Intent 

Learning begins with rich knowledge development for curious minds. KS2 Children are actively encouraged to question, explore and make links with prior learning. Key links to prior MFL knowledge and/or cross-curricular learning are made explicit to connect the learning tapestry for all.  

To foster mastery in our linguists vocabulary and skills are planned for in progression steps that refer to and strengthen foundation knowledge and develop this further each year.  

Children are encouraged to develop a sense of their RESPONSIBILTY for their role of custodians of the planet and to feel COURAGE in their ability to be agents of change. Through greater knowledge of their local COMMUNITY and wider environments, children develop RESPECT for and curiosity about their world. This common theme runs throughout the learning at Upton Upon Severn Primary School.  

Implementation 

Teaching sequences logically build on prior learning. Opportunities to recall prior learning are embedded in lessons and called upon to answer open-ended questions.  

Key vocabulary is shared with children and utilised throughout the learning sequence. The same vocabulary can be used as scaffolding for written work or discussion.  Some children will spend time revisiting key vocabulary in small groups to secure good recall.  

Each year group has core substantive and disciplinary learning for MFL identified in the curriculum overview document. Kapow schemes of work are used to scaffold and resource planning. Teachers are aware that some of the scheme lessons may not be appropriate for their cohort or help children to extend their learning. In this case, teachers will adapt lessons to ensure that the core purpose of each lesson is for children to think hard and learn more.  

Teachers make use of the learning opportunities available in the local environment which can link to the MFL curriculum. Upton upon Severn is semi-rural with but with a Language specialism High School at Hanley Castle High School.  

Impact 

Children record their MFL work in their enrichment books. Key vocabulary is readily accessible and adapted as required for the learner. Children are confident and accurate in their use of Tier 3 vocabulary.  

An enrichment book that follows the cohort through their learning at Upton Upon Severn Primary School will collect key and additional vocabulary or areas of interest explored by that cohort.  

Children can recall links to relevant prior learning as this is implicitly visited over the course of the learning sequence. Children can talk about what they knew then and what they know now as a logical development.  

Children are encouraged to be curious about their own role as custodians of their own learning. 

Assessment for learning is consistently planned for and included in lessons through questioning and low-stakes quizzes. Teachers consider misconceptions prior to the learning sequence and plan to address and resolve these.  Information gathered from these sources informs next steps in learning with opportunities to strengthen recall incorporated where recall falls below 80%.  

Assessment of learning occurs through extended questions requiring application of recalled knowledge e.g. an extended piece of writing in response to an open-ended question, a presentation of facts to the class in response to a posed problem, a summary of a debate in class, a manifesto for change to positively impact the local environment.