eating Week.

Impact

At Fordcombe, we aim for children to leave us as curious, confident learners with positive attitudes to other cultures, peoples and languages and a better appreciation of our own language and way of life.

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

• Observing children speaking and listening in another language.
• Marking of written work.
• Pupils assessing their own learning.
• Learning walks.
• Subject tracking.

The MFL subject leader will continually monitor the impact MFL teaching is having on the children’s learning, through work scrutinies, 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. Impact will also be measured through key questioning skills built into lessons, child-led assessment such as success criteria grids and summative assessments aimed at targeting next steps in learning.