Policy for Modern Foreign Languages
Kingswear Primary School
Rationale / The contribution of MFL to the primary curriculum
The learning of a foreign language provides a valuable educational, social and
cultural experience for all pupils. Pupils develop communication and literacy skills
that lay the foundation for future language learning. They develop linguistic
competence, extend their knowledge of how language works and explore differences
and similarities between a foreign language and English. Learning another language
raises awareness of the multilingual and multicultural world 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 objectives
The aims and objectives of learning a Modern Foreign Language in primary school
are to:
 introduce young children to another language in a way that is enjoyable and fun;
 foster an interest in learning other languages;
 stimulate and encourage children’s curiosity about language;
encourage children to be aware that language has structure and that the structure
differs from one language to another;
reinforce and expand their knowledge and understanding of their own language;
help the children develop their awareness of cultural similarities and differences in
other countries;
increase their speaking and listening skills;
develop language learning strategies that will lay the foundations for future study.

The children are taught how to:
 ask and answer questions;
 use correct pronunciation and grammar;
 memorise words;
 interpret meaning;
 understand basic grammar;
 make use of bi-lingual dictionaries;
 use e-mail, ICT and write letters to children in a European partner school;
 work in pairs and groups and communicate in a foreign language;
 explore things from another’s perspective, giving insight into the people, lives
and traditions of other cultures.
Jo Rhys-Jones, Kingswear Primary 2005
Jo Rhys-Jones, Kingswear Primary 2005
Organisation
In Kingswear Primary school, MFL (French) is taught to children in Reception and
Key Stage 1 in fortnightly 30 minute lessons. The time is extended in Key Stage 2 so
that children in Years 3 – 6 experience two 30-minute lessons per week followed by
at least 3 further 5-minute sessions delivered later in the week. During the second
half of the summer term the children of Key Stage 2 have the opportunity to study an
alternative foreign language as a taster unit. In 2005 this was Spanish and based
around the QCA unit – Hablo Español. In 2006 we learned German through a crosscurricular project with Science (Healthy Eating/Keeping Fit) based on the World Cup.
This is a specialist model delivered by an MFL-trained Languages graduate who also
happens to be a class teacher of KS2, and then followed up in short ‘bursts’ by the
other classroom teachers. The ultimate aim is for all the staff in the school to teach
some foreign language. This more integrated approach to the foreign language is
being gradually developed within the curriculum, allowing staff to develop learning on
a little-and-often basis.
In addition to the distinct subject time allocation, we have found that there are
opportunities on a daily basis to reinforce language work and for children to practise
their newly acquired MFL skills within the classroom and across the curriculum. For
example, registration numeracy mental warm-ups and class routines can and often
are exploited to use the target foreign language. Flexible planning is of vital
importance, especially in small schools such as this, and the resulting crosscurricular themes, building on the principles described in ‘Excellence and Enjoyment:
a strategy for primary schools’ are also an ideal opportunity for further language
learning.
The school benefits from a new partnership having been established with École des
Cascades, Creissels, France and the children exchange letters and emails on a
regular basis. We had a visit from the school during spring 2006 and arranged a joint
PE/activities day in Dartmouth with the whole of our key stage 2 class and 45
children from the French school which was very successful. The school has recently
acquired SKYPE in order for staff and pupils of both schools to communicate
verbally online.
Jo Rhys-Jones, Kingswear Primary 2005 (updated 2007)
Jo Rhys-Jones, Kingswear Primary 2005
The Scheme of Work
This is the new scheme of work based loosely on Joan Dickie’s suggested 4-year rolling
program, used for a single KS2 class of Years 3-6. Below is an overview of the entire 4year rolling program;
Autumn
In addition
Greetings,
Years 5 &
name, age,
6;
1-12,
colours
(numbers
13-31,
Phonics; a
& time)
iyou
Spring
In addition
Days,
Years 5 & 6;
months,
13-31
(numbers
31-60,
Phonics; e Money)
éèê
Summer
In addition
Weather,
Years 5 &
ABC,
6;
Language
portfolio
(numbers
60-100)
Phonics; j g
rh
Core
Structure
Years
A/C
Qu’est-ce que c’est? C’est
un/une---
As-tu ? J’ai un/une--. Je
n’ai pas de
Tu aimes--? J’aime, je
n’aime pas
Years
B/D
Où est--? Il y a-----
Tu veux? Je voudrais.
C’est super!
Qu’est-ce que tu aimes
faire? J’aime + verb
In my pencil case
Local Area
Family
Café
Clothes
Pastimes & Hobbies
In the classroom
Animals
Food
Holidays
Shopping
Sport
Basics
Topics
Year A
Year B
Year C
Year D
‘Basics’ and ‘Core Structure’ are the same and repeated each year. Further progression is
possible through the skills of the KS2 Framework and differentiation of the topics.
On top of this topics may be switched and/or adapted to suit whole school cross-curricular
themes. e.g. (This Spring term (Year A) the whole school cross-curricular theme is Science: Earth
in Space, so the ‘Family’ topic will include an alien family and extended structure will involve
describing the alien family, Days & Months word origins will be investigated to find links to planets,
etc…) Topics are chosen from QCA units, available resources, partner school projects and
planned School cross-curricular themes. E.g.; Body, Pets, Family, Food, Fruit, Clothes, Sports,
Café, Shopping, Holidays, School, Christmas, Celebrations, Famous People. Wherever possible
we prefer to teach in topics that complement the termly themes in which the rest of the curriculum
is delivered. For example – ‘The Weather’ is an appropriate topic to teach in MFL to complement
the termly topic ‘Rivers & Coasts’ and can be extended to include the Water Cycle. Each topic is
then planned against the Framework objectives and linked in a cross-curricular manner to embed
and reinforce language learning. The most important aspect is that the Basics and Core
Structure are kept and then virtually any topic can be overlaid and differentiated.
At present all children study French for the majority of the academic year. The second half
of the summer term however is devoted to a ‘taster’ unit in an alternative foreign language
– for example Spanish or German, but in the future other languages could be considered.
We believe this additional language learning experience will reinforce recognition of
language structure and serve as a boost to the enthusiasm and enjoyment of the children.
Jo Rhys-Jones, Kingswear Primary 2005 (updated 2007)
Jo Rhys-Jones, Kingswear Primary 2005
Teaching and learning styles
A variety of techniques are used to encourage the children to have an active
engagement with the Modern Foreign Language, including games, role play and
action songs. Puppets and soft toys may be utilised to demonstrate and present the
foreign language. Flashcards or other pictorial representations, even mime, are used
to present new vocabulary, as this serves to demonstrate the foreign language
without the need for translation. Tapes, CD’s and videos provide an additional model
of the spoken language and contact with native speakers is encouraged wherever
possible to involve the children in learning about culture. Contact with our partner
school – École des Cascades and other link schools will help give the children a different
perspective to that of the tourist or visitor simply passing through.
Ideally class routines, praise, activities and games should be managed in the target
foreign language. However staff and children are working towards this in gentle steps.
We feel that the pupils need to feel secure in order to learn and it would be unsettling to
expose them to a sudden torrent of unfamiliar foreign vocabulary. Therefore we are
phasing in classroom instructions gradually and consistently, in response to what the
children show they are ready for. Many games and activities do not require much verbal
explanation at all and we have found that the children understand very quickly when you
communicate through key phrases and mime. However we feel there is no harm in
briefly outlining the rules of a game in English if an activity needs more explanation.
Listening, responding and speaking skills (Oracy, Knowledge about Language,
Intercultural Understanding and Language Learning Strategies) are emphasised in
KS1 and then simple reading and writing skills (Literacy) introduced in KS2. A multisensory and kinaesthetic approach to teaching is used to address varied learning
styles, i.e. there is a physical element to many of the games, rhymes and songs as
this serves to reinforce memory.
Particularly in Reception and Key Stage 1 QCA units may be based around familiar
storybooks in French (such as Eric Carle’s ‘La Chenille qui fait des Trous’ – The Hungry
Caterpillar) The storybook pictures and pupils’ familiarity with the classic children’s tale
will help them “gist” the meaning of the few new words they have not yet encountered.
Older children are happy to join in reading a “baby-ish” story because of the challenge
and satisfaction of showing they can follow it in a foreign language.
Most importantly, we strive to make lessons as enjoyable and ‘fun’ as possible so
that the children develop a positive attitude to the learning of Modern Foreign
Languages. Therefore we endeavour to develop children’s confidence through praise
for any contribution they make, however tentative.
EXAMPLE WORDS OF PRAISE IN FRENCH
Très bien!
Bravo!
Formidable! -
Very good!
Well done!
Brilliant!
Jo Rhys-Jones, Kingswear Primary 2005
Jo Rhys-Jones, Kingswear Primary 2005
Assessment
Children’s progress is assessed informally and continuously during the lessons by the
teacher, evaluating progress against the KS2 MFL Framework. We consider it important
that progression is measured and ensured through skill levels, not by endlessly growing
lists of vocabulary. In addition every child is involved with self-assessment through the
use of a European Language Portfolio or Language Passport which links into the
Languages Ladder.
KS2 MFL Framework Learning Objectives
 Oracy – listening and speaking
 Literacy – reading and writing
 Knowledge about Language – building on their knowledge of English/’mother
tongue’
 Intercultural Understanding and Contact
 Language Learning Strategies
Pupils' self assessment
In addition, children are expected to regularly complete a self-assessment sheet as key
‘milestones’ are passed in the course and at the end of each unit. These ‘can do’
statements are designed for individual pupils to complete but alternatively, pupils could
work through the statements in pairs or small groups, checking to see which words and
phrases are really familiar, and which they can nearly manage or have forgotten. The
statements are closely linked to those of the grades required by the Languages Ladder,
should the school choose possibly to join such an assessment scheme in the future.
This system of formative assessment is designed to help both teacher and pupil keep
track of any language that may need revisiting. It is important that pupils do not see the
self-assessment sheets as tests. Children are given clear objective setting by their
teachers and targets, in order to encourage responsibility and ownership of their
learning.
The self assessment sheets can also be included in the children’s ‘European Language
Portfolios’, and passed on to their next class teacher, or to their secondary school. The
children are encouraged to regularly update the store of materials in the portfolios so
they can see for themselves the progress that they are making. The format also allows
for children who may speak English as a second language or other languages at home
to keep a record of this and have recognition of their achievements.

Jo Rhys-Jones, Kingswear Primary 2005 (updated 2007)
Jo Rhys-Jones, Kingswear Primary 2005
Progression:
Example of topic adapted to ensure progression through MFL KS2 objectives for a mixed
year class:
MFL (French): Places in the Town.
Suggested activities for teaching this theme within a mixed year group setting; It should be
remembered that the ability and previous MFL learning of each child will have more bearing on
the appropriate activity than their year group.
Year 3
Year 4
Year 5
Year 6
Vocab – la poste,
l’église, l’école, la gare,
le port, le magasin, la
banque, le jardin
public…
Flashcards –
class/individuals repeat
vocab aloud. (loud/soft
fast/slow, Mexican wave
syllables, with actions,
Chinese whispers, child
becomes teacher etc.)
Digital photos of local
areaMatch picture with word
which is pre-printed / on
prompt cards
Vocab – (as before plus)
Il y a un/une …
Vocab -(as before plus)
Pour aller à la / au …?
Vocab -(as before plus)
Allez tout droit, tournez à
gauche / droite etc.…
FlashcardsSame words but play
Kim’s game, bingo
(lotto), la bataille,
Flashcards - make own
on A4 to turn into card
games to play / practise
vocab. Snap, pairs,
dominoes etc.
Flashcards – Hold up
and class must volunteer
a sentence including that
word.
Digital photos of local
areaMay use dictionary or
memory to label photos
using familiar
vocabulary.
Independent
group/pair workMake and play snap
cards using same
vocabulary. Encourage
pairs/groups to say
words aloud as they
play.
Using songs –ask
children to listen to song
and respond when they
hear a certain keyword
(hold up picture of poste
when hear it/ stand
when hear the word gare
etc.)
Independent
group/pair workProgress from snap to
dominoes, linking image
and word.
Digital photos of local
areaWrite own single
word/short phrase
caption. Add some of
own photos and use
dictionary to find new
vocab. Complete cloze
exercises.
Independent
group/pair workUse a video camera to
produce a guide to the
area with commentary in
target language.
Using songs –listen for
keywords within a song,
more than one perhaps,
and encourage children
to join in with the singing
of keyword / stop song
on the word for them to
sing.
Using songs –as
children gain in
confidence listening to
the song, can they join in
with longer sections? All
of it possibly? Can they
deduce the meaning of
all of the lyrics?
Text manipulationgroup words into
masculine and feminine,
encourage children to
create vocabulary books
and find possible
patterns for le/la words.
Devise ways with the
children to remember –
writing on pink/blue
backgrounds?
Text manipulation Print out all the words
and cut up into cards.
Race to make as many
sentences as possible.
Read them to each
other. Who can make
the longest/shortest
sentence? Illustrate your
favourite sentence.
Text manipulation Using same word cards,
extend the make a
sentence challenge by
asking students to make
the sentences longer
using adjectives they
have collected in
previous work and
reminding them to make
these agree with the
noun.
Digital photos of local
areaTake own and produce a
power point presentation
/brochure / guide to local
area to email to partner
school / give to tourist
office or local
businesses.
Independent
group/pair workDevise and perform a
sketch giving tourist
directions. Give it a twist
by giving prompts;
tourist is in a great hurry
/ passer-by is very angry
Using songs European
Song Contest with
groups taking
responsibility for
different verses and
competing to perform.
Particularly able/keen
groups may want to try
writing (guided) a verse
following the pattern.
Text manipulation Extend the make a
sentence activity by
examining the grammar
– identify verbs, nouns,
adverbs explicitly. Play
with word order. Is it the
same as in English? Or
another language you
know? Can statements
easily be turned into
questions?
Jo Rhys-Jones, Kingswear Primary 2005 (updated 2007)
Jo Rhys-Jones, Kingswear Primary 2005
Resources:
Books;
Storybooks
 La Chenille Qui Fait des Trous – Eric Carle
 Ours Brun – Eric Carle
 Catherine Cheater Year 3 & 4 story book packs
 Les trois petits cochons – puppet show book
Textbooks/courses
 BBC Salut Serge (Fun with French) DVD/video packs and book.
 EarlyStart French 1 & 2 – Teaching File, cd-roms and website access
 MLG Ici On Parle Français (teacher’s own copy)
 EarlyStart Spanish Pack 1
 Large Collins/Robert Bilingual dictionary
 Set of small bilingual dictionaries
 Catherine Cheater schemes of work – Years 3&4 and all linked resources (story
books, Mon Ane DVD and Henri Des CD)
ICT;





Headphone/speakers to use SKYPE
Digital camera
BBC Website (Free)
PowerPoint presentations (World Cup, Football numbers, Football body,
Healthy/Unhealthy etc...)
Teacher created resources in form of PowerPoint, Smart Notebooks, worksheets,
word searches & puzzles and excel sheets saved in electronic format
CD/DVD/Video;
 EarlyStart French (CD-rom pack)
 Salut Serge (Video/DVD Pack)
Miscellaneous;
 Map of Europe
 Map of France / Spain
 Teacher-made paper resources – flashcards, worksheets, puzzles, word
searches, laminated snap/domino sets, cue cards etc. (got)
 Continued membership of CILT Primary DIRECT (to be reviewed Jun 2005)
Jo Rhys-Jones, Kingswear Primary 2005