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GSO Test

Est. 1921

Modern Foreign Languages

INTENT:

What is the curriculum aim / vision for this subject?

  • To instil in students the importance and a love of language learning and be able to communicate with people from other countries.

  • To promote independence, confidence and the importance of celebrating mistakes in order to make progress.

  • To encourage students to be successful, resilient learners and to enable them to become competent at problem solving.

  • To ensure that students have a deep understanding of grammar and vocabulary, which they are able to use spontaneously and with confidence across a range of topics and all four skills (listening, reading, writing and speaking).

  • To ensure that students understand, appreciate and have tolerance towards other cultures/countries where the target language is spoken.

What do we expect students to get from this subject?

  • To develop literacy/critical thinking/problem solving skills.

  • To develop transferable skills for employment.

  • To be able to communicate effectively.

  • To be able to be adaptable, to develop confidence and to always challenge themselves.

  • Enjoyment and engagement in lessons.

IMPLEMENTATION:

How does learning develop over the five years?

  • The complexity of language / grammar / syntax increases over the years.

  • Fluency and spontaneity are developed gradually throughout the five years.

  • Students become more confident and competent at engaging with authentic materials/situations.

  • Foundations are set in Years 7 to 9 where there is progression from single words to sentence structures. The topics introduced in Years 7 to 9 are developed in Years 10 and 11 and the four skills which have been introduced are built upon.

What principles have guided our decision making in developing this curriculum? What is distinctive about our curriculum?

  • Students are the centre (we seek to care, inspire and engage)

  • The need to use the target language as frequently as possible.

  • Authentic materials, songs, literature, film, poems.

  • Requirements to transfer grammar / vocabulary knowledge across a range of different topics and through four different skills.

  • The increasing demands of GCSE / A-level / real life use of the target language in the future (personally / professionally).

How is the timetabled curriculum supplemented or enriched by other approaches to learning?

Enrichment activities include: Language leaders, trips, university trips / taster days, poetry competitions (MTOT), film club, revision / speaking sessions, pen-pal / exchange with schools in Spain, working with the language assistant.

In what ways does our curriculum help to develop …?

  • Cultural diversity and identity: By learning languages and about the countries where the target language is spoken they develop knowledge of other cultures, societies and festivals.

  • Physically and mentally healthy lifestyles: Topic of healthy lifestyle and hobbies.

  • Community participation: Part of a global society, Europe, Africa, South America, Canada etc. topic of environment, charities and societal problems.

  • Careers and enterprise: Topic focusing on work, employment, education and future plans.

  • Technology and the media: Use of authentic materials (newspapers / films). Use of ICT for language learning websites and A-level pupils for accessing news articles etc. Topic (in sow) of technology and media.

  • Creativity and critical thinking: Understanding how language works (reading / listening for details) Speaking and writing spontaneously. Working out grammar rules, using grammatical clues in gap fill exercises to work out the answers.

IMPACT:

What forms do assessments take? What is the purpose of assessment?

Both formative and summative assessments are integral. All skills are assessed throughout the course of the year (listening, reading, writing and speaking).

How do we know if we have a successful curriculum?

  • Student enjoyment measured through pupil voice.

  • Student progress information and successful outcomes.

  • Consistently good results at GCSE and A-level.

CURRICULUM CONTENT

KEY STAGE 3

Year 7

Autumn Term

Spring Term

Summer Term

Self and Family

  • Greetings
  • Numbers 1-30
  • Months of year
  • Describing yourself
  • Describing others
  • Pets/ animals
  • Jobs
  • Present tense
  • Connectives and simple opinions

Home and local area

  • Local area
  • Describing your house
  • Describing your bedroom
  • What you do at home
  • Present and future tenses

Healthy Living

  • Discussing healthy food and drink
  • Parts of the body and saying what is wrong
  • Discussing a healthy lifestyle
  • Discuss health issues such as addiction

Year 8

Autumn Term

Spring Term

Summer Term

Leisure

  • Sports and Hobbies
  • Musical Instruments
  • What you do at weekends
  • What you are going to do this week
  • TV programmes
  • What you last week

Holidays

  • Countries
  • Holiday activities
  • Description of a past holiday
  • Holiday plans for this year

Food and Drink

  • Ordering food and drink in a restaurant
  • Asking for food items in a market
  • Numbers 30-100
  • Making a complaint

Year 9

Autumn Term

Spring Term

Summer Term

Education

  • School subjects
  • Describing teachers
  • Describing school facilities
  • Complex opinions
  • Time
  • Description of a school day
  • Future plans

Work and Education

  • Discuss jobs and money
  • Discuss part time jobs
  • Saying what you would like to do using the conditional tense
  • Discussing your plans for future work experience

GCSE Course

  • Talking about yourself and saying where you are from en and au with the names of countries
  • Saying what you like and don't like doing j'aime and je n'aime pas
  • Talking about your family - using possessive adjectives mon, ma, mes
  • Saying what your parents do - using masculine and feminine words for jobs
  • Talking about your friends - adjective agreement
  • Describing famous sportspeople - using possessive adjectives son, sa, ses
  • Saying what you have done - the perfect tense
  • Talking about what you have done and are going to do - j'ai fait and je vais faire
  • Family, friends and free time - your favourite hobby

KEY STAGE 4

For more information, click here to visit the Key Stage 4 courses page.

KEY STAGE 5

For more information, click here to visit the Key Stage 5 courses page.