Bonjour! Nous aimons apprendre le français à l’ecole Tritlington First School!
Hello! We love learning French at Tritlington First School!
At Tritlington Church of England First School, we are keen to promote the study of a foreign language because of its increasing importance in the modern world. The intention of the Modern Foreign Languages curriculum at Tritlington First School is that pupils develop an interest in other languages and deepen their understanding of other countries, cultures and people. It should be seen as a lifelong skill that will open further opportunities later in life. We are committed to ensuring that competence in another language enables pupils to interpret, create and exchange meaning within and across cultures. Pupils are encouraged to engage with the MFL curriculum through memorable experiences such as games, songs, stories and role play. From Key Stage Two we teach a carefully planned sequence of French lessons, ensuring progressive coverage of the skills required by National Curriculum.
The teaching of French in EYFS, KS1 and KS2 provides an appropriate balance of spoken and written language and lays the foundations for further foreign language teaching on their transition to middle school.
Our lessons are sequenced so that prior learning is considered and opportunities for revision of language and grammar are built in.
Our lessons and resources help children to build on prior knowledge alongside the introduction of new skills as well as offering an insight into the culture of French-speaking countries and communities. The introduction and revision of key vocabulary and grammatical structures is built into each lesson. Pupils are encouraged and supported to develop their speaking and listening skills through conversational work, singing activities and games.
Classes will have access to a high-quality foreign languages curriculum supported by the Language Angels scheme of work. This will progressively develop pupil skills in foreign languages through regularly taught and well-planned weekly lessons in French and ensures children have access to sound clips that model correct pronunciation by native speakers every lesson. Alongside these units, we aim to integrate the French language into the everyday curriculum where possible e.g. through History/Geography work, numbers in Maths, directions in PE etc.
The school has a two-year long term plan in place which will serve as an overall ‘teaching map’ for our MFL offer. We have an overview of units to be taught during the academic year to ensure substantial progress and learning is achieved. Each teaching unit is divided into 6 fully planned lessons. Reading, speaking, listening and writing activities will be offered in all units. In addition, children may also participate in some of the following, where appropriate: Foreign language celebration assemblies, dialogue with visiting native French speakers or cookery or tasting sessions of traditional foods from the country of the language being studied.
The curriculum is delivered using a range of resources such as iPads, flash cards, games and visual aids. Displays are used to remind pupils of key vocabulary. We also encourage active learning through the use of games, songs, rhymes, storytelling and role play to help bring French to life in our classrooms! As their confidence and skill increases, pupils record their work through pictures, captions and sentences.
The impact of our MFL curriculum is that children are encouraged to understand the relevance of what they are learning in languages and how it relates to everyday life, for example, how it could help them in another country to talk to a French speaker. Our MFL curriculum ensures that children develop their knowledge of where different languages (including the range of home languages spoken by families of the school) as well as French, are spoken in the world.
At Tritlington First School, we assess children’s work by observing pupils in lessons and during individual or paired work. In KS2 we also use written evidence in French folders as well as verbal evidence to inform our judgements of each child’s current stage of learning and language development. This is subsequently used to plan, support and challenge accordingly to ensure all children are encouraged to reach their full potential and let their light shine through the provision of varied opportunities.