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Curriculum Leader: Mrs L Ward.


At St. Mary's C of E Primary Academy we want all our children in Modern Foreign Languages to:

· Learn as much as possible so that all KS2 children can express simple ideas and thoughts in another language and can understand and respond to its speakers, both in speech and in writing.

· Ignite curiosity to find out more about life and customs in another country, to help deepen their understanding of other cultures and the world around them, with a better awareness of self, others and cultural differences.

· In our language teaching, we aim to provide the foundation for studying languages at high school; learning further languages; equipping pupils to study and work in other countries; and to take on the world as life-long language learners.

To ensure high standards of teaching and learning in MFL, we follow the National Curriculum using a French programme (Language Angels), which offers a relevant, broad, vibrant and ambitious foreign languages curriculum designed to inspire and excite pupils using a wide variety of topics and themes.




KS2 classes will have access to a very high-quality foreign languages curriculum using the Language Angels scheme of work and resources. Each class has a timetabled French lesson each week, which will be taught by teaching staff. French can also be revisited in short sessions throughout the week so that children know more and remember more.

Children will progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age appropriate topics and themes – building blocks of language into more complex, fluent and authentic language.

Teachers will know where each child is in their foreign language journey and this will help to plan appropriate units and challenge in future years from the Language Angels ‘Teaching Type’ categories:

· Early Language units, which are designed for entry level and core vocabulary lessons will run for approximately 30 minutes.

· Intermediate units (which increase the level of challenge by increasing the complexity of the foreign language) are designed for pupils with embedded basic knowledge of the foreign language. They will run for approximately 45 minutes.

· Creative Curriculum units are the most challenging lessons, suitable for children with a good understanding of the basic language they are learning.

Where possible, we will link these units to class topics and curriculum themes.

Children will build on previous knowledge gradually as their foreign language lessons continue to recycle, revise and consolidate previously learnt language, whilst building on all four language skills: listening, speaking, reading and writing. Knowledge and awareness of required and appropriate grammar concepts will be taught throughout all units and at all levels of challenge. Grammar is integrated and taught discreetly throughout all appropriate units. Teachers can also use specific Grammar Explained units to ensure pupils are exposed to all the appropriate grammar so they are able to create their own accurate and personalised responses to complex authentic foreign language questions by the end of Year 6.


Each class will have an overview of units to be taught during the academic year to ensure substantial progress and learning is achieved. Each teaching unit is divided into 6 fully planned lessons.


· Each unit and lesson will have clearly defined objectives and aims.

· Each lesson will incorporate interactive whiteboard materials to include ample speaking and listening tasks within a lesson.

· Lessons will incorporate challenge sections and desk-based activities that will be offered will three levels of stretch and differentiation.

· Reading and writing activities will be offered in all units.

· Every unit will include a grammar concept which will increase in complexity as pupils move from Early Language units, through Intermediate units and into Progressive units.

· Extending writing activities are provided to ensure that pupils are recalling previously learnt language and, by reusing it, will be able to recall it and use it with greater ease and accuracy. These tasks will help to link units together and show that pupils are retaining and recalling the language taught with increased fluency and ease.


Units are progressive within themselves as subsequent lessons within a unit build on the language and knowledge taught in previous lessons. Over the course of a 6-week unit, we encourage pupils to build more complex and sophisticated language structures with their blocks of language knowledge.

Pupil learning and progression will be assessed at regular intervals in line with school policy. Teachers will aim to assess each language skill (speaking, listening, reading and writing) twice throughout each academic year to be able to provide reference points against which learning and progression in each skill can be demonstrated.

In addition to following the lessons provided in the Language Angels scheme of work and resources, teachers are encouraged to also do some of the following:

· Read a selection of books, e.g. known literature in French.

· Sind songs in French.

· Play traditional French games.

· French celebration assemblies.

· Cookery or tasting sessions of traditional foods from France.

· Weather forecasts based on maps from the country of the language being studied.

· Celebrate special French days e.g. Bastille Day or French Christmas, Easter, Pancake Day activities.

· A study of famous French people e.g. artists, musicians, sports stars etc.



Our curriculum is accessible for all, with support for SEND pupils and opportunities to challenge the more able. Teachers will make adaptations to work for children with SEND.


Using assessment of the key language skills (speaking, listening, reading and writing) and the 12 DfE Languages Programme of Study for Key Stage 2 attainment targets, children will show that they have made good progress in their foreign language learning.

This will ensure that children at St Mary’s C of E Primary Academy are equipped with MFL skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and to have the solid foundations to progress further with learning languages in the future, so that they are equipped with the skills to converse in other countries.

Leaders ensure the impact of MFL across school provides a positive experience for all children in terms of outcomes and personal/social development. They do this through classroom observations, book scrutiny and pupil voice interviews.