Our vision is to encourage a love and curiosity for exploring other countries and cultures whilst developing confidence in communicating effectively in another language.
Our exciting MFL curriculum equips all children with the potential to converse in French with those in our school community and the wider world. At Ropsley, we know that the ability to speak another language is an extremely desirable life skill and one that will prepare our children to flourish into motivated global citizens.
Here at Ropsley our main MFL teaching is French. French is a widely spoken language and most of our children have the opportunity to further this learning when they move to KS3 into one of our local secondary schools.
We follow the scheme of work provided by Salut! . All staff have had guidance for how to use this scheme and have successfully implemented it into their own classrooms. This provides cohesive lesson plans which cover the content of the National Curriculum.
French is taught at KS2 but KS1 learn useful phrases such as ‘hello’, ‘goodbye’, ‘thank you’ and ‘how are you?’. KS1 regularly answer the register in another language.
All children will learn to converse in French after starting with short phrases. Confidence will build through singing songs, practical activities and games.
Children will look at patterns in language, engage in conversations, read carefully – showing an understanding of what has been read, describe people and places and understand the key features of the language; feminine and masculine form.
All children at Ropsley have the opportunity to observe and understand cultures beyond that of their own. We have several Global Days per year, focusing on different countries and cultures. As part of that, our children can learn useful phrases in another language.
We measure the impact of our high quality Languages curriculum by:
Discussing the pupil’s work with them and asking them about their French lessons.
Completing work scrutinies.
Staff assessing the levels children are working at and completing a termly data submission – this is then collated and any patterns in children performing below expected will be identified.