SEND Strategies in MFL teaching / Ethos

We have a cultural of entitlement and opportunity and take the view that all pupils regardless of back ground can derive some benefit and enjoyment from the study of a second language.

Additional Departmental Strategies implemented through curriculum planning and the intended impact for students: 

Strategy 

Introduction of vocabulary in chunks  

Intent 

to ease cognitive load

Expected impact 

Increased identification in (reading/listening) and retrieval (writing/speaking 

Strategy

Multi-sensory strategies with cards for match ups, sentence structuring 

Intent

To avoid prioritising one skill and to provide  opportunities to revisit vocabulary regularly 

Expected impact

Increased identification in (reading/listening) and retrieval (writing/speaking 

Strategy

Instructions – orally and written on the board / broken down  

To be judicious in the use of target language instructions

Intent

To always provide model examples from which can adapt. 

Expected impact

All pupils able to access any task at at a least a basic level 

Strategy

To provide Writing frames / sentence starters and use of open book assessments 

Intent

to lessen anxiety and burden of handwriting and to avoid copying for its own sake 

Expected impact

Pupils writing is better because they have the scaffolding.

Books are better kept because pupils see how bookwork feeds into assessments 

Working memory:  

poor memory for what they see or hear in the short term and cannot hold onto information presented visually/orally long enough to process it and commit it to long term memory 

• Simple instructions given and these should also be visual.   
• Instructions broken down and repeated.   
• Have eye contact when giving verbal instructions.  
• Allow time for processing.   
• Prompt during task to help remain focussed.   
   

MFL specific strategies: 

• Introduce vocabulary in chunks to ease cognitive load 
• Opportunities to revisit vocabulary regularly to increase identification (reading/listening) and retrieval (writing/speaking) 
• Multi sensory strategies (cards for match ups, sentence structuring…) 
• Pace of teaching and learning – thinking time given and time for written tasks (lessen frustration of not having time to complete the task completely) 
• Instructions – orally and written on the board / broken down  
• Colour coding / highlighting to add to sentence builders to help visual memory? 
• Homework – strategies / tools to learn and practice new language 

Difficulties with reading:  

poor word recognition and this combined with poor memory can result in comprehension difficulties 

• Encourage to highlight key information.   
• Extended texts to be broken up.  

MFL specific: 

• Differentiated reading (in length, activities to complete) 
• Availability of support (key vocabulary sheet) throughout the reading for reference 

Writing:  

students will avoid words they cannot spell when writing this affects the quality of the written work and can result in poor or simplified expression of ideas. Omission of punctuation and function words will further distort the quality of written work in exam situations 

• should sit facing the board near the front  
• Key word list with images for understanding.  
  
  • Writing frames for longer pieces of work.  
  • Modelled answers and key word lists given.  
  • Limit copying from the board.  

MFL specific strategies: 

• Scaffolding for writing in activities prior to writing to build confidence towards the task 
• Model / example given (reading as modeling for writing / example of a sentence given by a peer) 
• Success criteria with writing frame provided  

Spelling:  

If the spelling is very poor it will mask the meaning. 

MFL specific strategies : 

• Differentiated sheets with missing letters of key vocabulary for students to fill out (rather than whole word) to increase focus on word spelling 
• Vocabulary tests – match up format to lessen stress on writing or spelling and focus on retrieval of form with meaning  
• Mini whiteboard work allows drilling of spelling and ease of correction (trial and error for the student who is more at ease to give it a go) 

Handwriting:  

Poor handwriting, immature letter formation, uneven letter size and inappropriate use of capital letters 

MFL specific strategies 

• Writing frames / sentence starters to lessen stress on handwriting  

Speech:  

Some students with dyslexia experience minor speech difficulties which can cause distress when reading aloud, 

Mispronouncing multi-syllabic words 

Substituting a word for a similar sounding words  

Spoonerisms, swopping the first consonant of two words e.g. Gill Bates instead of Bill Gates 

MFL specific strategies:

• Vocabulary introduced orally – students work on associating the sound with the shape of the word as they listen (allowing phonological processing before the student is required to produce the word) 
• Opportunities to work in pairs to practice pronunciation of new language (lessens the stress) 
• Increase of listening activities to reinforce phonology of the language learnt 
• Practice through games (low stake for the student) 

Low self-esteem: 

Some students will feel frustrated when they perceive that others in the class are making more progress

MFL specific stategies: 

• Praise when appropriate.  
• Encourage a ‘have a go’ approach and reinforce the view that making mistakes is an important part of learning.  
• Rewards/praise for using independent learning strategies and staying focussed.   

Teaching and learning focus—Strategies  

At Sidmouth College, every department uses 7 key strategies to support our disadvantaged learners. 

We a focus on providing our disadvantaged learners with equity, to be able to address any barriers they might face in the classroom. 

Bespoke provision - Identification and awareness of students. 

Relentless high expectations - College culture, challenging stereotypes. 

High quality teaching - Staff CPD, live marking, RAG and MWB – priority, keeping resources/books in class. 

Literacy focus - DEAR, Live marking, exposure to a range of vocabulary.  

Time to listen - developing positive relationships. 

Experiences & opportunities - target and invite. Regular praise/recognition/leadership opportunities. 

Home engagement - emails, phone calls, parents’ evenings, looking for opportunities to share success. 

Additional Departmental Strategies implemented through curriculum planning and the intended impact for students: 

Intent

To remove embarrassment and awkwardness when talking or writing about holidays, houses, family etc 

Implementation

Establish idea that we assume a second identity-we don’t have to say the truth in a foreign language 

Impact

Pupils are more willing to speak or write on the understanding that it is the French or German and not the content, which matter.  

Intent

To avoid any assumption that it is normal to visit foreign countries and to promote instead that it is a privilege. Promote the idea that foreign travel is a real privilege and not the norm.

Implementation

Promote the idea that travel to other countries and knowledge of another language are desirable for the future.   Bring the country into the classroom. 

Impact

Pupils are curious about the target language countries and an aspect of it that doesn’t require travel.  

Intent

To promote the benefits in terms of working memory, literacy, enjoyment of music and film 

Implementation

Through constant reiteration of the idea that there are more benefits to MFL than travel. 

We accentuate the benefits of a second language in terms of it enriching our own vocabulary

Impact

Pupils recognise that some of the benefits are immediately attainable. 

Spiritual

Links with own language

Develop Confidence in Literacy

Oracy

Encourage use of imagination and creativity   in their learning

Willingness to reflect on their learning   through PIT Stops

Academic rigour

Growth mindset

We develop the skills needed to learn   language. 

Learning to learn

Raising ambitions and aspirations

We foster an enjoyment in words

French Poetry

Moral

Throughout stereotypes and   intolerance are challenged 

Responsible use of technology

different types of family situation

are themes we cover 

Social

At a level commensurate with the pupils’   linguistic ability we cover the following topics in both KS3 and KS4

Healthy Eating

Choices-Drugs and alcohol

Fairtrade

Homelessness

Charity Work

Cultural

Continued comparisons made between France   and Germany

Raise awareness of the use of idioms

Forms of address

Exposure to Customs and festivals   especially those particular to France or Germany.

Set films to study are only those from the   country of cultural merit

Au revoir les enfants Yr9

Les choristes Yr 9

Wilkommen bei den Hartmanns

Good Bye Lenin yr10