Modern Foreign Languages

Introduction

To develop your understanding of a Modern Foreign Language through its grammar, skills and vocabulary in the context of lots of interesting topics so that you can talk about things that really matter to you.

Our aims and ethos are intended: To encourage and develop the ability to use the target language effectively for communication.

  • Active learning with both students and teachers in roles, acting out real life situations relevant to both ages and interests of students.
  • Involving language genuinely needed to perform any task; offering an insight into the culture and civilisation of the foreign language countries.
  • To provide enjoyment and to stimulate their awareness of languages.
  • To encourage positive attitudes to foreigners and foreign languages as well as respect and understanding of foreign culture and civilisation to counteract prejudice.
  • To enable learners to communicate effectively in everyday situations involving either foreign visitors in this country or themselves visiting a foreign country.
  • To make a provision for trips abroad in the early stages of learning.
  • To provide students with enough opportunities to experience success, enjoyment and feeling of acquiring a sound and satisfactory linguistic knowledge

Year 7 French

All students will start by completing an introduction to language learning and will then progress on to a variety of topics to guide them through the foundations of French language.

During the autumn term they will focus on introducing themselves and describing their family as well as talking about school. During spring term they will cover shops, presenting their local area and saying what they do in their free time and expressing opinions. In the summer term students will learn to describe their holidays and animals in poems.

Year 7 Spanish

All students will start by completing an introduction to language learning and will then progress on to a variety of topics to guide them through the foundations of Spanish language.

During the autumn term they will focus on greetings, introducing and describing themselves as well as what they do in their free time. During spring term, they will talk about school and also describe their family. In the summer term students will cover shops, presenting their local area and home.

Year 8 French

During the Autumn term, the following topics will be covered:

  • Leisure time – first half term
  • Discover Paris – second half term

In the Spring term, the following topics will be covered:

  • My identity – first half term
  • My local area – Second half term

In the summer term, the following topics will be covered:

  • France Got Talent – first half term
  • French speaking world – Second half term

Year 8 Spanish

During the Autumn term, the following topics will be covered:

  • Holidays – First half term
  • My life and Leisure time – Second half term

In the Spring term, the following topics will be covered:

  • Food – First half term
  • Going out – Second half term

In the Summer term, the following topics will be covered:

  • Operation summer – First half term
  • Project: My town – Second half term

Year 9 French

In Year 9, students of French will cover the following topics each term:

Autumn Term:

  • Health – Going to the doctor and discussing healthy lifestyles.
  • Earning a living – Part-time jobs, spending habits and future plans.

Spring Term:

  • Health – Going to the doctor and discussing healthy lifestyles.
  • Youth in action – Children’s rights and environmental issues.

Summer Term:

  • Young people’s rights – Social and moral issues including religion, society and the law.

Year 9 Spanish

In Year 9, students of Spanish will cover the following topics each term:

  • Hispanic studies – Discovering Madrid
  • The arts – Poetry, film and art.

Autumn Term:

  • My life – What I like to do, my week and films.
  • Earning a living – Part-time jobs, spending habits and future plans.

Spring Term:

  • Healthy living – Going to the doctor, discussing healthy lifestyles.
  • Young people in action – Social and moral issues including recycling, human rights and fair trade.

Summer Term:

  • Hispanic studies – Discovering Madrid.
  • The arts – Poetry, film and art.

The assessment system in Modern Foreign Languages reintroduces transactional/functional language into the GCSE, retains topics that work well with students, allowing for students of all abilities to access and progress in the qualification. The assessment will be of linear approach with all the 4 skills assessed separately, with main changes made in structure of the Speaking and Writing exams. At the end of year 11 all students will have to undertake their listening, speaking, reading and writing exams, with the ability tier being the same for each skill, Foundation/Higher.  They will also undertake the ‘mock’ examination in January for the Listening and Reading skills at either foundation or higher level. Mock exam results are used amongst other assessments as a basis for decisions on level of entry for the examination tier. Mock exam papers are marked according to the EDEXCEL examination board mark schemes and therefore give an accurate indication of grades achieved.

Themes and topics questions across all four language skills are set in common contexts, addressing a range of relevant contemporary and cultural themes. They are organised into five themes, each broken down into topics and sub-topics.

The five themes are:

  • Identity and culture (Self, family and friends; Daily life, food and drink; Shopping; Social media and technology – use of, advantages and disadvantages; Cultural life, celebrations and festivals; interests and leisure activities.
  • Local area, holiday and travel (Holidays and destinations; Travel and tourist transactions: travel and accommodation; asking for help and dealing with problems; directions; eating out; shopping; Town, region and country: weather; places to see; things to do)
  • School (What school is like: school types; school day; subjects; rules and pressures; celebrating success; School activities: school trips; events; exchanges)
  • Future aspirations, study and work (Using languages beyond the classroom: forming relationships; travel; employment; Ambitions: further study; volunteering; training; Work: jobs; careers; professions
  • International and global dimension (Bringing the world together: sports events; music events; campaigns and good causes; Environmental issues: being ‘green’; access to natural resource.

Each paper is available at Foundation tier or Higher tier. Students are entered for a single tier only across all 4 papers.

Paper 1: Listening and understanding in French/Spanish;

Foundation tier: 35 minutes including 5 minutes reading time; 50 marks

Higher tier: 45 minutes including 5 minutes reading time; 50 marks

25% of the total qualification

Paper 2: Speaking in French/Spanish* 

Foundation tier: 7–9 minutes plus 12 minutes preparation time; 70 marks

Higher tier: 10–12 minutes plus 12 minutes preparation time; 70 marks

25% of the total qualification

Paper 3: Reading and understanding in French/Spanish

Foundation tier: 45 minutes; 50 marks

Higher tier: 1 hour; 50 marks

25% of the total qualification

Paper 4: Writing in French/Spanish*

Foundation tier: 1 hour 10 minutes; 60 marks

Higher tier: 1 hour 20 minutes; 60 marks

25% of the total qualification

*Paper 2: Speaking in French/Spanish

There are three tasks which must be conducted in the following order:

Task 1 – a role play based on one topic that is allocated by Edexcel examination board.

Task 2 – questions based on a picture stimulus based on one topic that is allocated by Edexcel examination board.

Task 3 – conversation based on two themes. The first theme is based on the topic chosen by the student in advance of the assessment. The second theme is allocated by Edexcel examination board. The assessments are conducted by teachers in one session within a prescribed assessment

*Paper 4: Writing in French/Spanish 

Foundation tier – three open response questions and one translation into French/Spanish.

Higher tier – two open response questions and one translation into French/Spanish.

Our intention is to provide always carefully structured activities and well chosen authentic material designed for both foundation and higher level of achievement in all Attainment Targets. We aim to offer a balanced variety of work and material allowing students to move with enthusiasm from comprehension to creation of their own utterances and written work in the target language. Thus, in our three parts lessons, we aim to cater for all the abilities through the planning of activities which are aimed to suit students’ different learning styles and develop the four auricular skills.

Our KS3, 4 & 5 Schemes of Work, which are regularly reviewed, are designed to include curricular and cross-curricular developments, in order to improve students’ language-learning skills and to provide them with strategies which aim to boost their performance. Literacy and Numeracy, as well as PSCHE orientations, are fundamental parts of our Schemes of Work too, so are regular activities developing skills strategies on how to improve listening and reading, starters requiring students to apply logic and make connections, activities to develop anticipation skills in exam contexts and ongoing opportunities for pair work and regular peer assessment.

With monitoring of Show My Homework and active dialogue in another language to encourage contextual and active learning.

Homework expectation

  • 1 hour a week for KS3

Trips to Barcelona have successfully run in the department over the last 5 years. We intend to continue this in the new academic year.