Modern Foreign Languages (MFL)

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At Milestone, we want every child to be happy and enthusiastic learners of foreign languages, and to be eager to achieve their very best in order to fulfil their enormous potential. Recognising the importance of tailoring education to individual needs and advantages, we appreciate the significance of introducing a second language into the curriculum. Therefore, the decision to integrate a second language will be made by the class teacher, based on appropriateness.

We firmly believe that success is achieved through  high-quality first-wave teaching in foreign languages, an approach which is central to the life of our happy, caring academy.

  • Our principal aim is that children leave Milestone Academy with a wide range of happy and rich memories of language, formed through interesting and exciting experiences. A range of vehicles will be utilised that enhance a child’s awareness of their own abilities and strengths as a learner, thus ensuring that children see learning a foreign language as an ongoing process and not a one-off event.
  • Children will engage with the National Curriculum expectations in MFL. We are dedicated to providing support tailored to individual learning needs, fostering enthusiasm and interest in the subject. While recognising the unique challenges faced by our students, we are committed to adapting our approach to ensure meaningful engagement and progress in language.
  • A second language will be introduced to our students when it is deemed appropriate and advantageous by the class teacher. 
  • Opportunities will exist for children of all ages to experience learning beyond the classroom. This will allow them to enrich their knowledge by, for example, creative workshop days at Trust secondary academies or visitors to school who may read stories in the language or share their experiences of living abroad.
  • Children will develop a better understanding of the subjects they are studying. They will increasingly use their prior knowledge to solve problems and develop their skills in using a foreign language.
  • Children will understand how British Values relate to learning about foreign languages and culture.
  • Whilst learning a modern foreign language, children will develop the skills to appropriately understand, speak, read, write and transcribe phrases.  Additionally, they will gain the ability to use and manipulate a variety of key grammatical structures, with support tailored to their individual learning needs.
  • The subject leader for MFL will meet the senior leadership team and representatives from the Trust on a regular basis to evaluate provision in order to ensure that teaching and learning in MFL is highly effective. Where necessary, staff will receive coaching and training in the French language. 
  • Where possible, carefully designed, interleaved learning in MFL will be used to ensure consistency and develop the knowledge and understanding of all learners. 
  • Clearly defined end goals are set in order to guide children to achieve their potential. This ensures work is demanding and matches the aims of the curriculum whilst still fulfilling the requirements of a PYP approach.
  • High-quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively responding to learning, understanding and work in lessons in order to identify misconceptions early. 
  • High-quality input from experts and educational resources complement the delivery of language learning successfully. Children understand how foreign languages are used in the wider world including careers.
  • There is cultural capital benefit to all children as they learn and experience the following: meeting and talking to native speakers, email communication with French children, video conferencing with a French school, French publications (such as newspapers) and books, listening to French radio, listening to French music, watching French television programmes and/or films, eating French food, gain an understanding from a business leader regarding the importance of learning a language.
  • Children are happy, feel cared for, and have excellent relationships with others. They know how to deal with challenges and have a range of strategies to overcome them.
  • Through learning a foreign language, children deepen their appreciation of other cultures and enhance their international mindedness.
  • Cultural capital opportunities have enriched the lives of the children and they are able to discuss how the experience impacted their knowledge and understanding.
  • Children of all abilities and backgrounds achieve well in MFL, reflected in outstanding progress that reveals a clear learning journey. Children talk enthusiastically about their learning in French and are eager to further their learning in the next stages of their education. An example tracker of knowledge progress can be found in the curriculum map.
  • There is a proven track record of outstanding outcomes as shown in pupils’ ability in French in the areas of oracy, literacy, intercultural understanding and their knowledge about the language. Discussions with pupils and book reviews reveal their enjoyment of the subject. These indicators reflect the impact of deep learning.
  • Clear outcomes focus and guide MFL development plans and drive improvement.
  • Fundamental British Values are evident in the school and understood by all members of the community.
  • Through wider reading and experiences in French, children will gain an appreciation and understanding of the country and some of its historical links to other parts of the world and historical events.
  • It also allows for the British Values of tolerance and respect to be highlighted, understood and practised by children.

Our PYP approach is underpinned by the National Curriculum.  It allows for appropriate sequencing and aims to secure long-term memory as well as the enjoyment of learning a MFL.  The link to the scheme we use is:

https://www.languageangels.com/schools/

The key areas of speaking and listening, reading and writing, and grammar are developed across Phases 1 to 4. 

  • High-quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively responding to learning, understanding and work in lessons in order to identify misconceptions early. An assessment grid (the foundation skills assessment) is used to formally record an overview of progress of each child.
  • Each lesson will include live marking (as per the Feedback Policy).  Homework is not formally set in MFL but children are encouraged to take part in enrichment opportunities such as listening to a foreign radio station or trying foreign foods.