Modern Foreign Languages (MFL)

• Modern and foreign languages are incorporated into all aspects of learning and fit within the IB transdisciplinary themes of learning. 
• Students become aware of language, sounds, smells, tastes, images and artefacts from other countries and cultures by working with materials from these countries. 
• Students work in a range of contexts and topics adapted to suit individual interests and motivations.

• Modern and foreign languages are incorporated into all aspects of learning and fit within the IB transdisciplinary themes of learning. 
• Students become aware of language, sounds, smells, tastes, images and artefacts from other countries and cultures by working with materials from these countries.
• Through partnership and group work, pupils develop listening, concentration and social skills. 
• Students become more familiar with the sounds of a MFL and use a range of methods which develop speaking and listening skills rather than relying on the written word. 
• They develop imitation skills and the motivation to produce sounds and an expressive language.
• Students work in a range of contexts and topics adapted to suit individual interests and motivations.

• Where required, the MFL leader identifies and provides effective support on an individual basis for those teaching outside their expertise.
• French is, in the most part, taught discreetly however where the Transdisciplinary Theme permits links are made between this and the learning. 
• Teachers present MFL lessons in River Pathway clearly and effectively based on the MFL long term plan. Lessons are delivered through weekly lessons. All students’ learning is recorded in their Learning Journey workbook. 
• All pupils are given the opportunity to explore the foundations of a MFL through fun and engaging circle time activities including songs, poems and repetitive activities.
• Assessment for Learning strategies are used effectively as an intrinsic part of  lessons to check pupil’s understanding and identify any misconceptions so they can be addressed at the time through direct, verbal feedback. This also gives teachers the opportunity to modify their teaching in response to pupil’s understanding as the lesson progresses.
• Direct, verbal feedback rather than lengthy marking is used so that pupils understand how to improve and make progress during lessons, not after. 
• Our MFL curriculum is designed and delivered in a way that allows pupils to transfer key knowledge to long-term memory. This is delivered through recapping  in lessons, retrieval practice is planned through a variety of strategies, and classroom environments provide pupils with aids, in the form of working walls, which recaps on learning from previous lessons.
• Online resources including Language Angels  allow teachers to plan and deliver consistent, high quality lessons as part of a coherent curriculum, without unnecessary workload.  
• Monitoring of the quality of education takes place in a variety of ways, for example learning walks, book looks and pupil voice interviews. Monitoring activities are planned by the subject lead.

• Teachers and support staff continue to develop and embed Modern Foreign Languages by providing a broad range of approaches and strategies in their practices. It is this approach that provides our pupils with the knowledge and skills they need to become flourishing linguists. 
• All our pupils will receive a weekly MFL  lesson. 
• In the Waterfall pathway we focus on reading, writing and speaking to enable our pupils to be confident and engaged in their own continued development.
• Our pupils will have a MFL lesson weekly, where they will develop their understanding of the written and spoken language, building their writing stamina and appreciation for a wide range of  texts.   
• The MFL curriculum has  coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning, so that these skills can be used in a wide range of contexts, including outside of school. 
• The MFL curriculum has been developed and sequenced by specialist teachers from Language Angels. 
• The curriculum is designed to expose children to a number of experiences and skills that contribute to an appreciation of different countries; the culture and arts; traditions, thus heightening children’s cultural awareness and capital.

• Students will expand their breadth and depth of experience, knowledge and understanding. 
• They will develop and extend new language and communication skills. 
• Students are assessed against K-level targets where appropriate for their ability and attainment. 
• With the support of specialist staff, classroom staff and their peers, pupils make excellent progress.

• Pupils develop detailed knowledge and skills across the MFL curriculum and, as a result, achieve well. This is reflected through increased confidence in their ability to communicate in a different language, through speaking and listening.
• Students are aware that languages have structure and that the structure differs from one language to another.
• Pupils are enriched in their language learning by developing an understanding of the culture of different  countries and communities. 
• Students will learn how language skills can be applied to a range of languages.
• Students will transfer to further education effectively and successfully and will be well prepared to continue and develop their language skills

• Pupils develop detailed knowledge and skills across the MFL curriculum and, as a result, achieve well. This is reflected through increased confidence in their ability to communicate in French, through speaking, listening, reading and writing.
• Pupils are aware that languages have structure and that the structure differs from one language to another.
• Pupils are enriched by their language learning by developing an understanding of other countries by greater understanding of culture..
• Children will learn how language skills can be applied to a range of languages.
• Children will transfer to further education effectively and successfully and will be well prepared to continue and develop their language skills

• Modern and foreign languages are incorporated into all aspects of learning and fit within the IB transdisciplinary themes of learning. 
• Students become aware of language, sounds, smells, tastes, images and artefacts from other countries and cultures by working with materials from these countries. Students work in a range of contexts and topics adapted to suit individual interests and motivations.

• Modern and foreign languages are incorporated into all aspects of learning and fit within the IB transdisciplinary themes of learning. 
• Students become aware of language, sounds, smells, tastes, images and artefacts from other countries and cultures by working with materials from these countries. 
• Through partnership and group work pupils develop listening, concentration and social skills. 
• Students become more familiar with the sounds of a MFL and use a range of methods which develop speaking and listening skills rather than relying on the written word. 
• They develop imitation skills and the motivation to produce sounds and an expressive language. 
• Students work in a range of contexts and topics adapted to suit individual interests and motivations.

• Where required, the MFL leader identifies and provides effective support on an individual basis for those teaching outside their expertise.
• MFL is, in the most part, taught discreetly however where the Transdisciplinary Theme permits links are made between this and the learning. 
• All our pupils will receive a weekly MFL lesson. 
• Teachers present MFL lessons in River Pathway clearly and effectively based on the MFL long term plan. Lessons are delivered through weekly lessons. All students’ learning is recorded in their Learning Journey workbook  to reduce workload, provide context for all learning across the week and encourage pride in everything that children do.
• All pupils are given the opportunity to explore the foundations of a different language through fun and engaging circle time activities including songs, poems and repetitive activities.
• All pupils have access to bilingual text and dictionaries to support their agency and independent exploration of language.
• Assessment for Learning strategies are used effectively as an intrinsic part of  lessons to check pupil’s understanding and identify any misconceptions so they can be addressed at the time through direct, verbal feedback. This also gives teachers the opportunity to modify their teaching in response to pupil’s understanding as the lesson progresses.
• Direct, verbal feedback rather than lengthy marking is used so that pupils understand how to improve and make progress during lessons, not after. 
• Our MFL  curriculum is designed and delivered in a way that allows pupils to transfer key knowledge to long-term memory. This is delivered through recapping  In lessons, retrieval practice is planned through a variety of strategies, and classroom environments provide pupils with aids, in the form of working walls, which recaps on learning from previous lessons.
• Online resources including Language Angels  allow teachers to plan and deliver consistent, high quality lessons as part of a coherent curriculum, without unnecessary workload.  
• Monitoring of the quality of education takes place in a variety of ways, for example learning walks, book looks and pupil voice interviews. Monitoring activities are planned by the subject lead.

• Where required, the MFL leader identifies and provides effective support on an individual basis for those teaching outside their expertise.
• MFL is, in the most part, taught discreetly; However, where the Transdisciplinary Theme permits links are made between this and the learning. 
• Teachers present French lessons in Waterfall Pathway clearly and effectively based on the MFL long term plan. Lessons are delivered through weekly lessons.
• All student’s learning is recorded in their Learning Journey workbook  to reduce workload, provide context for all learning across the week and encourage pride in everything that children do.
• All pupils are given the opportunity to explore the foundations of French through fun and engaging circle time activities including songs, poems and repetitive activities.
• All pupils have access to bilingual text and dictionaries to support their agency and independent exploration of language.
• Assessment for Learning strategies are used effectively as an intrinsic part of  lessons to check pupils’ understanding and identify any misconceptions so they can be addressed at the time through direct, verbal feedback. This also gives teachers the opportunity to modify their teaching in response to pupils’ understanding as the lesson progresses.
• Direct, verbal feedback rather than lengthy marking is used so that pupils understand how to improve and make progress during lessons, not after. 
• Our MFL  curriculum is designed and delivered in a way that allows pupils to transfer key knowledge to long-term memory. This is delivered through recapping  In lessons, retrieval practice is planned through a variety of strategies, and classroom environments provide pupils with aids(for example, working walls) which recaps on learning from previous lessons.
• Online resources including Language Angels  allow teachers to plan and deliver consistent, high quality lessons as part of a coherent curriculum, without unnecessary workload.  
• Monitoring of the quality of education takes place in a variety of ways, for example learning walks, book looks and pupil voice interviews. Monitoring activities are planned by the subject lead.

• Students will expand their breadth and depth of experience, knowledge and understanding. 
• They will develop and extend new language and communication skills.
• Students are assessed for skills against ILP targets as appropriate to their working targets. 
• With the support of staff, pupils make excellent progress on these targets across all subject areas where MFL plays a contributory role.

Students will expand their breadth and depth of experience, knowledge and understanding.

• They will develop and extend new language and communication skills.
• Students are assessed for skills against ILP targets as appropriate to their working targets.
• With the support of staff pupils make excellent progress on these targets across all subject areas where MFL plays a contributory role
• Makaton is also used to support alternative communication. Makaton is a key word sign-supported communication system based on British sign language and is used in spoken word order. It uses speech, sign, body language, facial expression and voice tone to reference the link between sign and word. The points of similarity between Makaton and other sign-supported communication systems are that they are key-word systems which use mainly British Sign Language signs, and are intended for use with people who have language and communication difficulties.

• Pupils develop detailed knowledge and skills across the MFL curriculum and, as a result, achieve well. This is reflected through increased confidence in their ability to communicate in French, through speaking, listening, reading and writing.
• Students are aware that languages have structure and that the structure differs from one language to another.
• Pupils are enriched by their language learning by developing an understanding of the culture of other countries and communities. 
• Students will learn how language skills can be applied to a range of languages.
• Students will transfer to further education effectively and successfully and will be well prepared to continue and develop their language skills

• Pupils develop detailed knowledge and skills across the MFL curriculum and, as a result, achieve well. This is reflected through increased confidence in their ability to communicate in a different language, through speaking, listening, reading and writing.
• Pupils are aware that languages have structure and that the structure differs from one language to another.
• Pupils are enriched by their language learning by developing an understanding of other countries by greater understanding of culture.
• Children will learn how language skills can be applied to a range of languages.
• Children will transfer to further education effectively and successfully and will be well prepared to continue and develop their language skills