MFL Curriculum Leader: Miss Duckett

For more information about how MfL is delivered at Hindsford, please e-mail Miss Duckett via the enquiries e-mail


At Hindsford CE Primary School, we believe that the skills, knowledge and understanding gained through learning a new language make a major contribution to the development of children’s oracyand literacy and to their understanding of their own culture/s and those of others. It is therefore our intent to provide opportunities for the children to:

Foster an interest in learning a different language.

Develop speaking and listening skills within a different language.

Be confident when engaging in a simple conversation in a different language.

Understand that language has a structure, and that the structure differs from one language to another.

Develop an awareness of cultural differences.

Ensure that the children have a strong foundation which will support them when learning a language beyond Hindsford.

Have fun!


Hindsford CE Primary School provides French language learning in Years 3, 4, 5 and 6. Each class has 1 x 30minute MFL lessons which is taught on a weekly basis.

A variety of language teaching methods are used to match groups and individuals with different learning styles, these include games, role-play, use of a range of media and songs.

The lessons are made as entertaining and enjoyable as possible, as we realise that this approach serves to develop a positive attitude in the children to the learning of modern foreign languages.

At Hindsford CE Primary School, there is a clear progression of knowledge, skills and vocabulary that builds through Key Stage based on the National Curriculum Programme of Study.

Teachers plan lessons with access to the Salut! Scheme of Work, which supports staff in ensuring that their delivery of French is accurate, even if they are not a French speaker themselves.

This planning takes account of prior learning and builds on this. At each stage, the teacher will refer to prior learning and carry out informal assessment of children’s stage of development before moving on.

Below is a copy of the Long-Term Plan:

Below is a copy of the Medium-Term Plans from Year 3 to Year 6:


The impact of the children learning French and understanding the French culture will be assessed by:

  • Teacher observations and assessment of the children’s ability to speak key phrases linked to the year group learning objectives (This would be with increasing accuracy and fluency). If further assessment of the pupil’s ability is required, the teacher may carry out an end of unit quiz, game or 1:1 assessment of their spoken language.

  • Marking the children’s work and assessing the child’s written ability linked to the year group learning objectives.

  • Throughout each term, the teacher will make notes on the Medium-Term plan as they address each learning objective and identify any pupil exceeding or working below.

In addition, the impact of the children’s learning will also be assessed by:

  • Carrying out regular learning walks to assess the quality of teaching and learning being delivered.

    · Holding regular pupil voice sessions to assess how much knowledge the children are retaining overtime and how able they are to recall this. These sessions will focus on asking the children questions about the learning that is documented in their French book.

  • During Curriculum Governor Days, the children will be asked about their learning in reference to the work in their French Books linked to the Medium-Term Plans.

  • Photographic evidence will be posted on the school blog.

  • The pace of learning will be viewed via the quantity of work in the children’s French Books.

Have Fun!

Click on the website below to learn some French and play some games.

Response to Covid-19

During the national lockdown (January 2021 – March 2021), French lessons moved to being taught remotely. This meant that the Medium-Term Plans / learning objectives could continue to be taught as the teachers were delivering either a live zoom lesson or recorded screen rec lesson.

As the lessons were remote however, some of the activities were adapted to make them more accessible for the children to complete at home.

When returning to school, it was recognised that although the lessons were being provided there was not the same level of engagement as there would have been if the children were in school.

Therefore, staff timetabled additional time so that some of the objectives could be re-visited. These consisted of the children re-visiting topics such as greetings, numbers, family, directions and ordering at a shop/restaurant.