A Creative Approach to Integrating Primary Languages in to the
Primary Modern Languages
Derbyshire Languages Conference – June 2009
Building More Bridges
A Creative Approach to integrating Primary MFL into the Curriculum
Recently Head at Parkroyal Community School - Macclesfield, Cheshire
Who are we?
400+ pupils – very mixed catchment
you are a teacher, a Head or an MFL co-ordinator
2 specialist linguists including a Leading Teacher of French –
you may be a linguist
Ex Derbyshire Head and Advisor
you may be a Modern Foreign Languages enthusiast
you may be an aspirational linguist and keen to learn
you may be seeking inspiration as a new MFL Subject Leader
you may be well down the MFL road in your school
you may be just coming down the sliproad onto the main carriageway
Associate Language Teaching Adviser at CILT The National Centre for Languages
Governor of CILT - The National Centre for Languages
Member – Advisory Board of The Languages Company
Member - National Advisory Committee on Languages in Education
Why we are all here is because in this session we all want to:-
to increase our MFL skill base
to revitalize our MFL enthusiasm
rejuvenate our MFL interest
to network, meet new and old friends
to take away a “bucket” of ideas we can use in our schools
to have FUN
and for me because I am passionate about language teaching
Did you do this
when you were
I did, only I
pretended I was
Fun is a word we will refer to again and again.
To get us going here is a PE warm up only it’s in French.
Languages make sense, it’s only
people who sometimes don’t.
♫ Singing is
very much part
of learning a
“I didn’t understand a word of what you said,
but I knew exactly what you meant”.
Year 2 child
As a Head, as a teacher, I believe that:High standards and a broad and rich curriculum go hand in
hand. Literacy and Numeracy are vital building blocks, and it
is right to focus attention on them.
Languages for All: Languages
Three overarching objectives:
But it is important that children have a rich and exciting
perience at primar
school learning a wide
ide range of things
in a wide range of different ways.
I believe that schools should have an extended curriculum
which is rich and broad and includes modern languages.
•To improve teaching and
learning of languages
•To introduce a recognition
•To increase the numbers of
people studying languages
The Primary Entitlement
“Every child should have the opportunity
throughout Key Stage 2 to study a foreign language
and develop their interest in the culture of other
nations. They should have access to high quality
g and learning
g use of
native speakers and e-learning. By age 11 they
should have the opportunity to reach a recognised
level of competence on the Common European
Framework and for that achievement to be
recognised through a national scheme.”
Languages for All: Languages for Life p15
The staff believe in and are actively involved in what goes on.
All staff take part in the methodology training which is offered in school twice each
year to local teachers.
“Speaking a foreign language provides an opportunity for children who might
otherwise be challenged by written tasks, to thrive and grow in confidence.” JB
“Children adore learning about the lives of other children and MFL teaching is an
ideal way to enhance children’s
children s knowledge and understanding of all aspects of the
world around them.
As an adult with limited MFL skills I wish fervently that I had been given the
opportunity to learn a foreign language as young as the children in our school,
because like all education it gives children choices and opens up so many
opportunities in their adult lives.” CK Assistant Head
The language work taking place across the school adds a whole dimension to the
work of the school and to each individual child.
It is NOT a replacement activity to facilitate PPA.
The children enjoy their language learning – how do we know?
Because they tell us and they tell us frequently.
Every member of staff is involved.
Every member of staff has had some training, and volunteered for it.
Every member of staff feels some ownership of the language learning taking place.
It is the whole team approach that makes « La Difference ».
It is now very much part of everyday life for all the children. In this case French
forms a part of many of the elements within our curriculum.
Using a foreign language is embedded in the daily routines.
There is rigour and progression in the language teaching and learning.
Parents see MFL as a very natural part of school life.
One can see evidence of MFL language learning throughout the school.
Secondary colleagues work closely with primary colleagues in regular MFL INSET
for teachers and we have learnt a lot from each other. Secondary colleagues are
extremely impressed by our work.
Children learn better when they are excited and engaged – what excites
them is truly excellent teaching, which challenges them and shows them
what they can do. When there is joy in what they are doing they learn to
Finding that illusive 60 minutes
The 60 minute entitlement – where do we fit it into an already crowded curriculum.
The model at Parkroyal School is:-
Teachers also need joy in what they are doing and when there is joy and
inspiration then they too love learning and teaching.
y 1 lesson from a specialist teacher each week – the subject leader who is also a
leading teacher for French – Adèle Napper
teachers are effective teachers.
y + A programme of embedding activities undertaken by ALL staff including TAs.
My job as a Head was to try and make sure that children and teachers
were both inspired.
y Always look for MFL opportunities in a lot of the work. e..g. Arts Week - Circus
OFSTED agreed and we were recently judged outstanding.
At the beginning of each year I reminded my staff that interesting schools
are staffed by interesting people.
y This year, the current Y6 will have done 4 years of French
y There is a transition project between some primary schools and the 4 feeder
High Schools. There is agreement in some, that the Y7 curriculum will be
rewritten to meet the needs of children with prior MFL knowledge in 2009. We
hope that our High Schools will not let our children down.
Arts Week 2008 Parkroyal Community School
There is increasing recognition that
enriching the curriculum and releasing
children’s and young people’s creative
energy through languages, drama, music,
arts and sport reinforces their
understanding of the basics and helps
them enjoy a broader, more balanced
For example the singing, dancing and drama in the MFL work
contributed towards gaining the Arts’ Council Artsmark Gold
I believe that the University of Cambridge agreed with
me some months ago.
Histoire du cirque
Les élèves de CE1 ont principalement utilisé le dossier pédagogique "Le cirque et le
jouet" édité par le musée des Arts Décoratifs.
Un peu d'histoire
Les documents les plus anciens représentent des scènes de cirque remontant à 3500
ans avant notre ère.
Il y a 3000 ans, les Egyptiens organisaient des défilés de bêtes sauvages venus de
C'est en Grèce qu'apparaissent les premiers théâtres en plein air, mais c'est sous les
Romains que le stade prit le nom de CIRQUE. Sur les gradins, les spectateurs peuvent
parier sur des combats entre hommes (les gladiateurs) ou contre les animaux sauvages.
Ceux qui affrontent les animaux sont les "bestiaires": ils luttent contre des taureaux, des
fauves ou des ours.
Au Moyen Age, les curieux se basculent à la foire pour apercevoir les jongleurs, les
montreurs d'ours, les singes savants. Tous les grands rois de France et d'Europe
possèdent des ménageries avec des lions, des ours, des lynx ou des panthères.
1840 à 1850 sont les années d'or du cirque français, elles furent les témoins de
l'ouverture de nombreux cirques parisiens.
La musique et le cirque
Cette année une thème était -
European Day of Languages is the ‘starting gun’ for
the year’s language teaching.
• Every member of the school community is
• 80+ activities take place throughout the day.
• 2008 saw 25 languages being used in differing
• It is inspirational for our children.
• It is equally as inspirational for the staff.
• It is enjoyed by all, including parents.
• It celebrates linguistic diversity and is a great
source of inclusion within the school.
European Day of Languages
La journée européenne des
is celebrated on the 26th
September every year.
This is the Primary
Languages Training Zone.
A look around the school.
Let’s look for ideas, inspiration and FUN
This is available to be viewed on the
Primary Languages Training Zone.
European Day of Languages 2008
A farm made in the school
entrance by the reception classes
Combien de poulets?
The Entrance Hall – 26th
Mrs Mo teaching Chinese writing
French cinema is
popular with our
Asterix and others
are well known
Tintin films –
La surprise de Handa
The school uses Story Sacks throughout the year. A group of
Teachers and Parents made the storysacks in an after school
club. All our story sacks have a wide range of bilingual books
Year 1 working on fruits, told the story of La
Surprise de Handa.
Year 1 – les couleurs avec Elmer
Le Café de Year 2
What is the
Les conjonctions – year 6
Combining MFL with Literacy.
Embedding French into Charlotte’s Web Y3
la fille le rat la grange un cochon
Year 3 children study and
recreate the work of the French
sculptor, Georges Saulterre as
part of intercultural
His work is often found
alongside French autoroutes.
Les sculptures des
Books, stories and poems
Mr Men comic strips but in French
Having heard Monsieur Joyeux
in French our Year 6 children
make models for future use as
animation models which are to
be done in French. (after SATs)
2008 – The Year 4 Olympics helps
embed our everyday French curriculum
Year 4 using the
locality as part of
their Geography also
Year 4 Olympics
Fits in with Early Start
Number games on the
French and German
We value dignity at
Luckily European Day of
Languages 2008 was
about the weather.
• il pleut
• mes bottes
• mon chapeau
• mon parapluie
At Parkroyal we believe that:If a child’s natural talent and interest in languages is to flourish, early language
learning opportunities need to be provided, and their aptitudes need to be tapped
into at the earliest opportunity when they are most receptive. We should also
celebrate the many bilingual skills of children growing up in our schools today.
Reception class at Parkroyal.
These children have been with us
just over one term. They are
being taught by Kath Rigby, an
HLTA who is not a French
Children in one of our
Year 2 classes can do
the register and play
games in several
These children had
been in school for only
10 weeks at the time
this film was made.
Year 5 Science Project
based on The Works of
• Engage and stimulate interest in fiction
especially for boys
y g g with Verne
Carol Kennelly 2009
t a ffocus for
f cross curricular
• Develop my approach to teaching
Amity with Amiens
Amien’s Favourite Son
New Science and Technology
during Jules Verne’s Lifetime
Design Technology and Art
Language Activities 1
Proof reading 1, 2
Identifying the story themes
Identifying aspects of character.
Sentence work; punctuation, word choices, connectives,
clauses, rearranging words and phrases
Word work – Thesaurus/Dictionary
Film narrative DVD
Story board in French and English
Language Activities 2
Identifying themes through book covers in French , German
Cognates - similarity of words
Labelling comic scenes in French and English
t d i
Directions on Compass Quest – North / Nord - South / Sud East / Est – West / Ouest
Directions in a town / Treasure trail
Town Centre/Centre ville, left / a gauche, right / a droite
forward / tout droit, reverse /en arriere
• Quelle heure est-il?
• Book Covers
• Kit list
•Write several newspaper
headlines for this scene.
•Think of at least five quotes from
people in the crowd.
•List some word or phrases which
could be used to write a report on
•Look at your headlines. Write
them in French and German e.g.
‘De la terre à la lune’
DVD (old and new)
Internet - including language translators
Nick Warren! ( and others)
Review of Aims
Le Monde de Jules Verne
• Engage and stimulate interest in fiction
especially for boys
t a ffocus for
f cross curricular
• Develop my approach to teaching
Parkroyal Community School
Le Projet « Jules Verne »
Je m’appelle Jules
Je suis né à Nantes le 8 février 1828 dans cette maison.
Je suis né à Nantes le 8
Barbara est une chanteuse nantaise.
Voici la ville de Nantes au temps de Jules Verne.
Ecoutez le chanson.
Qui peut me dire deux choses de cette chanson?
Regardez les voiliers.
Nantes est une grande
ville en France.
Je m’appelle Jules
Mon père s’appelle
Quelle ville est la
capitale de la France?
Ma mère s’appelle
Sophie Allote de la Fuÿe.
La capitale de la
France est Paris.
J’ai un frère et trois
Un arbre généalogique de la famille
Mon frère s’appelle
Pierre et Sophie
Mes sœurs ss’appellent
Anna, Mathilde et
Jules Verne est écrivain.
Quelques de ses livres.
Le Tour du Monde en 80 Jours.
Voyage au Centre de la Terre.
De la Terre à la Lune.
Vingt lieues sous les mers
Roller is a BBC
One of our weather
Year 6 – French plays a part in
The Year 6
We run 3 residentials per year.
• Year 4 within Cheshire
• Year 5 to London
• Year 6 adventure and language activities in France
and Language Learning
taking place in France.
National Curriculum requirement for Y6 children to use multimedia.
Our Year 6 children make multimedia presentations using French.
This has been very successful and very challenging to the children.
E N C H
By: Alexia Costanda and Bethany Johnson
• Les sports
• Les animaux sauvages
• Les Vêtements
• La Musique
Les animaux sauvages
TagalogA Mum from
Language Learning is FUN
I am devoted to early language learning – how much better to inspire our pupils whilst
they are young
You can see clearly how much our children profit from the experience.
They undoubtedly enjoy the process. It adds hugely to their experience.
MFL is part of our extended curriculum which is judged as outstanding.
Be enthusiastic about what you do in your school, MFL adds a lot.
Language teaching is a privilege. You are in a uniquely privileged position to initiate, to
enthuse, to inspire and to continue to add a lot to our primary schools. We in primary
schools are enthusiastic about what we do – most of the time we love it. (If they would
just let us get on with it)
What about the teaching in your schools?
Be enthusiastic, build motivation, maintain the highest expectations of all you do.
Make the teaching in your schools so inspirational that you would be excited by it
I leave you with this
thought, is this the
perfectly happy pupil?
So to send you marching back to
school full of enthusiasm, modern
linguistic fun, and fervour I offer
the Bagad De Lann Bihoué, the
B t Pipe
B d off the