....in school and the wider community
Shakespeare Primary School - Best Practice Award
As a result of this day we are able to build on its success by incorporating French into cross curricular work including ICT, raise standards in children's achievement, and increase involvement in the learning of MFL with staff, non-teaching staff and parents to support practice excellence.
... in modern foreign languages in primary schools
Clitheroe Royal Grammar School (Best Practice)
Raising awareness of language and culture and providing students with the opportunity to research appropriate resources, prepare teaching materials and disseminate these to primary pupils.
Higher Walton C.E. Primary School (Good Practice Award)
Euxton Primrose Hill Primary School (Good Practice Award)
With the advent of PPA and the emerging national requirement to deliver the teaching of a modern foreign language, our school set about successfully introducing French as a curriculum subject for all ages.
...the development of Primary Modern Languages at Leyland St. James' Primary School.
Leyland St James' C.E. Primary School (Good Practice)
The development of PML within St. James has ensured the advancement of self-esteem (both within pupils and staff) and has resulted in a rise in attainment. The introduction of PML involved utilising the existing skills and confidences of staff whilst ensuring the development of others through a rigorous professional development programme. Both county and feeder high schools were used in this capacity. Our PML leader extended her own knowledge through the 'Path finder' programme.
Children were introduced to several languages French, German and eventually Spanish. A structured but fun curriculum was devised, ensuring that children made effective use of reading, writing, speaking, listening and thinking skills. It is this emphasis on skills that has raised the level of achievement within basic skills (see Raise on Line CVA 2006, 2007, ongoing brick walls, schools own data analysis) and impacted positively on the childrens self esteem (see Pupil Questionnaire analysis 2007, 2008)
Cathedral Catholic Primary School (Good Practice)
As MFL is to be offered in all primary schools across Key Stage 2 by 2010, we wanted to ensure that we would have the skills and resources to meet this target. Our partner secondary school had funding for a specialist MFL teacher to work with teachers in our school to deliver French once a week throughout an academic year. This resource was used to provide professional development for staff and learning partnerships were established.
We started in upper Key Stage 2, where the class teachers now have the confidence to plan and deliver French each week. The specialist teacher now provides support for teachers in years 3 and 4, working alternate weeks with each teacher so that the class teacher can then consolidate and practice the new learning the following week and so build up her own subject knowledge and confidence.
... through the learning of a modern foreign language
Fylde Cluster Network
Six schools came together to form a Primary Strategy Learning Network in 2005 with the aim of improving speaking and listening through the learning of a modern foreign language. In September 05 a target group of Y3 children were identified across the network and a lead learner and lead teachers from each school were released monthly to work together on providing professional development support.
Headteachers met half termly to maintain a strategic overview of the project and were fully supportive of the initiative.
At the end of the first year, nearly all children in the target group had reached at least Level 1 in Oracy from the Framework for MFL. The biggest impact was the 'buzz' that learning another language brought to the children. One school that was inspected by Ofsted was commended for its work in developing MFL, stating that the teaching of MFL had' lit up the learning' for pupils. The learning of a MFL was most effective where it was delivered as a cross-curricular subject combined with direct input of language learning. Pupils learned songs, made dual language dictionaries and counted and named shapes in the target language.
The highlight of the year was a Network Celebration Day held at one of the Network schools where all the target children enjoyed sampling food, made banners, played boules and learnt flamenco.
Networking has brought the six schools much closer together and the network is now looking to extend its work to include other schools in the locality.
St. Francis RC Primary School, Goosnargh.
The development of French language skills at St. Francis has impacted on all the children from Reception right through the school. The level of enthusiasm to learn a language has remained high. Recently, Year 6 children were invited to a French Play at a feeder High School and were able to hold their own in conversation. Back in school they took part in a French fashion show and introduced confidently .
(Written by Carol Stringfellow)
All Saints Catholic Language College
All Saints' target was to raise standards of attainment in MFL at Key Stage 2 and track transition across Key Stage 3. As a small high school there were issues of splitting each cohort on entry into French and German. The school made a fundamental decision and decided to bring each year group in with either French or German (Wave approach). This enabled the school to offer Year 5 students in 2002 French as their target language and in 2003 German to Year 5.
Following the training of specialist staff to deliver the learning and the identification of funding to sustain staffing and provide resources (approximately £2000 per year), the work began in 2002. Children now enter All Saints with increased skill levels in Modern Languages and enjoy language learning and accessing the lunchtime language clubs (particularly boys). They also have a much broader cultural awareness of France and Germany as all new year 7 students have the opportunity to visit Lille (French) or Aachen (German) to use their language skills in a real context.
St. Mary and St. Andrews Catholic Primary School (Good Practice Award)
St. Marys & St.Andrews was one of the first small schools in Lancashire to develop French language skills as part of the Pathfinder Project. At the very outset, we saw languages as a way of developing the whole child, awakening an interest, developing enjoyment and positive attitude and motivating children to express themselves.
Ormskirk Asmall Primary School
Staff at Asmall School were delighted to be presented with the Learning Excellence award for the introduction of Modern Foreign Languages at the end of the first year of this innovative project.
In May 2004 we applied to the British Council to be included in a programme whereby Spanish Primary teachers are seconded to a British school on a part time basis for one year. With no foreign language expertise in the school this was seen as a fantastic opportunity to introduce a language. The teacher arrived in October to be met with great enthusiasm from children and staff. Each class in the school participated in weekly Spanish lessons, as did the staff and parents. The enthusiasm of the teacher and her approach to the subject was a real joy, bringing fun back into learning. Not only did the children learn a new language, they found out about life in Spain and other European countries. Citizenship assumed a high profile and ICT skills were honed as the Key Stage 2 classes communicated with pen friends by email and by snail mail. Meanwhile the Spanish teacher avidly participated in as many aspects of English life as possible, keeping everyone entertained with stories of weekend exploits. Our teacher has now returned to Spain but we are sure the friendships forged will continue. We eagerly look forward to the next arrival in October.
La Grande Six (Innovative Practice Award)
This network project developed the teaching of French by shared resources amongst a group of primary schools in Clitheroe. Particular features of the project include:
The cluster has continued to research and learn from best practice elsewhere. All the evidence of impact suggests that children are making good progress in the acquisition of another language.