Children’s wisdom is developed in the following ways:
- using class discussions to explore another country’s culture
- through learning how to make contributions to topics under discussion – similarities and differences, culturally.
- teaching focuses on enabling children to make language connections and links in order to prepare for further language learning.
Children’s knowledge is built through:
- developing the vocabulary for both spoken and written language
- exploring the country’s context and focusing on familiar and routine matters
- developing and understanding of phonology, grammatical structures and vocabulary
- discovering and developing an appreciation of a range of writing in the language studied with a specific focus of learning about significant aspects of the culture of the countries where this language is spoken.
Children’s capabilities are developed through:
- understanding and responding to spoken and written language from a variety of authentic resources
- speaking with increasing conﬁdence, ﬂuency and spontaneity, ﬁnding ways of communicating what they want to say, including through discussion and asking questions and continually improving accuracy in pronunciation and intonation
- writing at varying length for diﬀerent purposes and audiences, using the variety of grammatical structures that they have learnt.
Assessment is regarded as an integral part of teaching and learning and is a continuous process. There are planned opportunities within the curriculum plan to revisit learning from the current year but also previous year groups.
The Rigolo scheme provides assessment points throughout the year - after every unit taught. They focus on each of the four main skills: listening, speaking, reading and writing.
Assessment is regarded as an integral part of teaching and learning and is a continuous process. All sessions should begin with a recap/recall of previous learning. Teachers should use skillful questioning to gauge starting points, to assess current understanding and knowledge, to ensure concepts have been acquired, to identify misconceptions. This formative assessment should support the teacher in adapting lessons to ensure pupils are learning new learning, building on prior learning, and making links between new and previous learning. At the end of each session, teachers should use assessment tools to ensure that the intent of the lesson has been achieved, to help plan for the following session and to support building a picture of the pupils’ progress for final summative assessments. It is the responsibility of the class teacher to assess all pupils in their class, this will be triangulated with marking, TA feedback and pupil self-assessment. Any misconceptions are addressed with immediacy and the impact of targeted teaching reviewed.
It is the responsibility of the class teacher to assess all pupils in their class. Each child is assessed termly, against the NC criteria and recorded annually on iTrack. Pupils produce an outcome to demonstrate their unit learning. At the end of a whole unit of work, the teacher makes a summary judgement about the work produced. Teaching staff are provided with a skill assessment sheet which, when completed, indicates the children who have met, have not met or have exceeded age-related expectations for that historical focus. We pass this information on to the next teacher at the end of the year. Reports to parents are given via parent meetings and pupils’ attainment is reported via an annual report.
It is the responsibility of the class teacher to assess all pupils in their class. This is mainly achieved through mini-plenaries, questioning, observation, end of unit tasks, marking, feedback from support staff and pupil self-assessment.
The monitoring of the standards of children’s learning and the quality of learning and teaching of MFL is the shared responsibility of the Senior Leadership Team and the subject leader. The work of the subject leader also involves supporting colleagues in the teaching of MFL, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. A named member of the school governing body is briefed to overview the teaching of the curriculum in the school.
Our French curriculum ensures that all pupils in Key Stage Two develop the key skills as set out in the national curriculum, as well as develop a love of languages and an appreciation of other cultures.
The National Curriculum aims are that all pupils:
- Understand and respond to spoken and written language from a variety of authentic sources
- Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
- Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
- Discover and develop an appreciation of a range of writing in the language studied.
- Capabilities Strategic Design Framework#
- Whole School Long term horizontal curriculum map
- ADMAT Trust Skills Progression Map for MFL – French
- Knowledge and Skills organiser for French
- Rigalo Scheme of Learning
- Rigalo Assessments
- SEND Policy
All of these can be found on our website under the curriculum/policies tab.