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Phoenix Primary School ‘Where We Rise to the Challenge’

Intent, Impact and Implementation

Intent:

 

At Phoenix Primary School, French should be fully inclusive to every child.  Our aims are to fulfil the requirements of the National Curriculum for MFL, which should foster pupils’ curiosity and deepen their understanding of the world.  The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing (KS2).  It should also provide opportunities for them to communicate for practical purposes, and learn new ways of thinking.

 

The aims of teaching French in our school are to:

 

  • Understand and respond to spoken and written language from a variety of authentic sources.
  • Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.
  • Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.

 

Implementation:

To ensure high standards of teaching and learning in MFL, we implement a curriculum that is progressive from Early Years to KS2.  French is taught in each class every week for thirty minutes by the French co-ordinator.

 

The MFL curriculum at Phoenix Primary School is based upon the Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills taught.  The French teacher plans lessons for every class using the progression of knowledge and skills document. Every year group studies a new topic each half term. The French teacher assesses children’s prior knowledge and understanding to ensure the work planned is pitched at the correct level.  A variety of teaching approaches are used based on the teacher’s judgement.

 

In French, skills in speaking, reading and writing another language are developed through a multi-sensory approach such as rhymes, songs, stories and repetition. In Upper Key Stage Two, children begin to develop their understanding of grammar in another language.

 

Special Educational Needs Disability (SEND) / Pupil Premium / EAL/Higher Attainers

 

All children will have Quality First Teaching. Any children with identified SEND or in receipt of pupil premium funding may have work additional to and different from their peers in order to access the curriculum dependent upon their needs. As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points.

 

 

Impact:

 

Our MFL curriculum is high quality, well thought out and is planned to demonstrate progression.

We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work.

We measure the impact of our curriculum through the following methods:

  • Observing children speaking and listening in another language.
  • Marking of written work in books
  • Images and videos of children completing speaking and listening activities.
  • Interviewing the pupils about their learning (pupil voice).
  • Subject tracking.

 

The MFL subject leader will continually monitor the impact MFL teaching is having on the children’s learning through work scrutinies to ensure the progress of knowledge and skills is being taught.  They will also ensure the knowledge taught is retained by the children and continually revisited and that the learners are able to apply the skills they have been taught to a variety of different settings, showing independence with their learning.

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