Westwoodside Church of England Academy

Westwoodside Church of England Academy MFL Curriculum

MFL Vision Statement

At Westwoodside Church of England Academy, we believe that learning a foreign language is a gateway to the wider world. It opens minds, develops empathy, and equips children with essential communication skills for an increasingly interconnected global society. Through our MFL curriculum, we aim to ignite curiosity, build confidence, and encourage pupils to explore and appreciate cultures beyond their own.

Rooted in our Christian vision to “Be the light for other people. Live so they will see the good things that you do”(Matthew 5:16), we empower pupils to let their light shine by developing respect, understanding, and responsibility through language learning. We believe that every child has the right to a rich and deep language experience that inspires them to become effective communicators, confident learners, and compassionate global citizens.

Westwoodside MFL Curriculum Pledge

During their time at Westwoodside Church of England Academy, all pupils will have the opportunity to:

Learn French as a modern foreign language throughout Key Stage 2 through regular, high-quality lessons
Develop the four key skills of language learning: listening, speaking, reading and writing
Have the opportunity to speak with a fluent speaker of another language.
To celebrate other cultural days in school.
Explore and appreciate the cultures, customs and traditions of French-speaking countries across the curriculum
Experience language learning through stories, rhymes, songs, games and role-play
Build a strong foundation in French phonics and grammar
Show respect for linguistic diversity and celebrate global cultures
Reflect on their own identity and develop cultural understanding and tolerance
Explore career opportunities linked to MFL

Westwoodside MFL Curriculum Intent

Our intent is to provide all pupils with the opportunity to learn an additional language and gain insight into different cultures, perspectives and ways of life. We want our children to see themselves as global citizens, capable of communicating beyond their local community.

By learning French, pupils will develop practical communication skills and increase their understanding of grammar, syntax, and structure—reinforcing their knowledge of English while building new language skills. Language learning will support pupils’ academic development, broaden their horizons, and nurture appreciation of cultural diversity. Our aim is to create enthusiastic, curious and capable language learners who are excited to explore the world beyond their own.

Westwoodside MFL Curriculum Implementation

All KS2 pupils receive weekly French lessons delivered by their class teacher, supported by the Kapow scheme of work and resources. This curriculum is carefully sequenced to ensure progression across the key skills of listening, speaking, reading and writing, while also building understanding of French phonics and grammar.

Each unit includes interactive and engaging activities such as singing, role-play, games, stories and rhymes. These activities encourage active participation and help embed vocabulary and structures in meaningful contexts. Lessons are designed to be inclusive and accessible to all learners, with opportunities for repetition, retrieval and scaffolding.

Grammar is integrated into the teaching and revisited across year groups to secure understanding. Cultural exploration is embedded throughout, allowing pupils to compare their own lives with those of others in French-speaking countries. Regular assessment takes place using the Language Angels tracking and progression tools, ensuring learning is monitored and adapted to meet pupil needs.

Westwoodside MFL Curriculum Impact

Our MFL curriculum ensures pupils enjoy learning French and feel confident in using a new language to express themselves. The spiral structure of the curriculum ensures prior learning is reinforced and developed over time.

Impact is measured through:

Pupil voice, where learners reflect on their progress and enjoyment
Evidence of progression in skills through written work, speaking activities and end-of-unit assessments
Cross-curricular links where language learning supports wider knowledge and understanding
Cultural awareness and respect demonstrated in discussions and school life

Pupils are expected to make good or better progress in MFL. Individual progress is tracked and shared with pupils and carers. Where progress is not in line with expectations, this is identified and addressed through tailored support. Ultimately, we aim for pupils to leave KS2 with the confidence, knowledge and enthusiasm to continue language learning into secondary school and beyond.

SEND Provision in MFL

‘High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to/or different from this...special educational provision is underpinned by high quality teaching and is compromised by anything less’

‘Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement’ (SEND Code of Practice 2015)

In the first instance, provision for SEND children should be planned in accordance with their individual support plans, focusing specifically on areas of strength and needs and the use of reasonable adjustments. Additional strategies to support identified areas of need should be taken from The Quality First Teaching booklet. https://www.sensiblesenco.org.uk/shared-files/1903/send-quality-first-teaching-toolkit.pdf

The Quality First Teaching booklet includes practical strategies which should be used to support the following four broad areas of need:

Cognition and learning needs - specific learning difficulties (dyslexia, dyspraxia, dyscalculia), moderate learning difficulties, severe learning difficulties, global delay, profound and multiple learning difficulties

Social emotional and mental health needs - behaviour, emotional and social difficulties, mental health difficulties, ADHD, depression, eating disorders, attachment disorders

Communication and interaction needs - Speech, language and communication needs, autistic spectrum disorder, Asperger’s Syndrome

Sensory and/ or physical needs - Visual impairment, hearing impairment, multi-sensory impairment, physical disability, cerebral palsy Additional support and advice regarding individual SEND needs can be sought from the subject leader and SENDCO.

Enhancements within the MFL curriculum

Language learning at Westwoodside is enriched through immersive and interactive experiences that bring French to life beyond the classroom. Pupils take part in activities such as role-play, storytelling, music, and games that deepen their understanding of both language and culture. Opportunities to celebrate international days, sample traditional foods, and engage with authentic French media help pupils develop a broader global awareness.

To support language acquisition and build cultural curiosity, themed days and enrichment weeks offer focused exploration of French-speaking countries and customs. Pupils explore traditions, festivals, and daily life in Francophone communities, allowing them to make meaningful connections between their own experiences and those of others around the world. These enhancements foster engagement, confidence and curiosity—essential qualities of language learners who are ready to connect with a wider world.

In line with our school vision, MFL enrichment aims to nurture thoughtful, respectful and confident communicators who value diversity and understand the role of language in building bridges between cultures and communities

MFL curriculum Parents/Career Statement

Parents and carers are warmly invited to support their child’s language learning journey and to celebrate progress in Modern Foreign Languages. Opportunities to share learning may include class assemblies, cultural theme days, language performances, and displays of pupils’ work during curriculum showcases.

To stay informed and involved, parents can access MFL curriculum maps, unit overviews, and photographs of pupils engaged in language activities via the school website. Sticky knowledge organisers are also available to support home learning and reinforce key vocabulary and grammar points.

Updates about what pupils are learning in French—along with details of enrichment events and classroom experiences—will be shared regularly through newsletters and class communications. Parents will be updated on their child’s language learning progress through parent consultations and the annual school report.

We encourage families to celebrate language learning at home, sharing in the joy of discovering new words, phrases, and cultures together.

MFL Curriculum Core Concepts

Phonics	Phonics helps pupils recognise and pronounce key French sounds so they can speak with increasing accuracy and understand spoken language more confidently. By learning how accents, silent letters and sound–spelling patterns work, pupils can decode new vocabulary and apply pronunciation rules independently.
Vocabulary	Vocabulary teaching gives pupils the essential words and language structures they need to communicate clearly, express opinions and understand written and spoken French. Pupils learn vocabulary that builds progressively across units, enabling them to apply familiar words in new contexts and develop more complex sentences.
Grammar	Grammar provides pupils with the tools to build accurate, meaningful sentences by understanding how French words change and work together. As pupils learn about gender, verb forms, adjectival agreement and sentence patterns, they are able to speak and write with greater precision and confidence.

MFL Long Term Plan

Year 3/4
Cycle A

French greetings with puppets

Using puppets to practise a variety of French greetings and learning how to introduce themselves. Choosing the correct greeting based on the time of day and asking someone how they are.

French adjectives of colour, size and shape

Describing shapes using adjectives of colour and size, learning the position of adjectives relative to the noun; noting cognates, practising language skills and developing confidence through games and creating animal and Christmas artworks

Playground games - numbers and age

Counting in French from one to twelve, recognising the written number words, talking about ages, comparing sentence structures in French and English and practising vocabulary by playing counting and traditional French games.

In a French classroom

Responding to common classroom instructions through games. Learning vocabulary for classroom items. Understanding that every French noun is either ‘masculine’ or ‘feminine.’

Bon appétit

Learning about French food and exploring different cultural customs; using language detective skills to spot cognates and near cognates; expressing opinions and using their knowledge to role-play a visit to a French market.

Shopping for French food

Exploring different ways to say ‘the’ when talking about shopping; applying new vocabulary and sentence structures to tell their own simple story about a trip to the shops.

Cycle B

This is me

Learning how to exchange greetings and share personal information as names and feelings

School Days

Learning how to use definte and indefinite articles and school related vocabulary to build descriptive spoken and written sentences

Birthday Celebrations

Using numbers and dates to exchange information: comparing similarities and differences between Birthday celebrations in France and in England.

Colourful Creatures

Learning the vocabulary for adjectives of size and colour; using noun gender agreement and considering how it impacts word order

Fabulous French Food

Learning how to eat out in France: ordering and paying the bill, asking and responding to questions in a cafe conversation

Gourmet tour of France

Asking and answering questions about food preferences ; learning about famous regional French dishes; giving opinions about regional food.

Year 5/6
Cycle A

Portraits - describing in French

Learning adjectives for describing people’s physical appearance and their personality. Creating simple sentences ensuring that the adjectives agree with the gender of the noun.

Meet my French family

This UKS2 mixed-age unit draws on previously learnt vocabulary and grammar, introduces family and relations vocabulary, the possessive adjective, my, and how to express likes and dislikes.

Clothes - getting dressed in France

Learning vocabulary to describe items of clothing, along with the different forms of the indefinite article. Incorporating previous learning about colour into their descriptions of clothing and recapping the concept of adjectival agreement. Expressing their opinions about outfits in French.

French weather

Learning phrases to describe the weather and vocabulary for the compass points; counting from 1-100 in multiples of ten; combining this knowledge to make statements about the temperature in different parts of France and deliver a weather forecast.

Exploring the French-speaking world

Discovering the many French-speaking countries, giving and following directions in French and discussing climate using comparative language.

Planning a French holiday

A mixed-age Y5/6 unit. The children learn to use a combination of present and near-future tenses, and become familiar with holiday-related vocabulary around packing a suitcase and planning a journey. They explore which countries they might visit and why and ultimately research and plan a holiday to France.

Cycle B

French Transport

Using language detective skills to spot cognates; learning transport related vocabulary and constructing sentences using part of the verb aller.

In my French House

Learning about surroundings and discovering the fascinating world of different homes and exploring different types of homes and buildings

French Music Celebrations

Learning vocabulary to name musical instruments and types of music. Expressing opinions about music by forming extended sentences.

Verbs in a French Week

Learning to identify the infinitive form of verbs into -er, -ir and -re.

Visiting a town in France

Learning directional, transport and town vocabulary together with prepositional phrases to describe position

French sport and the Olympics

Conjugating the verb aller - to go. identifying correct prepositions, learning sports vocabulary and expressing preferences.

	Mixed-age-Cycle-B-French-Curriculum-overview-16.06.26	[pdf 226KB]
	Mixed-age-Cycle-A-French-Curriculum-overview-16.06.26	[pdf 229KB]