French Policy - Moldgreen Community Primary School

MOLDGREEN COMMUNITY PRIMARY SCHOOL
POLICY
for
Modern Foreign
Languages
(FRENCH)
January 2011
Coordinator – Julie Dodd
Rationale
The learning of a Modern Foreign Language in Primary School provides a valuable educational, social and cultural
experience for all pupils. Pupils develop communication and literacy skills that lay the foundation for future language
learning. They develop linguistic competence, extend their knowledge of how language works and explore the
differences and similarities between the Modern Foreign Language and English. Learning another language raises
awareness of the multi-lingual world and introduces an international dimension to pupils’ learning, giving them an
insight into their own culture and those of others. The learning of a Modern Foreign Language provides a medium for
cross-curricular links and for the reinforcement of knowledge, skills and understanding developed in other subjects.
(National Curriculum Guidelines)
Learning a language enriches the curriculum. It provides excitement enjoyment and challenge for children and teachers,
helping to create enthusiastic learners and to develop positive attitudes to language learning throughout life. The natural
links between languages and other areas of the curriculum can enhance the overall teaching and learning experience.
The skills, knowledge and understanding gained make a major contribution to the development of children’s oracy and
literacy and to their understanding of their own culture/s and those of others. Language also lies at the heart of ideas
about individual identity and community, and learning another language can do a great deal to shape children’s ideas in
this critical area as well as giving them a new perspective on their own language.
(KS2 Framework for Languages)
Aims
Teaching MFL at Key Stage 2 aims to increase the pupils’ language capability, develop their vision of languages as ‘a
life long skill – to be used in business and for pleasure, to open up avenues of communication and exploration, and to
promote, encourage and instil a broader cultural understanding’ (P.5 – The National Languages Strategy).
By teaching a Foreign Language at KS2 we aim not only to increase the children’s linguistic competence, but
also for them to gain enjoyment, pride and a sense of achievement, to express themselves creatively and imaginatively
in another language, to apply and develop their knowledge of languages and language learning, to explore and apply
strategies to improve their learning and to explore their own cultural identities and those of others.
Objectives
For the children
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To become increasingly familiar with the sounds and written form of a Modern Foreign Language
(French)
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To develop language skills and language learning skills
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To understand and communicate in a new language
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To make comparisons between the MFL (French) and English or another language
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To increase children’s cultural awareness by learning about different countries and their people, and
working with materials from those countries and communities
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To foster positive attitudes towards foreign language learning
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To use knowledge with growing confidence and competence to understand what they hear and read, and to
express themselves in speech and in writing
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To form a sound basis for further study at Key Stage 3 and beyond
Planning
There are five Attainment targets set out in the Primary MFL Framework (published in October 2005). These are:
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O
L
IU
KAL
LLS
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Oracy (speaking and listening)
Literacy (reading and writing)
Intercultural understanding and contact
Knowledge about language
Language learning strategies
Planning and progression for French should be informed by the KS2 Curriculum Guidance (Framework) for MFL and
the long term plan for both Years 3/4 and Years 5/6 will link to and be informed by the QCA Framework where
considered appropriate. As there are mixed year groupings of Y3/Y4 and Y5/Y6 it is envisaged that initially, planning
will take the format of a two year programme, with differentiation for those who have already studied French, giving
opportunity for those children to develop their writing skills in French.
While the QCA Scheme of Work will be used as a resource to aid planning and progression, it is not envisaged
that this will be the main or only resource to be accessed and used in the teaching and learning of French at KS2, and
that a variety of Schemes and resources will be accessed for this purpose.
Short-term weekly and/or individual lesson plans should be recorded on the school’s standard short-term
lesson plan format. Lessons should be evaluated where possible and these evaluations should inform future planning.
Teaching Strategies
In order to engender enjoyment, enthusiasm and a desire to develop new linguistic skills, learning will take a
predominantly oral format, with opportunity to read, and also, as confidence and competence in speaking and reading
increases, to write.
A variety of approaches to teaching French should be used, reflecting children’s different learning styles.
These approaches should include:
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Direct teaching, through whole class and small group sessions
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Use of games, songs and activities requiring a physical response
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Opportunities for pupils to apply their learning, either on their own, eg reading or writing independently,
or with others, eg working in pairs or small groups, or communicating with people in other countries, with
varying degrees of support
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Opportunities for pupils to reflect on and reinforce their own learning, eg learning by heart or revising
work
When planning the presentation of lessons, teachers may wish to consider
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the use of visual aids, including real objects, pictures, puppets, flashcards and gestures,
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ways of developing listening acuity by getting children to respond as they listen, eg holding up picture
cards
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presenting new words gradually
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repetition of a clear model, ensuring that children listen attentively before attempting to speak and
encouraging them to watch the teacher’s mouth for correct pronunciation
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use of a variety of approaches to aid memory, including active learning and the use of different senses –
activities might include handling objects, using sounds and music when presenting vocabulary, touching
and identifying mystery objects
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ways of encouraging children to take an active role at an early stage, eg physical response, use of gestures
to show understanding of words and while repeating, taking the role of the teacher, handling objects and
flashcards
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ways of presenting new language in familiar contexts, eg describing pets at home, saying ‘j’ai un lapin’,
rather than ‘c’est un lapin’. The new words then lend themselves to immediate and meaningful use by the
children, eg ‘Est-ce que tu as des animaux chez toi?’
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the use of visual aids, including real objects, pictures, puppets, flashcards and gestures,
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questions to the whole class first, then to groups, and finally to individuals
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varying repetition by asking children to say things loudly, quietly, quickly or slowly.
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Use of graded questions – yes/no questions, eg ‘c’est un chat? Oui ou non?
- ask questions that offer an alternative eg ‘ c’est un chat
ou un chien?’
- ask open questions, eg ‘qu’est-ce que c’est?’
At the practice stage of a lesson, where children are more actively involved, the use of enjoyable activities, including
games, rhymes and songs, will enable children to repeat new language in a motivating way. These may include:
Guessing games, eg ‘I’m thinking of a word that begins with m, rhymes with bon’, begin to say/write a
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word and children guess the complete word
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Chain games eg ‘ je vais au supermarche pour acheter un fromage...
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Action games eg Jacques a dit (Simon says)
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Circle games eg children all given one of four fruit names – banane, pomme, fraise, orange – when their
fruit is called they change places with each other, when the teacher says ‘salade de fruits’ everyone
changes places
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Listening games
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Listening to stories and poems, singing songs incorporating some of the new language
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Use mini flashcards for pair and group work
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Games using cue cards, pictorial or text
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Information games where children have to exchange information to complete a task
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Role play ranging from the structured reading of a given dialogue using pictures or word cards to a free
interpretation by children of a given situation
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Partner game where children need to find a partner with a matching or complementary item on a card.
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Surveys of most popular pets/favourite colours/foods – children can interview each other, collate and
present their findings
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Number games, eg teacher throws a beanbag and says a number, the child who catches it says the
next/previous number and throws it to someone else
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Loto (Bingo) – using a variety of vocabulary, not necessarily numbers
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Picture dictation – children draw what the teacher describes
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Matching pairs, snap, rhyming pairs, pelmanism
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Games against the clock, eg how quickly can the children introduce each other
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Spelling games, eg hangman, using the French alphabet
Assessment, Recording and Reporting
A key aim of the Key stage 2 Framework for Languages is to encourage children to understand their learning and
progress. The Expectations and Outcomes outlined in the KS2 Framework for Languages can be translated into a series
of ‘can do’ statements with which children can identify and be personally involved in the assessment of their
achievements. The level descriptions in the National Curriculum Guidelines Handbook (pub. QCA 1999) can also be
used to help evaluate and report on pupil progress. A system of ‘I can’ statements based on an amalgam of the National
Curriculum Level Descriptors, Curriculum Guidance Learning Outcomes and the Languages Ladder Portfolio is
currently being developed, in order to give the children themselves some ownership of their assessment of learning but
also to aid the teachers in attributing accurate levels of achievement to inform future planning for teaching and learning.
This assessment tool is intended to run in a similar fashion to the way APP works for literacy, numeracy and science.
Inclusion and Equal Opportunities
(SEN, G&T, Disability and Gender)
The statutory inclusion statement in the National Curriculum sets out three principles that are essential to developing a
more inclusive curriculum:
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setting suitable learning challenges
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responding to the diverse needs of pupils
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overcoming potential barriers to learning and assessment for individuals and groups of pupils
In order to provide suitable learning challenges for all children to achieve as high a standard as possible, some units of
study within the Primary MFL framework may need to be modified, giving children more time for particular aspects, or
giving them opportunities to progress more rapidly. Some children may need opportunities to revisit knowledge and
skills in different contexts.
When adapting any units of study, consideration may be given to:
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modifying the expectations and learning objectives
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adding challenge by increasing the requirements
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providing short, guided and more focussed tasks and supporting structures to enable pupils working below
the demands of learning objectives to undertake the activity
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changing the outcomes to take account of revisions to the objectives and activities, or because the children
will operate on different levels
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varying contexts, resources, or teaching and learning styles to take account of the different learning needs
of boys and girls, and the needs of children from different social and cultural backgrounds and with
different lifestyles.
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Providing support for children with difficulties in communication, language and literacy
Resources
MFL is now established throughout KS2 at Moldgreen Community Primary School, but is always in process of
development and so resource needs remain at a stage of identification and allocation on a priority for planning basis.
Many resources have been created by staff teaching the subject and these have been collated onto a CD-ROM of MFL
(FRENCH) Resources. Examples of planning with resources have also been saved onto the School network.
It is important that, while published Schemes of Work are a useful tool to aid the planning, teaching and
learning of MFL, no single Scheme of Work should be identified as the main and only resource to be used, particularly
if there is a core group of teaching staff with MFL knowledge and expertise. However it is important that if a situation
should arise where this is no longer the case, a selection of published Schemes of Work should be available in order to
allow MFL to continue successfully. At present there are two Schemes of Work available: Firstly, the ‘Wakefield
Scheme of Work for French’, published by La Jolie Ronde for Y3/4 and Y5/6, for which all complementary rescources
have been provided and catalogued, also available for FS2/KS1 is the ‘Little Languages’ Scheme by La Jolie Ronde,
which introduces children to modern foreign languages in small pocket-sized chunks, in terms of language awareness
and inter-cultural understanding; secondly, the Catherine Cheater Scheme of Work for Primary French, which again has
been set up complete with all complementary resources needed. It must be noted, however, that the Catherine Cheater
Scheme of Work does require some expertise, knowledge and confidence on the part of the teacher delivering the
lessons, whereas the Wakefield Scheme from La Jolie Ronde can be taught by anyone even with little expertise or
confidence.
A French lending library is at present being developed using Government funding – the aim being to enable
children to access a variety of fiction and non-fiction in the target language, including French translations of wellknown English books. This is still in development as it remains dependent upon funding levels from year to year. It is
envisaged that if Standards Fund monies continue to be available over the next two to three years, that the lending
library will be accessible, at least to Upper KS2 by September 2012.
Resources bought from the MFL budget, which are available in school, can presently be found in Class 2JD,
and a list of these resources appears as Appendix 1 at the end of this Policy.
Progression to KS3
Previous links which had been formally made with Almondbury High School & Language College did not
continue as hoped, partially due to personnel changes at the High School, and partly due to conflicting interests
regarding the nature and content of Modern Foreign Language teaching being recommended by the High School.
However it is hoped that this link will become re-established at some point.
A support network begun for the Rawthorpe Pyramid to share ideas, practice and support was also formed and
this continues as meetings are held approximately once a term. This network at present consists of Moldgreen
Community Primary School and Rawthorpe Junior School. Attempts to link up with the High School have in the past
been of limited success but a change of personnel at the High School may enable this link to be restarted.
It is hoped that the development of an assessment framework for Primary MFL will have a beneficial effect on
how Primary MFL is viewed by High Schools, and that planning for teaching and learning can be accurately and
appropriately continued into KS3 as a result.
Role of Subject Leader
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To lead the writing and reviewing of the MFL(French) policy
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To develop and/or review the scheme of work or long term plan for the subject
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To attend courses and disseminate information to staff, parents and governors where required
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To monitor and evaluate resources and be responsible for the curricular budget
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To monitor long, medium and short term planning
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To be an example of good practice in the curriculum area (through planning, classroom organisation, use
of resources, etc.)
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To support colleagues through advice, identifying training needs and working alongside staff teaching the
curriculum area
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To liaise with coordinators in other schools, with parents and the Advisory Service as and when needed
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To circulate LEA/DFES directives concerning the curriculum area when they come into school
Monitoring and Review
Planning of MFL (French) is at present carried out by the MFL co-ordinator but some of the teaching in Y3/4 and in
Y5/6 is delivered by other teacher/s. Where the teaching is carried out by staff other than the MFL Coordinator, there is
regular discussion and input including how to use the resources, and pronunciation help. Planning is evaluated where
possible once taught and copies of the evaluated planning are kept on file by the MFL coordinator and/or the teacher
delivering the lesson.
This Policy will be reviewed according to the normal review procedure for policies at Moldgreen Community
Primary School.
Appendix 1
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Resources to support the teaching of MFL (French) at KS2
WAKEFIELD Scheme of Work for MFL (French) (Y3&4)
Resources to support WAKEFIELD Scheme of Work for MFL (French)
(Y3&4) as listed below:BOOK – La Chenille Qui Fait Des Trous by Eric Carle
BOOK – Maman! by Mario Ramos
CD – Chante en Français 1
ACTIVITY BOOK & CD – Joyeux Noël
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WAKEFIELD Scheme of Work for MFL (French) (Y5&6)
Resources to support WAKEFIELD Scheme of Work for MFL (French)
(Y5&6) as listed below:CD – Chante en Français 2
BOOK – Quelle Heure Est-il Monsieur Le Loup by Annie Koubler
BOOK – Qu’est-ce Que Tu Aimes? by Claudia Bielinsky
BOOK – Une Année Avec Mamouna by Casterman
BOOK – Un Pour l’Escargot, Dix Pour le Crabe by April Pulley Sayre & Jeff Sayre
BOOK – Le Secret by Didier Jeunesse Publishers
BOOK - La Semaine d’Uki by Claudia Bielinsky
BOOK – Les Couleurs Avec Uki by Claudia Bielinsky
BOOK – Les Saisons Avec Uki by Claudia Bielinsky
BOOK – Tout en Haut by Mario Ramos
BOOK – Loup, Y Es-Tu? by Sylvie Auzary-Luton
BOOK – Abboie, Georges by Jules Fieffer
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EarlyStart 1 DVD and Resource File
EarlyStart 2 DVD and Resource File
CATHERINE CHEATER Scheme of Work (French) Y3
Resources to support CATHERINE CHEATER Scheme of Work (French) Y3,
as listed below:Practice Parcels in PowerPoint (Y3)
DVD – Mon Âne 30 chansons enfantines
CD – Henri Dès CD No 5, Dessin Fou
BOOK & CD – Les Plus Belles Comptines Des Petits Lascars: 1 à 4 ans
BOOK – Toutes Les Couleurs by Alex Sanders
BOOK – Je Veux Mon P’tipot by Tony Ross
BOOK – L’Automne Arrive by Altan
BOOK – Silence, Père Noël by Julie Sykes and Tim Warnes
BOOK – Je M’habille Et… Je Te Croque! By Bénédicte Guettier
BOOK – Par Une Sombre Nuit De Tempête by Bill Martin Jnr & Barry Root
BOOK – Je Veux Manger by Tony Ross
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BOOK – Je Veux Grandir by Tony Ross
BOOK – Cache-cache Cochons by Arlene Dubanevich
BOOK – La Tototte by Barbro Lindgren & Olof Landström
BOOK – Roule Galette by Natha Caputo
CATHERINE CHEATER Scheme of Work (French) Y4
Resources to support CATHERINE CHEATER Scheme of Work (French) Y4,
as listed below:CD – Henri Dès CD No 12, Du Soleil
CD – The Very Best of RAVEL (Artist: Zoltan Gyongyossy)
BOOK – Un Lion Jaune by Matthew Van Fleet
BOOK – Pourquoi by Alex sanders
BOOK – Va t’en Grand Monstre Vert by Ed Emberley
BOOK – Loup Y Es-Tu? by Sylvie Auzary-Luton
BOOK – Bon Apétit, Monsieur Lapin! by Claude Bujon
BOOK - Il y a Un Cauchemar Dans Mon Placard by Mercer Meyer
BOOK – L’Annonce de Noël by Karine-Marie Amiot & Céline Bour-Chollet
BOOK – Je Ne Veux Pas Aller à l’Hôpital! By Tony Ross
BOOK – Je Ne Veux Pas Aller Au Lit! By Tony Ross
BOOK – Je Veux Une Petite Soeur! By Tony Ross
BOOK – Je Veux Ma Dent! By Tony Ross
BOOK – Plouf! By Philippe Corentin
BOOK – 36 Comptines à Jouer Avec Les Mains pub. Flammarion
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CATHERINE CHEATER Scheme of Work (French) Y5
Resources to support CATHERINE CHEATER Scheme of Work (French) Y5,
as listed below:DVD – French Dance in the Primary Classroom
DVD - L’Enfant Au Grelot (The Baby With The Bell)
CD – Henri Dès CD No 1, Cache-Cache
CD – Evidemment - France Gall
CD – The Very Best of SATIE
BOOK - L’Universe by Carole Scott & Jocelyne de Pass
BOOK - Avions et Bateaux en Origami by Maryse Six
BOOK - Qui Conduit? By Leo Timmers
BOOK – Le Pot de Tom by Barbro Lindgren & Eva Eriksson
BOOK – Petit-Bleu et Petit-Jaune by Leo Lionni
BOOK – Trois Courageux Petits Gorilles by Michel Van Zeveren
BOOK – Silence, Père Noël! by Julie Sykes & Tim Warne
BOOK – Le Château du Petit Prince by Jean-Luc Englebert
BOOK – C’est Moi, Le Champion! by Philip Waechter
BOOK – Patatras! by Philippe Corentin
BOOK – Au Loup! by Stephanie Blake
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BOOK – Superbouquin by Alan Mets
BOOK – Loup, Loup, Y Es-Tu? by Mario Ramos
BOOK - Ma Culotte by Alan Mets
BOOK – Papa! by Philippe Corentin
BOOK – Je Veux Un Ami! by Tony Ross
BOOK – C’est Comme Ça Chez Moi… Les Vacances by Diane de Bournazel
BOOK – Méthode de Lecture pour Apprendre à Lire Pas à Pas by Clémentine et
Jean Delile
BOOK – Le Manuel Phonique by Janet Molzan, M. Lloyd & Sara Wernham
BOOK – Collins Pocket French Dictionary (Express Edition)
CATHERINE CHEATER Scheme of Work (French) Y6
Resources to support CATHERINE CHEATER Scheme of Work (French) Y5,
as listed below:BOOK – Ma Première Histoire de France by Robert Pince
DVD – Histoires de Loups – Scérén
CD - Henri Dès CD No 2, Trésors de Notre Enfance
CD – The Very Best Of CHOPIN
BOOK – Je Ne Veux Pas Changer De Maison by Tony Ross
BOOK – Lave-toi Les Mians! by Tony Ross
BOOK - La Nuit De l’Étoile d’Or by Elzbieta
BOOK – Cette Nuit-là by Agnès Bertron
BOOK – Au Lit, Petit Monstre by Mario Ramos
BOOK – L’Apprenti Loup by Claude Boujon
BOOK – Le Petit Chaperon Vert by Grégoire Solotareff & Nadja
BOOK – Chapeau Ronde Rouge by Geoffroy de Pennart
BOOK – Loupiotte by Frédéric Stehr
BOOK – C’est Moi Le Plus Fort! by Mario Ramos
BOOK – Le Loup Sentimental by Geoffroy de Pennart
BOOK – Je Suis Revenu! by Geoffroy de Pennart
BOOK – Le Loup Est revenu! by Geoffroy de Pennart
BOOK - Le Déjeuner des Loups by Geoffroy de Pennart
BOOK – Marlaguette by Marie Colmont
BOOK – Maxime Loupiot by Marie-Odile Judes & Martine Bourre
BOOK – Monsieur Leloup Est Amoreux by Frédéric Stehr
BOOK – Méthode de Lecture pour Apprendre à Lire Pas à Pas by Clémentine et
Jean Delile
BOOK – Le Manuel Phonique by Janet Molzan & Sue Lloyd
BOOK – Collins French Dictionary (Pocket Edition)
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TOUT LE MONDE Level 1: Teacher’s Guide
TOUT LE MONDE Level 1: Cartes-images (Flash cards)
TOUT LE MONDE Level 1: Teacher’s CD-ROM
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TOUT LE MONDE Level 1: Pupils’ CD-ROM
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TOUT LE MONDE Level 2: Teacher’s Guide
TOUT LE MONDE Level 2: Cartes-images (Flash Cards)
TOUT LE MONDE Level 2: Teacher’s CD-ROM
TOUT LE MONDE Level 2: Pupils’ CD-ROM
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10 POSTERS of French vocabulary, grammar and culture
ACTIVITY RESOURCE FILE & CD – C’est Français
CD-ROM - ‘Le Petit Prof 1’ (based on the old QCA format Units 1-3)
CD-ROM - ‘Le Petit Prof 2’ (based on the old QCA format Units 4-6)
CD-ROM - ‘Le Petit Prof 3’ (based on the old QCA format Units 7-9)
CD-ROM - ‘Le Petit Prof 4’ (based on the old QCA format Units 10-12)
BOOK & CD: Chantez Plus Fort – BOOK & CD of songs (pub. Brilliant
Publications)
DVD & VIDEO - Chez Mimi (Channel 4 Education) & Teacher’s Book
Set of 10 dual language story books (pub. Usbourne)
DICTIONARIES - Collins First Time French Dictionary x 40
BOOK & CD - J'aime Chanter! 20 French Songs for Young Children (pub.
Brilliant Publications)
MFL Flashcards: Actions (pub. Brilliant Publications)
La Petite Presse (4 issues + 4 CD-ROMs) (pub. Mary Glasgow Magazines)
Allons-y ! + 2 CDs (pub. Mary Glasgow Magazines)
BOOK - Elmer L’Éléphant – Elmer The Elephant – by David McKee
BOOK - Le Loup Sentimental - Geoffroy de Pennart
BOOK - Loulou - Grégoire Solotareff
BOOK - C'est moi le plus fort - Mario Ramos
BOOK - C'est moi le plus beau - Mario Ramos
BOOK - Arc-en-ciel – Marcus Pfeister
BOOK – (x2) Festivals and Food : FRANCE
DVD – (x2) An Introduction to FRANCE
CD-ROM – 100 Primary FRENCH Activities for the Interactive Whiteboard
eCD-ROM – (x4) EarlyStart 1 French: Salut! Ça va?
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TEACHER REFERENCES as listed below:Young Pathfinder YPF2 – Games & Fun Activities
Young Pathfinder YPF3 – Are You Sitting Comfortably?
Young Pathfinder YPF5 – First Steps to Reading & Writing
Young Pathfinder YPF6 – Let’s Join In! (rhymes. poems and songs)
Young Pathfinder YPF7 – Making the Link (cross-curricular links with MFL)
Young Pathfinder YPF8 – Grammar is Fun
Young Pathfinder YPF9 – The Literacy Link
Young Pathfinder YPF10 – A World of Languages
Young Pathfinder YPF11 – A Flying Start! (introducing early language learning)
Young Pathfinder YPF12 – Working Together (Native speaker assistants in KS2)
Young Pathfinder YPF13 – Mind the Gap! (improving transition from KS2 to KS3)
Young Pathfinder YPF14 – We Have the Technology (using ICT to support MFL)
CILT Publication: Bringing It Home ( How parents can support children’s MFL)
CILT Resource File 3: Getting the Basics Right (nouns, gender & adjectives)
CILT Resource File 6: Rhythm & Rhyme (developing language in French & German)
BOOK - 501 French Verbs (pub. Barron’s Educational Series)
Collins Robert French/English English/French dictionary (Maxi Edition)
100+ Fun Ideas for Practising Modern Foreign Languages in the Primary Classroom
Teachers Talking French (set of 6 CDs to aid understanding and pronunciation)
HARRAPs Shorter – CD-ROM French Dictionary
Appendix 2
Contact name
Karen
O’Sullivan
Rosemary
Jones
Lorraine
Fletcher
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Contact details for local Primary MFL network/support groups
School
Local
Authority
Rawthorpe
Junior
Lowerhouses
J, I & N
Almondbury
High
Rawthorpe
High (NLC)
Address
Deighton
Centre
Tel. No.
22(860)5769
Email
karen.o’[email protected]
01484
300080
22(800)6672
[email protected]
22(800)3910
22(800)1892
[email protected]