MFL
Intent
Our core aims for MFL curriculum are to ensure that all children:
- Are exposed to a language other than their own
- Develop an understanding of another culture
- Know that languages are shared across many countries
- Begin to read, write and speak in a language other than their own3
- Develop a love of language learning
- Show pride in their home language, if different to English, and share it with others
This supports the school’s vision that pupils will be exposed to a wide and engaging curriculum which enables them to understand and explore the world beyond their local area.
Implementation
We believe that the following are key ingredients in developing engaged and enthusiastic language learners at Sayes Court: modelling and delivery of lessons from language experts when available; opportunities for paired and group talk to practise vocabulary; exploration of vocabulary through songs and games; opportunities to read and write in the focus language; opportunities to explore life for children in countries that speak the focus language. Our current focus language is Spanish.
What this looks like in practice:
- Spanish lessons are taught from Reception to Year 6.
- Vocabulary from previous sessions is revised and built upon to ensure that pupils are developing a bank of vocabulary.
- There are regular opportunities for pupils to practise this vocabulary, either with the teacher or a peer.
- In KS2, there are opportunities for pupils to reinforce their learning with written tasks.
- The same key areas of vocabulary are reviewed in each year group at the same time, creating a shared bank of vocabulary which will enable cross-phase and whole school language opportunities in future.
- We use Talk for Learning in our lessons to guarantee that all students practice their speaking, reading, writing and listening skills.
- SEND students are provided with adapted work to ensure their understanding of the Spanish language. E.g. word mats, visuals, support from the teachers.
Schemes, programmes and resources used to support MFL:
- Language Angels
Impact
The impact of our MFL curriculum is:
- All pupils have had access to learning basic words and phrases in another language
- Year 6 pupils are prepared for the demands of foreign language learning at KS2 and how this teaching is delivered
- Pupils are able to use key words / phrases from another language with confidence
- Pupils are aware that many different languages are spoken across the world
Progression of Skills and Knowledge
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EYFS/Key Stage 1 |
Year 3 |
Year 4 (Assuming at least 1 year of previous foreign language learning) |
Year 5 (Assuming at least 2 years of previous foreign language learning) |
Year 6 (Assuming at least 3 years of previous foreign language learning) |
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Listening |
Appreciate and actively participate in traditional short stories G fairy tales. |
Appreciate short stories G fairy tales and start to understand some of the familiar words in what we hear. |
Listen to and enjoy short stories, nursery rhymes G songs. Recognise familiar words and short phrases covered in the units taught. |
Learn to listen to longer passages and understand more of what we hear by picking out key words and phrases covered in current and previous units. |
Listen more attentively and for longer. Understand more of what we hear even when some of the language may be unfamiliar by using the decoding skills we have developed. |
Listen to longer text and more authentic foreign language material. Learn to pick out cognates and familiar words and learn to 'gist listen' even when hearing language that has not been taught or covered. |
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Speaking |
Learn to repeat and reproduce the language I hear with accurate pronunciation. |
Learn to articulate key words introduced in the lesson and understand their meaning. |
Communicate with others using simple words and short phrases covered in the units. |
Communicate with others with improved confidence and accuracy. Learn to ask and answer questions based on the language covered in the units and incorporate a negative reply if and when required. |
Communicate on a wider range of topics and themes. Remember and recall a range of vocabulary with increased knowledge, confidence and spontaneity. |
Learn to recall previously learnt language and recycle / incorporate it with new language with increased speed and spontaneity. Engage in short conversations on familiar topics, responding with opinions and justifications where appropriate. |
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Reading |
Be able to identify written versions of the words I hear. |
Being able to identify the written version of a wider range of the words I hear. |
Read familiar words and short phrases accurately by applying knowledge from 'Phonics G Pronunciation Lesson 1'. Understand the meaning in English of short words I read in the foreign language. |
Read aloud short pieces of text applying knowledge learnt from 'Phonics Lessons 1 G 2'. Understand most of what we read in the foreign language when it is based on familiar language. |
Understand longer passages in the foreign language and start to decode meaning of unknown words using cognates and context. Increase our knowledge of phonemes and letter strings using knowledge learnt from 'Phonics Lessons 1 to 3'. |
Be able to tackle unknown language with increased accuracy by applying knowledge learnt from 'Phonics Lessons 1 to 4' including awareness of accents, silent letters etc. Decode unknown language using bilingual dictionaries. |
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Writing |
Consolidate letter formation skills by copying words in the foreign language from a model. |
Start to reproduce nouns and determiners/articles from a model. |
Write familiar words G short phrases using a model or vocabulary list. EG: 'I play the piano'. 'I like apples'. |
Write some short phrases based on familiar topics and begin to use connectives/conjunctions and the negative form where appropriate. EG: My name, where I live and my age. |
Write a paragraph using familiar language incorporating connectives/conjunctions, a negative response and adjectival agreement where required. Learn to manipulate the language and be able to substitute words for suitable alternatives. EG: My name, my age, where I live, a pet I have, a pet I don't have and my pet's name. |
Write a piece of text using language from a variety of units covered and learn to adapt any models provided to show solid understanding of any grammar covered. Also start to incorporate conjugated verbs and learn to be comfortable using connectives/conjunctions, adjectives and possessive adjectives. EG: A presentation or description of a typical school day including subjects, time and opinions. |
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Grammar |
Start to understand that foreign languages can have different structures to English. |
Start to understand that foreign languages can have different structures to English. EG: Many nouns have a determiner/article in foreign languages which we don't have in English. |
Start to understand the concept of noun gender and the use of articles. Use the first person singular version of high frequency verbs. EG: 'I like…' 'I play…' 'I am called…' |
Better understand the concept of gender and which articles to use for meaning (EG: 'the', 'a' or 'some'). Introduce simple adjectival agreement (EG: adjectival agreement when describing nationality), the negative form and possessive adjectives. EG: 'In my pencil case I have…' or 'In my pencil case I do not have...' |
Revision of gender and nouns and learn to use and recognise the terminology of articles (EG: definite, indefinite and partitive). Understand better the rules of adjectival agreement and possessive adjectives. Start to explore full verb conjugation (EG: 'I wear...', 'he/she wears...' and also be able to describe clothes in terms of colour EG: 'My blue coat'. |
Consolidate our understanding of gender and nouns, use of the negative, adjectival agreement and possessive adjectives (EG: which subjects I like at school and also which subjects I do not like). Become familiar with a wider range of connectives/conjunctions and more confident with full verb conjugation - both regular and irregular. EG: 'to go', 'to do', 'to have' and 'to be'. |
MFL Topics by Year Group
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Year group |
Nursery |
Reception |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Assessment |
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Assessment on Week 6. You can do Kahoot or the paper version from Language Angels. Data in Arbor. |
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Autumn 1 |
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Nursery Rhyme of the Week in Spanish
Key Topics:
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Greetings (SO) |
Greetings (SO) |
I am learning Spanish (E) |
Seasons (E) |
My Home (I) |
The Date (I) |
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Autumn 2 |
Colours & Numbers (SO) |
Colours & Numbers (SO) |
Animals (E) |
Fruits (E) |
My family (I) |
Do you Have a Pet? (I) |
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Spring 1 |
Transport (SO) |
Transport (SO) |
Instruments (E) |
Vegetables (E) |
At the Café (I) |
Clothes (I) |
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Spring 2 |
Under the Sea (SO) |
Under the Sea (SO) |
Ice-Creams (E) |
Presenting Myself (I) |
What is the Weather? (I) |
At School (P) |
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Summer 1 |
In the Jungle (SO) |
In the Jungle (SO) |
I know how… (E) |
The Classroom (I) |
Traditions and Celebrations (I) |
At the Weekend (P) |
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Summer 2 |
Research topic: Chile |
Research topic: Colombia |
Research topic: Argentina |
Research topic: Mexico |
Research topic: Spain |
Research topic: Peru |
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Key |
SO = EYFS/KS1 Starting Off |
E = KS2 Early Language |
I = KS2 Intermediate Language |
P = KS2 Progressive Language |
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