At Bricknell Primary School, the teaching of Modern Foreign Languages has been carefully considered to enable our pupils to become confident linguists. We strive to enable children to become passionate, curious and confident about their ability to learn another language by the time they finish their primary education. We want our children to be able to communicate with others, including people from outside the UK and to discover more about other cultures and peoples, including the context in which a modern foreign language is rooted.
At Bricknell, we follow the Language Angels Scheme, alongside this our highly skilled subject leader has carefully worked to create a Progressive Skills Document where objectives for each year group are progressively mapped out to ensure our pupils are given the acquired skills and knowledge the further their education journey into KS3.
Our aim is to provide inclusive and aspirational environments and learning experiences where pupils thrive and build the cultural capital they need to make aspirational choices about their own futures, overcoming any barriers. In order to achieve this, our curriculum is underpinned by the principles highlighted in our Aspiration Curriculum
Bricknell Aspiration Curriculum
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Within the MFL Progressive Skills Document, our progressive objectives identify what pupils should know by the end of each year group and link to prior learning. These enable teachers to identify and plug gaps in pupil’s knowledge and skills. Within MFL, pupils will develop a deep understanding of key concepts and second order concepts. These key concepts have been carefully considered and identified as the core knowledge and skills, required to successfully achieve in MFL. The key concepts are revisited and developed as the pupils move through the school to ensure the knowledge and skills are firmly embedded within the long term memory. These key concepts compliment work carried out across the school in line with the Aspiration Curriculum. The expectation is that, by the end of Primary School, children will know and understand these key concepts and to give them a solid foundation to enter the MFL curriculum at KS3.
In addition to first order concepts, the subject leader has identified subject specific second order concepts. These can be used across all aspects of a subject to organise the substantive knowledge and skills taught.
The pillars of MFL are developed through the curriculum which progressively builds pupils knowledge and skills of the following key concepts:
Phonics (the system of the sounds of a language and how these are represented in written words)
Vocabulary (building a body of useful words for different contexts and situations to enable communication and understanding)
Grammar (including syntax and inflectional and/or derivational features ie: the systems for changing the form of a word and for creating new words respectively)
Second order concepts: These can be used across all aspects of a subject to organise the substantive knowledge taught.
Learn the sounds, vocabulary and grammar of the language
Understand and produce these then they are combined
To develop these key areas, the curriculum has been structured progressively for each of the following aspects:
Each unit of work covers all of these aspects, including the development of phonics and vocabulary.
By the end of key stage 2, pupils should be able 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.
Any child working below their age-related expectation, will receive a tailored curriculum with personalised objectives taken from the Curriculum Assessment Toolkit. This will enable all children to build the skills and knowledge needed to bridge the gap between themselves and their peers enabling them to reach their full potential.
At Bricknell Primary School, our curriculum is carefully mapped out into a Long-Term Plan by our highly skilled subject coordinator. This enables links between subjects to be identified and carefully planned for to support pupil’s retention of knowledge and skills.
At Bricknell, all MFL lessons will follow the same teaching sequence outlined below:
A wide range of strategies are used to measure the impact of our MFL curriculum. Our teaching sequence allows children to complete a post assessment to assess the knowledge absorbed into the long term memory of pupils. Formative Assessments are also carried out by teachers after each lesson which will allow them to inform future planning. Additionally, summative assessments are carried out by using an internal assessment tool. As a result of these assessment tools, pupil’s misconceptions or gaps in subject knowledge, skills, behaviours and attitudes are addressed and additional teaching and support is provided.
Our Subject Leader will also monitor the effectiveness of the MFL curriculum through carrying out regular subject 360 evaluations. These evaluations are quality assured by the Curriculum Lead, Senior Leadership and Governors.
The effectiveness of MFL is also monitored through pupil and parental voice throughout the course of the year.