Bonjour et Bienvenue à tous!

To learn a language is to have another window through which to see the world

 (Chinese proverb)

Intent

At Adlington Primary School, we want to inspire our pupils to develop a love of languages.  We firmly believe that learning a foreign language provides pupils with an invaluable educational, social and cultural experience. 

In the first instance, language learning offers children the opportunity to develop their ability to communicate.  Through learning another language, pupils further develop listening, speaking, reading and writing skills and extend their knowledge of how language works.  Our aim is to encourage and foster this curiosity and interest in language.  Children learn that language has structure and that the structure differs from one language to another, providing them with a foundation that will equip them for further language studies.

In addition, language learning opens up and expands pupils’ horizons to other countries, cultures and people.  It gives children a new perspective on the world and enables them to see themselves as global citizens.  Language learning offers children the chance to reflect upon their own identities and helps them to see the relationships between their lives and those of others. 

Here at Adlington, children begin their MFL learning journey in Year 3.  They begin to learn French in a fun and interactive way through songs, games and rhymes.  Indeed, a strong emphasis is placed primarily on developing their speaking and listening skills.  In upper Key Stage 2, these skills are embedded further, alongside reading and writing. 

Implementation

Our French curriculum at Adlington is designed to fulfil the requirements of the National Curriculum Programme of Study for Key Stage 2, and to provide learning experiences that engage, enthuse and motivate all of our learners. 

We follow the Eurostars scheme of work for French.  It is important to note that this has been adapted in light of our school structure and to ensure we fully meet the needs of our pupils.   Learning has been carefully considered, planned out and sequenced across the Key Stage in order to ensure coverage of key skills and clear progression.   To this end, we have a one year programme for Year 3, and two two year rolling programmes for Year 4/5 and Year 5/6.  An overview is set out below.  The progression of skills document (below) helps us to ensure that children are building their skills and knowledge over time and that there is full curriculum coverage.

Eurostars is a springboard for introducing pupils to the culture of French-speaking countries and communities.   It enables children to express their ideas and thoughts in French and provides opportunities to interact and communicate with others both in speech and in writing. At the heart of our teaching and learning of French is the desire to expose children to authentic French, so we try hard to offer pupils regular opportunities to listen to native speakers and try to conduct French lessons in the target language for as much of the time as we can.

Lessons are sequenced so that prior learning is considered and opportunities for revision of language and grammar are built in.  As well as one timetabled weekly lesson of French in Key Stage 2 classes, daily opportunities are seized to practise, consolidate, reinforce and assess skills.  For example, during registration, after lunch and at the end of the day. 

Alongside the introduction of new skills, the lessons we teach (and resources we use) help children to build on their prior knowledge. Our lessons provide structure and context as well as offer an insight into the culture of French-speaking countries and communities. The introduction and revision of key vocabulary and grammatical structures is built into lessons. Vocabulary is then displayed in classrooms for children to access and use.  At the beginning of each new unit of learning, team teaching occurs so that teachers feel confident and supported in their delivery.

Impact

Our French curriculum has been carefully crafted and constructed to ensure that the foundations for language learning have been laid.   Ultimately, we aspire for all of our children to enjoy language learning and relish speaking their premiers mots in French.  We aim for them to have secured age-related skills and knowledge before they leave Adlington in order for them to successfully prepare them for future language-learning.  In addition, we strive for our children to be outwardly-looking global citizens who are knowledgeable, tolerant and educated about the wider world.

The impact of our French curriculum can be measured and monitored in a variety of different ways, including: learning walks; work scrutiny; data analysis and tracking; and pupil interviews.  It is the responsibility of the subject leader to triangulate this evidence to ensure consistency across school and accuracy of data. 

We monitor and assess children’s learning on both a formative and a summative basis.  Formative assessment is informally carried out in lessons through strategies such as questioning, quizzes, talking partners and self/peer assessment. End of unit assessments are also carried out.  Our skills progression document, which breaks down the National Curriculum objective statements, supports teachers to assess pupil progress and make judgements against appropriate descriptors.  All assessment data is used to inform curriculum planning, outlining how support/challenge can be provided to meet the needs of our pupils. 

We endeavor to raise the profile of French in school by ensuring that we have learning environments and displays in school that reflect children’s language learning.  Key French vocabulary is displayed, spoken and used by learners in Key Stage 2 classrooms.   Equally, holding special events like Languages Week is vital to ensure our whole school community is actively involved in language learning.