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Westgate Primary School

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Modern Foreign Languages

MFL Learning Journey

Modern Foreign Policy


Aims and Objectives

  • To understand and respond to a spoken and written language.
  • To speak with increasing confidence, fluency and spontaneity by practising pronunciation and intonation.
  • To communicate ideas and thoughts.
  • To write using the grammatical structures that they have learnt.
  • To develop transferrable skills such as grammatical terms, use of dictionaries, phonology and subject-verb agreements.



Children develop their understanding of MFL through initially discovering basic words and phrases to answer simple questions about themselves. This will then build onto pre-existing skills, such as counting numbers and telling the time, in order to all children to identify similarities and differences between the two languages.

At first, the learning will focus on verbal skills with pronunciation being an emphasis. Through the curriculum, written work will become expected more often as the children become accustomed to the language.

To effectively deliver the curriculum and promote a love of MFL for Key Stage 3 to develop, we will utilise a variety of teaching methods and activities during lessons. This will include stories and songs to develop an appreciation of writing in the language and role-playing scenarios to facilitate consolidation of previous learning.


Curriculum organisation

The MFL curriculum at Westgate follows the National Curriculum 2014. It is taught through separate lessons. The curriculum is organised to allow previous knowledge from other subjects to be used as building blocks to compare the language to English. This allows a deeper understanding of the meanings of phrases taught, confidence in identifying and using similarities in the language to succeed and consolidation of learning from different subjects.



There is no expectation of MFL in EYFS.


Key Stage 1

There is no expectation of MFL in Key Stage 1.


Key Stage 2

  • Children are taught through 5 topics per year with a consolidation of learning through songs and stories in the final half-term of the year. These build on learning from previous years and the current year.
  • Topics are chosen to suit the age group. In younger years, the focus is on answering questions about themselves and the space they are in (e.g. time, school life, colours, describing myself etc). This progresses onto topics which are not centred on themselves (e.g. weather, holiday, transport, jobs).
  • Topics are designed to give a wide range of experience for the children to draw on whilst encouraging skills like sentence creation, describing, and asking and answering questions.


Resources (including visits)

  • French-English dictionaries.
  • Dual language texts.
  • French picture books.


Inclusion and Equal Opportunities

All learners will be given equal opportunities to access MFL. They will be supported or challenged through differentiation. As appropriate, planning will reflect the varying needs of all the children in the class. Where possible, the diverse society in which we, and other countries, live will be reflected in the teaching and learning of this subject.


Assessing, Recording and Monitoring

End of topic assessments are carried out by the class teacher and shared with the subject coordinator. The teacher uses a range of evidence to make their judgements, which may include pupils’ written work, participation in verbal activities, or quizzes.



All resources are checked for signs of damage and replaced where necessary.


Date ratified by Performance and Standards Committee: June 2020

Next review date: June 2023 (every 3 years)


Associated Policies


Learning and Teaching (for roles and responsibilities of teachers and subject leaders)

Equal Opportunities


Curriculum Map Overview

MFL Long Term Plan