Modern Foreign Languages

(Curriculum intent for Modern Foreign Languages)

The MFL ITT programme seeks to:

Develop strategies and teaching ideas for teaching the four skills; Listening, Speaking, Reading and Writing. Share good practise and teaching resources for specific topics, develop an understanding of assessment at all key stages, including AFL strategies and the importance of feed forward tasks. Develop an awareness of inclusion in the classroom and ideas on how to cater for the needs of all students. Find engaging and motivating activities to make language learning fun.

As a result, it is intended that MFL trainee teachers will be able to:

• Develop their subject knowledge to a depth and breadth that enables them to teach their subject at KS3-KS4 with confidence and competence
• Understand the pedagogy of their subject and be both deliberate and judicious in their choice of methods and approaches
• Be able of the curriculum requirements for the age range they teach and have awareness of how content is chosen to be broad, balanced and deliberately sequenced
• Understand how learning happens in their subject and be able to use a range of approaches to ensure that knowledge is more likely to be retained
• Learn about the statutory assessment arrangements for MFL and be able to guide and prepare students for both internal and external assessment
• Anticipate and address common misconceptions within planning and lesson delivery
• Develop students’ hinterland knowledge and intellectual curiosity
• Use a wide range of subject terminology and be aware of strategies to help students use these terms for themselves
• Provide learners with actionable, motivational and manageable subject specific feedback in order for them to make progress in their learning
• Create classroom climates that are inclusive for all learners regardless of ability or background through an awareness of potential barriers to learning and how to overcome these
• Learn how to activate hard thinking in their subject as a result of a deliberate approach to structuring, explaining, questioning, interacting and embedding knowledge