Starting in a new school as a PPA Primary French Teacher
This September, I am starting in a new school where French is already well established. I’ll be teaching Year 5 and Year 6 as a PPA French teacher for one afternoon, while one of the class teachers—who is also a French speaker—teaches Years 3 and 4.
We’re both using the Primary Languages Network Scheme of Work (at different stages of course). This ensures that pupils in lower Key Stage 2 receive regular, high-quality teaching, enabling them to build solid foundations in the subject. By the time they reach upper Key Stage 2, pupils are well placed to build on this strong base with a specialist teacher. This is a great example of a hybrid model: class teachers retain ownership of MFL provision, while a specialist supports progression in the later years.
My Priorities
1. Continuity
This is the easy win. By using a shared scheme of work, I can pick up exactly where the previous teacher left off. I know pupils have the prior learning required across all four skills, and I can smoothly move them on to the next stage with confidence ensuring that new content is accessible and meaningful.
2. Celebrating the European Day of Languages
With EDoL just around the corner, I’m already thinking about the lessons I want to deliver during the EDoL week. In PLN schools, we always mark the day with singing! This year’s song, Mon destin (written by Joanne Eccleshare), links beautifully to the theme “Where can languages take you?” - a powerful and inspiring question at the start of a new academic year and a perfect way to spark conversations about the opportunities that language learning can open up.
3. Building relationships with staff
Even if you’re only in a school one afternoon a week, relationships are key. That means:
Meeting with the MFL coordinator or SLT to discuss schemes of work, assessments, and opportunities for creative lessons.
Talking to class teachers about behaviour management and reward systems.
Introducing yourself to the headteacher and office staff so they have your contact details.
Getting familiar with routines including break times, assemblies, photocopier codes, safeguarding and photo/video protocols, and term dates (which may differ from your other schools!).
4. Creating or updating displays
Displays are an effective means of raising the profile of languages within the school. They show you care about raising the profile of languages across the school. This could be:
A creative display linked to your EDoL lesson
A progress board showing pieces of work from every classes
A small working wall in each classroom, or even just posters to make French visible around school
5. Building relationships with pupils
This is probably the most important priority of all. You can have the best scheme, the most engaging activities, but if you don’t establish a strong relationship with pupils from day one, you’ll struggle to get them on board.
Some key strategies:
Learn names quickly
Greet pupils at the door and around school
Use positive, confident body language
Be enthusiastic and consistent
In the first couple of lessons, I’ll use simple activities to practise routines and gauge the temperament of each class. First impressions matter—better to go slow and safe than to dive straight into competitive games or activities that risk losing control.
Starting in a new school is always exciting—and a little daunting—but with strong continuity, positive relationships, and visible impact, it’s possible to quickly establish yourself as part of the school community and make languages something pupils look forward to every week.