French Policy

Devonshire Primary Academy French Policy

Implementation Date: September 2013 Adopted by Governors/HT: HT Review period: 2 years Last review date: September 2013 Person responsible for policy: Mrs L Wakefield

Devonshire Primary Academy – French

Devonshire Primary Academy Policy Document for French

Statement of Policy for French This policy sets out the academy’s aims principles and strategies for the delivery of French. This policy was updated at the beginning of the school year in 2013. In our school we teach French to all children in Key Stage 1 and 2 as part of the normal school curriculum. We do this for several reasons. Firstly, we believe that many children really enjoy learning to speak another language.

Secondly, we also believe that the earlier a child is exposed to a foreign language, the faster the language in question is acquired.

Audience This document is intended for:     

All teaching staff All staff with classroom responsibilities School governors Inspection teams Teaching and classroom assistants

Aims The aims of French in the school are:

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to foster an interest in learning other languages; to introduce young children to another language in a way that is enjoyable and fun; to make young children aware that language has structure, and that the structure differs from one language to another; to help children develop their awareness of cultural differences in another country; to develop their speaking and listening skills; to lay the foundations for future study.

Curriculum and School Organisation In order to achieve these aims, French is organised as follows:

The curriculum that we follow is based on the guidance given in the National Curriculum Primary Framework for Languages and the new National Curriculum. We teach the children to know and understand how to:  ask and answer questions;  use correct pronunciation and intonation;  memorise words;  interpret meaning;  understand basic grammar;  use dictionaries;  work in pairs and groups, and communicate in the other language; 2

Devonshire Primary Academy – French 

look at life in another culture.

Planning Long term planning is the responsibility of the Co-ordinator. This is adapted from the Primary Framework for Languages and the National Curriculum and takes into consideration the school’s Creative Curriculum. Weekly planning to deliver lessons to suit individual class needs is the responsibility of individual class teachers.

Class organisation and Teaching Style Within classes, pupils are taught as whole class groups, smaller groups and sometimes individuals. We base the teaching on the guidance material in Primary Framework and the National Curriculum. We have adapted this to the context of our school and the abilities of our children.

We use a variety of techniques to encourage the children to have an active engagement in French: these include games, role-play and songs (particularly action songs). We often use puppets and soft toys to demonstrate the foreign language. We frequently use mime to accompany new vocabulary in the foreign language, as this serves to demonstrate the foreign language without the need for translation. We emphasise the listening and speaking skills before the reading and writing skills. We also use a multi-sensory and kinaesthetic approach to teaching, i.e. we try to introduce a physical element into activities, as we believe that this serves to reinforce memory. We make the lessons as entertaining and enjoyable as possible, as we realise that this approach serves to develop a positive attitude in the children to the learning of modern foreign languages. We build children’s confidence through constant praise for any contribution they make in the foreign language, however tentative.

Assessment We assess the children in order to ensure that they make good progress in this subject. This is done informally during the lessons in order to evaluate what the children have learned. Assessment is in four key areas:  listening and responding;  speaking;  reading and responding;  writing Teachers use summative assessment to inform their planning.

Record Keeping Class teachers’ plans are kept by the teacher along with evaluations of lessons taught. The co-ordinator is responsible for monitoring work and keeping records of this.

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Devonshire Primary Academy – French Reporting Parents are invited to attend Parents’ Evenings twice yearly to discuss their child’s progress, and can meet with teachers at any time by request and comments can be made by teachers in children’s reports.

The Role of the Co-ordinator It is the co-ordinator’s role to:       

prepare the policy and review this with staff; review and contribute to teacher planning; lead or contribute to staff meetings or INSET; specify and order resources and co-ordinate their use; analyse pupils’ access to French monitor and review teachers’ plans; review pupils’ work, standards and assessment results and use these to inform planning for provision of the subject.

The co-ordinator’s own professional development should include working with all age groups within school, access to external INSET, courses and meetings and personal reading.

Resources and Accommodation Resources are easily available for all aspects of French.

INSET Provision Staff and school needs are considered and planned for by the co-ordinator and Senior Management Team. They are identified through curriculum evaluation and teachers’ specific requests. The need, use and effectiveness of INSET on teaching and learning within French will be monitored and reviewed by the co-ordinator.

Equal Opportunities It is the responsibility of all school staff to ensure that all pupils, irrespective of gender, ethnicity, social circumstance and ability, including gifted and talented pupils, have access to the curriculum and make the greatest progress possible. Please refer to the Equal Opportunities Policy.

Special Educational Needs French is taught at a level appropriate to the age, ability and experience of the pupils and is, therefore, accessible to all. Provision for pupils with SEN in French is the responsibility of the class teacher. Please refer to the Special Educational Needs Policy.

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Devonshire Primary Academy – French

Evaluation Evaluation is carried out to enhance teaching and learning and is the responsibility of:   

class teachers; co-ordinator; Senior Management Team.

Evaluation methods include:   

assessment of pupils’ work and achievements; staff discussion; classroom observation as required.

Evaluation and areas for focus will be determined according to subject planning within the School Improvement Plan.

Basic Skills Basic Skills is incorporated into French in many ways. These include: counting, telling the time, learning the days of the week and months of the year, reciting the alphabet, learning colours and names of animals.

ICT ICT is integrated throughout the French curriculum through the use of ICT key skills. Teachers identify where ICT can be taught alongside French to enhance the teaching and learning of the subject. For example, use of suitable websites, talking postcards/easispeak microphones to record and listen to French, and songs and pronunciation guides on CD.

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