
Modern Foreign Languages
Intent
The MFL department aims to inspire students to become strong communicators in both Writing and Speaking and help them to identify gist and details in extracts from a range of authentic sources. We strongly believe in languages as a skill for life and something students should enjoy and find rewarding. Through a knowledge-rich curriculum, students acquire an in-depth understanding of the core vocabulary and grammatical structures, which they can use and manipulate in a range of contexts. Our intent is to enable students of all abilities to develop their language skills to their full potential, equipping them with the knowledge to communicate in a variety of contexts with confidence.
The MFL curriculum is delivered through a wide range of activities focusing on developing the key four language skills (Listening, Speaking, Reading and Writing) via Visual, Auditory and Kinaesthetic methods. By the end of Year 11, students need to be operating as learners with some degree of independence to achieve the highest levels in the GCSE examinations. They will have a systematic knowledge of the vocabulary, grammar, and the sound and spelling systems of their chosen language. They will have had the opportunity to reinforce this knowledge with extensive planned practice and use in order to build the skills needed for communication. The content of the new language is taught in a creative and stimulating way to widen students’ knowledge of the culture, history and literature of the f target language countries.
The ability to understand and communicate in another language is a lifelong skill for education, employment, and leisure in this country and throughout.
MFL Curriculum Map
Implementation | |||||||
Term | 1 and 2 | 3 | 4 | 5 | 6 | ||
Y7 | Carousel
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.
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Personal information
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. |
School
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.
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Hobbies
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. |
Students undertake revision and preparation for the end of year
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. |
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Y8 | 1 | 2 | 3 | 4 | 5 | 6 | |
House and home
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. |
Home and town
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. |
Preterit tense
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. |
Family and friends
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.
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Shopping
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.
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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.
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Y9 | 1 | 2 | 3 | 4 | 5 | 6 | |
Family
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. |
Local environment and region
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. . |
Current and future studies
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. |
Free time
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.
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Eating out
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.
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The end of year is used for general revision of all the tenses and preparation for the end of year assessments which include speaking.
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Y10 | 1 | 2 | 3 | 4 | 5 | 6 | |
Customs and festivals
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. |
Jobs and career choices
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. |
Holidays
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. |
The environment
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.
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General revision
Students will undertake preparation for the end of year assessment in all 4 skills. Speaking mock exams will be conducted. |
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Y11 | 1 | 2 | 3 | 4 | 5 | 6 | |
Mobile technology
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. |
Global issues – poverty and homelessness
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. |
Healthy living
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. |
Revision of all the topics covered in Y9 and Y10 through exam style questions in all 4 skills.
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Speaking and writing
preparation including role-play/ photo card and general conversation questions. In writing, students will be answering 40/90/150 words questions. |
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Whilst the KS3 and KS4 MFL Curriculum follows the same structure in all languages, it differs slightly at KS5 to account for different cultural aspects for each language taught. French and Spanish are taught by two teachers so the Modules overlap over a term. | |||||||
French | |||||||
Y12 | 1 | 2 | 3 | 4 | 5 | 6 | |
Theme 1a: Aspects of French Speaking
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. |
Theme 1a: Unit 2 ‐La « cyber‐société »
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. |
Theme 1a Unit 3 – Le rôle du bénévolat
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. |
Theme 2a ‐Artistic culture in the
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. |
Theme 2a ‐La musique
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.
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Theme 2a Unit 3: Cinéma: le
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.
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Y13 | 1 | 2 | 3 | 4 | 5 | 6 | |
Theme 1b: Aspects of French speaking
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. |
Theme 1b: Unit 3: Comment on traite les criminels
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. |
Theme 2b: Aspects of political life in
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. |
Theme 2b: Unit 3: La politique et
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. |
Exam practice:
Revision of all main topics through exam style questions – translation, essay writing and listening and reading tasks. Speaking practice based on photo cards. |
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Spanish | |||||||
Y12 | 1 | 2 | 3 | 4 | 5 | 6 | |
Unit 1: Los valores tradicionales y
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.
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Theme 1 Unit 2: El ciberespacio
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. |
Theme 1 Unit 3 – La igualdad de los
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. |
Theme 2: Artistic culture in the
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. |
Theme 2: Unit 5– La identidad
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. |
Theme 2: 6 – El patrimonio
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. |
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Y13 | 1 | 2 | 3 | 4 | 5 | 6 | |
Theme 3: Multiculturalism in Hispanic
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. |
Theme 3: Unit 3 – La convivencia
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. |
Theme 4: Aspects of political life in the
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. |
Theme 4: Unit 6 – Movimientos
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. |
Exam practice:
Revision of all main topics through exam style questions – translation, essay writing and listening and reading tasks. Speaking practice based on photo cards. |
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Italian | |||||||
Y12 | 1 | 2 | 3 | 4 | 5 | 6 | |
THEME 1:
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. |
Subtheme 2:
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.
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Subtheme 3:
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. |
THEME 2:
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. |
Subtheme 2:
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. |
Subtheme 3:
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.
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Y13 | 1 | 2 | 3 | 4 | 5 | 6 | |
THEME 3:
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. |
Subtheme 3:
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.
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THEME 4: DAL FASCISMO AI GIORNI NOSTRI
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. |
Subtheme 3:
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.
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Exam practice:
Revision of all main topics. Speaking practice based on stimulus cards. |
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Impact:
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. |