The Albert Pye and Ravensmere Federation Modern Foreign
Languages Policy
This languages policy reflects the entitlement as defined in the Primary Curriculum
that in Key Stage 2 children are taught an Ancient or Modern Foreign Language, and is
based on the guidance in the Primary Languages Framework.
1. Rationale
The skills, knowledge and understanding gained through learning a new language make a
major contribution to the development of children's communication skills, their
understanding of how language works, and to their understanding of their own culture/s
and those of others. It provides excitement, enjoyment and challenge for children and
teachers, helping to create enthusiastic learners and to develop positive attitudes to
language learning throughout life. The natural links between languages and other areas
of the curriculum can enrich the overall teaching and learning experience.
2. Aims
We want:
 children to develop curiosity about languages and see their relevance.
 language learning to be accessible to all, fun and enjoyable.
 children to explore and apply learning strategies.
 children to be able to communicate in another language through both spoken and
written word.
 to encourage exploration of cultural identities.
 to lay the foundations for future study of a foreign language.
3. Provision
The whole school will mark the European Day of Languages (26th September) by looking
at the language and culture of a chosen European country. Other countries and cultures
are studied throughout the topics of each Year group.
Foundation Stage and Key Stage 1
Foreign languages are introduced informally in the context of studying other countries,
cultures and festivals. When children speak English as an Additional Language, their
first language is incorporated into daily classroom life. In some classrooms the register
may be taken in a foreign language or children respond in a variety of languages.
Familiar stories may be read in another language.
Key Stage 2
Children in Years 3-6 will be taught French. For Year 3 this will be at least 30 minutes
per week, Year 4 at least 45 minutes and for Year 5 and 6 at least 60 minutes. This can
be in one block or be broken up into shorter sessions. The specific sessions should be
supplemented throughout the curriculum by the class teacher with use of French
and/or other languages which are appropriate to the topic. Languages need to be
practised regularly so the class teacher should reinforce what they have been teaching
(even if French is taught by another member of staff).
Planning of French teaching is based on the Key Stage 2 Programme of Study supported
by the KS2 Primary Framework for Languages. Planning of the languages session should
include the strands as specified in the Primary Languages Framework: Oracy, Literacy,
Intercultural Understanding, Knowledge about Language and Language Learning
Strategies. These strands are carefully planned through the use of Rigolo as an
overarching Scheme of Work. In Years 3 and 4 Rigolo 1 is used and in 5 and 6 Rigolo 2
will be used as a framework, however in all year groups many additional materials will be
used.
Year 6 have the opportunity to visit Paris as a school trip or take part in the “French
Experience” at school. There is also a French Club.
4. Curriculum Management
The Subject Leader will facilitate the provision of Primary Languages in the following
ways:
 By updating the policy and scheme of work.
 By ordering/updating resources.
 By providing training so that all staff are confident in how to teach the subject
and have sufficient subject knowledge.
 By taking an overview of whole school planning to ensure that opportunities
occur for pupils to develop a language capability and that progression is taking
place.
 By attending appropriate courses to update knowledge of current developments,
and by keeping links with the Primary Languages Adviser.
 By monitoring the curriculum.
4. Inclusion
All children have the opportunity to learn a language in Key Stage 2 at The Albert Pye
Primary School. We will provide appropriate challenge for children of all abilities and
adapt and respond to their needs. All children can take part in language learning at
different levels so it allows children with any additional needs to access a broader
curriculum.
Teaching will take account of a range of teaching and learning styles as it will be
through a range of techniques. New vocabulary may be introduced through the 4 R
approach: Recognise, Repeat, Recall, Role Play (use in context). Videos, songs, games,
flash cards, role play, books, mini-whiteboards and toys may all be used to support the
language learning. Children will be expected to use both the spoken and written word
from Year 3.
5. Cross-curricular learning
There are many opportunities within the languages session which provide crosscurricular links. For example Literacy: speaking and listening skills, grammar, sentence
construction, dictionary skills. Numeracy: counting, calculations, money, time and date.
Each class may incorporate their current topic into the language session as and when
this is appropriate.
There are also opportunities for foreign languages to be used outside of the discreet
session in other curriculum areas. For example, classroom instructions, calling the
register, PE games, and the language learned could be used in Computing work.
6. Transition
French is the agreed language in the pyramid for language teaching. There will be
liaison with the main high school to which we send children. Meetings with the high
school and pyramid primary schools will be further developed.
7. Assessment
Children are regularly assessed in order to plan appropriately. This will be usually be
done informally within lessons by the teacher using Assessment for Learning
strategies. There will be examples of writing in the books and the Languages Portfolio.
The Languages Portfolio ‘I can..’ statements, which are linked to the Programme of
Study and Primary Languages Framework, will be used to self assess and for teachers
to assess the stage children have reached. These Portfolios will be passed on at the
end of each year to the next class teacher.
8. Monitoring and review
The Subject Leader will monitor implementation of the policy through discussion with
staff, observations, viewing the Language Portfolios and other work if necessary.
Through this any further staff development and planning development will be
identified.
February 2015