At the beginning of the year, a progression map was created showing all of the skills that should be taught in MFL by year group. After reviewing this with other members of staff, it seemed ambitious to complete all of the targets. I took time to research and link the key skills to the National Curriculum objectives and showing these in progression across each of the year groups. This update was made so that the curriculum was clearer and straightforward to follow. Each of the progress skills link to Language Angels.

Reviewing and researching the school's curriculum for MFL has refined and reduced the curriculum expectations. This means that it has become more manageable for planning and achieving with a half an hour lesson on a weekly basis. The curriculum map also shows clear progression in skills between each of the year groups. 

Action for 23/24: Review the MFL curriculum again, ensuring that the National Curriculum statements are fully achieved and teaching is manageable. 

Starting in 2021 in Years 3 and 4, exercise books for MFL were reintroduced for French lessons. These books are a record of learning across the key skills. However, with research into long term memory, we started to use these as vocabulary books as well so that the children can look back and remind themselves of their learning and some key words/phrases. 

The next step is to speak to the children as see whether recording the vocabulary in books as a reminder of learning will help the language to remain as part of their long term memory.

Impact

Looking at the books, it is clear to see that children are noting down new vocabulary on a more regular basis. Children are able to refer back to previous learning and volcabulary when completing independent learning. 

With French being embedded by year group into the curriculum and Spanish being phased out, each year there is progress in each of the skills and language learnt. Up until this year, Year 3 and 4 were following the same topics. Gaps were recognised in progress and new language being learnt as some children entered their second year of French. This was due to the progression document being complex (See progrssion document page). There became a need to know the longer term plan so that there could be clear progress in skills and that there is time for previous learning to be revisited. I have prepared a topic map that links to the National Curriculum objectives as well as Language Angels. Each topic can link to Language Angels for teachers less confident. However, each topic also has suggestions for different, engaging activities.

For planning purposes, having this curriculum map shows clear progression in topics and skills. It enables teachers to know this progression too. 

Next Step: Review how many topics are achievable per year. Could there be less?

How are children with SEND and PPG children supported in Languages?

How are children with SEND supported?

• Use of the inclusion toolkit

• Word banks and writing frames with specific vocabulary

• Opportunities to practise and rehearse language in a practical way

How are PPG children supported?

• Quality-first teaching

• Use of the Inclusion toolkit

• Using learning journals to best support the children