Summary highlights and key changes

• A foreign language will be a statutory subject for KS2 from September 2014.
• It may form part of an Ofsted inspection.
• One language should be chosen and studied from Y3 to Y6; it may be any modern or ancient language. The curriculum area is to be known as Foreign Languages and not Modern Foreign Languages (although this is the title for KS3).
• Schools may choose to teach other languages in addition to their first choice language.
• There are no attainment targets; a programme of study states what must be covered over four years.
• There is flexibility which allows schools to interpret the statements to fit in with their individual curriculum and approach.
• Planning will need to show progression over four years in listening, speaking, reading and writing, with a specific focus on grammar and pronunciation.
• Intercultural Understanding is not a specific statement in the programme of study; there is an assumption that this will be inbuilt in the planning in the foreign language lessons and other curriculum areas. 

Key points for schools to consider

The overarching point is that schools must plan for sustainability – there must be a school approach which allows for the teaching of a foreign language to be continuous regardless of staff movement.  Bearing this in mind, a school must consider:

Progression

There is no specific guidance as to how to plan for progression.  Schools may wish to use the KS2 Framework as an aid to this.  Within the appendices is a document which shows how the new PoS statements relate to the KS2 Framework.    It is important to consider “best practice” to ensure that progression is built into the curriculum.   Assessment is vital to ensure progression.  In the absence of attainment targets, assessment should be measured against the Languages Ladder and the Key Stage Two Framework.  Within Richmond, this may be best facilitated through the Lingua Badge Award.

Resources

A budget will need to be identified which allows schools to develop their resources.  This is particularly important in the first years of language teaching where there should be a focus on listening and speaking with plenty of opportunities for the children to hear native accents through songs, stories etc.  Authentic and interactive materials will be key.  Likewise resources for reading, writing and grammar will need to be acquired. There are also many resources which are available online and specifically through the LGfL; these should be carefully selected for their appropriateness.

Here are some suggested online resources for teaching French:

The following are suggested online resources for teaching Spanish:

Roles and Responsibilities

The most successful language teaching is where it is integrated across the curriculum; all class teachers, even if they are not teaching the main language lesson, have a responsibility to ensure that the foreign language is used where appropriate throughout the school day.  They also need to ensure that aspects of intercultural understanding are developed through other curriculum areas. The foreign language co-ordinator has an increased role in the school to encourage the integration of the language being taught so that it is embedded throughout the curriculum and that intercultural understanding is included in this.  It may be appropriate to increase the responsibility of the language co-ordinator to include the global education of the pupils, which would form links with many other curriculum areas, including PSHE.  See case studies for examples where class teachers, specialist teachers and a combination of both have been used for teaching.  Successes and challenges have been considered for each.

Professional Development

Schools will need to ensure that Class Teachers are given INSET relating to both their own language development and in the methodology of foreign language teaching.  There will need to be a financial and time commitment to both areas.

Timetabling

There is no specific requirement with regard to the amount of time that should be spent on foreign language teaching.  Refer to case studies for how the language might be incorporated into the timetabling.

Latin and Ancient Greek

These are not yet widely taught within the state system.  There a few schools in Richmond who teach Latin as part of an enrichment programme.  Specialist teachers are brought in to these schools to facilitate this.  You can find a list of resources and contacts here. 

Case Studies

A collaborative model: primary specialist language teacher and class teacher – St James’s Primary School

Three years ago, a self-evaluation of our MFL practice revealed areas of strong concern: children lacked confidence in speaking; there was inadequate transition from KS2 to KS3; and many teachers lacked confidence in teaching and speaking a foreign language.

The SLT developed a strategic plan to integrate one main language into the school curriculum, with teaching shared between the specialist MFL co-ordinator and class teachers.

Staff have improved their own language skills through a series of INSET and lunchtime drop-in clinics.

The plan has enabled every pupil in Y4 to achieve the Bronze Lingua Badge Award and this year, the majority of Y6 children will be taking Silver. The more able children will take Gold.

St. James’s gained the Links Mark Award in 2011 – a national recognition for innovation in language teaching.

Click here for full case study

 

An integrated model with secondary school support – St. Mary’s 

French is taught from Y3 upwards, with elements introduced in Y2, rather than formal teaching. The curriculum is led by a MFL co-ordinator who is also a full time teacher. All year groups that are taught French follow the Catherine Cheater scheme. In Y3 the class teachers teach their own classes through this scheme and with guidance from the MFL co-ordinator. Y4 are taught by Orleans Park Secondary School, which is next door to the school. They teach 30 minutes of French to each Y4 class a week. Y5 are taught by the MFL coordinator who is fluent in French. Y6 are taught by one of the Y6 class teachers, who is also a fluent French speaker.

Click here for full case study

 

Specialist teacher led, with class teacher taught lessons – Hampton Hill 

The foreign languages curriculum is led by a specialist part-time teacher who teaches the children in Y5 and Y6.  In Y3 and Y4 the class teachers are responsible for teaching French to their own classes.  A four year scheme of work has been written by the specialist teacher, who also provides the Y3 and Y4 teachers with weekly lesson plans.  At the beginning of each term, the class teachers meet with the specialist teacher who provides INSET on the plans for that term, helping with pronunciation as well as explaining the lesson plans in detail for the teachers to make notes to aid their delivery of the lessons. The specialist teacher is also available to provide demonstration lessons and advice on assessment.  The children in Y4 complete the Bronze Lingua Badge and the Silver Lingua Badge in Y6.  There is a Gold Badge available for G & T/bi-lingual children.

Click here for the full case study