Languages
Intent
Our MFL mission is to ensure pupils are able to manipulate the language accurately and confidently. Pupils are curious and feel passionately about the importance and relevance of languages and want to pursue them further.
We believe that language learning goes much deeper than the language itself. All year groups are not only exposed to the target language but also to the culture, history, literature and politics that surround the language itself. We provide a deep understanding of another language to improve pupils’ native tongue, communication, empathy and understanding skills.
Curriculum design
Our curriculum is designed around what we believe makes a pupil successful in languages, that is, for pupils to be able to manipulate language accurately and confidently and for pupils to be curious and feel passionately about the importance and relevance of languages. In each year of MFL teaching, pupils are exposed to authentic target language texts, learn about the culture behind the target language and re-use high frequency vocabulary and grammar within different contexts. We plan different projects throughout KS3 such as film and cultural projects. For example, in year 9 Spanish we have a project based on “Voces inocentes” about child soldiers, which links with the Oscar Romero award. In summary, rather than teaching to the exams, we teach to develop, master and create curiosity, which results in excellent linguists.
We keep our curriculum updated in a variety of different ways driven by robust academic research. Our language gurus include Rachel Hawkes, Gianfranco Conti and Steve Smith. All of the above have contributed significantly to the best practice behind the teaching of MFL. Department meetings are often driven by academic literature and department results.
Our KS3 topics are loosely linked to KS4 topics (GCSE topics) and grammar is taught in a constant loop of recycling through each topic. The GCSE topics are Identity and culture, local area, holiday and travel, school, future aspirations, study and work, and international and global dimension.
We make sure these are sufficiently covered across KS3 to provide students with a strong starting point in year 10.
IMPLEMENTATION
Below is the break-down of how the curriculum is delivered to each Key Stage:
|
Years 7 to 9 SPANISH |
3 x 50 min every two weeks |
Work competed in books. Pre-learning of vocabulary is required. 2 HL a fortnight: one written homework and worksheet/vocab learning or online practice. |
|
Year 10 SPANISH and GERMAN |
3 x 50min a week |
Work completed in books, speaking practice following a rota. Written homework and online practice. |
|
Year 11 SPANISH and FRENCH |
3 x 50min a week |
Work completed in books, speaking practice following a rota. Written homework and online practice. |
IMPACT
Assessment
The end of year grade that our pupils receive are a culmination of all 4 skills (reading, writing, listening and speaking) that have been tested at least once throughout the academic year but the end of year exam has a reading and writing focus. Writing assessments are designed following the same format as GCSE exams. At the end of every module, students are tested on a least two skills. We try to do a weekly vocab test for each year group.
Below is the break-down of how we assess our pupils:
|
Year 7-9 |
Term 1: One end of module 1 assessment after half term based on two skills (listening and writing). One end of module mini test (reading) with a grammar focus at the end of Module 2. Regular vocabulary tests in class. Term 2: One end of module 3 assessment based on two skills (listening and speaking). Regular vocabulary and grammar tests in class. Term 3: End of year exams (reading, writing and translation). Regular vocabulary and grammar tests in class |
|
Year 10 |
Term 1: One end of module 1 assessment after half term (listening, reading and writing) One end of module 2 mini test. Regular vocabulary and grammar tests in class. Term 2: One end of module 3 assessment (listening, reading and writing). Term 3: One end of module 4 mini test (listening, reading and writing). One end of year Mock exam (Modified GCSE past aper) with listening, reading and writing papers based on modules 1-5 and a speaking mock. |
|
Year 11 |
Term 1: One end of module 6 assessment after half term (listening, reading and writing) Mock exam based on modules 1-7. Term 2: One end of module 7 mini test and one speaking Mock exam. Term 3: GCSE speaking in the second week of the term. GCSE exams. |
French Curriculum Map
Spanish Curriculum Map
Spanish_current_Year_11_Curriculum_map.pdf
