MFL – National Curriculum Aims
Purpose of study
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
The national curriculum for computing aims to ensure that all pupils:
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
- are responsible, competent, confident and creative users of information and communication technology
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets].
Key stage 1
Pupils should be taught to:
- understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
- create and debug simple programs
- use logical reasoning to predict the behaviour of simple programs
- use technology purposefully to create, organise, store, manipulate and retrieve digital content
- recognise common uses of information technology beyond school
- use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
Key stage 2
Pupils should be taught to:
- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
- understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
- use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
- select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
At Coleridge, we aim for a high-quality Modern Foreign languages’ curriculum which should inspire a curiosity and intrigue about the world and other cultures. We believe that learning a foreign language is an important and useful tool in being a member of a multi-cultural society, as well as helping to provide our pupils with an opening to other cultures. Our aim is to offer a broad curriculum which inspires and motivates our children to develop an interest and curiosity about foreign languages, thus offering the opportunity to explore and develop a deeper understanding of other cultures and the world around them. We want to children to develop a love for learning a second language which will continue on into secondary school and beyond, giving them the confidence to travel the world, communicate with new people and experience different cultures.
In ensuring a high standard of teaching and learning of a Modern Foreign Language at Coleridge, we implement a curriculum that is progressive throughout Key Stage 2. Spanish is taught half-termly in all KS2 classes and an emphasis is placed on gaining ‘real-life’ experiences such as through a Spanish day, which includes trying traditional Spanish cuisine, listening to Spanish music and learning about the traditions and Spanish culture. Modern foreign language sessions at Coleridge combine speaking, listening, writing and reading through a variety of different teaching styles which include practical activities, songs, videos, using iPads and activities on the IWB.
The impact and measure of this is to ensure that children at Coleridge are equipped the knowledge of another language and other cultures, which will enable them to be ready for the curriculum in the next phase of their education and for life as an adult in the wider world.
We want the children to have thoroughly enjoyed learning Spanish, therefore encouraging them to undertake new life experiences now and in the future.
The National Curriculum defines learning languages as ‘an integral part of the curriculum’. It also states that the ‘learning a language is a liberation from insularity and provides an opening to other cultures’. As well as this, it argues that learning languages helps to equip pupils with the knowledge and cultural capital they need to succeed in life as well as encouraging pupils to appreciate and celebrate difference.
At Coleridge, we introduce children to a variety different cultures and traditions, not only through our Religious Education curriculum, but also through our Modern Foreign Languages curriculum. Through teaching Spanish in our MFL curriculum, we expose the children to the Spanish culture and its different traditions, allowing children to make comparisons to their own cultures. Within our locality, this consists of a wide range of cultures with a variety of different traditions. The teaching of Spanish traditions and cultures allows for open conversations about the many different cultures within our community, as the children make comparisons with their own culture and that of their peers. Through the MFL curriculum, we make links to other areas within the curriculum such as Maths and Geography, ensuring that learning is embedded. Across school, a Spanish day is held at the end of the academic year which allows children to have access to a variety of traditions from the Spanish culture such as typical Spanish cuisines, music and games, thus building a love for learning a language and also an enjoyment of learning about different cultures in preparation for continued language learning at secondary school.
At Coleridge, our principle aim is to ensure that our modern foreign languages curriculum focuses on developing children’s knowledge, skills and understanding of a foreign language.
We believe that learning a language will help our children in their development of oral and literary skills. It also advances an understanding of their own culture as well as an understanding of other cultures. This is something that we believe to be important, particularly in the culturally diverse environment in which our school is located.
The aims of our MFL curriculum are to;
- Cultivate an interest in learning another language
- To understand that language has a structure and that different languages are structured in different ways.
- To develop speaking and listening skills.
- To understand and respond to spoken and written language.
- To increase confidence, fluency and accuracy of pronunciation when speaking in a foreign language.
- To learn about different countries and their people, creating an awareness and respect of other cultures.
MFL sessions at Coleridge will be taught using a variety of teaching and learning styles. These sessions will include speaking, listening, reading and written activities which will be supported through a variety of resources including iPad and the IWB. These activities will consist of whole class, group and independent learning. A love of learning languages will be encouraged through home learning using written or interactive homework. It is important at Coleridge that we make cross-curricular links where possible therefore we will encourage children to apply their learning in other curriculum areas such as ICT, Maths and Music.
At Coleridge we understand the importance of knowledge organisers and how they can support children’s understanding and learning.
They are also an excellent assessment tool which can help identify gaps in learning and inform planning, teaching and intervention. As we have developed our own curriculum, class teachers have also developed knowledge organisers to work alongside our curriculum. Children will be encouraged to refer to knowledge organisers throughout sessions to help support and enhance their learning.
Knowledge organisers can be a valuable tool for both children, staff and parents. Class teachers are the ones who write the knowledge organiser, to set out their expectations of what pupils should learn about a topic – and to clarify their own thinking around what is important.
School leaders, headteachers and subject leaders then may look at a series of knowledge organisers to check for progression and continuity both within and across curriculum subjects and to ensure standards and expectations for learning are being implemented, and if not, what CPD is required.
Pupils will review, revise and quiz themselves using their knowledge organisers. Knowledge organisers are a really clear and easy to understand way for parents to be more aware of what their children are learning and thus to support them.
Some of the benefits of knowledge organisers
- A knowledge organiser makes the teacher think hard about what will be taught.
- Knowledge organisers are an endless source of meaningful homework activities.
- Knowledge organisers are an excellent tool for inclusion.
- Knowledge organisers create opportunities for spaced retrieval practice.
- Ahead of a summative assessment at the end of a topic you can inform pupils that some of the questions will refer to previous learning; pupils can then refer to the knowledge organiser to access and practice those topics.
- Used appropriately, knowledge organisers can increase retention of facts
At Coleridge, we have several non-negiotiables that need to be included in a knowledge organiser, they are:
- Key vocabulary (linked to Progression of language)
- Key places and people
- Useful diagrams (as required for the topic)
- Key dates for a subject like history (e.g. when the two World Wars were)
- Key themes
- Important quotes
- Stem sentences for a subject like Science or Maths
We use knowledge organisers throughout school, however, in EYFS they look different to other phases of school due to the away the curriculum is structure. In EYFS, we use a holistic approach to knowledge organisers and have a topic knowledge organiser, whereas, in KS1 and KS2 our knowledge organisers are subject specific.
If you would like any information about our knowledge organisers then please contact us at firstname.lastname@example.org
|Year 3||Year 4||Year 5||Year 6|
|Greetings and responding to greetings||Counting and using numbers||Counting and using numbers
|Giving personal details||Talking about the weather||Talking about the weather||Giving information about an everyday activity – food|
|Counting and using numbers||Describing simple objects||Talking about food||Expressing opinions|
|Food||Describing people||Following and giving simple instructions||Basic prepositions of place
|Following and giving simple instructions||Expressing likes / dislikes||Expressing thanks||Classroom objects|
|Expressing thanks||Expressing opinions||Saying what day or month it is||Clothes|
|Days / months||Animals||Describing some simple objects – colour, size||Common adjectives, e.g. big, small
|Describing simple objects||Clothes||Expressing likes/dislikes||Family|
|Expressing likes / dislikes||Colours||Giving information about an everyday activity – food||Furniture and other household objects|
|Colours||Common adjectives||offering||Leisure and holidays|
|Food and drink||Family||Basic prepositions of place||Methods of communication – post, fax|
|Numbers||Leisure and holidays||Common adjectives, e.g. big, small||Names of occupations|
|Times||Numbers||Food and drink||Places: shops, cinema, park, beach etc.|
|Parts of the body||Names of sports||The home|
|Ways of travelling||Places: shops, cinema, park, beach etc.||Ways of travelling|
|Weather||Time, including months and days||Weather|
|Letters of the alphabet
MFL Concepts at Coleridge
At Coleridge, pupils are given the opportunity to speak, listen to and read Spanish vocabulary and phrases in every session. Pupils also record in their books in either every session, or every other session. This includes a range of activities such as spelling Spanish words correctly, matching words and pictures, and writing phrases and sentences.
Here is an example of a Year 3 MTP at Coleridge
Research around the Curriculum