Modern Foreign
Languages
Department Handbook
St. George’s School
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MFL Mission Statement
Our mission is to help students maximise their ability to communicate effectively
with people from other countries and to understand their cultures, attitudes and
customs, thereby developing the whole child.
Christian Ethos
The Christian ethos plays a major part in promoting the Christian aims, values and
ethos of the school as expressed in our mission statement.
By teaching a modern foreign language, we contribute to the student’s cultural
education. They learn that many societies are multi-lingual. We teach them about
festivals and customs related to the countries in which the language is spoken.
All students have been given the St. George’s school prayer in French and this is
clearly displayed on the front of their classwork books. It is recited as a class at
appropriate times in the school year.
MFL Department Vision
“A different language is a different vision of life”
In MFL we believe in developing communicative skills and encouraging intercultural
knowledge and understanding. We hope to open students’ minds to different
cultures and to nurture a lifelong passion for language learning.
Aims:
Within a Christian setting we aim to employ teaching methods and resources that
allow all pupils to have equal access to languages and to experience success and
enjoyment in their work.
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Since September 2011, we have aimed at raising the profile of the
department in the school, and this is still ongoing.
We aim to expand Spanish as a second foreign language
We are aiming at increasing the uptake of languages at GCSE
We hope to create a group of dual linguists who will take both Spanish and
French at GCSE.
In MFL we have high expectations both in terms of achievement and
behaviour and this is being embedded across the department.
Similarly we have high expectations for the quality of teaching in the
department, and this is an area for development for some of the teachers
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These aims relate directly to the aims of St George’s School and (where appropriate)
to both the National Curriculum Attainment Targets for MFL and the specifications
for GCSEs. These general aims can be broken down into specific aims within the
main strands of MFL teaching.
Speaking
Students work to develop their powers of speaking, aiming at taking part in
conversations and longer presentations, using three tenses and demonstrating good
pronunciation
Reading
Students aim at being able to understand longer passages, picking out the main
points, specific details and opinions. They are also expected to work out the
meanings of new words and phrases.
Writing
Students learn to write confidently and at length, describing past, present and future
events. They learn to change phrases they have learned and write about new
topics.
ListeningStudents can recognise and respond to spoken passages about present,
past and future events. They can pick out the main points and details, including
opinions.
Qualifications
We aim to help every student achieve the highest standard of which he or she is
capable so that they are confident linguists in their future studies and working lives.
The examination course currently offered is GCSE French (Edexcel). The first
Spanish cohort will begin their GCSE course in September 2014.
A vision for the futureAt St George’s School we believe that building pleasure,
confidence and competence in a modern foreign language is a complex and
developing art, which must respond to the student’s needs and interests. It cannot
be simply placed into boxes and reduced to a series of ticks or uniformly conducted
(or received) lessons.
MFL classrooms should be places where:
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students are motivated by their teachers' and their own high expectations of
success;
ideas are shared;
respect for others' opinions is paramount;
feedback on contributions, whether written or oral, is constructive and
detailed;
Pupils have the right to test ideas and to make mistakes.
Pupils have the highest standards of behaviour and feel safe
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The quality of teaching supports this vision and teachers aim to create
stimulating and outstanding lessons that motivate, enthuse and encourage
students to become independent learners
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An Overview of MFL at St George’s School
MFL is part of St George’s School curriculum. It is taught by four specialist teachers
from Year 7 to Year 11.
KS3 - Years 7-9
All students in Years 7 study French and have three 1 hour lessons per fortnight.
In Year 8 the V band do not study a modern foreign language as they concentrate
on extra support in literacy and numeracy, as required. Those students who
continue with French have three lessons per fortnight. The more able students have
four lessons of French per fortnight and also take up Spanish for two lessons each
fortnight.
This pattern is continued in Year 9.
KS4 (GCSE) - Years 10-11
Pupils in Years 10 and 11have five 60-minute periods of MFL per fortnight. It is usual
for groups to have the same teacher throughout their GCSE course and it is this
teacher who conducts their Speaking exams over the two year period
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The MFL Curriculum
Key Stage 3 French
Autumn
Term 1
Year 7
C’est perso
(Personal I.D)
Year 8
T’es branché?
(internet and TV)
Autumn
Term 2
Mon collège
(School)
Spring
Term 1
Mes passetemps
(hobbies)
Spring
Term 2
Ma zone (Where I
live)
Summer
Term 1
3,2,1… Partez
(Holidays and
going out)
Studio Découverte
(poetry and French
painting)
Paris, je t’adore
(activities in the
town)
Mon identité
(personal
relationships and
music)
Chez moi, chez toi
(where I live and
food)
Quel talent?!
(must/can do and
personalities)
Studio Découverte
(planting a garden
and the French
revolution)
Summer
Term 2
6
Year 9
Ma vie sociale
d’ado
(Personal
identification)
Bien dans sa peau
(Health and
Fitness)
A l’horizon
(Future and jobs)
Special vacances
(Holidays)
Moi dans le monde
(student rights)
End of KS3
Assessment
Key Stage 3 Spanish
Autumn
Term 1
Autumn
Term 2
Spring
Term 1
Spring
Term 2
Summer
Term 1
Summer
Term 2
Year 8
¡Vamos!
(introducing self,
birthdays and
talking about items
in classroom)
En el instituto
(talking about
school)
Mi familia (talking
about my family)
Year 9
Mi vida
(Opinions and
description of
friend)
¡Diviértete!
(TV and films)
Mis vacaciones
(past tense and
holidays)
La comida (talking
about food)
En casa (talking
about where you
live)
El tiempo libre
(spare time)
De moda (talking
about fashion and
clothes)
La salud (health)
En la ciudad
(talking about
town)
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Key Stage 4 French
Autumn
Term 1
Autumn
Term 2
Spring
Term 1
Spring
Term 2
Year 10 (2013)
Moi
(Personal ID)
Le collège
(School)
Tourisme
(Holidays)
Mon temps libre
(Hobbies)
Summer
Term 1
Mode de vie
(Healthy Lifestyle)
Summer
Term 2
Working towards
CAUs
Year 11 (2013)
Mode de vie
(Healthy Lifestyle)
Mon temps libre
(hobbies)
Il faut boisser
(jobs)
Listening and
Reading Exam
Practice
Listening and
Reading Exam
Practice
Listening and
Reading Exam
Practice
8
GCSE Controlled Assessment Policy
The Modern Languages department follows the Edexcel GCSE Linear Specification for
languages. Grade weighting is as follows:
Listening/Reading (final examinations): 20% each
Speaking/Writing (controlled assessment): 30% each
Assessment Schedule
Each year the department sets dates for assessments, as these have to be carefully
monitored across school.
Speaking
The speaking assessments take the form of presentation and discussion, picturebased discussion and open-ended interaction. Marks for two assessments across
two different themes must be submitted, along with recordings from two themes.
GCSE Controlled Assessment marking criteria for speaking should be shared with
pupils before they start a Controlled Assessment task. The Edexcel GCSE
examination board requires the school to submit a sample of specified recordings for
the Year 11 cohort. This sample must include evidence of two different types of
assessment across two different themes. If not specified, the submitted sample
must also contain recordings for the pupils with the highest and lowest marks.
Marks for all pupils across two assessments must be submitted, even if not all the
pupils’ recordings have been requested. Each pupil needs to be recorded only once,
but marks for 2 speaking assessments have to be submitted.
The usual date for speaking marks and recordings submissions is mid-May and the
school’s examinations officer will provide advance notice of the sample request and
the relevant submissions date.
The Edexcel exam board has strict regulations and guidelines in place for the
preparation of students for controlled assessment. In particular, there are
restrictions on the time allowed. This has implications for the conduct of speaking
assessments.
It should be noted that all centres are required to change their assessments every
two years. Teachers may choose to have their class complete more than two
assessments, time permitting, so as to be able to choose their pupils’ best work. In
particular, teachers may choose to devote scheduled sessions primarily to speaking,
as writing can often be done within normal timetabled periods. Writing assessments
are marked by the board’s examiners, but speaking is marked by the class teacher
and standardised within the department and moderated by the exam board.
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Provisional marks obtained by pupils should be communicated to pupils, so that they
are aware of their progress and they should ensure that do as much as they can to
achieve their targets.
Writing Assessments
GCSE Controlled Assessment marking criteria for writing should be shared with
pupils before they start a Controlled Assessment task. It is possible to submit
writing assessments from the same themes as the speaking assessments, however
the focus may be different and this can be indicated by altering bullet points for
pupils to address. Whilst writing assessments are marked by the exam board, it is
important that these are pre-marked in school and standardised across the
department. This maintains professional development in the department and it also
ensures that intervention can take place if pupils do not meet the specified criteria.
Provisional marks obtained by pupils should be communicated to pupils, so that they
are aware of their progress and they should ensure that do as much as they can to
achieve their targets.
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Department Meetings and Cluster Meetings
11th September 2013
18th September 2013
9th October 2013
16th October 2013
13th November 2013
20th November 2013
4th December 2013
11th December 2013
15th January 2014
22nd January 2014
29th January 2014
5th March 2014
12th March 2014
26th March 2014
23rd April 2014
30th April 2014
4th May 2014
11th June 2014
25th June 2014
16th July 2014
Cluster 1
Departmental
Cluster 2
Departmental
Departmental
Cluster 3
Departmental
Departmental
Departmental
Cluster 4
Departmental
Departmental
Departmental
Departmental
Departmental
Cluster 5
Departmental
Departmental
Departmental
Departmental
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2
3
4
5
6
7
8
9
10
11
12
13
14
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Inset and Training Days
4th September 2013
27th September 2013
2nd December 2013
2nd October 2013
27th November 2013
2nd January 2014
3rd January 2014
5th February 2014
19th March 2014
21st May 2014
Training Day
Training Day
Training Day
Inset 1
Inset 2
Training Day
Training Day
Inset 3
Inset 4
Inset 5
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2
3
4
5
Departmental Calendar
26th September
30th September
1st October
Open Evening
Year 11 progress period 1
European Day of Languages
(Flying Theatre Company for Year 9)
School Photograph day
Year 11 Parents Evening
Year 10 Parents Evening
Monitoring and Action Plan (1)
French Trip to Lille
Year 7 Parents Evening
Year 11 Reports
Monitoring and Action Plan (2)
Year 9 Parents Evening
Year 8 Parents Evening
Monitoring and Action Plan (3)
Year 11 Graduation Breakfast
Year 11 Leavers Service
Reports
Prizegiving
23rd October
24th October
7th November
20th November
11th December
19th December
13th January- 17th January
5th February
13th February
27th February
2nd April
2nd May
21st May
18th June
3rd July
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Rewards and Incentives
Rewards and incentives are an integral part of the school’s ethos. It is the
responsibility of all teachers to support the positive ethos and give recognition and
rewards commensurate with effort and achievement. Investing in relationships and
rewards supports the school’s ethos and raises standards of attainment. The MFL
Department supports the school’s rewards system.
Formal:
The school has formal procedures for recognising effort and achievement in the
curriculum and in school life in general. These include:
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Learning credits/commendations
Monitoring scores
School Prizes
Letters to parents (Head of Colleges)
Inter form points competition
Certificates
Badges
Official posts (eg Learning Consultants, Prefects, School Councillor, Captain
etc.)
The MFL Department has other strategies in addition to those above. For example:
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Pupil of the Month (certificate and small prizes)
Displays of work
Stickers/Stamps in pupil classwork books.
Postcards to students/parents
Visits by Head of Department (to praise)
Work passed to Headteacher
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Target Language Policy
Target language should play a key role in the Modern Languages classroom. It is
unique in the curriculum, as it forms the basis for the curriculum content to be
delivered and it also serves as the vehicle for communication of the curriculum
content. Using the target language in the classroom is good practice in language
teaching and is something that teachers often find challenging. However, if
introduced from the very outset when learning a new language, the students will
accept this as the norm and reap the benefits of being immersed in a supportive
language learning environment.
It is relatively easy for us to use the target language extensively, provided that use
is also made of gesture, visuals and using students as interpreters. It is important to
remember to make the language simple enough for the learners to understand,
especially when explaining grammar points and to use the board to give written and
pictorial examples whilst speaking.
Slightly harder to achieve is for students to use the target language 100% of the
time and we will need to be clear that this is the expectation from the outset if
students are to embrace the concept. Posters and help-sheets giving assistance with
common expressions will help, as will reminders to the students should they be
tempted to lapse into English, eg student “detectives” patrolling the class during a
target language exercise or holding up English or French flags to indicate the
language being spoken.
The advantages of using the target language include:
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Increased confidence in speaking and listening skills
A more realistic environment for students, especially those who have not yet
visited the target language country
A greater development of both passive and active vocabulary
A real preparation for visits abroad
At St. George’s MFL staff will endeavour to conduct lessons as much as possible in
the target language. Students are encouraged to use the target language in their
lessons, when talking to their teacher as well as to each other.
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Homework Policy (see whole school policy)
Homework in MFL
Homework is usually set once a week and should take around 30 minutes to
complete. Homework will usually be related to the work that is taking place in class
and may be used in the next lesson. Home works vary from written work, reading
exercises, vocabulary learning and internet research.
Homework tasks may include:
Key Stage 3:
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Vocabulary learning
Extended Writing
Research
Display work
Revision
Development of classwork
Preparations for presentations
Evaluation of unit studied/assessment
Key Stage 4:
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Vocabulary learning
Preparing for CAUs
Revising
Research
Completion of notes
Past GCSE questions (reading)
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Marking and Assessment Policy (see whole school policy)
MFL National Curriculum Levels
There are level descriptions for attainment in:
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Listening and responding
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Speaking
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Reading and responding
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Writing.
Following the Government's decision not to proceed with the revisions to
level descriptions consulted on in 2009, schools should use the level
descriptions contained in the 2007 secondary curriculum handbook for
end of Key Stage 3 statutory assessment at the end of Year 9 from 2011
until further notice. These level descriptions are set out below:
Listening and responding
Level 1
Pupils show that they understand a few familiar spoken words and phrases. They
understand speech spoken clearly, face to face or from a good-quality recording.
They may need a lot of help, such as repetition or gesture.
Level 2
Pupils show that they understand a range of familiar spoken phrases. They respond
to a clear model of standard language, but may need items to be repeated.
Level 3
Pupils show that they understand the main points from short spoken passages made
up of familiar language. They identify and note personal responses. They may need
short sections to be repeated.
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Level 4
Pupils show that they understand the main points and some of the detail from
spoken passages made up of familiar language in simple sentences. They may need
some items to be repeated.
Level 5
Pupils show that they understand the main points and opinions in spoken passages
made up of familiar material from various contexts, including present and past or
future events. They may need some repetition.
Level 6
Pupils show that they understand the difference between present, past and future
events in a range of spoken material that includes familiar language in less familiar
contexts. They identify and note the main points and specific details. They need little
repetition.
Level 7
Pupils show that they understand longer passages and recognise people’s points of
view. The passages cover a range of material that contains some complex sentences
and unfamiliar language. They understand language spoken at near normal speed,
and need little repetition.
Level 8
Pupils show that they understand passages including some unfamiliar material and
recognise attitudes and emotions. These passages include different types of spoken
material from a range of sources. When listening to familiar and less familiar
material, they draw inferences, and need little repetition.
Exceptional performance
Pupils show that they understand the gist of a range of authentic passages in
familiar contexts. These passages cover a range of factual and imaginative speech,
some of which expresses different points of view, issues and concerns. They
summarise, report, and explain extracts, orally or in writing
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Speaking
Level 1
Pupils say single words and short, simple phrases in response to what they see and
hear. They may need considerable support from a spoken model and from visual
clues. They imitate correct pronunciation with some success.
Level 2
Pupils answer simple questions and give basic information. They give short, simple
responses to what they see and hear, and use set phrases. Their pronunciation
shows an awareness of sound patterns and their meaning is clear.
Level 3
Pupils ask and answer simple questions and talk about their interests. They take part
in brief prepared tasks, using visual or other clues to help them initiate and respond.
They use short phrases to express personal responses. Although they use mainly
memorised language, they occasionally substitute items of vocabulary to vary
questions or statements.
Level 4
Pupils take part in simple conversations, supported by visual or other cues, and
express their opinions. They begin to use their knowledge of grammar to adapt and
substitute single words and phrases. Their pronunciation is generally accurate and
they show some consistency in their intonation.
Level 5
Pupils give a short prepared talk that includes expressing their opinions. They take
part
in short conversations, seeking and conveying information, opinions and reasons in
simple terms. They refer to recent experiences or future plans, as well as everyday
activities and interests. They vary their language and sometimes produce more
extended responses. Although there may be some mistakes, pupils make themselves
understood with little or no difficulty.
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Level 6
Pupils give a short prepared talk, expressing opinions and answering simple
questions about it. They take part in conversations, using a variety of structures and
producing more detailed or extended responses. They apply their knowledge of
grammar in new contexts. Although they may be hesitant at times, pupils make
themselves understood with little or no difficulty and with increasing confidence.
Level 7
Pupils answer unprepared questions. They initiate and develop conversations and
discuss matters of personal or topical interest. They improvise and paraphrase. Their
pronunciation and intonation are good, and their language is usually accurate.
Level 8
Pupils narrate events, tell a story or relate the plot of a book or film and give their
opinions. They justify their opinions and discuss facts, ideas and experiences. They
use a range of vocabulary, structures and time references. They adapt language to
deal with unprepared situations. They speak confidently, with good pronunciation
and intonation. Their language is largely accurate, with few mistakes of any
significance.
Exceptional performance
Pupils take part in discussions covering a range of factual and imaginative topics.
They give, justify and seek personal opinions and ideas in informal and formal
situations. They deal confidently with unpredictable elements in conversations, or
with people who are unfamiliar. They speak fluently, with consistently accurate
pronunciation, and can vary intonation. They give clear messages and make few
errors.
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Reading and responding
Level 1
Pupils recognise and read out a few familiar words and phrases presented in clear
script in a familiar context. They may need visual clues.
Level 2
Pupils show that they understand familiar written phrases. They match sound to
print by reading aloud familiar words and phrases. They use books or glossaries to
find out the meanings of new words.
Level 3
Pupils show that they understand the main points and personal responses in short
written texts in clear printed script made up of familiar language in simple
sentences. They are beginning to read independently, selecting simple texts and
using a bilingual dictionary or glossary to look up new words.
Level 4
Pupils show that they understand the main points and some of the detail in short
written texts from familiar contexts. When reading on their own, as well as using a
bilingual dictionary or glossary, they begin to use context to work out the meaning
of unfamiliar words.
Level 5
Pupils show that they understand the main points and opinions in written texts from
various contexts, including present, past or future events. Their independent reading
includes authentic materials. They are generally confident in reading aloud, and in
using reference materials.
Level 6
Pupils show that they understand the difference between present, past and future
events in a range of texts that include familiar language in less familiar contexts.
They identify and note the main points and specific details. They scan written
material for stories or articles of interest and choose books or texts to read
independently, at their own level. They are more confident in using context and their
knowledge of grammar to work out the meaning of unfamiliar language.
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Level 7
Pupils show that they understand longer texts and recognise people’s points of view.
These texts cover a range of imaginative and factual material that contains some
complex sentences and unfamiliar language. Pupils use new vocabulary and
structures found in their reading to respond in speech or writing. They use reference
materials when these are helpful.
Level 8
Pupils show that they understand texts including some unfamiliar material and
recognise attitudes and emotions. These texts cover a wide variety of types of
written material, including unfamiliar topics and more complex language. When
reading for personal interest and for information, pupils consult a range of reference
sources where appropriate.
Exceptional performance
Pupils show that they understand a wide range of authentic texts in familiar
contexts. These texts include factual and imaginative material, some of which
express different points of view, issues and concerns, and which include official and
formal texts. Pupils summarise, report, and explain extracts, orally or in writing.
They develop their independent reading by choosing and responding to stories,
articles, books and plays, according to their interests.
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Writing
Level 1
Pupils write or copy simple words or symbols correctly. They label items and select
appropriate words to complete short phrases or sentences.
Level 2
Pupils write one or two short sentences, following a model, and fill in the words on a
simple form. They label items and write familiar short phrases correctly. When they
write familiar words from memory, their spelling may be approximate.
Level 3
Pupils write a few short sentences, with support, using expressions that they have
already learnt. They express personal responses. They write short phrases from
memory and their spelling is readily understandable.
Level 4
Pupils write short texts on familiar topics, adapting language that they have already
learnt. They draw largely on memorised language. They begin to use their
knowledge of grammar to adapt and substitute individual words and set phrases.
They begin to use dictionaries or glossaries to check words they have learnt.
Level 5
Pupils write short texts on a range of familiar topics, using simple sentences. They
refer to recent experiences or future plans, as well as to everyday activities.
Although there may be some mistakes, the meaning can be understood with little or
no difficulty. They use dictionaries or glossaries to check words they have learnt and
to look up unknown words.
Level 6
Pupils write texts giving and seeking information and opinions. They use descriptive
language and a variety of structures. They apply grammar in new contexts. Although
there may be a few mistakes, the meaning is usually clear.
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Level 7
Pupils write articles or stories of varying lengths, conveying opinions and points of
view. They write about real and imaginary subjects and use an appropriate register.
They link sentences and paragraphs, structure ideas and adapt previously learnt
language for their own purposes. They edit and redraft their work, using reference
sources to improve their accuracy, precision and variety of expression.
Level 8
Pupils produce formal and informal texts in an appropriate style on familiar topics.
They express and justify ideas, opinions or personal points of view and seek the
views of others. They develop the content of what they have read, seen or heard.
Their spelling and grammar are generally accurate. They use reference materials to
extend their range of language and improve their accuracy
Exceptional performance
Pupils communicate ideas accurately and in an appropriate style over a range of
familiar topics, both factual and imaginative. They write coherently and accurately.
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Special Needs Support/Differentiation Policy
School Policy
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(see whole
Literacy Strategy
Rationale
The development of literacy skills across all curriculum areas is vital. Effective
Literacy across the Curriculum will not only develop pupils’ ability to:
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Write for a variety of purposes and audiences, collect information, organise
ideas and write accurately to show “what they know” across subject areas
 Access information and read with understanding and comprehension
 Speak and listen effectively across a range of contexts, developing their ability
to negotiate, hypothesise, present information and extend and clarify their
ideas and thinking
but will also have an impact on their self- esteem, motivation and ability to work
independently. We believe that we should equip our pupils with the necessary
transferable skills to be fully literate in the 21st century and, as such, literacy is at
the heart of the school’s core values.
“In the secondary schools where teachers in all subject departments had
included an objective for literacy in all the lessons, senior managers noticed
an improvement in outcomes across all subjects as well as in English.”
Ofsted: Removing Barriers to Literacy 2011
Priorities and intended outcomes
These will be decided as a result of in-school auditing, e.g. work scrutiny,
observations, departmental review, data analysis (including teacher assessment) and
pupil voice. See audit document for further guidance.
Specific Strategies to include in planning, teaching and learning
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Highlight the importance of subject specific literacy with pupils
Highlight the links between reading, writing and speaking and listening
Ensure progression in development in reading, writing, speaking and listening
See appendix for additional specific support for reading, writing, speaking and
listening
Assessment
 Departments will comment on the literacy skills demonstrated by pupils as
part of on-going formative and summative assessment. Relevant success
criteria will be made explicit to pupils
 Departments will take pupils’ literacy skills into account when giving feedback
to parents
 Departments will demonstrate high expectations over the standard and
presentation of all written work
 Assessment of pupils’ literacy skills will feed into future planning
 Marking for literacy will be consistent across subject areas.
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Literacy in MFL
The MFL Department has a valuable role to play in the whole school literacy
strategy. Pupils are regularly reminded of the importance of correct spelling,
punctuation and grammatical accuracy. Pupils are also encouraged to use bilingual
dictionaries and other reference materials to proofread their work. To increase
students’ awareness of subject specific vocabulary and grammatical rules, each MFL
classroom displays useful language. In all MFL lessons, grammar is explicitly taught
and referred to frequently. Key grammatical elements include nouns, verbs,
adjectives, pronouns, tenses, adverbs, qualifiers, connectives etc.
Key Literacy Skills in MFL that can be developed include:
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Speaking to explain and present ideas
Active listening to understand
Reading for information
Writing short and extended responses
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Numeracy Strategy
The purposes of this policy
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Improve, develop and sustain standards in numeracy across the curriculum
through mental, written and verbal communication skills
Ensure consistency of practice in MFL and realise opportunities in lesson
MFL contributes to the whole school numeracy policy and appreciate the need to
encourage students to develop and demonstrate a basic facility with numbers. This
should include the ability to add, subtract, divide and multiply.
Transfer of numeracy skills in MFL;
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Dates
Counting in a foreign language
Use of basic graphs
Birthdays
Ages
Currency
Basic addition and subtraction when introducing numbers
MFL department works hard to ensure that the requirements of the numeracy policy
are met. Evidence of numeracy is identified throughout our schemes of work and
numeracy opportunities are highlighted to student when taking place in lessons.
Assessing numeracy across the curriculum
Teachers are expected to be aware of the numeracy policy and to be using
appropriate strategies for addressing numeracy in MFL. When an opportunity arises
in lessons, numeracy can be used to develop pupils understanding and even the
teachers in some scenarios.
Assessment of teachers’ use of numeracy in lessons is conducted through Monitoring
and Action and sharing good practice. This good practice is demonstrated through
lesson observations, ‘learning walks’, sharing resources and work scrutiny.
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Able and Ambitious Strategy
The MFL department is committed to ensuring that able and ambitious students
achieve their potential. A number of strategies are employed to facilitate this:
1. Ensuring that expectations amongst the most able students, families and
teachers are upheld. Provide an environment, in which achievement at the
highest levels is encouraged, acknowledged, valued and celebrated. Ensure that
excellence in all areas will be seen as prestigious.
2. Ensure the ethos of the school is positive to develop a “can do culture” and
greater confidence and self-esteem.
3. Formative assessment and the setting of purposeful homework that help to
stimulate students’ enjoyment of MFL
4. The sharing of good practice through collaborative planning time to enable
teachers to learn from one another.
5. Providing opportunities for trips to the theatre to extend their learning.
6. Target resources at enabling and rewarding achievement.
7. Use role models to foster high expectations and aspirations.
8. Provide opportunities to plan, discuss, organise and develop ideas.
9. A range of teaching and learning techniques encourages pupils with differing
learning styles to achieve.
10. Teachers remain in touch with learning across the ability spectrum to ensure
sufficiently high standards are set.
11. Achievement and excellence are acknowledged and rewarded using the full range
of options available.
Able and Ambitious in MFL:
Pupils who are deemed Able and Ambitious in MFL are those who:
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Display a linguistic curiosity and want to create their own language
Are able to make connections between different language areas
Can see patterns in language and ask ‘why’?
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Able and Ambitious strategies in MFL:
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Emphasis on active skills, writing and speaking
Open ended tasks to stretch more able
Pupil led teaching/explaining
Higher order questions
Challenging extension activities (including starters)
Earlier stage of introducing tenses, allowing access to higher levels.
Self-assessment of work
Individual feedback (written or spoken to show ways to achieve next level)
Top Set Challenge (variety of extra qualifiers, time phrases and connectives
which students are challenged to include in their own work)
Clear ideas on how to achieve next level (how to use tenses and variety of
pronouns)
Develop independent use of language (developing the ability to produce
work that goes beyond the requirement of the task)
Learn about culture, social conventions and geographical facts to
complement their increasing language skills
Use language creatively (poetry competitions)
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Aim Higher Strategy
The MFL department strives to ensure all students are included with their peer
group, to gain knowledge of a foreign language and culture. This is done in a
number of ways.
1. Early identification of students who benefit from the Aim Higher Strategy.
2. Monitoring of data associated with those students. Seating plans and lesson
plans to incorporate strategies for involvement.
3. Provision of schemes of work that encourage active participation and the
incorporation of a variety of teaching styles to encourage involvement such as
role play, pair and group work.
4. Formative assessment and clear target setting.
5. The sharing of good practice through collaborative planning time to enable
teachers to learn from one another.
Aim Higher Strategies in MFL
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Multi-Sensory Techniques (eg kinaesthetic and tactile activities)
Structure (scaffold complex writing frames)
Explicit teaching (grammatical terms)
Overlearning (repetition to consolidate learning)
Slowed Pace of Presention of vocabulary
Personal motiviation (activate personal strengths)
Modelling (provide students with constant models, written and spoken)
Mnemonic devices (sound clues, picture stories, gesture, personalisation
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School Visits abroad Policy
The Modern Languages department follows the whole-school policy on organising
visits.
Initial discussions regarding educational visits, locations, school cohorts, duration of
visits etc should be discussed informally with the Headteacher before plans are put
into place.
Blackpool County Council implements strict guidelines and deadlines for visits abroad
and the Educational Visits Co-ordinator in school should be consulted once an
agreement in principle to go ahead with organising a trip has been given by the
Headteacher.
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Health and Safety Policy
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(SeeWhole School Policy)
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