The Intent, Implementation and Impact of Modern Foreign Languages at Victoria School

 

Intent

At Victoria School we provide a language education to inspire curiosity and develop an understanding of the world and different cultures. We offer all pupils the opportunity to learn to communicate verbally and in writing in a different language. We ensure that all pupils use language with increasing confidence and fluency, providing them with the foundations necessary to go on to learn more languages providing them the tools to travel and discover and appreciate other countries.

Implementation

 

At Victoria School, our core language program aims to ensure that all our pupils, Y3 to Y6, in Key Stage 2 are equipped with the knowledge and skills outlined in the National Curriculum. All pupils access a weekly lesson to support the development of their language skills for our preferred language, French, using the Rigolo scheme.

The Rigolo scheme is an exciting course which combines new and traditional media; following a cartoon English family in their move to France.

It is accessible to all pupils through a variety of games, stories, songs and interactive activities.

Rigolo includes activities to improve reading, writing, speaking and listening skills. The use of a ‘Virtual Teacher’ ensures correct pronunciation. It has carefully set out units to progress and develop language skills from year 3 to year 6.

Whilst French is our preferred language pupils in Y6 are given the opportunity to take part in an exchange program to Germany allowing pupils to experience the German language, through a personal one to one link.

Year 6 pupils are offered the chance to learn Mandarin Chinese. They are provided with a pathway which is suitable for their age and ability. Each week they take part in a 25 minute lesson via Zoom, where they connect with their Chinese teacher in Beijing. They progress through the scheme at a suitable pace for the cohort using games, conversational activities, actions and note taking.

Impact

Our consistent approach to the teaching of Modern Foreign Languages, across KS2, ensures that our pupils leave Victoria School equipped with the knowledge and skills necessary to enable them to access language learning at KS3 with a developing interest to continue exploring this area of the curriculum.

Through the teaching of French, our pupils are exposed to other cultures and their horizons are broadened to prepare them for life in Modern Britain.

By the end of Key Stage 2 all children should be able to

  • Understand and respond to spoken and written language in our core program French.
  • Speak with increased confidence, fluency finding ways to communicate.
  • Continually improve accuracy of pronunciation and intonation.
  • Write at varying lengths
  • Have knowledge of key words from a range of topics.
  • Have developed a basic knowledge of French vocabulary to help them progress well into Key Stage 3.

Research Links:

  • Confirming our beliefs, the study of Modern Languages was cited as having a positive impact on pupils’ confidence; a positive correlation with pupil attainment and fostering a greater awareness of other cultures and what it means to be a global citizen by the Language Review 2016-17 carried out by the British Council.
  • The Chartered College of Teaching reflected upon the recommendations of the Teaching School Council’s MFL Pedagogy Review in 2018. Recommendations included ensuring that the four skills of speaking, listening, reading and writing are taught together and content is stimulating to widen students’ knowledge of the culture. Our chosen scheme of work facilitates opportunities for pupils to develop all four skills and enrichment activities (French theme days); songs, audio clips of native speakers and the scheme of work itself help to enhance pupils’ exposure and appreciation of French culture too.
  • As a result of a currently limited evidence base, in July 2019, the EEF commissioned a Rapid Evidence Assessment (REA) of the best available evidence on the impact of foreign language learning on student’s wider academic outcomes which will be used to inform policy and practice and provide practical recommendations on how to best teach modern foreign languages. As an evidence informed school, we will reflect upon any recommendations that the review raises and seek to evaluate and adapt practice as necessary.