The Aims and Objectives of Learning a Modern Foreign Language in Primary School Are

Introduction

Modern Foreign Languages (MFL) have been taught at Jotmans Hall School since 2004, when Spanish was initially introduced in Year 4. Since then MFL teaching has progressed throughout KS2 in both French and Spanish and then solely to French with training sessions for teaching staff in order to support them in the development of their personal skills. We have found that the children really enjoy their sessions and are proud to go home and show off to their friends and families!

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Aims & Objectives

The aims and objectives of learning a modern foreign language in primary school are:

·  To foster an interest in learning other languages

·  To introduce children to another language in a way that is enjoyable and fun.

·  To make young children aware that language has a structure and that the structure differs from one language to another.

·  To help children develop their awareness of cultural differences in other countries.

·  To develop their speaking and listening skills.

·  To lay the foundations for future study.

Organisation

We follow a non-specialist model for the teaching of MFL. Originally, Spanish was taught to the children in Years 3 and 4 on a weekly basis, and French to children in Years 5 and 6. Due to funding and resources however, this has changed to French being taught across the whole KS2 from September 2008 onwards, using the Nelson scheme Rigolo. Children start to use the scheme in Year 3 and progress through the unit as they progress through the School. At the start of each year the Class Teacher will revise and assess previous units and make a judgement about the appropriate unit at which to carry on, so that the children are able to progress at a steady rate.

The software for the scheme has been loaded on to all teacher laptops, for us in all classrooms. Also, it has been loaded onto the children’s laptops, so that they can access the games and pronunciation exercises individually. The Class Teacher is responsible for the teaching of the curriculum, although in some cases the HLTA or other LSAs with an interest in MFL may join in. We hope that through this curriculum, children will gain an understanding of the lifestyle and culture of our nearest neighbours in Europe. Spanish is still available to any staff who wish to give the children a broader language experience.

The Curriculum

The curriculum that we follow is the Rigolo Scheme of Work (see Appendices II and III) supported by the guidance given in the revised National Curriculum and the Class Teachers’ own knowledge. We teach the children to know and understand how to:

·  Ask and answer questions

·  Use correct pronunciation and intonation

·  Memorise words

·  Interpret meaning

·  Understand basic grammar

·  Use dictionaries

·  Work in pairs and groups and communicate in the other language

·  Compare life in another culture

The teaching of these skills is reflected also in the Creative Learning Journey Scheme that is used in the School (See Appendix I)

Teaching & Learning Style

The teaching is based around the Nelson Scheme of Work Rigolo. Supplementary support comes from the Early Start Scheme, the QCA Scheme of Work and teachers’ own knowledge (this may be from their own background, or using the material collated during training and development). This means that a variety of techniques are used to encourage the children to engage with the language.

Mime and repetition are essential in the pronunciation of new vocabulary, as they imply meaning without the need for translation. Listening, responding and speaking skills are emphasised, followed by simple writing skills when the children are ready and confident to attempt them. A multi-sensory and kinaesthetic approach to teaching is used, i.e. a physical element is introduced in to some of the games, rhymes and songs as this serves to reinforce memory. Teachers try to make lessons as enjoyable as possible so that the children develop a positive attitude to the learning of Modern Foreign Languages. Children’s confidence is built through praise for any contribution they make, however tentative.

Assessment

At this stage in the development of teaching languages, many teachers are only one step ahead of the children. They have been introduced to the Languages Ladder as assessment material for the National Attainment Targets of:

Listening & Responding

Speaking

Reading & Responding

Writing

These skills are assessed throughout the Rigolo Scheme at the end of every unit.

Monitoring & Review

The MFL Co-ordinator completes termly reviews by informal discussion with teaching staff completing surveys and looking at plans. The Co-ordinator then liaises with the Headteacher over progress: Currently, the focus is on developing reading, writing and responding skills from the speaking skills that the children have learnt so far. The emphasis over the next 3 years will move towards equal emphasis on the 4 main language skills.

Resources

These can be found in the Resources Room in labelled boxes.

Rigolo 1 Course software CD (including teacher book download,

flashcards and worksheets.

Teacher book (hardcopy)

Rigolo 2 Course software CD (including teacher book download,

flashcards and worksheets)

Teacher book (hardcopy)

Rigolo support materials Big Story books (6)

Character hand puppets

Audio CD

Early Start – Tu y Yo Teacher folder (2)

DVD (2)

Audio CD (2)

Video (1)

Early Start – Salut, c’est moi! Teacher folder (2)

DVD (2)

Audio CD (2)

Posters El Tiempo (4)

Los Colores

Nuestro Cuerpo

Espana

Que hora es?

Numeros del 1 a 100

Calendario – dias, meses, seasons (2)

Inclusion Statement

At Jotmans Hall Primary School, we are aware that some children have difficulty accessing the curriculum. Therefore, in line with the Disability and Discrimination Act of 2005, and the SEN and Disability Policy of 2001, resources and materials will be adapted and reasonable adjustments made to make sure that this subject is accessible to all the children in our care.

Cross-Curricular Project Work

·  In the Foundation Stage and Key Stage 1, Foundation subjects are taught through a topic based approach, making cross-curricular links where possible. ‘The Learning Journey’ (or wheel) can be used as a long term planning tool. A new topic is covered each term, from a rolling programme.

-  In Key Stage 2, Foundation subjects are taught as separate units, but cross-curricular links are made wherever possible. These refer to a subject based rolling programme.

·  During the Summer Term the Class Teachers are free to choose a topic, through which the children will have the opportunity to apply skills learnt in the previous terms.

It is the responsibility of the Class Teachers to ensure that the key objectives are covered and that there is a progression of skills. The Subject Co-ordinator should check that this is happening through the School.

Multi-Cultural Weeks

Multi-cultural aspects are embedded throughout the curriculum, but at Jotmans Hall School we have decided to have multi-cultural weeks through the year. These weeks focus our teaching and learning and the children gain an in depth appreciation of other cultures through a range of activities. Afterwards, children are given an opportunity to share what they have learnt in an assembly.

ICT

ICT is embedded throughout all curriculum subjects. Children should, wherever possible, cover ICT objectives through their cross-curricular work. All staff and pupils must adhere to the E-Safety Policy, a copy of which can be found on the Safeguarding Notice Board.

Thinking Skills

Thinking skills are essential in ‘learning how to learn’. When Teachers focus on creative and well tried ways of thinking, standards rise, learning is accelerated and pupils grow in confidence and self-esteem.

At Jotmans Hall we are using the ‘Let’s Think’ materials to develop thinking skills. Learners will be encouraged to share a common language and perception, respond to a challenge, think better in groups, think about their own learning and use their thinking in different situations throughout the curriculum.

In the Foundation Stage and Key Stage 1, Thinking Skills will be taught through Literacy, Maths or Science or taught as a discrete Thinking Skills lesson.

In Key Stage 2, years 3-5, Thinking Skills will be taught through Science. In year 6, Thinking Skills will be taught through Literacy, Maths or Science or taught as a discrete Thinking Skills lesson.

Problem Solving Across the Curriculum

Effective problem solving and investigating is an important part of learning and teaching throughout the whole curriculum.

Children should explore types of problem solving and investigating to prompt previous knowledge, probe understanding, and promote and extend their thinking.

Problem solving activities or investigations:

·  are effective (natural) strategies for learning.

·  are active approaches to learning

·  give children responsibility for their learning

Problem solving should permeate through all learning objectives and should not be seen as a ‘bolt-on’ activity. In shared work Teachers can use short problem-solving or investigative activities to:

·  refer to previous work and pose questions to assess children’s prior knowledge.

·  demonstrate and scaffold investigations and problem solving, making explicit the key strategies applied.

·  use an investigation or problem to teach the objective

·  model the various methods of recording (e.g. tabulation, diagrams, etc)

·  teach children how to interpret, select and use information

·  encourage opportunities for thinking aloud and communicating with others.

In independent time Teachers can provide short or extended problem-solving or investigative activities to:

·  support children in drawing out patterns, principles, conclusions, justifying answers or identifying relationships

·  promote the social context for positive dialogue

·  support children in developing a wide range of strategies in order to develop the skills of working systematically, including finding all possibilities

·  help children record their thinking in a variety of ways including diagrammatic representation and simple algebraic notation.

In the plenary the Teacher may use a problem-solving or investigative activity to:

·  assess children’s understanding of the objectives being taught

·  prepare children for the next lesson or series of lessons

provide opportunities to communicate children’s different approaches to the specific problem solving activities in order to address any misconceptions.