MFL Subject Information
We believe that the learning of a language provides a valuable educational, social and cultural experience for our pupils. It helps them to develop communication skills, including key skills in speaking, listening, reading and writing.
Intent
The children’s knowledge of how language works will be developed and extended. Lessons will enable pupils to make substantial progress in one language- French. The linguistic skills gained will assist and lay foundations for further language learning. It will provide pupils with the confidence and independence to explore and be able to attempt manipulation of the structure of language. Learning another language gives children a new and broader perspective on the world, encouraging them to understand their own cultures and those of others.
Implementation
Thorpepark Academy follows the Primary Languages Network scheme of work. It is a live scheme which is continually updated and revised in order to meet with current curriculum standards. Alongside the planning provided, the network also enriches this through accompanying power points, pod casts (spoken by native speakers) links to authentic literature, songs, games, culture points of reference, links to appropriate websites. This will ensure all children are fully immersed in the French language.
To promote an active learning of languages a range of teaching methods are implemented to ensure that the children are developing their linguistic skills through listening, speaking, reading and writing in order to be secondary ready. Activities can consist of actions, rhymes, stories, song, drama, grammar focus, video clips, air writing, sentence structure, dictionary work, book making and many more creative ways to extend, embed and combine language skills
Children in KS2 learn French. In KS2 children are taught by their teacher directly for 30 minutes per week and our school aims to enhance the French curriculum by holding a French activity day annually. The curriculum has been carefully planned to ensure progression and the development of language from Years 3-6. Each year they will build upon their prior knowledge to gain a deeper understanding in French communication and culture.
Further information:
Year 3
Year 4
Year 5
Year 6
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Leaders know the pupils, their families and the community very well.”
“Pupils understand how to keep their minds and bodies healthy.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“There is a truly inclusive ethos.”
“Pupil ambassadors check on other pupils’ well-being.”
“Parents work in partnership with leaders and staff.”
“Pupils learn about people and places from their local area in all subjects.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupil mentors support younger pupils and those new to the school.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupils are motivated to learn.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils love the ‘Thorpepark 50’.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Pupils are well prepared for secondary education.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Children in the early years get off to a good start.”
“Pupils learn the importance of contributing to their community.”
“Leaders have ensured that the teaching of reading is strong.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Pupils thrive at Thorpepark Academy.”
“Leaders prioritise pupils’ well-being.”
“Pupils are exposed to a wide range of high-quality books.”
