Participants explore the Primary Curriculum Framework requirements for MFL (Stages 3 and 4) and adopt the 'Language Facilitator' model — a pedagogical approach that helps teachers deliver MFL confidently without needing to be fluent speakers. The module establishes baseline self-efficacy, articulates the difference between Stage 3 multilingual awareness and Stage 4 L3 development, and orients participants to the digital platform as their native-speaker audio partner.
| Welcome and Confidence Audit | ||
| The Primary Curriculum Framework for MFL | ||
| The Language Facilitator Model | ||
| The Online Learning Platform as Your Partner |
Participants learn how to navigate, select, and curate high-quality digital resources to scaffold MFL lessons. The module focuses on quality criteria, native-speaker audio strategy, and applying UDL principles so that all audio-visual materials support the learning intention and reach diverse learners — including EAL pupils and learners with SEN.
| Evaluating, Selecting & Mapping Resources | ||
| The Native Speaker Audio Strategy | ||
| Differentiation Through Digital Resources |
Participants master active learning methodologies — Total Physical Response, gamified vocabulary practice, and inclusive game design — to create engaging, low-anxiety MFL environments. The module also addresses Stage 3 multilingual awareness activities that draw on classroom home languages.
| Total Physical Response in Action | ||
| Understanding TPR | ||
| Designing TPR Activities | ||
| Gamification for Language Learning | ||
| Gamifying Vocabulary Learning | ||
| Inclusive Game Design | ||
| Stage 3 Multilingual Awareness Activities | ||
| Designing Multilingual Awareness Activities | ||
Participants explore CLIL strategies to integrate target-language vocabulary into other curricular areas, develop pupils' Intercultural Awareness as outlined in the Stage 3 curriculum, and plan how to leverage classroom linguistic diversity by positioning EAL students as language experts.
| CLIL in Primary Schools | ||
| Understanding CLIL | ||
| Designing CLIL Lessons | ||
| Intercultural Awareness | ||
| Intercultural Awareness & Linguistic Diversity | ||
Participants develop an assessment strategy using European Language Portfolio Can-Do statements, plan timetabling and a First 6 Weeks scheme of work, and apply the SSE process to embed MFL into the whole-school plan. The capstone reflection brings together every strand of the course into a personal implementation plan.
| Assessment Approaches: Using the European Language Portfolio | ||
| Can-do Assessment & Digital Portfolios | ||
| Finding Time — MFL in the Crowded Curriculum | ||
| Planning and Whole-school Integration | ||
| Your First 6 Weeks Plan | ||
| SSE and Whole-school Integration | ||
Participants explore the Primary Curriculum Framework requirements for MFL (Stages 3 and 4) and adopt the 'Language Facilitator' model — a pedagogical approach that helps teachers deliver MFL confidently without needing to be fluent speakers. The module establishes baseline self-efficacy, articulates the difference between Stage 3 multilingual awareness and Stage 4 L3 development, and orients participants to the digital platform as their native-speaker audio partner.
| Welcome and Confidence Audit | ||
| The Primary Curriculum Framework for MFL | ||
| The Language Facilitator Model | ||
| The Online Learning Platform as Your Partner |
Participants learn how to navigate, select, and curate high-quality digital resources to scaffold MFL lessons. The module focuses on quality criteria, native-speaker audio strategy, and applying UDL principles so that all audio-visual materials support the learning intention and reach diverse learners — including EAL pupils and learners with SEN.
| Evaluating, Selecting & Mapping Resources | ||
| The Native Speaker Audio Strategy | ||
| Differentiation Through Digital Resources |
Participants master active learning methodologies — Total Physical Response, gamified vocabulary practice, and inclusive game design — to create engaging, low-anxiety MFL environments. The module also addresses Stage 3 multilingual awareness activities that draw on classroom home languages.
| Total Physical Response in Action | ||
| Understanding TPR | ||
| Designing TPR Activities | ||
| Gamification for Language Learning | ||
| Gamifying Vocabulary Learning | ||
| Inclusive Game Design | ||
| Stage 3 Multilingual Awareness Activities | ||
| Designing Multilingual Awareness Activities | ||
Participants explore CLIL strategies to integrate target-language vocabulary into other curricular areas, develop pupils' Intercultural Awareness as outlined in the Stage 3 curriculum, and plan how to leverage classroom linguistic diversity by positioning EAL students as language experts.
| CLIL in Primary Schools | ||
| Understanding CLIL | ||
| Designing CLIL Lessons | ||
| Intercultural Awareness | ||
| Intercultural Awareness & Linguistic Diversity | ||
Participants develop an assessment strategy using European Language Portfolio Can-Do statements, plan timetabling and a First 6 Weeks scheme of work, and apply the SSE process to embed MFL into the whole-school plan. The capstone reflection brings together every strand of the course into a personal implementation plan.
| Assessment Approaches: Using the European Language Portfolio | ||
| Can-do Assessment & Digital Portfolios | ||
| Finding Time — MFL in the Crowded Curriculum | ||
| Planning and Whole-school Integration | ||
| Your First 6 Weeks Plan | ||
| SSE and Whole-school Integration | ||
Enrol today and learn at your own pace.