MFL

At Coleridge, our principle aim is to ensure that our modern foreign languages curriculum focuses on developing children’s knowledge, skills and understanding of a foreign language.

We believe that learning a language will help our children in their development of oral and literary skills. It also advances an understanding of their own culture as well as an understanding of other cultures. This is something that we believe to be important, particularly in the culturally diverse environment in which our school is located.

The aims of our MFL curriculum are to;

  • Cultivate an interest in learning another language
  • To understand that language has a structure and that different languages are structured in different ways.
  • To develop speaking and listening skills.
  • To understand and respond to spoken and written language.
  • To increase confidence, fluency and accuracy of pronunciation when speaking in a foreign language.
  • To learn about different countries and their people, creating an awareness and respect of other cultures.

MFL sessions at Coleridge will be taught using a variety of teaching and learning styles. These sessions will include speaking, listening, reading and written activities which will be supported through a variety of resources including iPad and the IWB. These activities will consist of whole class, group and independent learning. A love of learning languages will be encouraged through home learning using written or interactive homework. It is important at Coleridge that we make cross-curricular links where possible therefore we will encourage children to apply their learning in other curriculum areas such as ICT, Maths and Music.

 

Year 3 Year 4 Year 5 Year 6
Greetings and responding to greetings Counting and using numbers Counting and using numbers

 

Expressing likes/dislikes
Giving personal details Talking about the weather Talking about the weather Giving information about an everyday activity – food
Counting and using numbers Describing simple objects Talking about food Expressing opinions
Food Describing people Following and giving simple instructions Basic prepositions of place

 

Following and giving simple instructions Expressing likes / dislikes Expressing thanks Classroom objects
Expressing thanks Expressing opinions Saying what day or month it is Clothes
Days / months Animals Describing some simple objects – colour, size Common adjectives, e.g. big, small

 

Describing simple objects Clothes Expressing likes/dislikes Family
Expressing likes / dislikes Colours Giving information about an everyday activity – food Furniture and other household objects
Colours Common adjectives offering Leisure and holidays
Food and drink Family Basic prepositions of place Methods of communication – post, fax
Numbers Leisure and holidays Common adjectives, e.g. big, small Names of occupations
Times Numbers Food and drink Places: shops, cinema, park, beach etc.
Parts of the body Names of sports The home
Ways of travelling Places: shops, cinema, park, beach etc. Ways of travelling
Weather Time, including months and days Weather
Weather Classroom instructions
Greetings
Letters of the alphabet

 

Purpose of study

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Aims

The national curriculum for languages aims to ensure that all pupils:

  • understand and respond to spoken and written language from a variety of authentic sources
  • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
  • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
  • discover and develop an appreciation of a range of writing in the language studied.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Schools are not required by law to teach the example content in [square brackets].

 

Subject content

Key stage 2: Foreign language

Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.

The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.

Pupils should be taught to:

  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • present ideas and information orally to a range of audiences*
  • read carefully and show understanding of words, phrases and simple writing
  • appreciate stories, songs, poems and rhymes in the language
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions orally* and in writing
  • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

The starred (*) content above will not be applicable to ancient languages.