Modern Foreign Languages (MFL) Policy

Modern Foreign Languages (MFL) Policy Introduction It is currently an entitlement for children at Key Stage 2 to learn a Modern Foreign Language, and this is due to become statutory in 2014. Carlton Primary School has chosen to deliver French as its Modern Foreign Language, as it is most widely taught at Camden secondary schools, and will therefore provide Carlton children with the most constructive and meaningful start to their language learning journey. Aims In delivering Modern Foreign Languages at Carlton Primary School, we aim to foster an enjoyment of languages, and successful language acquisition, through quality teaching, a meaningful and engaging syllabus (provided by the Camden scheme of work, in line with the National Curriculum for MFL), and cross-curricular links when possible. Timetabling French is delivered to all Key Stage 2 children for 1 hour per week. Two 30 minute lessons are timetabled per week. Teachers may deliver two oracy lessons in week 1, followed by two literacy lessons in week 2, or teachers may teach an oracy and literacy lesson in both weeks. MFL is to be taught by one teacher across the year-group, unless both teachers are equally confident at delivering the MFL curriculum. The same teacher is to teach both classes in the yeargroup, and their parallel teacher is to deliver another subject (of their strength) to both classes (e.g. PSHE or Science), while the other class is receiving their MFL lesson. Planning Teachers may follow the Camden scheme of work for their lessons, and print off the accompanying lesson plans. Alternatively, a simplified generic lesson plan written by the MFL leader of learning has also been provided to all KS2 teachers and may also be used as an alternative to the lesson-plans from the Camden scheme. Lesson plans must be annotated before use, and it should be clear where oracy and literacy are being taught. Teachers should file one lesson plan for each topic taught in the MFL folder. Teaching Strategies Each French topic is to be taught for two weeks, with the first week focussing on Oracy skills and the second week focussing on Literacy skills (this is to include reading and writing the vocabulary). French is to be taught in a multi-sensory way. Each new item of vocabulary is to have an a o pa i g a tio or i e, for e a ple, a thro i g a sti k o e e t to a o pa the ord hie, a d i tera ti e hite oards/flash ards ust e used to pro ide hildre ith the written word and an image to accompany the word, during every lesson. This ensures that all 1

learning-styles are catered for, from visual to kinaesthetic, to ensure an inclusive approach to language-learning. Individual recording of childre s ork, su h as orksheets or exercise books, is not compulsory as the learning should be oral and visual during the Oracy focus sessions, and the Literacy focus sessions may use mini-whiteboards, games and flashcards. Teachers should maintain AFL principles with regard to French teaching, making ongoing formative assessments in class, and amending planning and teaching as appropriate to the needs of their class. Monitoring/assessment Frequency/standards of lessons will be monitored by the MFL Leader of Learning on a termly basis. Lesson observations will take place when deemed appropriate, a d as part of the s hool s SRSE cycle, or externally when requested by Camden. The teacher(s) responsible for the delivery of MFL will be expected to keep a single folder for the year-group, with one piece of planning per topic taught and one dated item of work per week (poster, game, photo, worksheet etc). The teacher(s) responsible for the delivery of MFL must ensure there is some evidence from both classes in the MFL folder. This will be expected to be handed in to the Leader of Learning every term, and will also be used to support the children when they are being interviewed about the vocabulary they have learnt (Pupil Voice). Children will be interviewed by the MFL Leader of Learning once a term, and informal assessments made of their achievement and enjoyment. Summary of monitoring/assessment at Carlton: Frequency Expectations MFL Folder Termly scrutiny 1 piece of annotated planning per topic. 1 piece of dated work/evidence per week across year group. (Evidence can include: poster, worksheet, link to video on shared area, flash cards, photographs, etc.) Pupil Voice Termly Children will be able to discuss/read/write vocabulary/phrases learnt (breadth/level dependent on year group) Children demonstrate an enjoyment and interest in French Lesson observation Written Assessment As required TBC efer to Fre h Lesso S ruti do u e t TBC Last updated: September 2013 2

Overview of Topics Autumn Year 3 Year 4 Year 5 Year 6 Greetings What s your name? How are you? What colour is it? Where do you live? Places in town Directions Places in school Classroom objects Greetings Numbers 1-12 and how old are you? Brothers and sisters Pets, colours and sizes The two frogs Où habites-tu? Toutes directions and En Ville Places in school Numbers What's your favourite subject? Spring Numbers 1-12 How old are you? Months of the Year Numbers 13-31 What time is it? The weather Numbers 30-100 The Euro What do you like to eat? Body parts Consolidation numbers 13-31 Months and festivals Days of week and word origins What do you like to eat? 'Vietnamese food' and 'Recipes' Clothes and colours Vietnamese clothing The weather Summer When is your birthday? Days of the week What s today s date? Brothers and sisters Have you got any pets? Enjoy your meal Ice creams Hobbies Favourite lessons Clothes The very hungry caterpillar Opinions and pets Opinions and siblings Plastic bags Dates and life cycles The Sun and Wind The Wind and the Sun Comparisons Plant cycle Tour de France 3

Expectations Oracy At the beginning of Year 3 the main emphasis is on familiarising children with the sounds and speech patterns of the new language. They enjoy listening to and joining in with a range of songs, poems and stories, and develop their confidence, imagination and self-expression. They learn to differentiate unfamiliar sounds and words. They mimic and play with sounds. They understand simple words and phrases, and begin to repeat and to use some of them independently in simple communicative tasks and role-plays. They listen to a variety of voices, which may include the class teacher, visiting native speakers, audio CDs, websites and CDROMs, DVDs or videos. Literacy As children listen to sounds, words and phrases, they repeat and chorus, learning accurate pronunciation. They then gradually learn to link simple phonemes and spellings. They enjoy reading a few familiar words and phrases aloud and begin to write letters and familiar words. They also experiment with writing some familiar words from memory. Year 3 Outcomes Enjoy listening to and speaking in the language Listen and respond to familiar spoken words, phrases and sentences Communicate with others using simple words and phrases and short sentences Understand conventions such as taking turns to speak, valuing the contribution of others Use correct pronunciation in spoken work. Recognise and understand some familiar words and phrases in written form Read aloud in chorus, with confidence andenjoyment, from a known text Write some familiar simple words using a model Write some familiar words from memory. 4

Year 3 Autumn Term 3.1 Greetings Salut bonjour bonsoir bonne nuit au revoir a demain a bientôt madame mademoiselle monsieur 3.2 What s your name? Comment t appelles - tu? Comment s appelle - t - il? Comment s appelle - t - elle? Je m appelle Il s appelle Elle s appelle 3.3 How are you? Ça va? Ça va. Ça va bien. Ça va très bien. Comme-ci comme-ça. Ça va mal. Ça va très mal. 3.4 What colour is it? rouge noir vert blanc bleu jaune marron C est de quelle couleur? 5

Year 3 Spring Term 3.5 Numbers 1-12 1. un 2. deux 3. trois 4. quatre 5. cinq 6. six 7. sept 8. huit 9. neuf 10. dix 11. onze 12. douze C est quel numéro? 3.6 How old are you? Quel âge as-tu? J ai ans. 3.7 Months of the year janvier février mars avril mai juin juillet août septembre octobre novembre décembre J ai un an. (Note : singular so no s ) C est quel mois? (Note : months are not capitalised) 3.8 Numbers 13-30 Treize Quatorze Quinze Seize Dix-sept Dix-huit Dix-neuf Vingt Vingt et un Vingt-deux Vingt-trois Vingt-quatre Vingt-cinq Vingt-six Vingt-sept Vingt-huit Vingt-neuf Trente Trente et un C est quel numéro? 6

Year 3 Summer Term 3.9 When is your birthday? Quelle est la date de ton anniversaire? 3.10 Days of the week lundi mardi mercredi jeudi vendredi samedi dimanche Mon anniversaire c'est le 20 octobre. C est quel jour? C est... 3.11 What s today s date? Quelle est la date aujourd hui? C'est lundi 1er janvier. C'est jeudi 8 juin. 3.12 Brothers and sisters frère sœur As-tu des frères ou des sœurs? Je suis enfant unique. J ai une sœur. J ai un frère. J ai deux frères 3.13 Have you got any pets? Un chat Un chien Un lapin Un hamster Un cochon d Inde Une souris Un poisson (Note : masculine, feminine and quantitiy) As-tu un animal? Je n ai pas d animal. Oui, j ai un chat. Oui, j ai une souris. Oui, j ai deux lapins. (Note : masculine, feminine and quantitiy) 7

Expectations Oracy Children continue to enjoy listening to and joining in with a wide range of songs, poems and stories, and develop their confidence, imagination and self-expression. They ask and answer a wider range of questions and memorise and present short texts such as finger rhymes, poems, songs, role-plays or stories. Year 4 Outcomes Listen to and identify words and short phrases Communicate by asking and answering a wider range of questions Memorise and present a short text. Literacy Children develop their reading skills and learn to understand familiar written phrases in clear printed script. They link listening and reading, by reading short familiar stories, songs and poems while listening to them at the same time. They write familiar words and phrases using a model and begin to experiment with building short phrases from memory. Read and understand familiar written phrases Follow a short text while listening and reading, saying some of the text Read a wider range of words, phrases and sentences aloud Write some familiar words and phrases without help. 8

Year 4 Autumn Term 4.1 Where do you live? à Londres à Camden à Paris à Calais à Marseille à Strasbourg 4.2 Places in town la piscine la pâtisserie la boulangerie le café le musée en Angleterre en Ecosse au Pays de Galles en Irlande en France le marché le supermarché l école la gare la plage Où habites-tu? J habite Qu est- ce que c est? C est la gare. C est le supermarché. 4.3 Directions Où est? C est tout droit/à gauche/à droite. 4.4 Places in school la salle d informatique la bibliothèque la cour de récréation la cantine la salle de classe la maternelle les toilettes Voici 4.5 Classroom objects un stylo un crayon une gomme un cahier la colle une règle un feutre des ciseaux As-tu...? Oui, j ai... 9

Year 4 Spring Term 4.6 What time is it? heure midi minuit et quart (quarter past) moins le quart (quarter to) et demi (half past) du soir (in the evening) su matin (in the morning Quelle heure est-il? Il est une heure. Il est deux heures. etc. (Note: above are optional extras) 4.7 The weather Quel temps fait-il? Il fait froid. Il fait chaud. Il fait du soleil. Il fait du vent. 4.8 Numbers 30-100 Quarante C est quel numéro? Cinquante Soixante Soixante-dix Quatre-vingts Quatre-vingt-dix Cent 4.9 The Euro Un centime Merci C est combien? Un euro S il vous plait. 4.10 What do you like to eat? le fromage des chips des pommes frites des sandwiches des bonbons le chocolat chaud le coca la limonade le jus d orange Qu est-ce que tu aimes manger? J aime Je n aime pas Il neige. Il pleut. Il fait mauvais. Il fait beau. 10

Year 4 Summer Term 4.11 Enjoy your meal Du fruit Des pommes de terre De la salade 4.12 Ice creams Une glace à la vanille à la fraise 4.13 Hobbies Le football L équitation Le roller 4.14 Favourite lessons L anglais Le français La technologie Des haricots verts Du pain Du poisson De l eau à la pistache au chocolat à la menthe La natation La voile Regarder la télé Les maths L éducation physique Qu est- ce que tu veux? Je voudrais Bon appétit! Quel parfum? Qu est-ce que tu aimes faire? J aime... Je n aime pas... J adore Je déteste Quelle est ta matière préféréé? 4.15 Clothes une veste un chapeau une robe un jean un pull un pyjama un short une jupe un sweatshirt un tee-shirt un pantalon des chaussures des baskets grand petit Qu est ce que tu portes? Je porte 11

Expectations Oracy Children listen attentively and learn to identify the main points from a short passage of several sentences. They enjoy listening to and joining in with a wider range of songs, poems and stories, and develop their confidence, imagination and self-expression. They learn how to express a simple opinion and join in a short conversation. Year 5 Outcomes Pick out some of the detail from short spoken passages Enjoy interacting even when they hear unfamiliar language Join in a short conversation Make a short presentation using a model. Literacy Children revisit and consolidate words and structures learnt previously, and build on this prior learning. They develop their reading skills by re-reading a range of short texts. They learn to put familiar words into sentence order. They continue to develop their writing skills by using words and phrases to build sentences and short texts with support. Read and understand some of the main points from a text Understand how a simple sentence is written Write words, phrases and a few sentences using a model. 12

Year 5 Autumn Term 5.1 Greetings Triste Content/Contente Fâché/Fâchée Heureux/Heureuse Parce que 5.2 Numbers 1-12 and how old are you? Je suis Il/elle est.. Quel âge a-t-il? Il a ans. Quel âge a-t-elle? Elle a ans. 5.3 Brothers and sisters Comment s appellent-ils? Ils s appellent Comment s appellent-elles? Elles s appellent 5.4 Pets, colours and sizes Noire (f) Bleue (f) Blanche (f) Verte (f) une araignée 5.5 The two frogs Gros /Grosse (m/f) Joli/Jolie (m/f) Laid/Laide (m/f) Grand/Grande (m/f) Petit/Petite (m/f) Saute Nage Marche Mange Vorace Grenouille Félicitations Quel âge ont-ils? Ils ont ans Quel âge ont-elles? Elles ont ans e.g. C est une grande souris blanche qui mange. Tu es Quel? Ce 13

Year 5 Spring Term 5.6 Body parts Le corps la tête les yeux (m) les oreilles (f) la bouche les cheveux 5.7 Consolidation numbers 13-31 5.8 Months and festivals L hiver (m) Le printemps L été (m) L automne (m) 5.9 Days of week and word origins les bras (m) le nez les jambes (f) le dos Le Ramadan L Eid fêter fêtent Qu est-ce que c est? C est Ce sont Qu est-ce qui manqué? Le Calendrier de l année 2014. En... (followed by month or season) Au Maroc Quel jour sommes-nous? Aujourd hui c est 14

5.10 The very hungry caterpillar Year 5 Summer Term une feuille la lune le soleil un oeuf la chenille un cocon un papillon une pomme deux poires (f) trois prunes (f) quatre fraises (f) cinq oranges (f) Un gâteau 5.11 Opinions and pets Mignon (m)/mignonne (f) Effrayant (m)/effrayante (f) Affectueux (m)/affectueuse Bête Fort(m)/forte (f) Doux(m)/douce (f) 5.12 Opinions and siblings Mon Ma mes père mère Un cornet de glace Un cornichon un bout de gruyère un saucisson une sucette une tarte aux cerises une saucisse une brioche une pastèque change prochaine Animaux domestiques mais et dans mes rêves mes cauchemars gentil (m)/gentille (f) amusant (m)/ amusante(f) méchant(m)/méchante (f) Il/elle devient Il y a Elle a faim. Est-ce que tu aimerais avoir un animal? Oui, je veux avoir Non, je ne veux pas avoir Pourquoi? parce qu ils sont (m, pl) parce qu elles sont (f, pl) Est-ce que tu t'entends bien avec tes frères et tes sœurs? Oui, je m entends biens avec Non, je ne m entends pas biens avec Cher journal intime, 15

parents mais aussi 5.13 Plastic bags Un sac Les sacs En plastique Dans La rue Un tuyau 5.14 Dates and life cycles Assez Beau/belle (m/f) À énervant/ énervante drôle quand Une île Morte Le ventre Disparaissent Réfléchissez! Fin Voulez-vous? J en ai déjà un Quelle sera la date demain? Quelle sera la date dans une semaine? Quelle sera la date dans un mois? Quelle sera la date dans une année? Ça sera le J ai très faim N est-ce pas? 16

Expectations Oracy During Year 6 children listen to texts and learn to pick out the main points and some details. They learn texts, sketches and dialogues by heart and perform them in front of an audience. They enjoy listening to and joining in with a wide range of songs, poems and stories, and develop their confidence, imagination and self-expression. They learn to initiate and sustain short conversations without help. They also enjoy developing short presentations or sharing simple accounts of interesting events from their own experience using a model. Literacy Children read a variety of longer texts from different text types. They read aloud with confidence and enjoyment, and also enjoy reading short texts independently. They learn to write some short, simple sentences from memory and continue to develop their writing skills by constructing short texts using a model. Year 6 Outcomes Listen to and understand the main points and some detail from a short spoken passage Give a presentation in a clear audible voice Converse briefly without prompts Enjoy listening and speaking confidently. Read aloud with confidence, enjoyment and expression, in chorus or individually Read and understand the main points and some detail from a short written passage Write several sentences from memory Develop a short text using a model. 17

6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11 6.12 6.13 6.14 6.15 Year 6 Autumn Term Year 6 Spring Term Year 6 Summer Term Last updated: September 2013 18