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Modern Foreign Languages (curriculum)

Subject Leader: Ceri Porter –
Lead Practitioner of MFL: Sarah Noon –

Learning a language not only provides students with a valuable insight into other cultures, it liberates them from a confined monolingual view of the world. It also promotes an active approach to learning which supports them to develop and challenge their communicative skills, intellect and creativity which prepares them well for the increasingly important global economy.

Education in Modern Foreign Languages concerns communicating for a purpose with people from other cultural and social backgrounds. The social element of language learning comes both from learning about other societies and learning together in the classroom. Throughout the academic year each KS3 student will get the opportunity to communicate with a native speaker of the language they are studying, using our brand new E-Twinning multimedia tool.

Students are often asked to consider their points of view on a variety of topics. Students are asked to dismiss stereotypes and reflect more on what brings people together rather than separating them. Languages are shown to be a way of understanding others and offering future opportunities.

Spiritual development is embedded in the language classroom by students linking opinions, beliefs and responses together in the target language and justifying why they feel this way. MFL lessons develop students spiritually by growing their confidence, ability to communicate effectively with people from other countries and teaching them how to express themselves.

Fostering an appreciation and respect for other cultures is achieved through students valuing all
languages and therefore learning to understand and respect other people through studying the culture of the country. Regular organised trips overseas allow students to understand the meaning, nature and value of the multicultural makeup of target language countries.

More Able students are given the opportunity to further develop their abilities inside and outside of the language classroom with a high quality teaching provision allowing them to access inspiring and challenging material enabling them to be creative with the language.
Participation in the More Able Fair enables students to showcase their ability and linguistic talent by providing an authentic and professional cafe service whereby snacks and drinks will be served in the target language.
In addition to this, some of the cohort will be given a further opportunity to excel linguistically by participating in a Language Leaders Award whereby students will develop their leadership skills by eventually teaching a series of language lessons to local primary feeder schools.

KEY STAGE 3 (Year 7 and 8)

In the KS3 curriculum students will develop their linguistic understanding and competence by studying various grammatical concepts as well as developing their personal learning and thinking skills in addition to studying important dates, celebrations and important.

Year 7 Scheme of Work

Autumn Term
‘’Introductory phase’’
The basics of learning about the language, Phonics and pronunciation of the language, the alphabet, cultural awareness of the country, dictionary skills.

Topic 1 -‘’All about me’’
Greetings and introducing yourself, talking about your personality, talking about age and siblings, saying when your birthday is and using a range numbers in different contexts and talking about pets and understanding and forming adjectival agreements with nouns.

Spring Term
Topic 2 -”All about my family and friends’’
Describing family members, describing physical appearances, discussing what others look like, describing where you live and describing objects.

Summer Term
Topic 3 – ‘’My school’’
Discussing school subjects you and others study, giving opinions about school subjects and the reasons for those opinions, describing your school and its facilities, discussing break and lunch times, giving opinions about your school and what you like and dislike about it.

Year 8 Scheme of Work

Autumn Term
Topic 1 – ‘’My area’’
Describing your area and what it is like, discussing the facilities within a town, talking about what you like to do in your area and saying what you are going to do in your free time (future tense)

Spring Term
Topic 2 – ‘’All about my life’’
Talking about TV, discussing types of media and giving opinions on TV programmes and different types of music, comparing different forms of media, discussing different means of technology. Agreeing and disagreeing about different themes of the topic with peers.

Summer Term
Topic 3 – ‘’Food’’
Discussing food likes and dislikes, talking about different mealtimes, understanding a menu and ordering food in a restaurant scenario, planning for a party, giving an account of a party.

At Key Stage 4 (From year 9 onwards) all students prepare and study towards a GCSE in the language they are studying (following the Edexcel exam board).
Year 9
Autumn Term
Topic 1 – ‘’School’’
What school is like; school types; school day; subjects; rules and pressures; celebrating success. School activities: school trips and events; ideal school and schools of the future.

Spring Term
Topic 2 – ‘’Media and free time’’
Social media and technology (advantages and disadvantages) Cultural life: celebrations and festivals; reading; music; sport; film and television.

Summer Term
Topic 3 – ‘’Holidays’’
Discussing preferences, experiences and destinations
Travel and tourist transactions: travel and accommodation; asking for help and dealing with problems; directions; eating out and shopping.

Year 10 and 11
Assessment is conducted by undertaking controlled assessment tasks. These tasks consist of two Writing and Speaking assessments throughout the two years and form 60% of the overall grade for the subject.
The reading and listening are tested separately at the end of Year 11 in a formal examination. Student’s best two writing results as well as their best two speaking results will be submitted during the summer term of year 11. It may be necessary for students to take additional assessment tasks to reach their target grade.

Pupils have access to a tiered examination system where they are examined on and they can be entered for Higher or Foundation level papers.
Furthermore, they have the option to be entered for a combination of these levels depending upon their ability in each skill.

Reading and Listening Examination – You can take either a Foundation Tier or Higher Tier paper in each skill. In the listening assessment, you will answer questions on recorded material from different topic areas. Some material will be formal (for example a telephone message) and some informal (for example a conversation between friends). In the reading exam, you will answer questions about short texts on different topics (for example text messages, advertisements and emails).

Throughout the two year course students will study the following topic areas.
The order of the topic areas taught will vary in content and order of delivery depending on the cohort and according to the individual needs of the group.

Year 10 topics
– Myself and my family
– Media, going out and leisure activities
– My town and area
– School life and future plans
– Holidays

Year 11
– The world of work
– Shopping and transport
– Health and Fitness
– World and local issues

Throughout the summer term of year 11 students will study Exam skills in the lead up to their GCSE listening and reading exams, students will revise all of the modules to date, completing exam-style questions and revision activities.

Throughout the course at various points during the year we will consolidate learning by looking at examination techniques and providing the necessary support to ensure that all students feel fully prepared and equipped to confidently complete their exams in.


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