Taking the plunge—Beginning a scheme of work in MFL

Course Focus:
To give non specialist MFL co-ordinators the tools to write a Sow for MFL. To look at suitable topics / themes for each year group. To ensure planning for progression. To begin to write your own SoW with AST support. To explore the latest on-line CPD resources available
Reasons for Attending:
In considering how to develop MFL across the Key Stage / s this will be an invaluable course and enable us to consider language teaching in Year 3 and 4 to support and develop that already covered in year 5 and 6


Immediate Professional Learning:
Course Leaders: Finola Gill, Lynsey Behan and Kaye Lyon
Contacts: finolagill@hotmail.com katelyon@blueyoner.co.uk
Allowed me to familiarise myself with the Framework for Languages. The emphasis of the framework is very much linked to Excellence and Enjoyment and the key message is about motivating and exciting the children in learning a language / skills for life. The framework is a support and not a cage.
The three key strands of Languages are:
Oracy (O)
Literacy (L)
Intercultural understanding (IU)
With two cross cutting strands of
Language Learning (LL)
Knowledge about Language (KAL)
It is easy to use the framework to track the progression in each strand and to see how objectives in KAL and LL relate to IU.

An hour was taken up with representatives for published schemes of work including:
Rigolo—Nelson Thorne
Tout le Monde—Heinemann (have asked for an evaluation pack)
La Jolie Ronde
There were also other resources such as:-
Francais, Francais, Catherine Cheater and a selection of story books, CDs and DVDs for us to peruse.
A scheme which was much talked about was one by Alison Machin available form Penrice Community College , Cornwall.
Obvious pros and cons for all schemes and each think they are better than others. However as a starting point we may wish to evaluate some of these, particularly those which use IWB technology.

I certainly think that buying some French books, and song CDs would start to build a good resource for us. This would provide the resources and the opportunity to immerse children in language just like we do with babes.

The Catherine Cheater scheme was suggested as a good one which came with book, CD and DVD resources and the books are now provided as PowerPoint presentations too, which would be great for IWB. However it was stressed that while children enjoy the activities that it is not easy for non-specialists to use.

I have downloaded the European Language Portfolio and Can do statements from NACELL and Asset Languages.

I admit to not attempting to begin a SoW for FL as my mind was buzzing and difficult to think clearly—best to get out and drive!

Making links between curriculum subjects and areas of learning can deepen children’s understanding by providing opportunities to reinforce and enhance learning (DfES, 2004)

There was a lot of talk about the amount of time for FL and how this doesn’t add up to much in a year. Most people agreed that it had to be integrated creatively across the curriculum.
We watched a short video clip where a teacher , teaching a maths lesson on arrays got the children to use French numbers and operations to say their arrays. This was during the main part of the session. In this instance we felt that the use of the French actually impeded the achievement of the numeracy objectives. However there is a place for using FL in the mental oral / starter / plenary games etc.

The framework does not prescribe themes for year groups so teachers are free to be creative and innovative and create programmes of work which will excite and engage the children and feel very much part of their school’s curriculum.

There are QCA units for French which I have downloaded. These might be useful in identifying key vocabulary and activities once opportunities are highlighted in the curricular map (long term planning)


Follow up actions:
Having looked at a variety of models I think the way forward at Woodford might be:
Short term tasks
Look at curricular maps for each year group
Identify FL which might be included in each term’s “topic”
Medium / long term tasks
Identify Objectives for each term
Identify activities and resources
Write SoW for FL
Purchase support schemes for staff confidence
Purchase resources including CD, DVDS, books for children
Ensure all staff have opportunity to FL training and support