Languages
GCSE Results 2022
| French | German | Spanish | |
|---|---|---|---|
| 9-7 | 24.1% | 8.6% | 33.3% |
| 9-5 | 75.9% | 57.1% | 90.5% |
| 9-4 | 82.8% | 80% | 90.5% |
| 9-1 | 100% | 100% | 100% |
2023/2024 teaching staff: Miss M Allen, Mrs U Bell, Mrs N Beckett, Ms A Sotty, and Miss S Horn.
Follow us on twitter @mfloakwood
| Faculty | Modern Foreign Languages |
|---|---|
| Head of Faculty | Miss M Allen Contact for more details of Modern Foreign Languages curriculum |
| KS3 Coordinator | Mrs U Bell (Deputy Head of Faculty) |
| Statement of Intent | Our modern language students will develop the grammar, topic language and their competence in all four skills to express their ideas and thoughts in another language. They will be able to read extended texts, listen to and understand native speakers and develop the skills to communicate through speech and writing. Students will be equipped to cope with authentic situations in the target language, to become more open to other cultures and more resilient and appreciative of the benefits of learning a foreign language. |
MFL French
|
|
| Autumn | Spring | Summer | Rationale |
| Year 7 | Topic Area/Key Question
| Introducing myself
| School
| Family Where you live |
The themes and the topics within them straddle the KS3 curriculum rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics.  This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes. All topics and themes covered at KS3 tie in with those which form part of the AQA GCSE curriculum.
|
| Content covered
| · Brothers, sisters, age · Describing a classroom · Likes & Dislikes · Describing yourself & others · Saying what you do | · Colours · Telling the time · School subjects · School uniform · Daily Routine · Weather · Free Time
| · Family & Pets · Describing where you live · Food & Drink
| ||
| Assessment
| French: Writing and Translation
| French: Listening / Reading & Translation / Writing & Translation | French: Listening / Reading & Translation
| ||
| Literacy focus
| present tense, nouns, genders, adjectives, regular -er verbs | opinions, adjective agreement, negatives | possessive adjectives, key verbs | ||
| Opportunities (links to careers/EDI/PSHCE)
| We discuss different countries where French is spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. | Cultural Awareness – developing an understanding of language in the wider world. Bilingualism and multilingualism is celebrated – our EAL students are encouraged to make links with their first language and share this with other students. Unifrog week – where can languages take you? | Stereotypes are actively challenged in lessons and pupils are encouraged to be curious and understand cultural, social and historical contexts of language. | ||
| National Curriculum links / GCSE connections | AQA: Theme 1; Theme 3 | AQA: Theme 3; Theme 1 | AQA: Theme 1; Theme 2 |
|
|
| Autumn | Spring | Summer | Rationale |
| Year 8 | Topic Area/Key Question
| Holidays Festivals | Free Time Where I live | Sport Healthy lifestyle |
The themes and the topics within them straddle the KS3 curriculum rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics.  This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes. All topics and themes covered at KS3 tie in with those which form part of the AQA GCSE curriculum.
|
| Content covered
| · Past Holidays · Visit to a theme park · Festivals · Buying food · Future trip
| · TV & Cinema · Digital Technology · Free Time · Shopping · Where you live · Daily routine
| · Sports · Injuries/illnesses · Giving directions
| ||
| Assessment
| Listening / Reading & Translation
| Writing & Translation Listening / Reading & Translation | Listening / Reading & Translation, Writing & Translation
| ||
| Literacy focus
| Key verbs; perfect tense for -er verbs; negatives in the perfect tense; dates & numbers; present tense of -er, -ir and -re verbs; expressing quantities; near future tense | Adjective endings & agreement; 24-hour clock; present & perfect tense; modal verbs; reflexive verbs; irregular adjectives | Key verbs; comparative; imperative; near future tense | ||
| Opportunities (links to careers/EDI/PSHCE)
| We discuss different countries where French is spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. | Cultural Awareness – Residential trip to Paris, France. Opportunities to explore other cultures first hand. Stereotypes are actively challenged in lessons and pupils are encouraged to be curious and understand cultural, social and historical contexts of language. Unifrog week – where can languages take you? | Opportunities to explore other cultures first-hand. Bilingualism and multilingualism is celebrated – our EAL students are encouraged to make links with their first language and share this with other students. | ||
| National Curriculum links / GCSE connections | AQA: Theme 2 | AQA: Theme 1; Theme 2; Theme 3 | AQA: Theme 1; Theme 2 |
|
|
| Autumn | Spring | Summer | Rationale |
| Year 9 | Topic Area/Key Question
| My world and I Future Plans | Music is my life Healthy lifestyle | French speaking countries |
The themes and the topics within them straddle the KS3 curriculum rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics.  This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes. All topics and themes covered at KS3 tie in with those which form part of the AQA GCSE curriculum. |
| Content covered
| · Free Time · Birthday Celebrations, · Clothes · Future Plans | · Music · Future Plans · Trip to a concert · Food & Eating habits · Environment | · Places of interest · Holiday destinations · Holiday activities · Future plans
| ||
| Assessment
| Writing & Translation
| Listening / Reading & Translation Writing & Translation | Listening / Reading & Translation,
| ||
| Literacy focus
| Opinions, negatives, modal verbs, reflexives, three tenses
| Adjective agreement, comparative, negatives, modal verbs
| Prepositions, adjectives, comparatives, three tenses | ||
| Opportunities (links to careers/EDI/PSHCE) | We discuss different countries where French is spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. | Preparation for Options Choices – Use of Unifrog to highlight career opportunities with MFL. Bilingualism and multilingualism are celebrated – our EAL students are encouraged to make links with their first language and share this with other students. Links to Kick Start Your Careers Day and Unifrog week – where can languages take you? | Cultural Awareness – Completion of a cultural project to find out more about customs and traditions in French, German or Spanish speaking countries. Stereotypes are actively challenged in lessons and pupils are encouraged to be curious and understand cultural, social and historical contexts of language. | ||
| National Curriculum links / GCSE connections | AQA: Theme 1; Theme 3 | AQA: Theme 1; Theme 2 | AQA: Theme 2 |
|
|
| Autumn | Spring | Summer | Rationale |
| Year 10 | Topic Area/Key Question
| Theme 1: Identity and Culture Theme 2: Local, national, international and global areas of interest Theme 3: My studies | Theme 1: Identity and Culture Theme 2: Local, national, international and global areas of interest | Theme 2: Local, national, international and global areas of interest Theme 3: current and future study and employment | The themes and the topics within them straddle both, Year 10 and Year 11, rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics. This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes.
|
| Content covered
| Me, my family and friends · Talking about yourself, your family and pets · Talking about family relationships · Talking about marriage and partnership · Sharing views on marriage Home, town, neighbourhood and region · Describing rooms/houses · Talking about where you live · Talking about different areas My Studies · Giving opinions about school · Describing your school · Talking about school uniform and timetables · Describing a typical school day | Free-time activities · Music · Cinema and TV · Food and eating out · Sport
Social issues: Healthy/ unhealthy living · Talking about lifestyle · Talking about lifestyles in the past
| Travel and tourism. · Talking about weather on holiday · Talking about accommodation · Talking about German-speaking countries · Taking about city breaks
Life at school/college · Talking about post -16 choices · Making choices about university or career
| ||
| Assessment
| Using a range of resources to test reading, listening, writing and translation | Using a range of resources to test reading, listening, writing and translation | Using a range of resources to test reading, listening, writing and translation. Summer mock exams to test 2 skills covering all topics to date. | ||
| Literacy focus
| · key verbs in the present tense · possessive adjectives · adjective agreement rules · reflexive verbs · comparatives · adverbs of frequency · regular verbs in present tense · direct object pronouns · prepositions · plural partitive article and negatives · modal verbs · expressions of quantities · irregular verbs · enhancing descriptions · demonstrative adjectives · express reasons · perfect tense regular verbs · two verbs together · comparative and superlative in expressing opinions about subjects · use of informal/formal exchanges
| · consolidation of present tense including irregular verbs · extend range of two verbs together · future tense introduced for eg weekend plans · adverbs · subordinate clauses · partitive articles with food items · recap on modal verbs and introduce conditional forms – affirmative and negative · negative · previous health habits using imperfect tense
| · consolidation of perfect and imperfect tenses · sequencing words, expressions and phrases · developing greater complexity in spoken and written accounts of past events or experiences · weather expressions · building on if clauses with present and future · more complex two verb structures | ||
| Opportunities (links to careers/EDI/PSHCE)
| Cultural Awareness – Residential trip to Madrid, Spain. Opportunities to explore other cultures first-hand. We discuss different countries where Spanish is spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. PSHCE – Discussions around family traditions, sharing views on marriage, different family set-ups. | Bilingualism and multilingualism are celebrated – our EAL students are encouraged to make links with their first language and share this with other students. PSCHE – Discussions around healthy lifestyles including drugs and alcohol. | Stereotypes are actively challenged in lessons and pupils are encouraged to be curious and understand cultural, social and historical contexts of language. Careers – Discussions about jobs and where languages can take you.
| ||
| Links to GCSE syllabus /AO | Following AQA 2 years Scheme of Work
| Following AQA 2 years Scheme of Work | Following AQA 2 years Scheme of Work | ||
|
|
| Autumn | Spring | Summer | Rationale |
| Year 11 | Topic Area/Key Question
| Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment Theme 1: Identity and Culture | Theme 2: Local, national, international and global areas of interest
|
| The themes and the topics within them straddle both, Year 10 and Year 11, rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics. This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes |
| Content covered | Global issues · The environment Social issues · Charity/voluntary work Career choices and ambitions · Discussing future jobs and career · Talking about choosing a career Technology in everyday life · Social media · Mobile technology | Global issues · Poverty / homelessness
Revision and preparation for assessment |
| ||
| Assessment
| Using a range of resources to test reading, listening, writing and translation. November Mocks – Past Papers to test all topics and 3 skills. | Using a range of resources to test reading, listening, writing and translation. Speaking mocks to prepare for final exam. |
| ||
| Literacy focus
| · modal verbs linked to behaviours (must do/can do/should do/could do etc) · past tense for effects of behaviours on environment · if sentences revised for outlining consequences of actions · pluperfect tense perspective · modal verbs + infinitive · modal verbs + subjunctive · enhanced statements of possibility · revision of past tenses to recount how social media have been used or life before technology · prepositions · enhanced statements of possibility · opinions + subjunctive · complexity in expressing opinions and views re life without technology | · if clauses with conditional completions · subjunctive |
| ||
| Opportunities (links to careers/EDI/PSHCE)
| We discuss different countries where Spanish is spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. PSHCE – Discussions around environmental issues. Careers – Choosing jobs.
| Bilingualism and multilingualism are celebrated – our EAL students are encouraged to make links with their first language and share this with other students. PSCHE – Discussions around global issues such as poverty and homelessness.
|
| ||
| Links to GCSE syllabus /AO | Following AQA 2 years Scheme of Work | Following AQA 2 years Scheme of Work |
|
MFL German
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|
| Autumn | Spring | Summer | Rationale |
| Year 7 | Topic Area/Key Question
| My world and I Family & friends | Free time School is great | Safe Journey |
The themes and the topics within them straddle the KS3 curriculum rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics.  This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes. All topics and themes covered at KS3 tie in with those which form part of the AQA GCSE curriculum.
|
| Content covered
| · Family & Friends · Pets · Birthdays
| · Free Time · School
| · Places in town · Food & Drink · Holidays
| ||
| Assessment
| Listening / Reading & Translation
| Writing & Translation
Listening / Reading & Translation | Writing & Translation
| ||
| Literacy focus
| present tense, adjectives, numbers
| opinions, word order, time expressions
| saying what there is / is not, modal verbs, future tense
| ||
| Opportunities (links to careers/EDI/PSHCE)
| We discuss different countries where German is spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. | Cultural Awareness – developing an understanding of language in the wider world. Bilingualism and multilingualism is celebrated – our EAL students are encouraged to make links with their first language and share this with other students. Unifrog week – where can languages take you? = | Stereotypes are actively challenged in lessons and pupils are encouraged to be curious and understand cultural, social and historical contexts of language.
| ||
| National Curriculum links / GCSE connections | AQA: Theme 1 ‘Family & Friends’ | AQA: Theme 1 ‘Family & Friends’ Theme 3 ‘School’ | AQA: Theme 2 ‘Home, Town & Neighbourhood’ |
|
|
| Autumn | Spring | Summer | Rationale |
| Year 8 | Topic Area/Key Question
| I love holidays Are you a media fan? | Stay healthy
| School trips are great Going out |
The themes and the topics within them straddle the KS3 curriculum rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics.  This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes. All topics and themes covered at KS3 tie in with those which form part of the AQA GCSE curriculum.
|
| Content covered | · Holidays · Weather · Media | · Healthy lifestyle · Daily routine | · Describing a day trip · Going out
| ||
| Assessment
| Writing & Translation
| Listening / Reading & Translation,
Writing & Translation /
| Listening / Reading & Translation
| ||
| Literacy focus
| past tenses, modal verbs, opinions
| irregular verbs, modal verbs, imperative, telling the time
| understanding/giving directions, colour adjectives, tenses
| ||
| Opportunities (links to careers/EDI/PSHCE)
| We discuss different countries where German is spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. | Cultural Awareness – Residential trip to Paris, France. Opportunities to explore other cultures first hand. Stereotypes are actively challenged in lessons and pupils are encouraged to be curious and understand cultural, social and historical contexts of language. Unifrog week – where can languages take you? | Cultural Awareness – Residential trip to Trier, Germany. Opportunities to explore other cultures first hand. Bilingualism and multilingualism are celebrated – our EAL students are encouraged to make links with their first language and share this with other students.
| ||
| National Curriculum links / GCSE connections | AQA: Theme 2 ‘Holidays’ Theme 1 ‘Free Time’ | AQA: Theme 2 ‘Healthy/Unhealthy living’ Theme 3 ‘School’ | AQA: Theme 2 ‘Home, Town & Neighbourhood’ Theme 1 ‘Free Time’ |
|
|
| Autumn | Spring | Summer | Rationale |
| Year 9 | Topic Area/Key Question
| Role models | My ambitions | Childhood |
The themes and the topics within them straddle the KS3 curriculum rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics.  This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes. All topics and themes covered at KS3 tie in with those which form part of the AQA GCSE curriculum.
|
| Content covered
| · Parts of the body · Injuries · Qualities of a role model · Past experiences · Future plans · Music · Trip to a concert | · Ambitions · Part-time jobs · Ideal job
| · Childhood · Comparing secondary school with primary school, · Talking about school friends | ||
| Assessment
| Listening / Reading & Translation
| Writing & Translation,
Listening / Reading & Translation, | Writing & Translation
| ||
| Literacy focus
| present tense of irregular verbs, perfect tense, future tense, comparative
| conditional tense, modal verbs, prepositions
| key verbs in the conditional tense, superlative, understanding and using three tenses | ||
| Opportunities (links to careers/EDI/PSHCE)
| We discuss different countries where French, German or Spanish are spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. | Preparation for Options Choices – Use of Unifrog to highlight career opportunities with MFL. Bilingualism and multilingualism are celebrated – our EAL students are encouraged to make links with their first language and share this with other students. Links to Kick Start Your Careers Day and Unifrog week – where can languages take you? | Cultural Awareness – Completion of a cultural project to find out more about customs and traditions in French, German or Spanish speaking countries. Stereotypes are actively challenged in lessons and pupils are encouraged to be curious and understand cultural, social and historical contexts of language.
| ||
| National Curriculum links / GCSE connections | AQA: Theme 2 ‘Healthy/Unhealthy living’ Theme 1 ‘Free Time’ | AQA: Theme 3 ‘Current & Future Study and Employment’ | AQA: Theme 1 ‘Myself, Family & Friends’ Theme 3 ‘School Life’ |
|
|
| Autumn | Spring | Summer | Rationale |
| Year 10 | Topic Area/Key Question
| Theme 1: Identity and Culture Theme 2: Local, national, international and global areas of interest Theme 3: My studies | Theme 1: Identity and Culture Theme 2: Local, national, international and global areas of interest | Theme 2: Local, national, international and global areas of interest Theme 3: current and future study and employment |
The themes and the topics within them straddle both, Year 10 and Year 11, rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics. This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes.
|
| Content covered
| Me, my family and friends · Talking about yourself, your family and pets · Talking about family relationships · Talking about marriage and partnership · Sharing views on marriage Home, town, neighbourhood and region · Describing rooms/houses · Talking about where you live · Talking about different areas My Studies · Giving opinions about school · Describing your school · Talking about school uniform and timetables · Describing a typical school day | Free-time activities · Music · Cinema and TV · Food and eating out · Sport
Social issues: Healthy/ unhealthy living · Talking about lifestyle · Talking about lifestyles in the past
| Travel and tourism. · Talking about weather on holiday · Talking about accommodation · Talking about German-speaking countries · Taking about city breaks
Life at school/college · Talking about post -16 choices · Making choices about university or career
| ||
| Assessment
| Using a range of resources to test reading, listening, writing and translation | Using a range of resources to test reading, listening, writing and translation | Using a range of resources to test reading, listening, writing and translation. Summer mock exams to test 2 skills covering all topics to date. | ||
| Literacy focus
| · subject, direct object, indirect object · key verbs in the present tense · possessive adjectives adjective endings for descriptions personal pronouns · definite and indefinite articles · common prepositions and cases · adjective endings rules to enhance descriptions · expressions of quantity and endings · modal verbs and word order rule · opinions · modal verbs + word order rule · reasons + word order rule · comparative and superlative in expressing opinions about subjects · informal/formal exchange | · strong verbs in present tense · review of word order with separable verbs · perfect tense with for recounting past activities · verb as 2nd idea and word order with perfect tense · future tense introduced e.g. weekend plans · when clauses and word order rules · recap on modal verbs + word order · modals in affirmative and negative · in order to + infinitive · range of negative expressions · imperfect tense to talk about previous health habits | · consolidation of perfect tense · imperfect tense of common strong verbs · sequencing words, expressions and phrases · connectives to develop greater complexity in spoken and written accounts of past events or experiences · weather expressions · time, manner, place word order rule · transfer appropriate modals to school rules context · to + infinitive construction · common conditionals · more on adjectives to describe buildings, facilities, etc. | ||
| Opportunities (links to careers/EDI/PSHCE)
| Cultural Awareness – Residential trip to Madrid, Spain. Opportunities to explore other cultures first-hand. We discuss different countries where Spanish is spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. PSHCE – Discussions around family traditions, sharing views on marriage, different family set-ups. | Bilingualism and multilingualism are celebrated – our EAL students are encouraged to make links with their first language and share this with other students. PSCHE – Discussions around healthy lifestyles including drugs and alcohol. | Stereotypes are actively challenged in lessons and pupils are encouraged to be curious and understand cultural, social and historical contexts of language. Careers – Discussions about jobs and where languages can take you.
| ||
| Links to GCSE syllabus /AO | Following AQA 2 years Scheme of Work
| Following AQA 2 years Scheme of Work | Following AQA 2 years Scheme of Work | ||
|
|
| Autumn | Spring | Summer | Rationale |
| Year 11 | Topic Area/Key Question
| Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment Theme 1: Identity and Culture | Theme 2: Local, national, international and global areas of interest
Revision and preparation for assessment |
|
The themes and the topics within them straddle both, Year 10 and Year 11, rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics. This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes
|
| Content covered
| Global issues · The environment Social issues · Charity/voluntary work Career choices and ambitions · Discussing future jobs and career · Talking about choosing a career Technology in everyday life · Social media · Mobile technology | Global issues · Poverty / homelessness
Revision and preparation for assessment |
| ||
| Assessment
| Using a range of resources to test reading, listening, writing and translation. November Mocks – Past Papers to test all topics and 3 skills.
| Using a range of resources to test reading, listening, writing and translation. Speaking mocks to prepare for final exam. |
| ||
| Literacy focus
| · modal verbs linked to behaviours (must do/can do/should do/could do etc) · past tense for effects of behaviours on environment · ‘if’ clauses revised for outlining consequences of actions pluperfect tense perspective · conditional tense · revisit subordinate clause word order rules to achieve complexity in speaking and writing · perfect and imperfect tenses together; how life has changed · how things were before technology – imperfect tense of weak and selected strong verbs · complexity in expressing opinions and views re life without technology | · reinforcing and consolidating more complex areas of language generally |
| ||
| Opportunities (links to careers/EDI/PSHCE)
| We discuss different countries where Spanish is spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. PSHCE – Discussions around environmental issues. Careers – Choosing jobs.
| Bilingualism and multilingualism is celebrated – our EAL students are encouraged to make links with their first language and share this with other students. PSCHE – Discussions around global issues such as poverty and homelessness.
|
| ||
| Links to GCSE syllabus /AO | Following AQA 2 years Scheme of Work | Following AQA 2 years Scheme of Work |
|
MFL Spanish
|
|
| Autumn | Spring | Summer | Rationale |
| Year 7 | Topic Area/Key Question
| My world and I Family & friends | Free time School is great | Safe Journey |
The themes and the topics within them straddle the KS3 curriculum rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics.  This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes. All topics and themes covered at KS3 tie in with those which form part of the AQA GCSE curriculum.
|
| Content covered
| · Family & Friends · Pets · Birthdays
| · Free Time · School
| · Places in town · Food & Drink · Holidays
| ||
| Assessment
| Listening / Reading & Translation
| Writing & Translation
Listening / Reading & Translation | Writing & Translation
| ||
| Literacy focus
| present tense, adjectives, numbers
| opinions, word order, time expressions
| saying what there is / is not, modal verbs, future tense
| ||
| Opportunities (links to careers/EDI/PSHCE)
| We discuss different countries where German is spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. | Cultural Awareness – developing an understanding of language in the wider world. Bilingualism and multilingualism is celebrated – our EAL students are encouraged to make links with their first language and share this with other students. Unifrog week – where can languages take you? = | Stereotypes are actively challenged in lessons and pupils are encouraged to be curious and understand cultural, social and historical contexts of language.
| ||
| National Curriculum links / GCSE connections | AQA: Theme 1 ‘Family & Friends’ | AQA: Theme 1 ‘Family & Friends’ Theme 3 ‘School’ | AQA: Theme 2 ‘Home, Town & Neighbourhood’ |
|
|
| Autumn | Spring | Summer | Rationale |
| Year 8 | Topic Area/Key Question
| I love holidays Are you a media fan? | Stay healthy
| School trips are great Going out |
The themes and the topics within them straddle the KS3 curriculum rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics.  This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes. All topics and themes covered at KS3 tie in with those which form part of the AQA GCSE curriculum.
|
| Content covered | · Holidays · Weather · Media | · Healthy lifestyle · Daily routine | · Describing a day trip · Going out
| ||
| Assessment
| Writing & Translation
| Listening / Reading & Translation,
Writing & Translation /
| Listening / Reading & Translation
| ||
| Literacy focus
| past tenses, modal verbs, opinions
| irregular verbs, modal verbs, imperative, telling the time
| understanding/giving directions, colour adjectives, tenses
| ||
| Opportunities (links to careers/EDI/PSHCE)
| We discuss different countries where German is spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. | Cultural Awareness – Residential trip to Paris, France. Opportunities to explore other cultures first hand. Stereotypes are actively challenged in lessons and pupils are encouraged to be curious and understand cultural, social and historical contexts of language. Unifrog week – where can languages take you? | Cultural Awareness – Residential trip to Trier, Germany. Opportunities to explore other cultures first hand. Bilingualism and multilingualism are celebrated – our EAL students are encouraged to make links with their first language and share this with other students.
| ||
| National Curriculum links / GCSE connections | AQA: Theme 2 ‘Holidays’ Theme 1 ‘Free Time’ | AQA: Theme 2 ‘Healthy/Unhealthy living’ Theme 3 ‘School’ | AQA: Theme 2 ‘Home, Town & Neighbourhood’ Theme 1 ‘Free Time’ |
|
|
| Autumn | Spring | Summer | Rationale |
| Year 9 | Topic Area/Key Question
| Role models | My ambitions | Childhood |
The themes and the topics within them straddle the KS3 curriculum rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics.  This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes. All topics and themes covered at KS3 tie in with those which form part of the AQA GCSE curriculum.
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| Content covered
| · Parts of the body · Injuries · Qualities of a role model · Past experiences · Future plans · Music · Trip to a concert | · Ambitions · Part-time jobs · Ideal job
| · Childhood · Comparing secondary school with primary school, · Talking about school friends | ||
| Assessment
| Listening / Reading & Translation
| Writing & Translation,
Listening / Reading & Translation, | Writing & Translation
| ||
| Literacy focus
| present tense of irregular verbs, perfect tense, future tense, comparative
| conditional tense, modal verbs, prepositions
| key verbs in the conditional tense, superlative, understanding and using three tenses | ||
| Opportunities (links to careers/EDI/PSHCE)
| We discuss different countries where French, German or Spanish are spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. | Preparation for Options Choices – Use of Unifrog to highlight career opportunities with MFL. Bilingualism and multilingualism are celebrated – our EAL students are encouraged to make links with their first language and share this with other students. Links to Kick Start Your Careers Day and Unifrog week – where can languages take you? | Cultural Awareness – Completion of a cultural project to find out more about customs and traditions in French, German or Spanish speaking countries. Stereotypes are actively challenged in lessons and pupils are encouraged to be curious and understand cultural, social and historical contexts of language.
| ||
| National Curriculum links / GCSE connections | AQA: Theme 2 ‘Healthy/Unhealthy living’ Theme 1 ‘Free Time’ | AQA: Theme 3 ‘Current & Future Study and Employment’ | AQA: Theme 1 ‘Myself, Family & Friends’ Theme 3 ‘School Life’ |
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| Autumn | Spring | Summer | Rationale |
| Year 10 | Topic Area/Key Question
| Theme 1: Identity and Culture Theme 2: Local, national, international and global areas of interest Theme 3: My studies | Theme 1: Identity and Culture Theme 2: Local, national, international and global areas of interest | Theme 2: Local, national, international and global areas of interest Theme 3: current and future study and employment |
The themes and the topics within them straddle both, Year 10 and Year 11, rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics. This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes.
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| Content covered
| Me, my family and friends · Talking about yourself, your family and pets · Talking about family relationships · Talking about marriage and partnership · Sharing views on marriage Home, town, neighbourhood and region · Describing rooms/houses · Talking about where you live · Talking about different areas My Studies · Giving opinions about school · Describing your school · Talking about school uniform and timetables · Describing a typical school day | Free-time activities · Music · Cinema and TV · Food and eating out · Sport
Social issues: Healthy/ unhealthy living · Talking about lifestyle · Talking about lifestyles in the past
| Travel and tourism. · Talking about weather on holiday · Talking about accommodation · Talking about German-speaking countries · Taking about city breaks
Life at school/college · Talking about post -16 choices · Making choices about university or career
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| Assessment
| Using a range of resources to test reading, listening, writing and translation | Using a range of resources to test reading, listening, writing and translation | Using a range of resources to test reading, listening, writing and translation. Summer mock exams to test 2 skills covering all topics to date. | ||
| Literacy focus
| · subject, direct object, indirect object · key verbs in the present tense · possessive adjectives adjective endings for descriptions personal pronouns · definite and indefinite articles · common prepositions and cases · adjective endings rules to enhance descriptions · expressions of quantity and endings · modal verbs and word order rule · opinions · modal verbs + word order rule · reasons + word order rule · comparative and superlative in expressing opinions about subjects · informal/formal exchange | · strong verbs in present tense · review of word order with separable verbs · perfect tense with for recounting past activities · verb as 2nd idea and word order with perfect tense · future tense introduced e.g. weekend plans · when clauses and word order rules · recap on modal verbs + word order · modals in affirmative and negative · in order to + infinitive · range of negative expressions · imperfect tense to talk about previous health habits | · consolidation of perfect tense · imperfect tense of common strong verbs · sequencing words, expressions and phrases · connectives to develop greater complexity in spoken and written accounts of past events or experiences · weather expressions · time, manner, place word order rule · transfer appropriate modals to school rules context · to + infinitive construction · common conditionals · more on adjectives to describe buildings, facilities, etc. | ||
| Opportunities (links to careers/EDI/PSHCE)
| Cultural Awareness – Residential trip to Madrid, Spain. Opportunities to explore other cultures first-hand. We discuss different countries where Spanish is spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. PSHCE – Discussions around family traditions, sharing views on marriage, different family set-ups. | Bilingualism and multilingualism are celebrated – our EAL students are encouraged to make links with their first language and share this with other students. PSCHE – Discussions around healthy lifestyles including drugs and alcohol. | Stereotypes are actively challenged in lessons and pupils are encouraged to be curious and understand cultural, social and historical contexts of language. Careers – Discussions about jobs and where languages can take you.
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| Links to GCSE syllabus /AO | Following AQA 2 years Scheme of Work
| Following AQA 2 years Scheme of Work | Following AQA 2 years Scheme of Work | ||
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| Autumn | Spring | Summer | Rationale |
| Year 11 | Topic Area/Key Question
| Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment Theme 1: Identity and Culture | Theme 2: Local, national, international and global areas of interest
Revision and preparation for assessment |
|
The themes and the topics within them straddle both, Year 10 and Year 11, rather than taking the conventional approach of teaching each theme one by one in full. This means the grammar is transferrable: each unit builds on the previous one, and the structures and grammar that a student learns can be constantly reused and recycled by transferring them to other topics. This approach also promotes effective learning. Students are better prepared for multi-topic listening and reading exams, and multiple themes get underway from the start – which means there’s less risk students will forget early themes
|
| Content covered
| Global issues · The environment Social issues · Charity/voluntary work Career choices and ambitions · Discussing future jobs and career · Talking about choosing a career Technology in everyday life · Social media · Mobile technology | Global issues · Poverty / homelessness
Revision and preparation for assessment |
| ||
| Assessment
| Using a range of resources to test reading, listening, writing and translation. November Mocks – Past Papers to test all topics and 3 skills.
| Using a range of resources to test reading, listening, writing and translation. Speaking mocks to prepare for final exam. |
| ||
| Literacy focus
| · modal verbs linked to behaviours (must do/can do/should do/could do etc) · past tense for effects of behaviours on environment · ‘if’ clauses revised for outlining consequences of actions pluperfect tense perspective · conditional tense · revisit subordinate clause word order rules to achieve complexity in speaking and writing · perfect and imperfect tenses together; how life has changed · how things were before technology – imperfect tense of weak and selected strong verbs · complexity in expressing opinions and views re life without technology | · reinforcing and consolidating more complex areas of language generally |
| ||
| Opportunities (links to careers/EDI/PSHCE)
| We discuss different countries where Spanish is spoken and the culture, customs and festivals of those countries. Videos, resources and textbooks are diverse and include representation of Asian, black and other ethnically diverse people. PSHCE – Discussions around environmental issues. Careers – Choosing jobs.
| Bilingualism and multilingualism is celebrated – our EAL students are encouraged to make links with their first language and share this with other students. PSCHE – Discussions around global issues such as poverty and homelessness.
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| Links to GCSE syllabus /AO | Following AQA 2 years Scheme of Work | Following AQA 2 years Scheme of Work |
|
KS4 Coordinator Miss M Allan
(Coordinating KS4 as Head of Faculty) KS4
Specification
In Key Stage 4, students can opt to continue with one of their languages from KS3. Familiar topics are revisited in greater depth and new topics are explored. The aim is to ensure that a wide range of skills, vocabulary and grammatical structures are covered in accordance with GCSE specification. The new GCSE course offers the opportunity to study a broad selection of texts including literary and transactional language. Students will learn how to communicate clearly and confidently in a foreign language. Students will develop an array of transferrable skills that allow them to speak in public, react to questions spontaneously and to develop problem solving strategies in order to successfully respond to different text genres.
The MFL course is generic to all three languages and covers 3 main themes:
•Identity and culture
•Local, national, international and global areas of interest
•Current and future study and employment
Students are taught in mixed ability sets in KS4, and the GCSE exams take place at the end of the two year course.
There are four papers carrying equal weighting (25% each) – one for each skill: Listening, Speaking, Reading and Writing.
All exams are set and marked by AQA. There are tiered papers in all four skills, and students will be entered for either Foundation or Higher Tier across all four papers.
More information about the course and subject specification can be found at: www.aqa.org.uk/subjects/languages
Exam Board AQA
In Modern Foreign Languages, we aim to develop students’ ability to communicate accurately and with confidence across all four skills (listening/reading/speaking/writing) in French, German and Spanish.
Homework is differentiated and compulsory. We set a piece of either learning or written homework every week. Students are expected to learn their vocabulary well, and it’s tested in class on a regular basis. Students are provided with a vocabulary booklet covering the key words for the year. We offer a wide range of resources in order to promote students’ independent learning and enjoyment of the language across all Key Stages. We also have subscriptions to interactive language software which can be accessed from home.
We are a dedicated and hard-working team including three native speakers for German and French, and we are all enthusiastic and extremely talented linguists. We are an experienced team and look forward to welcoming new teachers and trainee teachers in a supportive and friendly department.
MFL Enrichment & Extra-Curricular
Languages Club for year 7 pupils welcomes pupils of all abilities to share in the love of language learning.
ICT resources: vocabexpress, linguascope, languagesonline, ActiveLearn, Kerboodle, Quizlet
French: Each year we offer a residential visit to Paris that allows Year 8 pupils to be immersed in French language and culture. We also run a day trip to Lille Christmas Market.
German: For the last two years we have run a video conferencing scheme in KS3 with a German school in Aachen. We also offer a residential trip to Trier/Cochem in the Moselle Valley, where year 8 pupils are given the opportunity to practise their German language skills.
Spanish: Since 2013 Modern Foreign Languages together with Art & Design have offered a 5 day residential trip to Madrid. This trip is available to year 9 and year 10 students and of particular interest to those who study either subject at GCSE.
