Here are some examples of children using their French practically...

Saying what someone does or does not have...

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Saying what someone does or does not have...

Still image for this video

Subject leader: Mrs Smith



The learning of another language provides a valuable educational, social and cultural experience for all children.  The focus of learning at Northlands is on practical communication.  Children are encouraged to develop communication and literacy skills which lay foundations for future language.  Children develop linguistic competence, extending their knowledge about how language works and compare and contrast other languages with English.  Study of a new language facilitates comparisons with children's own language and culture, and develops in them a wider awareness of themselves as part of a global community.


We believe that learning a Modern Foreign Language prepares pupils to participate in a rapidly changing world, in which work and other activities are often carried out in languages other than English.  The rise of international commerce means that pupils need to be equipped with the skills needed by the international workplace.  Increased capability in the use of MFL promotes initiative, confidence and independent learning and encourages diversity within society.




Northlands serves a diverse community, so many pupils in school already have experience of a language additional to English. Children's experiences of language are celebrated across the curriculum, for example during the study of RE, in some Theme topics and through developing their understanding of spelling by looking at the etymology and roots of modern words


From Key Stage Two, children are introduced to the French language in a systematic way, using the Rigolo programme. French was chosen as the MFL subject for Key Stage 2 pupils as this falls in line with the MFL options available at most of our main feeder secondary schools in Rugby.  


At Northlands, approximately 40% of our pupils have English as an additional language, and there are over forty home languages within the school community. Since French is not a language which is dominant in our community, this gives pupils a similar starting point.  Pupils learn the French language through  a series of engaging and progressive units, which allow them to gain a good understanding of French language and culture.  The Rigolo French Programme was chosen as it allows for a non-subject specialist to deliver French language learning without requiring in-depth subject knowledge.  The programme provides comprehensive support for teachers, using native speakers to support the oracy element of French teaching.


Pedagogical approach:

At Northlands we are aware that no two lessons are ever the same but in general we seek to ensure that our pedagogical approach to MFL includes the same key factors. In lessons there will be a strong verbal element as this is key to children learning to speak a new language. There will evidence of call and repeat where the teacher says the word (or sometimes played from a recording for correct pronunciation) and the children repeat it back. Pupils will benefit from learning to speak sentences in role, sometimes pretending to be visiting the country. As vocabulary is so vital – this will be shared on screen for the children refer throughout their lesson.




The Rigolo Scheme of work allows teachers to teach in a progressive way, building on previously taught skills, vocabulary and knowledge, supporting children to make progress.  Assessment grids have been introduced to support both summative and formative assessment by teachers, and to allow children to self and peer reflect on their progress.  The assessment grids allow school leaders to hold teachers to account in ensuring that coverage and sufficient time is given to the subject.


Pupil voice demonstrates that children enjoy  French and that they are beginning to reflect on their learning with greater clarity.  Staff voice indicates that teachers feel confident with using Rigolo; the scheme supports both revision of previous knowledge, and the acquisition of new learning. Each unit of work lays out the knowledge and vocabulary taught and the necessary language skills, mapped out against the Key Stage 2 Framework Objectives.