Rashida Hans I have been working at Mayflower for a number of years now. I have also taught across many other schools in the City of Leicester. I have a passion for languages, and also speak many myself. I understand the importance of language as a way of showing respect for other cultures. Effective communication is how we can best understand each other, and this makes a direct contribution to cohesion both nationally, and internationally. Our children often have English as an Additional Language, and this confirms the capacity they have for learning, and also the positive impact language acquisition can have on their journey through life.
Intent, Implementation and Impact
As MFL Leader, I will work hard to ensure that our MFL curriculum is effectively delivered to all of the children at Mayflower Primary School. Teachers will be well-trained, equipped with quality resources to deliver engaging lessons, and have the confidence to engage with children as they develop their understanding of French and Arabic. As our children progress through the school, they will deepen their knowledge of both languages, as well as the cultures they support.
Assessment in MFL takes place during lessons through feedback provided by staff. As per our feedback and marking policy, this is most effective during the lesson. Formal assessments are made at the end of each term, and these are submitted to the Head Teacher, determining attainment, progress, and the overall impact of the syllabus on all our children. They are measured against age-related expectations across the syllabus, using a 4-point system, as follows:
Working below Key Stage
Working Towards Age-Related Expectations
Working at Age-Related Expectations
Working at the Greater Depth Standard
Differentiation helps all teachers to ensure that the children’s needs are being met through lesson content that is matched to their needs. Adaptations are also made to ensure that our SEND children can gain access to all lessons, with a strong focus on disciplinary and substantive knowledge, as opposed to the literacy and numeracy skills we may expect of them to access it. In this way, low outcomes in literacy and numeracy do not have to equate to low outcomes in MFL.
Golden Threads and Curriculum Enrichment
MFL supports the 3-Golden Threads in many different ways, and we recognise the contribution it makes to the development of children’s character and confidence to embrace the world. The global goals provide an international framework for action. Given their global nature, a basic understanding of language will equip our children to understand people from around the world, how they think, and why certain choices are made as opposed to others. Social Justice is more effective when children can communicate effectively. A basic level of language understanding can enhance relationships, and allow our children to build allegiances with people around the world. Outdoor learning is promoted through lessons in the natural environment, and role-play in the real-world. Visits from and visitors into school also enrich the delivery of the MFL curriculum at Mayflower Primary School.
The Journey of the Child
Through carefully planned and progressive units that reference prior learning and prepare children for future learning, we can chart a child’s journey through our school from their entry in the Orchard, all the way through to the end of Year 6. Please click on the link below to see how our children experience MFL at Mayflower, and how this links together, helping them to develop their own.
Curriculum in Action
Talking about the curriculum is far less effective than actually seeing it in action. We love to capture our children’s engagement with the MFL curriculum, both in the classroom and our local community. For more information, please tap on the following link:
International Day of Languages
Every year in the Autumn term we celebrate International Day of Languages where our children are encouraged to immerse themselves in other cultures. Each classroom becomes a country and children are given passports for the day to visit them. The children work in mixed-aged groups and experience a range of activities across the school. In the past they have created Icelandic creatures; sampled Turkish food; painted beautiful Japanese scenes and learnt Bangra dancing. Teachers are encouraged to be creative and the children cultivate their love of other countries to gain understanding and empathy for different cultures.
