Students study the foundations of Latin and the Roman civilisation with the intent of gaining a better understanding of the background of the Romance languages offered in the curriculum. The vocabulary is focused on family, house and home and some food. We briefly look at nominative and accusative cases as well as conjugation and use of suffixes and prefixes.

After 10 lessons, students study 5 lessons of French, Italian and Spanish in which they learn to introduce themselves, use a range of greetings, count to 31, learn the months and are able to say their age. Students interact with each other using the target language in a role-play.

In this module, students are developing

their awareness of sentence structures whilst attaining vocabulary for

pets, family, countries and nationalities

so they can further introduce themselves. They are taught the verbs to be, to be called

and to have in the present tense as well as adjectival agreement.

They also look at how to use a bilingual dictionary, complete simple translations and form simple questions.

Students will secure their knowledge

of vocabulary and structures related

to school, subjects, uniform, timetable opinions and

justifications. They will be able to describe a timetable using the 12‐ hour clock. They will also learn how to

talk about activities they do at break

time and after school.

Students will be able to use reflexive verbs using simple key

structures studied in context.

Students will learn vocabulary related to free time and

will review different opinion phrases learn in previous topics

for talking about different activities.

They will also practise the endings of

regular verbs in the present tense

and be introduced to the future tense with the verb to go + infinitive. They will start using two tenses together. Students will gain knowledge of vocabulary related to sports, and

hobbies, so that they can give information about what they do in

their free time.

This unit prepares them for their study of free time activities in Y10.

assessments. These include a speaking

assessment preparation with questions relating to the year content. These questions

are a preparation and practice for the Y11 general conversation part of the speaking exam.

If there is a chance, the last two weeks are planned to look into certain aspects of the target language speaking country.

Students revisit basic content from Y7 on how to introduce and give basic information

about themselves.

Students will acquire vocabulary

about types of houses and give

simple opinions about their

home. They will also learn how to communicate location, using a range of prepositions. This will give

students a good introduction on

how to start to form more

complex sentences. They will

continue to practise photo

descriptions related to the topic

of house. They will also learn the imperfect tense in order to state where they used to live/ what it used to be like. This unit will provide

an introduction to Theme 2 of the GCSE curriculum. In terms of

culture, students will study

different dwellings. They

will familiarise themselves with

the habitat and living conditions

of other children in the TL speaking world.

Students continue learning about rooms in the house and furniture, applying different adjectives and continuing to describe these in both the imperfect and present tense.

They will also learn places in town and activities to do in town using the structure ‘one can + infinitive’. They compare life in the rural area and the city, which forms part of Theme 2 of the GCSE curriculum.

They will also learn how to give directions. Students will learn how to form the comparative and superlative.

The last week of term is dedicated to Christmas customs in TL speaking country.

Students learn the past tense through writing an account of their past activities in their town, which consolidates both free time activities and places in town whilst allowing them to acquire the past tense. Students write a diary entry, consolidating at least 3 tenses learnt.

In this half term, students are describing themselves and

others. They revisit adjectival agreement and word order by talking about their

personality and their physical features.

They also learn about household chores and

pocket money.

Students study shopping for presents

chosen based on personality whilst revisiting the future tense.

They prepare for a party through writing invitations/ shopping for clothes

and food necessary for the party. 3 tenses are revised.

The end of year is used for general revision of all the tenses and preparation for the end of year assessments which include speaking.

Students are introduced to role-plays.

Students will revisit core KS3

vocabulary related to personal details. This module

will be focusing on deepening their linguistic skills. By the end of the

module students will be able to talk

about themselves and their family,

relationships and how they get on

with others, as well as describe their plans for

the future (marriage, children, etc…).

The grammar focus will be on

consolidating their knowledge of the 3

tenses in ‘I’ form.

They will continue to practise writing

related to the topic of family and relationships.

Students will build upon content

seen in Y7 and 8 related to

their home, local area and life in

the city/countryside. They will

practise places in a town,

describing their area, making

future plans, going shopping, the

advantages and disadvantages of

living in the city, and describe a past trip.

The grammar focus will be on

practising using 3 tenses together and

describing photos.

Students will complete a speaking

and writing booklet in

preparation for their GCSE exam.

.

Students will revisit and build upon the

topic of school introduced in KS3. They

will study school subjects, rules, uniform, facilities, clubs and

achievements. They will also talk about

different problems in schools. They will

continue to practise using four tenses

together, as well as regularly practise

photo descriptions with two extra

questions, based on the topic of school.

The grammar focus will be on

conditional and modal verbs.

Students will continue to complete a

speaking and writing booklet in

preparation for their GCSE exam.

Students will build upon their knowledge of free‐time activities as seen in Y7

and 8 as well as content related to TV programmes, films, sports,

music and role models. They will talk about what they usually do and will

practise using the perfect tense.

Students will start working on role‐play

cards related to this topic. Photocard practice will be based on free‐time

activities, and students will start completing a Speaking booklet in preparation for their GCSE exam.

TL food

This topic will include describing

favourite cuisine and eating out,

ordering a meal and

making a complaint in a restaurant. Cultural focus is on

TL specific food. Students revisit prior learning using question words and practise role-plays.

Students will be introduced to local customs and festivals as part of Theme 1 of the GCSE curriculum. They will revisit reflexive verbs and past tense as well as mealtimes and daily routines.

They will continue with speaking and writing preparation.

Students will learn different jobs and the tasks and skills that they involve. They will practise the conditional and the near future tenses by talking about what they would like to do and what

plans they have for the future.  They will also practise using the preterite and

imperfect together to talk about work experience. They will

practise photo descriptions related to jobs and the working environment. This unit will prepare students for Theme 3

of the GCSE exam, which focuses on future study and employment.

In terms of culture, students will revisit Christmas traditions in TL countries, but focussing on the more complex GCSE content.

Students will focus on international

areas of interest by studying holidays.

They will revise the present tense and be using two past tenses together (the

preterite and imperfect).

They will learn how to state their

preferences, where they went, booking

hotels, problems they experienced, and

where they would like to go. Students

can use this knowledge if they travel

abroad. They will continue practising

role-play cards. Students will add to their

speaking booklet in

preparation for their GCSE exam.

Students will study different social and

global issues and thereby improve

their social and environmental

understanding through the target

language. They will study different

problems around the world, and what

can be done to protect the environment. They will study looking after the environment at

home, serious global problems and how

we can try to address them. They will

review how to both recognise and be able to produce different tenses as well using “if” sentences.

Students will undertake preparation for the end of year assessment in all 4 skills.

Speaking mock exams will be conducted.

In this module, students will be able to talk about how they use social

Media and the benefits and disadvantages

of social media and technology in

general. The grammar focus will be on

revisiting

comparatives

and learning to use the present perfect

and present continuous tense.

Charity and voluntary work

Students will study different social and global issues and thereby improve

their social understanding through the target language

range of charities which support people in need in various TL countries.

Students will be able to talk

about volunteering, its benefits

and how they can help the

community.

Students will revisit daily routines and

reflexive verbs in the context of

describing their lifestyle. They will use a range of structures including modal verbs. They will also

look at lifestyle choices and will practise giving advice on how to keep fit and what you should and should not do if you want to lead a healthy lifestyle and keep fit.

preparation including role-play/ photo card and general conversation questions. In writing, students will be answering 40/90/150 words questions.

society

Unit 1: La famille en voie de

changement

Students will be able to describe the

various types of 21st century French

family and how these differ from the family model of the past. They will

understand trends in marriage and

how modern and traditional values

differ, learning to discuss the situation regarding

divorce. Also, they will understand the

secular history of France and discuss

changes in the influence of the

religious movements. Introduction

and study of the vocabulary of

literature, the story, themes,

characters, author techniques and style, and social environment.

Students will be able to discuss the positive and/or negative influence of the Internet and effect of smartphones. They will be able to consider the type of

influence social networks have on society.

In grammar they will be able to

manipulate the present tense, use

comparatives and superlatives, know when to use a range of personal pronouns according to their grammatical function.

When practising writing skills, students will be able to use idiomatic expressions with impersonal verbs.

They will develop their translation skills with regular practice from English to French and vice versa.

They will be reading “Bonjour Tristesse” over the course of the year as part of the A level exam preparation for paper 2.

Students will be able to discuss volunteers in France, the main charities working in France and the French speaking world. They will explore the impact of charity work and the benefits for volunteers to contribute. They will discuss the value of volunteering and its impact on society, how charities work

hand in hand with government

initiatives to support the most

vulnerable. Students will also be able to describe the recent changes in France and the French speaking world which have led to a greater need for

volunteers. In grammar they will master the use of the perfect tense and the pluperfect tense.

French‐speaking world

Unit 1: Une culture fière de son

patrimoine

Students will explore the concept of heritage and how it can be defined.

They will understand how civilisations

contributed to the cultural heritage of France and the French speaking world.

They will explore the French speaking

artists and the role of architecture in France. When studying the French

speaking cultural heritage, they will

understand the diversity of French

music and dance.

In grammar they will consolidate their

knowledge of the subjunctive by using

it efficiently after verbs of emotion.

Introduction to the film “La Haine”,

discussing the vocabulary of cinema,

the plot, characters, themes, social

environment, and techniques and style.

francophone contemporaine

Students will explore the range of

music genres which have been popular

over the years and how the music

industry has developed recently

with French speaking artists able

to sell worldwide. Students will

discuss the positive and/or

negative influence singers and

musicians have on people, the

effect TV and cinema stars have

in our society. They will also

consider the type of influence

fashion exercises.

Students will be taught how to prepare for their individual research project to be completed over the summer.

septième art

Students will develop a good

understanding of the concept of

7th Art when talking about

cinema. They will discuss how

passionate the French are about

cinema and how popular the 7th

Art is in France. They will also

understand how cinema has

evolved and its impact on the

current economy.

Revision and preparation for

Mock A Level exams, including

Speaking exams.

society: current issues

Unit 1: Les aspects positifs d’une

société diverse

Students will be able to discuss the positive aspects of a diverse and

multicultural society. They will study

the concept of liberty, equality and

fraternity which underpins the values

of the French republic. They will

discuss diversity, tolerance and

respect and how these values are

promoted and secured.

When writing, students will vary

vocabulary by using synonyms.

Consolidation work on the book “Bonjour Tristesse”.

Students will have

re-read the book independently during the Summer holidays and will have

already identified the key themes.

Unit 2: Quelle vie pour les

marginalisés ?

Students will develop a strong

understanding of what « being

marginalised » means and how people

can be affected in their everyday life.

Students will explore the range of

support available for the different

groups of individuals who might fall

into the marginalised category

(disability, socio‐economic factors,

single parents, ethnic groups, etc…).

Students will study the attitudes of

French society towards the different

groups of marginalised.

Students will develop a strong

understanding of how France deals with criminality, the evolution of sanctions and the current systems which work alongside the prison system. Students will discuss the success and failure of the prison system, both in France and the French speaking world. They will

then look at how alternative sanctions can be applied and the impact they have on crime rates.

Preparation for Mock exam

A Level paper including individual Speaking assessment.

the French‐speaking world

Unit 1 – Les ados, le droit de vote et

l’engagement politique

Students will discuss the importance of

politics in young people’s lives and

understand why their attitude to

politics is changing. They will look at the unemployment situation amongst

young people nowadays and how it is

affecting them. This will enable

students to describe the type of society young people in the French speaking world want to live in.

Unit 2: manifestations, grèves – à qui

le pouvoir ?

Students will study how trade unions

emerged and developed. They will

explore the strength of unions in France and the French speaking world.

l’immigration

Students will be able to discuss the positive and   negative aspects of

immigration, secure a good

understanding of immigration in the

French‐speaking world and discuss

what problems illegal migrants might

face. When writing, students will vary

vocabulary by using synonyms.

In grammar, students will consolidate

their knowledge of the passive voice.

Exam skills preparation will focus on

inferring meaning from listening and reading.

Revision of all main topics through exam style questions – translation, essay writing and listening and reading tasks.

Speaking practice based on photo cards.

modernos

Students will be able to describe the

various types of 21st century Spanish

family and how these differ from the

family model of the past. They will

understand trends in marriage and

how modern and traditional values

differ and will understand the situation regarding

divorce. Also, they will understand the

religious history of Spain and discuss

changes in the influence of the

Catholic church.

Students will be able to discuss the positive and/or negative influence of the Internet and effect of smartphones.

They will be able to consider the type of influence social networks have on

society.

In grammar they will be able to

manipulate both present tenses, use comparatives and superlatives, know when to use ser and estar.

When practising writing skills, students will be able to use idiomatic expressions with impersonal verbs.

They will develop their translation skills with regular practice from English to Spanish and vice versa.

sexos

Students will be able to discuss women in the world of work and study the role of women at home. Students will also discuss male chauvinism and look at the role of feminism. They will understand and talk about changes to LGBT rights and discuss gay marriage in Spain and the Hispanic world.

In grammar they will master the use

the perfect tense and the pluperfect

tense.

Hispanic world

Unit 4: La influencia de los ídolos

Students will discuss the positive

and/or negative influence singers and

musicians have on people, the effect

TV and cinema stars have in our

society. They will also consider the

type of influence fashion models have on young people.

When writing students will be able to

use connectives and other expressions

to improve their conversation style.

Introduction to the film “El laberinto del fauno”, discussing the

vocabulary of cinema, the plot,

characters, themes, social

environment, and techniques and style.

regional de España

Students will explore, describe

and discuss Spanish customs and

traditions (Fallas, Día de los

Muertos, la Navidad en

Cataluña, los toros, Colombian

festivals, etc.). They will discover

the similarities and differences in

the gastronomy of Spain. In

addition, they will consider the languages that are spoken in

Spain and the issues surrounding

them.

In grammar students will know how to use the present

subjunctive of regular verbs as

well as the perfect tense in the

subjunctive.

Students will be taught how to prepare for the individual research project.

cultural

Students will understand how

civilisations contributed to the

cultural heritage of Spain,

discuss the pre‐Columbian

heritage of Latin America. They

will explore the Spanish and

Latin American artists and the

role of architecture in Spain.

When studying the Hispanic cultural heritage, they will

understand the diversity of

Hispanic music and dance.

In grammar they will

consolidate their knowledge of

the subjunctive by using it

efficiently after verbs of

emotion, surprise, doubt, etc…

Revision and preparation for

Mock A Level exams, including

speaking exams.

Introduction to the book: “Como agua para chocolate”.

IRP and reading of the book to be done individually over the summer.

society

Unit 1: La inmigración

Students will be able to discuss the positive and negative aspects of

immigration, secure a good

understanding of immigration in the

Spanish‐speaking world and discuss

what problems illegal migrants might

face. When writing, students will vary

vocabulary by using synonyms.

Consolidation work on “Como agua para chocolate”. Students will have

read the book independently during

the Summer holidays and will have

already identified the key themes

Theme 3: Unit 2 – El racismo

Students will describe and discuss

racist and xenophobic attitudes in the

Spanish‐speaking world and

understand and discuss measures to combat racism and their effectiveness.

They will also look at existing

legislation against racism and suggest

possible new legislation.

They will develop their translation

skills, especially when translating the English

gerund (‐ing form) into Spanish.

Study of the book into more details,

chapter by chapter, with a particular

focus on key themes.

Weekly writing practice to enable

students to develop their essay writing skills, using a constant reference to

the AQA mark scheme.

Students will understand and describe the different ways cultures integrate in Hispanic society. They will get a better

understanding of the issues

surrounding the integration of different cultures within the sphere of education and describe the coexistence of various

religions in the Hispanic world.

Preparation for the mock exams

including individual speaking assessment.

Hispanic world

Unit 4 – Jóvenes de hoy, ciudadanos

del mañana

Students will discuss the importance of

politics in young people’s lives and

understand why their attitude to

politics is changing. They will look at the unemployment situation amongst

young people nowadays and how it is

affecting them. This will enable

students to describe the type of society young people in the Hispanic world want to live in.

Unit 5 – Monarquías y dictaduras

In this unit students will acquire a lot of historic knowledge and this will enable them to understand the impact of the civil war and the changes from

Monarchy and republic to dictatorship

in Spain as well as life under Franco’s

dictatorship. Students will also study

dictatorships in Latin America,

particularly in Panama, Cuba, Chile and

Argentina.

Weekly writing practice to enable

students to develop their essay writing

skills, using a constant reference to the

AQA mark scheme.

Weekly speaking practice with a focus

on the photo cards from previous

themes and units.

populares

Students will look at how effective

protests and strikes are and discuss

the power of trade unions. Students

will consider and discuss the 15‐M

Movement in Spain and the Mothers

of the Plaza de Mayo in Argentina.

In grammar, students will consolidate

their knowledge of the passive voice.

Exam skills preparation will focus on

inferring meaning from listening and reading tasks.

Revision of all main topics through exam style questions – translation, essay writing and listening and reading tasks.

Speaking practice based on photo cards.

I CAMBIAMENTI DELLA SOCIETÀ ITALIANA

(Changes in Italian Society

This theme covers social issues and trends.

Subtheme 1:  L’evoluzione della famiglia italiana

(the evolution of Italian family)

Students will be able to describe how the family has evolved in the context of 21st century Italian society.  They will understand attitudes towards new family models, marriage, traditional and religious values in modern Italy.

Students will be introduced to literature through the reading of “Io non ho paura” a contemporary novel by N. Ammaniti.

They will become familiar with the vocabulary of

literature, the story, themes,

characters, author’s techniques and

style, and social context.

L’istruzione

(Education)

Students will develop a good understanding of the Italian education system and the problems Italian students face.  They will discuss the causes and consequences of the brain drain for Italian society.

In grammar they will be able to

manipulate the present tense of regular, irregular and modal verbs, past tense and conditional mood, impersonal verbs and reflexive verbs, correctly use nouns, genders and plurals.

When practising writing skills, students will be able to apply their acquired knowledge of grammar to essay writing.

Il mondo del lavoro

(World of work)

Students will explore the world of work in Italian society including the causes of unemployment, sex equality in the workplace, the importance of the family enterprise for the Italian economy.  They will also learn how new ways of working such as smart working are changing Italian society.

In grammar they will consolidate their knowledge of different tenses and moods including the subjunctive by using

them efficiently in their writing.

They will develop their translation skills with regular practice from English into Italian and vice versa.

LA CULTURA POLITICA E ARTISTICA

This theme covers artistic culture (through music and festivals and traditions) and political and artistic culture (through media).

Subtheme 1: 

La musica (music)

Students will develop a good understanding of the evolution of music and its impact on popular culture; they will explore Italians’ attitude towards Opera, traditional and modern music, and they will be able to discuss how Anglophone music has influenced young people’s taste in music.

Introduction to the film ‘I cento passi’.

vocabulary of cinema,

the plot, characters, themes, social

environment, and techniques and

style.

I Media (media)

Students will be able to discuss how problems of freedom of expression have impacted Italian politics and how the Internet has caused the decline of newspapers.

Students will be taught how to prepare for the

individual research project.

Il patrimonio culturale

(cultural heritage)

Students will explore the concept of heritage and how it shapes Italian modern society through the understanding of its festivals and customs and its wealth of historical sites which contribute to the Italian economy and to the world cultural heritage.

Revision and preparation for

Mock A Level exams, including

speaking exams.

Summer independent work: IRP.

L’ITALIA: UNA SOCIETÀ IN EVOLUZIONE

(Italy: a society in evolution)

Theme 3 covers social issues and trends.

Subtheme 1:  L’impatto positivo dell’immigrazione in Italia

(the positive impact of immigration in Italy)

Students will discuss how immigrants and migrants contribute positively to the Italian economy and culture.

Subtheme 2: 

I problemi della migrazione in Italia

(problems of immigration in Italy)

Students will explore the problems of marginalisation and alienation experienced by migrants and the attitudes of Italian society towards them.

Students will analyse the novel and the film in writing exploring its themes, characters, and narrative style.

Il divario Nord/Sud

(North / South divide)

Students will develop a good understanding of the gap between North and South in Italy, its different social and cultural fabric, the role of the industry in internal migration from the South and the role of criminality within Italian society.

Mock exam preparation including speaking exam.

Theme 4 covers political culture.

Subtheme 1: 

L’ascesa di Mussolini al potere

(the rise of Mussolini to power)

Students will gain a good understanding of how the Fascist Party was formed and the historical facts that brought Mussolini to power.

Subtheme 2: 

Il Fascismo durante la Seconda Guerra Mondiale (Fascism in WWII)

Students will be able to describe life under Mussolini’s dictatorship in Italy and how it impacted Italian society.

Students will practise speaking skills and essay writing as part of exam preparation.

Dalla dittatura alla democrazia

(From dictatorship to democracy)

Students will be able to analyse causes and consequences of the fall of Mussolini and the monarchy.  They will describe the Liberation movement that shaped Italy into a Republic.  They will discuss post-war issues and how the European Union was created by the six founding nations and its underpinning principles.

Revision of all main topics.

Speaking practice based on stimulus cards.

To ensure that all students achieve mastery in specified knowledge, students are formatively assessed twice termly, through a different exam-style task and teaching is adapted accordingly. In addition, there are 2 summative assessments for the whole school after which data is used to address identified weaknesses and adjust teaching and revisit common misconceptions. Knowledge of vocabulary is assessed through weekly tests in all key stages.

Regular feedback is given on the progress made in the four main skills: reading, listening, writing and speaking. The MFL curriculum will ensure to fill in gaps and build bridges for students whilst continuing to aim high. Students will acquire systematic knowledge by completing planned practice of the vocabulary and grammar. The impact of the curriculum upon students becoming linguists who can communicate effectively in the target language is assessed through students’ participation during lessons and their engagement with homework tasks.