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Rayleigh Primary School

Respecting ourselves, others and our future

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Modern Foreign Languages (MFL)

French

Intent
At Rayleigh Primary School, we aim to instil a love of language, modern foreign languages and an awareness of other cultures in all of our pupils. We want children to develop the confidence to communicate in French for practical purposes, using both written and spoken language.

 

Implementation
We teach French using the Language Angels scheme of work. Through our teaching of MFL, we aim to give pupils a foundation for language learning that encourages and enables them to apply their skills to learn further languages, developing a strong understanding of some of the ways in which languages can differ, facilitating future study and opening opportunities to study and work in other countries in the future. We develop links with other schools and learners around the world, providing opportunities for our pupils to communicate with children through written letters and by online video communication, allowing pupils to practise their language skills in authentic situations to make their MFL learning more meaningful.

Rayleigh Primary School’s scheme of work supports pupils to meet the National curriculum end of Key Stage 2 targets. In order to ignite a love and understanding of languages from an early age, our teachers informally teach simple French words and phrases during any given day.

 

Impact

Our MFL curriculum ensures that all pupils develop key language learning skills set out by the national curriculum, as well as a love of languages and learning about other cultures. 

 

Learning an additional language at Rayleigh Primary offers pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. We strive to ensure that our children foster a love of language and a desire to take their language skills beyond the classroom and into their future.

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