Reception 2026 – Book now to visit school and meet the Headteacher 

Skip to content
Ofsted Good Provider

MFL

Home Curriculum Teaching and Learning Subjects MFL

Modern Foreign Languages @ Whitley Lodge First School

Statement of Intent

At Whitley Lodge First School, we believe that the learning of a foreign language provides a valuable educational, social and cultural experience for pupils.

We aim to:

  • Foster an interest in language learning by introducing children to other languages in an enjoyable and accessible way.
  • Provide and encourage opportunities for all children to develop the skills required to be a linguist across KS1 and KS2.
  • Introduce young children to another language that is enjoyable and fun.
  • Enable children to use their language knowledge to understand, speak, read, and write.
  • Develop awareness of another country and culture.

Teaching Approaches

French is the MFL of choice at Whitley Lodge First School, selected based on staff knowledge, available resources, and the languages offered at middle schools the school feeds into.

Although there is no National Curriculum requirement for MFL in EYFS and KS1, pupils are exposed to a bespoke scheme of work based around stories, songs, and rhymes to develop confidence in speaking, listening, and early writing skills. The KS1 scheme is aligned with the KS2 curriculum and follows a Cycle A/Cycle B rotation.

All pupils receive MFL lessons for one hour per week on a rotation basis. These lessons are delivered by a Higher-Level Teaching Assistant.

Where possible, MFL is consolidated across the curriculum, for example through ICT using Purple Mash.

By the end of Key Stage 2 (Year 4 at WLFS), pupils will be taught to:

  • Listen and respond to single words, short phrases, and full sentences.
  • Notice rhyming words in songs.
  • Begin to identify common spelling patterns.
  • Read aloud some words from simple songs, stories, and rhymes.
  • Recognise some familiar French words in written form.
  • Use basic language detective strategies (e.g. dictionary use).
  • Use visual/contextual clues to make meaning predictions.
  • Form simple statements, including negatives.
  • Practise speaking with a partner.
  • Recognise, ask, and answer simple questions.
  • Use a variety of conversational phrases.
  • Repeat key phonemes and apply pronunciation strategies.
  • Introduce themselves using simple phrases.
  • Rehearse and perform short role plays, songs, or stories.
  • Select and write simple words/phrases, some from memory.
  • Use appropriate adjectives with correct positioning and agreement.

Curriculum

The school follows a range of units aligned to the National Curriculum and elements of the North Tyneside Scheme to inform the MFL scheme of work.

Purpose of Study

The National Curriculum for Modern Foreign Languages aims to ensure that all pupils:

  • Understand and respond to spoken and written language from a variety of authentic sources.
  • Speak with increasing confidence, fluency, and spontaneity, using discussion and questions to improve accuracy.
  • Write at varying lengths for different purposes and audiences, using grammatical structures they have learned.
  • Discover and appreciate a range of writing in the language studied.

Key Stage 2 (Year 4 at WLFS) Pupils Should Be Taught to:

  • Listen attentively and show understanding through joining in and responding.
  • Explore patterns and sounds of language via songs and rhymes; link spelling, sound, and meaning.
  • Engage in conversations: ask/answer questions, express opinions, and seek help or clarification.
  • Speak in sentences using familiar vocabulary and language structures.
  • Develop pronunciation and intonation to be understood by others.
  • Present ideas and information orally to various audiences.
  • Read carefully and understand words, phrases, and simple writing.
  • Appreciate stories, songs, poems, and rhymes in the language.
  • Broaden vocabulary and understand new words in familiar contexts, including dictionary use.
  • Write phrases from memory and adapt them to form new, clear sentences.
  • Describe people, places, things, and actions both orally and in writing.
  • Understand grammar relevant to the language, including gender, verb conjugations, key features, and differences from English.

The Role of the Subject Leader

The subject leader is responsible for:

  • Providing strategic direction for MFL teaching.
  • Supporting colleagues with subject-specific guidance.
  • Monitoring pupil progress in MFL.
  • Attending training and CPD relevant to MFL.
  • Managing MFL resources and budget effectively.

Subject leaders receive non-contact time to fulfil their duties. They stay up to date with national and local developments, review teaching methods, update curriculum documentation, and ensure progression and coverage of the National Curriculum. Monitoring (including pupil voice) informs annual action planning.

Inclusion

Pupils with additional needs work at appropriate levels via open-ended, differentiated tasks. Additional support is provided when required. More able pupils are challenged with high-level questions and extension activities to deepen and broaden understanding.

Assessment

Assessment in MFL is primarily formative and used as guidance for improvement. Teachers assess through:

  • Observations of pupils in whole class, group, or individual settings.
  • Pupil responses to questions.
  • Evidence in floor books (KS1).
  • Written work in exercise books (KS2).

Pupils reflect on their progress against agreed success criteria. Work is often displayed on the school’s dedicated MFL display board. In KS2, assessment is linked to Sonar Tracker to monitor progress and identify next steps.

Harriet Hutton
MFL Lead 2024