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Modern Foreign Languages

           Mrs Oliver                          Mr A Wilesmith

     MFL Subject Lead                 Subject Governor

Intent - What do we want children to learn?

At Birchwood Primary School, formal MFL teaching is fully inclusive for every KS2 child. Our aims are to fulfil the requirements of the National Curriculum for MFL and give the EYFS and KS1 children a confidence in learning a new language to ready them for formal learning in KS2 and foster the pupil’s curiosity and deepen their understanding of the world. Our aim is to develop the confidence and competence of each child in the foreign language they are learning. Our goal is for them to be passionate, curious and confident about their own foreign language learning abilities when they finish the primary school phase of their education. We will help them develop and demonstrate substantial progress in the 5 key language skills necessary for learning French: Speaking, Listening, Reading, Writing and Grammar. We aim to ensure that pupils of all abilities develop solid foundations in these key language learning skills - properly preparing them for the next stage of their language learning journey. These skills will develop children’s ability to understand what they hear and read and enable them to express themselves in speech and writing. We will extend their knowledge of how language works and explore the similarities and differences between the foreign language they are learning and English. We will also help strengthen their sense of identity through learning about culture in other countries and comparing it with their own.


Implementation - How are we going to achieve our intent?

Our approach to language teaching and learning is in line with the recommendations of the National Curriculum and the requirements outlined in the Department for Education Languages Programme of Study for Key Stage 2. The National Curriculum for languages aims to ensure that all pupils:

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.

Discover and develop an appreciation of a range of authentic writing in the language studied.


By the end of key stage 2, pupils should be able to:

1. Listen attentively to spoken language and show understanding by joining in and responding.

2. Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

3. Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.

4. Speak in sentences, using familiar vocabulary, phrases and basic language structures.

5. Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.

6. Present ideas and information orally to a range of audiences.

7. Read carefully and show understanding of words, phrases and simple writing.

8. Appreciate stories, songs, poems and rhymes in the language.

9. Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.

10.Write phrases from memory, and adapt these to create new sentences, to express ideas clearly. 11.Describe people, places, things and actions orally and in writing.

12.Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.


A display of the French work is celebrated centrally with in the school for all children to see. French is taught in a whole-class setting by the class teacher and is therefore not reliant on one key member of staff. Teachers plan their lessons using our progression of knowledge and skills document and the Kapow scheme of work and can supplement this with their own ideas and experience and those of their colleagues. The lessons are designed to motivate, captivate and interest children from the first moment. They have clear, achievable objectives and incorporate different learning styles. SEN children have access to the curriculum through variation of task, grouping or support from an adult. Each class has a timetabled lesson of at least thirty minutes per week and cover at least one unit per half term. When teaching MFL, teachers should follow the children’s interests and real life experiences to ensure their learning is engaging, broad and balanced. Before planning a unit of work, teachers should assess 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.


French lessons include:

Teacher videos to support the pronunciation of the vocabulary being taught

PowerPoints and interactive whiteboard materials

Differentiated desk-based consolidation activities along side practical suggestions

Worksheets (at three different levels of challenge) are provided throughout each teaching unit and can be used in class or can be sent home to be completed as a homework exercise

Regular lessons with lots of opportunities for oral rehearsal

Repetition of key vocabulary and language structures

Opportunities to apply key vocabulary and language structures

Enjoyment of language learning through songs, games and raps

A cumulative approach building up understanding of language patterns and grammar through their application of prior knowledge.

Opportunities to develop intercultural understanding and awareness

Opportunities to reflect on the strategies and structures that they have used and how this applies/compares to prior knowledge as well as other languages. Each lesson will focus on a combination of the 5 key language learning skills (speaking, listening, reading, writing and grammar).


Impact - What will it look like when we have achieved our intent?

There are many ways we can demonstrate the excellent impact our curriculum design has on our pupils. In a nutshell, here are some examples:

  • We will make the most of every occasion to include the whole school of fun filled days. For example, whole school Bastille Day. 
  • Always making French a high profile subject by leading whole school story time assemblies termly alongside all other subjects.
  • Making the most of opportunities if children travel to France. Photos of their trip and taking Ted/Teddina with them. 



There are many ways we can demonstrate the excellent impact our French curriculum design has on our pupils. Children really enjoy using practical objects such as puppets to act out to practice their French vocabulary and love bringing their French work to life! 




Puppet Shows

Can you spot our French colours out in our playground?

Whole school Bastille Day Celebrations - July 2022

Click here for our Progression of Skills, Knowledge, Understanding and Vocabulary documents. These sequencing documents show how knowledge builds from EYFS year by year to the end of Y6 so that children know more and remember more.