How We Learn MFL

How we Learn MFL at Earith Primary School: Intent, Implementation & Impact

Intent     

To develop children’s interest in languages around the world.

To develop the teaching and learning of languages in a way that is enjoyable and interesting.

To ensure that children develop a respect of cultural differences.

To apply our knowledge of language using reading, writing, listening and speaking.

Children can articulate how they are responsible, reflective, resourceful and resilient (the 5Rs).

Implementation        

Teachers use a variety of resources and schemes to create a medium term plan for the objectives to be taught during each half term.

Teachers will use Knowledge Organisers at their discretion Children will be clear about what they are learning.

Children will be supported and encouraged to reflect, actively take part in discussions and to debate (where appropriate) Key vocabulary will be shared and displayed where appropriate.

The MFL lead will monitor the extent to which hooks/stimuli are effectively used in lessons.

We will endeavour to use a variety of resources to complement learning. E.g. videos, websites, images, puppets, hot-seating, freezeframes, drama, prompts to aid discussion and vocabulary.

Where possible, real life imagery will be used as a resource.

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SEND pupils ability in core subjects should not impede their ability to love and learn MFL (access strategies and provision to be monitored by MFL Lead).

End of unit fun quizzes, (linked to the Line of Enquiry) in mixed ability groups are enjoyed by children in an effort to further bolster knowledge retention and love for the subject.

Teachers will assess children using Target Tracker.

Any MFL writing considers purpose for writing, considering the audience and will mirror standards in English writing.

Impact Purposeful Assessment (rationale for continuing to improve outcomes for our pupils).

Teachers assess children’s’ knowledge and understanding of MFL in order to reach a levelled judgement, informed using the following:     

Observations and discussions during lessons, trips/experiences, Quizzes, written or recorded work in MFL questioning and feedback

Teachers teacher assess (using the aforementioned approach) and update this information on Target Tracker termly. The MFL subject leader may use this data as a vehicle to pursue any of the following and therefore improve outcomes for our pupils:         

To challenge and support generally, Signpost additional resources Deploy CPD (internally and/or externally) Carry out lesson observations/drop-ins Work scrutinies, Monitor curriculum planning Conduct pupil interviews Monitor enrichment opportunities Monitor provision as described in the Implementation section of this document

Most important: Impact to our pupils (with reference back to our Intent)   

Children will be confident using a variety of phrases and key vocabulary from our chosen language Children will be able to write key phrases.

Children will be able to hold short conversations in our chosen language by the end of KS2.