Language learning stimulates children's creativity Children enjoy taking an active part in language lessons. They join in with singing, reciting rhymes and poems, and respond to stories. They create mimes, sketches and role-play, imitating accurate intonation and pronunciation. They play games, take turns, make things, take the role of the teacher and experiment creatively with language.
Language learning supports oracy and literacy Children spend much of their time in language lessons speaking, listening and interacting - more than in most other subjects. They take part in role-plays, conversations and question and answer work, sing songs and recite, perform to an audience and respond to a wide range of aural stimuli. This emphasis on communication, including language learning's important role in the 'education of the ear', underpins children's capabilities in oracy, which is critical to effective communication as well as a key foundation for literacy.
Language learning leads to gains across the curriculum Children approach a broad range of learning activities in a new and challenging context; these relate to mathematics and other subject areas such as geography, music and citizenship. This can lead to deep learning and significant gains in their general understanding as they recycle and reinterpret existing knowledge. Through the conscious development of language learning they are also learning how to learn.
Language learning supports and celebrates the international dimension Although it enjoys much more linguistic diversity than in the past, England remains a place where the motivation to learn another language is affected by the position of English as a widely spoken, world language. This makes it even more important that we give all children the chance to learn a language in order to gain insights into their own lives and those of others around the world. They need the chance to make contact with people in other countries and cultures and to reflect upon their own cultural identities and those of other people.
A whole school approach to MFL is desirable, so although languages will be optional for the Foundation Stage and KS1 School for the time being, teachers are greatly encouraged to start introducing French to children in the Foundation Stage and Key Stage One. Our Infant children may receive MFL teaching as a cross-curricular subject, enhancing both the EYFS and the KS1 National Curriculum. Key Stage One pupils may take part in any activities – and in any languages - at this stage. Language songs, games and activities are highly enjoyable, motivating and inclusive and also develop other literacy skills.
The National Curriculum for languages aims to ensure that all pupils:
At St. Joseph's, KS2 pupils follow the 'Salut' program. Primarily, children begin the Salut programme in Year 3. However, in Reception and KS1, children are encouraged to learn some of the key French words such as answering the register and greeting each other. Ultimately, we aim for children to have a good grasp of French words that will enable them to begin their secondary education with a solid foundation to build upon.
Each lesson in Salut introduces new words to help children expand their French vocabulary. The lessons across each unit incorporates fun games, stories and songs to support their understanding of the French language.
At St Joseph's, the children's learning is assessed using teacher assessment and the children are tracked using the progression tools on Cornerstones where we are able to individually track each child's progress.