Modern Foreign LanguagesJo Ashton

6 th July 2011

Aims of the School

High standards of achievementTo be a welcoming and friendly school committed to high standards and excellence for all. High quality learning and teaching.To create a high quality learning and teaching community for all children and adults, which supports, challenges and celebrates success. Child centred educationTo provide an exciting curriculum which develops pupils’ thinking and creativity and promotes responsibility for themselves, others and the environment.

“Find out what makes a pupil tick,and build on it.”

Aims and Objectives – To enrich learning for all pupils– To ensure that teachers develop confidence and competence to use MFL in the

effective teaching of their subject– To provide opportunities for children to understand and communicate in a new language– To reinforce reading and writing skills– To develop language skills and language learning skills– To foster positive attitudes towards language learning– To increase cultural awareness by learning about different countries and their people– To provide a stimulating environment using a variety of methods and materials.– To encourage children to use MFL in different situations and settings.

Role of the Co-ordinatorThe teaching of Modern Foreign Languages (MFL) will be monitored and evaluated in school by lesson observations, pupil perceptions and examination of assessment data. Development of MFL will be discussed with the subject Governor.Children are assessed against the nationally recognized Languages Ladder. This provides for assessment in the areas of Listening, Speaking, Reading and Writing. Pupils are expected to be performing at the Breakthrough levels covering National Curriculum levels 1-3. For reporting purposes, an integrated level is determined based on the four strands.

We now also send information regarding MFL to the High School in order to help the transition from Birchwood to High School.

Teaching and Learning ‘Primary education is not just about targets and results in league tables, nor is it simply a preparatory step for secondary school; it is much more than that. We want children to have memorable experiences that encourage and inspire them to achieve in life and to aim to exceed their potential.’ (From Teaching and Learning principles)Children learn a foreign language in Key Stage 1 and 2. Dedicated lessons last for a minimum of 60 minutes; additional time may be provided by the use of MFL in other subject areas.We have adopted “Rigolo” as the main scheme of work for KS2. Interactive lessons are available via the internet and interactive whiteboards. In addition, lessons are linked to topic areas studied by specific year groups for cross-curricular learning. Teachers are encouraged to make use of MFL in other subject areas.KS1 relies mainly on cross-curricular planning and MFL “packs” developed over the years designed primarily for use with, or adapted for KS1 children. We use familiar stories and songs as well as “Salut Serge” and cartoons to enhance this area of MFL.

Planning - Our planning is developed by finding out pupils’ prior knowledge, using pupils’ questions and what the teacher intends them to know or understand. The Primary Languages Framework is the basis of planning. Objectives are taken from the five strands of oracy, literacy, intercultural understanding, knowledge about language and language learning strategies.

ICT – A variety of ICT will be used in the teaching of this subject. Teachers should ensure that pupils and staff are aware of their responsibilities in relation to Health & Safety of equipment use and E.Safety and Acceptable Use regulations.

Differentiation Education in our school provides for children of all abilities. We believe that children

deserve an education that encourages them and motivates them to achieve their potential.

Equality and DiversitySchools have a number of responsibilities and duties under legislation relating to equality and diversity. Legislation covers equality issues in relation to gender, age, race, disability, religion or belief, sexual orientation and gender reassignment.

Refer to Equality and Diversity Policy for full details.

Disability and Discrimination ActDuties in Part 4 of the DDA require the governing body to plan to increase access to education for disabled pupils in 3 ways: increasing the extent to which disabled pupils can participate in the school curriculum; improving the environment of the school to increase the extent to which disabled pupils can

take advantage of education and associated services;

improving the delivery to disabled pupils of information in an appropriate formatThis scheme incorporates the school’s plans to increase access to education for disabled pupils.

Refer to The current Equality and DDA scheme for full details.

Health & SafetyGeneral H & S precautions will be undertaken when teaching this subject. More specific and generic risk assessments are held on the curriculum server.

Refer to Health & Safety Policy and Risk Assessments for full details.

Safeguarding and Child ProtectionWhen teaching we are aware of any safeguarding or child protection issues that may arise. The curriculum can be used in a number of ways to reinforce the importance of safeguarding; reminding pupils to care for each other, that help is available at school, to feel able to discuss matters with a member of staff, that all pupils are valued and important. This can be done through discussion in lessons, PSHE, behaviour etc.

Refer to Safeguarding, a Child Protection Policy, Behaviour Policy, Equality and Diversity Policy for full details.