Gunter Primary School
Modern foreign languages
(MFL) Policy DRAFT
Policy lead:
MFL coordinator
Link Governor:
Sub-committee:
Quality and standards
Date of last review:
Date for next review:
DRAFT
Chairperson’s signature:
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Gunter Primary School
MFL Policy
DRAFT for Policy – April 2104
Document Purpose
This policy document sets out Gunter Primary School's aims, principles and strategies for the
delivery of a Modern Foreign Language (MFL). MFL becomes a compulsory subject in Key
Stage 2 from September 2014. Gunter Primary School will be teaching French as its chosen
foreign language.
The Significance of Modern Foreign Languages
The learning of a foreign language provides a valuable educational, social and cultural
experience for pupils that allows them to develop the communication and literacy skills that lay
the foundation for future language learning. Pupils develop linguistic competence, extend their
knowledge of how language works, and explore differences and similarities between modern
foreign languages and English. Learning another language raises awareness of the multilingual
and multicultural world we live in and introduces an international dimension to pupils’ learning,
giving them an insight into their own culture and those of others. The learning of a foreign
language provides a medium for cross-curricular links and for reinforcement of knowledge, skills
and understanding developed in other subjects.
Aims and purposes:
The teaching of MFL at Key Stage 2 offers opportunities for children to:
stimulate and encourage their curiosity about language;
become increasingly familiar with the sounds and written form of a Modern Foreign
Language;
develop language skills and language-learning skills;
understand and communicate in a new language;
make comparisons between the foreign language and English or another language;
increase their cultural awareness by learning about different countries and their people, and
working with materials from those countries and communities;
foster positive attitudes towards foreign language learning;
use their knowledge and growing confidence and competence to understand what they hear
and read, and to express themselves in speech and writing;
form a sound basis for further study at Key Stage 3 and beyond.
The children are taught how to:
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ask and answer questions;
use correct pronunciation and grammar;
memorise words;
interpret meaning;
understand basic grammar;
use dictionaries;
work in pairs and groups and communicate in a foreign language;
look at life in other cultures.
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Curriculum and School Organisation
Children in Key Stage 2 are taught specific skills, concepts and vocabulary in a weekly
dedicated French lesson of 45 minutes. Vocabulary is reinforced by the class teacher
during the week when opportunities arise, and through display.
Curriculum Management
The MFL subject co-ordinator should:
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have a knowledge of the National Curriculum for MFL at KS2;
develop / adopt a scheme of work for MFL at Key Stage 2;
be able to select, evaluate and use effectively classroom resources for primary MFL
understand, and be able to implement, language-teaching methodology appropriate to
the primary context;
maintain any links with a partner secondary school in the area for language support;
maintain British Council links in order to make the most of foreign language assistant
opportunities.
The MFL co-ordinator will facilitate the development of MFL in the following ways:
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By managing the implementation of the MFL policy;
By updating the policy and scheme of work;
By ordering/updating/allocating resources;
By identifying need and arranging INSET so that all staff are confident in how to teach and
assess the subject and have sufficient subject knowledge;
By keeping staff abreast of new developments;
By taking an overview of whole school planning to ensure that there is continuity
between year groups and that progression is taking place;
By supporting staff in developing pupils' capability;
By attending appropriate courses to update knowledge of current developments;
By contributing to the School Improvement Plan on an annual basis;
By liaising with secondary schools;
It is the responsibility of the head teacher to ensure that statutory requirements are being
met.
Links with other areas of the curriculum
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English: development of speaking and listening skills, knowledge and understanding of
grammar and sentence construction. Opportunities to compare French with English can be
exploited through use of the new alphabet, phonemes, rhyming patterns, sound/spelling
links, dictionary work, formation of structures (such as singular/plural, gender, negatives,
question forms, position of adjectives, imperatives), intonation, dialogues, poetry, different
text types, formation of complex sentences;
ICT: use of e-mail with schools abroad, materials from the internet and satellite television,
video and audio, presentation of data, word-processing;
citizenship: the multilingual society, knowledge of other countries and cultures;
mathematics: counting, calculations, the time and the date, money;
geography: work relating to the study of other countries, points of the compass, weather;
science: work on parts of the body, animals;
music: rhyming, rhythm, singing, composition, world music;
RE: multicultural work, celebration of festivals, storytelling, calendars, customs;
history: work relating to the study of other countries, family trees of famous people;
art: descriptions of paintings;
PE: physical responses to the teacher's instructions issued in the language being learnt.
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Inclusion
All pupils, regardless of race, ability or gender, shall have the opportunity to develop MFL
capability. The school promotes equal opportunities and fairness of distribution of MFL
resources. The MFL session is not used to withdraw children who require interventions in
other curricular areas as the practical nature of this subject gives them the opportunities to
excel. Children work in mixed and ability groups depending on the task.
Planning and Assessment:
The four Attainment Targets for Modern Foreign Languages at Key Stages 3 and 4 can be
applied as appropriate at Key Stage 2. Teachers assess children’s progress informally during
the lessons, evaluating progress against the four national Attainment Targets of:
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Attainment Target 1: Listening and responding
Attainment Target 2: Speaking
Attainment Target 3: Reading and responding
Attainment Target 4: Writing
Class Organisation and Teaching Style
During French sessions children are given the opportunity to work as a class, as individuals
and as part of a group. The choice of class organisation is determined by the learning task. By
its nature MFL will involve lots of interaction with visual, auditory and kinaesthetic prompts.
Progression
Progression takes the form of increasingly demanding grammatical structures. For example,
 nouns with definite/indefinite article le stylo/un stylo the pen/a pen
 nouns with appropriate adjective un stylo rouge a red pen
 verbs in the first person j’ai un stylo I have a pen
 verbs in the third person il/elle a un stylo he/she has a pen
 verbs with nouns and adjectives. Il/elle a un stylo rouge he/she has a red pen
Assessment, Record Keeping, Reporting
Most assessment is formative and is used to support teaching and learning and inform future
planning. Observations are recorded and where appropriate used to assess the children's
progress in this subject. Gifted linguists and those requiring extra support should be highlighted.
Written work is marked in line with the school policy on marking. At the end of each academic
year the staff will assign a level for each child’s achievement in MFL.
Monitoring
Monitoring is carried out by the head teacher or the MFL coordinator, in the following ways:
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Informal discussion with staff and pupils
Observation of MFL displays
Collection of MFL planning
Looking at books
Classroom observations
Resources
Resources within this subject are developing and will be purchased as deemed necessary.
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