Modern Foreign Languages (MFL)

Modern Foreign Languages (MFL)


Dukesgate Academy ensures that we offer a relevant, broad, vibrant and ambitious foreign languages curriculum to inspire and excite our pupils through a wide variety of topics and themes. All pupils will be expected to achieve their full potential by encouraging high expectations and excellent standards in their foreign language learning – the ultimate aim being that pupils will feel willing and able to continue studying languages beyond key stage 2. We use the Language Angels Scheme of Work to support this.

This scheme has been chosen as it encourages high levels of participation through songs and games. It includes audio exemplification to model pronunciation by a native speaker and includes opportunities for pupils to deepen their understanding through remote online learning. Furthermore, all language is accompanied by pictures which supports the scientific theory of dual coding and aids both children whose first language isn’t English and those with SEND.

The four key language learning skills: listening, speaking, reading and writing are taught and all necessary grammar is covered in an age-appropriate way across the primary phase. This enables pupils to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning and also helping the children improve overall attainment in other subject areas.

Through the Language Angels scheme of work, we intend for children to develop a genuine interest and curiosity about foreign languages. Learning a second language offers pupils the opportunity to explore relationships between language and identity and develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences.


All classes in Key Stage Two will have access to a high-quality foreign language curriculum using the Language Angels scheme of work and resources in addition to activities provided by the MFL subject lead. This will progressively develop pupils’ skills in French through regularly taught and well-planned weekly lessons which will be taught by class teachers. Each lesson will last for 30 minutes and there is an

expectation for teachers to provide opportunities for language reinforcement throughout the school day including completing the register and date in French, conversations with pupils around school in French, using some French classroom commands, using flashcards for key vocabulary, playing games in French and setting French homework using the Language Angels site.

Children will build on previous knowledge gradually as their French lessons continue to recycle, revise and consolidate previously learned language whilst building on all four language skills: listening, speaking, reading, and writing.

We start with nouns and articles and 1st person singular of high-frequency verbs in Early Learning units.

We move on to the use of the possessive, the concept of adjectives, the use of the negative form, conjunctions/connectives and introduce the concept of whole regular verb conjugation in Intermediate units.

We end with opinions and introduce the concept of whole high-frequency irregular verb conjugation in Progressive units.

Each unit and lesson will have clearly defined objectives and aims and incorporates interactive whiteboard materials to include ample speaking and listening tasks within the lesson.

Reading and writing activities will be offered in all units, with grammar concepts that will increase in complexity as pupils expand their language education.

Extending writing activities are provided to ensure that pupils are recalling previously learned language and, by reusing it, will be able to recall it and use it with greater ease and accuracy. These tasks will help to link units together and show that pupils are retaining and recalling the language taught with increased fluency and ease.

For each new unit, pupil learning intentions will be discussed and displayed (on the classroom working wall and in pupils’ books). This will make clear the key learning in each unit. An end of unit assessment will allow pupils to reflect on their progress and allow teachers to identify further teaching required.

To support development of key learning, and to support recall in future units, pupils will be provided with a vocabulary summary sheet for each taught unit. Key vocabulary will also be displayed on the classroom working wall.

The class teacher will provide scaffolding for children that need support and deepening tasks for children who require additional challenge.

The use of Kagan structures will ensure that all children are fully participating in their learning in a supportive and safe environment.



Pupils will mark Bastille Day (14th of July) with a themed day where each class will develop a greater understanding of the French culture through well planned activities to cover: festivals, music, art, history, science, geography and food.



As well as each subsequent lesson within a unit being progressive, the teaching type organisation of Language Angels units also directs, drives and guarantees progressive learning and challenge. Units increase in the level of challenge, stretch and linguistic and grammatical complexity as pupils move from Early Learning units through Intermediate units and into the most challenging Progressive units. Units in each subsequent level of the teaching type categories require more knowledge and application of skills than the previous teaching type. Activities contain progressively more text (both in English and the foreign language being studied) and lessons will have more content as the children become more confident and ambitious with the foreign language they are learning.

Pupils will continuously build on their previous knowledge as they progress in their foreign language learning journey through the primary phase. The previous language will be recycled, revised, recalled and consolidated whenever possible and appropriate.

Children are expected to make good or better than good progress in their foreign language learning and their individual progress reported to pupils and parents/carers in line with school recommendations.

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