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Modern Foreign Languages

Team

MfL is taught to all KS3 by the MfL lead teacher and supported by a team of teaching assistants.

Achievement and Progress

At Oaklands School we make MfL an enjoyable learning experience. We encourage children to participate in a variety of learning experiences through which we aim to build up the confidence of all children. A variety of learning tasks are used such as using flashcards, playing bingo, key word hunts around the classroom, and recording learning on the ipads in order to cater for all learning needs. Lessons are pacey, positive, creative and fun.

Pupils are assessed using everyday teacher analysis through reading, writing, speaking and listening and a range of kinesthetic, aural, verbal and written activities. All results are recorded and inputted into our school data tracking system and are used to track pupil progress.

MfL Curriculum Planing

Our school uses the KS2 and 3 national curriculum for MfL as the basis for its language curriculum planning. Opportunities for children of all abilities to develop their cross-curricular skills and knowledge are embedded into the scheme of work and shared with the children as part of the learning objectives. Each topic, such as ‘colours’, is planned around three main lessons: teach, practice and use. Progression built into the scheme also ensures children are increasingly challenged as they build their knowledge and application of the targeted language, for example applying their previous learning of numbers when learning about colours.

The scheme of work for MfL is outlined below:

Assessment for Learning

Children demonstrate their ability in MfL in a variety of ways. Teachers will assess children’s work in MfL as they complete given tasks in every lesson and will record this progress using the learning objectives. Verbal and/or written feedback is provided to ensure progress is made in the student’s understanding. This assessment and progress is then inputted into our whole school tracking system ‘Onwards and Upwards’ using progressive ‘I Can’ statements that cover listening, speaking, reading and writing in the targeted language.

Pre Standard 2

I can recognise if a spoken word is foreign.

I can recognise a few familiar spoken words or simple phrases, identifying the matching image.

I can listen to songs in a foreign language.

I can try to repeat single words using visual clues if needed.

I can try to repeat simple phrases using visual clues if needed.

I can show an awareness of an appropriate response to a question in the focused language such as ‘What is your name?’

I can try and read single words on a word mat using known phonics.

I can match images to written words.

I can copy discrete simple words or symbols correctly.

I can type single words on Google translate (or similar) with support.

I can state my opinions in English.

Pre Standard 1

I can show an understanding of a few familiar words or simple phrases in the focussed language, such as ‘hello, how are you?’

I can respond appropriately to what I have heard.

I can identify similar sounds in English to help me learn foreign words, such as grey/gris.

I can understand and follow simple commands in the focussed language, such as ‘listen and repeat’.

I can verbally repeat single words with adequate pronunciation using visual clues if needed.

I can verbally repeat simple phrases with adequate pronunciation using visual clues if needed.

I can respond appropriately to a question in the focused language such as ‘What is your name?’ with adequate pronunciation.

I can try to join in with songs in a foreign language.

I can read single words in the focussed language mostly accurately.

I can try and read simple phrases and questions in the focussed language.

I can use a dictionary with support to translate familiar words.

I can choose and copy simple words off a word mat correctly.

I can copy simple phrases correctly.

I can choose and write appropriate words to complete a sentence.

I can type single words on Google translate (or similar) independently.

I can show an awareness of punctuation in the focused language.

Standard 1

I can listen to and respond to a range of words and phrases based on a topic.

I can take in turns in a simple conversation of 2/3 parts that is familiar, such as a daily greeting.

I can repeat single words in the focused language with clear pronunciation.

I can repeat simple phrases in the focused language with clear pronunciation.

I can respond appropriately to a question in the focused language such as ‘What is your name?’ with clear pronunciation.

I can read and translate single words in the focussed language accurately.

I can read and translate simple phrases and questions in the focussed language.

I can independently use a dictionary to translate familiar words.

I can independently build a sentence using my knowledge of sentence structure.

I can independently build a sentence using previous learning.

I can type phrases on Google translate (or similar) independently.

I can use punctuation accurately for the focused language.

Resources

Resources are kept in the MfL room; photographs of all resources per topic can be found in the MfL Schemes of Work folder. They range from flashcards and word banks to beanbags and objects for the three targeted languages. We also have a class set of bilingual dictionaries for each language and ipads are frequently used in lessons for games to consolidate learning and for children to record their knowledge.

Roles and Responsibilities

MfL is currently taught by the MfL lead to all KS3 classes, supported by teaching assistants. Relevant CPD, mainly through The National College is undertaken to ensure teaching, assessing and subject knowledge is up to date. The scheme of work is regularly reviewed to ensure it is as effective as possible in meeting the needs of the children and that progress is made by all. Relevant school policies, such as the marking policy, are followed.