The aims of the Modern Languages Department throughout the School are:

  • To foster the enjoyment of language learning.
  • To encourage pride in successful linguistic achievement.
  • To develop each pupil to his or her maximum potential in the use and understanding of modern foreign languages at a level appropriate to the learner's experience.
  • To encourage good practice in the effective acquisition of language-skills.
  • To promote understanding and appreciation of the cultures and ways of life of other countries.
  • To ensure that pupils achieve their full potential in public examinations.

Key Stage 3

  • Vision / Mission / Philosophy

Have the necessary skills and language for communication.

Have an increased awareness and openness towards other cultures.

 

In year 7 students are taught in 2 half-year blocks, each of which is divided into 3 groups.  One half of the year-group studies French; the other Spanish.  Parents are invited to express a preference for one or other language, though it is made clear that production of balanced half-year blocks in each language takes precedence over such preferences. They maintain this language through Key Stage 3.  In Year 8, selected students are offered the opportunity of beginning a second language (whichever of the two they have not studied hitherto) as an additional language. These students have 3 lessons of their main language and 2 of their second one.

  • Curriculum content / SoW / PoS

Year 7 students have 4 lessons a fortnight. They will cover the following topics:

  • Introduction: introduce yourself, alphabet, numbers, colours
  • My family and I: people around us, family and descriptions
  • Food: mealtime, food and drink
  • At school: your school, subjects, teachers, opinions and school day

Year 8 students have 5 lessons a fortnight. They will cover the following topics:

  • Music, movie & TV: computer, TV, music, cinema, reading
  • Free time: sports, games and instruments you play, what you are going to do on holidays
  • My town: your town, directions, weather
  • Holidays: travelling, countries, holidays

Dual linguist students will cover the same range of topic in their main language, and a mix of Year 7 and Y8 topics and their second language. 

Year 9 students have 5 lessons a fortnight. They will cover the following topics:

  • Fashion and going out: invitation, clothes, shopping, pocket money
  • Health: body parts, symptoms, food, healthy living, injuries and illness
  • Work: jobs, qualities, CV, future plans
  • Youth rights around the world: world issues, schooling, youth work, human rights, fair trade

Dual linguist students will cover the same range of topic in their main language, and a mix of Year 8 and Y9 topics and their second language. 

  • Assessment

Subject teachers will normally assess students' work fortnightly with an appropriate attainment symbol or effort grade – that is mark their books, tests, oral work or other work submitted over the previous two-week period. Wherever appropriate, there should be a brief indication of areas for development/target(s) for improvement to assist the students in their progress.

Through Key Stage 3, students' progress is formally assessed at the end of each module with final exams in June (see schemes of work for details). Each test period focuses on 2 ATs, the first generally comprising the passive listening and reading skills. 

4 times a year, students in KS3 will be issued an AFL card with a summary of their current level and new targets for the next module. Students will include their own comments in this sheet.

 

Key Stage 4

  • Vision / Mission / Philosophy

 

Be capable of more refined form of communication both written and orally.

Have a greater grasp of grammatical structures which in turn ties in with their understanding of their own language.

At the end of Year 9 students may opt to study either, both or neither KS3 languages to Year 11.

 

  • Curriculum content inc exam board and PoS 

Students at Key Stage 4 are prepared for the AQA GCSE in both languages. Students can be entered for the Foundation or Higher Tiers in one or two skills out of the four available (Listening and Reading).

Students will have 5 lessons a fortnight and will cover the following topics:

Lifestyle

  • Relationships with family and friends
  • Future plans regarding marriage/partnership
  • Healthy and unhealthy lifestyle and their consequences

Leisure

  • Free time activities
  • Plans, preferences, experiences
  • Advantages and disadvantages of new technology
  • What to see and getting around
  • Going out
  • Shopping, money, fashion and trends

Home and environment

  • Special occasions celebrated in the home
  • Home, town, neighbourhood and region, where it is and what it’s like
  • Being environmentally friendly within the home and the local area
  • Current problems facing the planet
  • Social issues and equality

Work and education

  • What school/college is like
  • Pressures and problems
  • Looking for and getting a job
  • Advantages and disadvantages of different jobs

 

  • Assessment

In year 10, students are assessed half termly for the first 4 assessment sessions.  Mark schemes are referenced to GCSE grades.  The marking and recording procedures follow the KS3 model.  Students sit Year 10 examinations at the beginning of the Summer term, in the light of which progress towards their GCSE provisional target is assessed. 

Year 11 students sit mock GCSE examinations in January. Their performance in the mock GCSE informs subject staff's predicted and target grades for the public examination. 

The Speaking and Writing controlled assessments are conducted throughout the course.

After each Controlled Assessment, students in KS4 will be issued an AFL card with a summary of their current level and new targets for the next 6 weeks. Students will include their own comments in this sheet.

At KS4 level, all teachers have a one-to-one meeting with some students in the class after each Controlled Assessment. This meeting has the objective of informing students of their progress, set new targets, and help students reflect upon their own personal learning and progress. The teacher will meet all students at least once every half term.

 

Key Stage 5

  • Vision / Mission / Philosophy

Have the necessary language skills to confidently argue reasoned points of view on contentious and contemporary issues.

Have a deep understanding of a variety of issues relating to current affairs.

Further development of their intercultural understanding encouraging students to be global citizens.

 

  • Curriculum content inc exam board and PoS (could be multiple)

Both languages are offered at AS and A2 levels. Students follow the AQA specification in MFL. 

In Year 12, students follow a linear curriculum and they will be assessed at the end of Year 13.

In Year 13, students will be entered for the A2 papers in the Summer of Year 13. 

Students will have 9 lessons a fortnight and will cover the following topics:

A Level Year 1

Aspects of Hispanic-speaking society: current trends (Traditional and modern values, cyberspace, gender equality)

Artistic culture in the Hispanic world (celebrity role models, regional identity in Spain, cultural heritage)

Cinema (Ocho apellidos vascos)

Literature (La casa de Bernarda Alba)

A2

Environment (Pollution, Energies, Saving the planet)

The multicultural society (Immigration, Integration, Racism)

Contemporary social issues (Wealth and poverty, Life in community, Impact of science in life)

Cultural topic

Tuition is conducted predominantly in the target language. Students are expected to respond to teachers in the target language and to use it themselves as a normal means of communication. Exceptions to the foregoing apply to detailed explanations of grammatical technicalities and to one-to-one feedback to students on work and progress.

The development of skills in the foreign language is of prime importance. Whether in speaking, listening, reading or writing, the skills and tasks outlined below form the core activities through which the MFL curriculum is delivered. In  general, students will first be presented with texts which will allow them opportunities to assimilate new vocabulary, structures and concepts; they work with the texts in a variety of ways (see below) responding first orally , later in writing through tasks of graduated complexity. Through ICT, students also have access to life satellite broadcasts from the Target Language countries as well as DVDs in Target Language aided, initially by English subtitles, but increasingly encouraged to watch using TL subtitles. Students are also encouraged to explore other media in their own time.

 

  • Assessment

Marking

Students’ work to be returned with:

  • Comments (in target language or English) on its positive qualities
    • Valid points
    • Interesting arguments
    • Full treatment of issues
    • Accurate grammar
    • Good range of structures
    • Good attempt to check adjectives etc
  • Specific targets for improvements/points to attend to

Peer Assessment

After individual presentations and discussion, role plays, debates etc, students should be encouraged to comment on each other’s performance (quality of response, ideas, strength of argument, quality of preparation, willingness of contribution) with explanation and positive criticism.