Policy
Modern Languages
Policy
French
Teaching and Learning
As professionals, we believe it is vital that teaching and learning experiences are exciting and relevant. Our Modern Languages planning will contain a mixture of focus areas and opportunities to enhance other subjects through cross curricular links. Therefore, language opportunities will be evident through all areas of study. We will inspire children to learn by offering quality first hand experiences and will focus on a skills based approach to enable learners to become independent, life-long learners in a changing world.
The overall aim for languages is that pupils develop a deep interest in and appreciation for other cultures, as they learn to understand and express themselves with increasing confidence in French. In our organisation of the languages curriculum and extra-curricular opportunities, we envisage pupils developing their sense of belonging to the wider world and embarking on a journey towards a wealth of opportunities in their future lives. Pupils will develop specific knowledge of one language, French, learning words and structures that enable them to ask and answer questions, listen to, read and understand stories, songs, poems and other short texts, and to write from memory about themselves. At the same time, they will develop language learning skills and strategies that will equip them for the learning of additional languages.
Vision
The pupils at Westwood Primary School will become confident and independent in their use of Modern Language, allowing them to enhance their understanding and experiences of all areas of the curriculum. It will also equip them to continue learning in a rapidly changing, global environment.
Aims
- to meet the requirements of the National Curriculum
- language learning is used to support learning across the curriculum
- to promote the enjoyment and benefits of language learning
Objectives
- the requirements of the National Curriculums are met
- French is used throughout the curriculum
- pupils are enthusiastic about French and are keen to improve
- pupils to develop an international outlook and an enhanced understanding of the world and their place within it.
Curriculum coverage and progression
- teachers can access planning from the ‘Jolie Ronde’ scheme which is available on the shared area
Pupils are given regular opportunities to listen to, join in with, read, speak and write French. In the early stages of language learning, pupils engage in a lot of learning to train the ear, to tune into and learn how to produce the sounds of the language, through the teaching and learning of phonics and phonics-related activities. Joining in with songs, rhymes, stories and poems all serve to reinforce the sound-writing patterns. Pupils then begin to develop, from the earliest stages in Y3, the ability to form simple sentences of their own, with relation to topics of close, personal interest, such as self, family and pets. As learning develops, pupils are given more and more opportunities to engage with French culture, learning about places, festivals and other aspects of daily life in countries where the language is spoken. They develop confidence in writing from memory, building up over the course of KS2 to being able to write a short paragraph with information on two or three topics. Teachers make use of a wide variety of resources, including ICT, and learning activities, including games, information-finding (research), pattern-finding, and quizzes to stimulate interest and general
literacy and other learning skills. There are clear links with literacy, particularly through the teaching of grammar, and teachers work together to join up these aspects of pupil language development.
Assessment
- teacher observations, summative and formative assessment informs future planning
- progress is assessed using teachers assessments and forwarded to subject leaders
- all children will be assessed termly and levels will be inputted to the school data tracking system
- information is shared with appropriate stakeholders (through display, events, newsletters, reports and the school website)
Monitoring
- regular monitoring of all aspects of French informs the subject and, in turn, the School Evaluation and Improvement Plan
Learning styles and the learning environment
- medium term planning and teaching takes account of differentiation
- medium term planning takes account of progression
- open questions will be developed to challenge children’s thinking and learning
- independent learners will have access to a variety of resources and encouraged to reflect on the choices that they have made
Inclusion
- positive use of French will be promoted by all
- children’s individual needs will be addressed through provision of resources, learning styles and questioning.
The school firmly believes in the value of language learning for all pupils, regardless of race, ability or gender. Care is taken to ensure that positive images of languages being spoken by people of both sexes will be promoted. Differentiated approaches are employed to seek to ensure that all learners in the classroom are able to make optimum progress. EAL and speakers of languages other than English are encouraged to bring those languages into the classroom and use them to support their learning of French. Every opportunity is taken to recognise and celebrate the ability to speak any and all languages. Where access to resources at home is an issue (e.g. ICT or printing), pupils are offered alternative access within school or at home so that their learning is not disadvantaged.
Equal opportunities
- all learners have the opportunity to develop their language capability, irrespective of gender, race, religion, culture and/or ability
Liaison and transfer between settings
- children’s attainment in French is shared with teachers in each setting
- levels will be assessed and recorded each term and stored on the school’s data tracking system
Home, school and community links
- language developments and achievements are shared and a positive relationship fostered with home, school and the wider community. Specifically, this is promoted by teachers through the School website.
Resources
- resources are purchased and deployed effectively to meet the requirements of the National Curriculum.
Roles and responsibilities
- the Curriculum Leader is responsible for monitoring curriculum coverage and the impact of learning and teaching
- all stakeholders will work together to ensure the implementation of the Modern Languages policy
Health and safety
- any equipment used is maintained to the meet agreed safety standards
Review
- the policy will be reviewed by the Mondern Languages Leader and Leadership team at agreed intervals. Alterations will be shared with all stakeholders
