Please click link below for an overview of Modern Foreign Languages across the school:

MFL Long Term Overview


The intention of the French curriculum at The Glebe Primary School is that children are taught to develop an interest in learning other languages in a way that is enjoyable and stimulating. Children in school generally rarely have any exposure to French outside of school so we need to begin with the basics. We encourage children’s confidence and creative skills. We strive to stimulate and encourage children’s curiosity about language. We help children develop their awareness of cultural differences in other countries. We strive to embed the skills of listening, speaking, reading and writing skills necessary to enable children to use and apply their French learning in a variety of contexts and lay the foundations for future language learning.


Our MFL curriculum is designed to progressively develop children skills in languages, through regularly taught lessons. All KS2 classes will have access to a very high-quality foreign languages curriculum using the chosen scheme of work and wide range of resources. This will progressively develop pupil skills in foreign languages through regularly taught and well-planned weekly lessons in KS2, which will be taught by a classroom teacher or language specialist teacher/HLTA. Children are encouraged and supported to develop their speaking and listening skills through conversational work, singing activities and games. As confidence and skill grows, children record their work through pictures, captions and sentences. Each week, language learning is celebrated in assembly and a certificate for French is awarded to one class. Annually, we have a European week across the school to raise engagement across the community with MFL.


Pupils will continuously build on their previous knowledge as they progress in their foreign language learning journey through the primary phase. Previous language will be recycled, revised, recalled and consolidated whenever possible and appropriate. Teachers will have a clear overview of what they are working towards and if they are meeting these criteria. They will use the long-term planning documents provided to ensure the correct units are being taught to the correct classes at each stage of the scholastic year. Children are expected to make good or better than good progress in their foreign language learning and their individual progress is tracked and reported to pupils and parents / carers in line with school recommendations. If pupils are not progressing in line with expectations, this will be identified through assessment. This will enable teachers to put in place an early intervention programme to address any areas that require attention in any of the language learning skills.