Foreign Languages

"One language sets you in a corridor for life. Two languages open every door along the way."
Frank Smith

Intent

At St Francis de Sales, we believe that learning a foreign language opens doors to other cultures, perspectives and opportunities, and equips pupils with essential skills for their futures. Our aim is for all children to become confident language learners who can communicate effectively, think creatively and make meaningful connections across subjects and real-life contexts. Our curriculum is designed to ensure every child experiences excellence and the joy, curiosity and wonder that language learning brings.

Pupils are encouraged to grow as linguists — developing accurate pronunciation, expanding their vocabulary, applying grammatical structures and expressing ideas with increasing independence. They learn to listen attentively, speak with confidence, read for meaning and write with purpose. Through this, they come to appreciate the importance of languages in society and the role they play in fostering understanding, empathy and global citizenship.

Our curriculum is research-informed and vocabulary-rich, offering engaging, well-sequenced learning experiences that promote deep understanding. Precision in language is prioritised so that pupils can communicate clearly, justify choices and manipulate language effectively. Inclusiveness is central to our approach: learning is carefully designed so that all pupils can access, participate in and succeed in language learning. We value and celebrate diversity, recognising that pupils bring different experiences, strengths and needs to the classroom. Teaching approaches, resources and support are adapted to remove barriers, build confidence and ensure that every learner feels supported, challenged and able to make meaningful progress. We seek to develop linguistic fluency, grammatical understanding and confidence in communication equally, empowering pupils to be resilient, reflective learners who view mistakes as a vital part of the learning process.

Learning is carefully revisited and interleaved throughout the year to strengthen retention and ensure that language knowledge becomes embedded and transferable. A strong focus on core vocabulary, phonics and key grammatical structures provides pupils with secure foundations, enabling them to access more complex language and communicate effectively in a range of contexts.

Through this approach, pupils leave St Francis de Sales as confident, curious and capable linguists — able to communicate with others, think critically about language and culture, and recognise the value of languages in understanding and engaging with the wider world.

Planning

Cohesion Strategy:

Coherence is strengthened through our five essentials: Acquisition & Retention of Language (secure vocabulary, phonics and grammatical structures underpin progress), Enriching Experiences (authentic texts, songs, stories and cultural experiences that bring language to life), Independence (pupils applying language confidently through speaking, reading and writing tasks), Oracy (purposeful talk, accurate pronunciation and interaction in the target language) and Understanding (using language creatively in new and varied contexts, including links across the curriculum and real-life situations). Our curriculum ensures all pupils develop both competence and confidence as linguists, fostering a lifelong curiosity about languages and cultures beyond the classroom.

Implementation

Lessons are characterised by the following:

• Knowledge is revisited through an interleaved approach, whereby vocabulary, grammar and language structures are revisited frequently. This enhances long-term retention and fluency, ensuring pupils develop a solid foundation for communication and comprehension.

• Pupils are encouraged to explain their language choices, justify grammatical structures and express ideas creatively in both spoken and written forms.

• Tasks are designed inclusively to meet all learners’ needs, while our ‘challenge without limits’ approach encourages pupils to stretch themselves, access higher levels of language learning and develop confidence.

• Formative assessment before and during lessons enables scaffolded support, allowing pupils to work at the edge of their ability, embrace mistakes, and learn from them.

• Teachers use worked examples, modelling and Success Criteria to demonstrate excellent language use and communication.

• Planning takes account of previous learning and prepares pupils for future stages. This is supported by the St Francis de Sales Progression Ladder and Language Knowledge Organisers.

• Learners are supported with intervention when needed and receive targeted guidance informed by formative assessment, ensuring misconceptions are addressed promptly and all pupils thrive, regardless of prior experience or ability.

• Language learning is enriched through cross-curricular opportunities, cultural experiences and authentic contexts, allowing pupils to apply their skills creatively and consolidate their learning in meaningful ways.

Impact

We use a variety of methods to measure and assess the impact of our intent and implementation. This enables us to refine planning continually, enhancing the quality of teaching and learning in Modern Foreign Languages.

Formative Assessment used by Classroom Teachers:

• Assessment is tracked daily through formative methods in line with our Assessment Policy. Individual, group and whole-class targets provide immediate action points for pupils, creating a dynamic and responsive assessment cycle that drives learning forward.

• Teachers use high-quality questioning in the 'Knowledge Checkback' and throughout lessons, employing diagnostic questions to assess understanding and adapt teaching accordingly.

• The MFL Lead uses data from internal assessments, end-of-unit tests and listening/speaking tasks to inform whole-school planning and targets.

Summative Assessment used by Classroom Teachers:

• Alongside end-of-key-stage statutory assessments (where applicable), the impact of teaching and learning is measured through summative testing at the end of each term. This allows teachers to make informed judgements on progress, supported by evidence, and provides an objective measure of achievement. Data is used to inform planning and target interventions where needed.

Rigorous Monitoring by MFL Coordinator and SLT:

• Monitoring cycles, including lesson observations, drop-ins and book reviews, ensure that the assessment policy is followed consistently.

• Work reviews, conducted regularly, ensure high-quality teaching, consistency across classes, and a forward-thinking approach to language learning.

Feedback from Stakeholders:

• Pupil voice is gathered to understand enjoyment, confidence, and progress in language learning, helping to inform improvements.

• Teacher voice is collected by the MFL Coordinator through professional dialogue and collaborative planning discussions.

• Parent voice is sought via drop-ins and other engagement opportunities, ensuring parents understand how to support language learning at home and contribute to the learning process.