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Modern Foreign Languages

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  • We recognise that every young person deserves the best opportunities to learn a new language.
  • The MFL curriculum is designed to ensure that retrieval practice and student feedback both serve as the fundamental tools to advance student progress. The structure of our lessons allows students to identify their own learning needs, gather and organise materials, monitor their mistakes and evaluate task success. We believe that showing students how to improve is vital for their long term success.
  • All MFL lessons contain reference to thinking hats and maps which provide the students which seek to develop student’s retrieval skills and to help them identify areas in which they would like to develop their skills further.
  • We aim to offer our students an ambitious curriculum which is based upon reoccurring and complex grammar at key stage three, followed by retrieval and exam practice in key stage four. This allows students to develop the long term knowledge and skills they will need during key stage three, to equip them for success at the end of key stage four.
  • We aim to develop the cultural capital of our students, by offering them extra – curricular opportunities to develop their language skills. Some examples of these are national and international trips, which provide a cultural setting for language acquisition and practice, film and cookery clubs and opportunities to further develop reading skills in Spanish and French.
  • We consider it of high importance to be able to communicate in a foreign language as part of our role as global citizens. We aim to convey this message to our students, to help prepare them for greater success within a global community and as part of this, to compete in a global economy.

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Yr 7

In year seven, students are taught the foundations of key grammar, through the recommended sequencing of NCLEP (National Centre for Excellence in Language Pedagogy). This equips all students with various opportunities to gain a solid grounding in grammar, for both recognition and active use and provides a firm foundation for further progression into year eight. Throughout year seven, we match the grammar sequencing with the most appropriate GCSE topic areas as follows…

  • Me, my family and friends
  • Home, town, neighbourhood and region / customs and festivals combined

We include key questions for students to answer within all topic areas which will later be required for extended sequences of speech and writing in key stage four. We teach from a variety of digital resources such as Kerboodle, Teachitlanguages, Exampro and Zigzag, using a range of key stage three and four materials to offer the students sufficient challenge. We provide the students with independent learning tasks, which allow them to become familiar with GCSE high frequency vocabulary, as well as grammar retrieval and exam style questions on topics covered. This model remains throughout the whole of our key stage three curriculum.

Yr 8

In year eight, our curriculum covers the recommended grammar sequencing from our GCSE exam board, the AQA. This ensures that grammar progression effectively builds upon the grammar structures taught in year seven and allows for frequent retrieval of reoccurring grammar as well as the more complex grammar needed to access the higher grades at GCSE. The GCSE topic areas covered are as follows…

  • School life, studies and careers
  • Travel and tourism
  • Free – time activities and technology in everyday life combined

We choose to teach these topics to allow for the most logical grammar progression following on from year seven and to pave the way for the grammatical structures required in year nine. To decide upon this sequencing, we use our exam board recommendations as well as what we consider to be the most appropriate model for our students in terms of their age and interests.

Yr 9

In year nine, our curriculum is designed to complete the content teaching of the GCSE course and to prepare students for key stage four, by allowing them to spend a complete term revising key grammatical structures. This allows them to not only practice reoccurring grammar but to devote sufficient curriculum time to learning how to use the most essential GCSE grammar elements together, to help them produce extended sequences of speech and writing. The content sequence in year nine is as follows…

  • Social issues
  • Global issues
  • Key stage three grammar revision for GCSE transition

As well as following the advice of our GCSE examination board in terms of grammar progression within these topics, we also feel that they are appropriate for the students in terms of their age and interests.

Yr 10

In year ten, we reteach the GCSE topics covered in years 7 and 8 through reoccurring grammar retrieval and exam practice. We ensure that all the key grammar covered throughout key stage three is revisited, along with any more complex grammar structures which students may have found more challenging throughout the earlier years. The sequencing of topics is as follows…

  • Me, my family and friends
  • Home, town, neighbourhood and region / customs and festivals combined
  • School life, studies and careers
  • Travel and tourism
  • Free – time activities and technology in everyday life combined

The key reoccurring grammar we focus on is as follows…

  • Present tense
  • Past tense
  • Imperfect tense
  • Future tense
  • Conditional tense
  • Si clauses
  • Frequency expressions
  • Connectives
  • Extended opinions and reasons

In terms of independent learning, we ask the students to complete their learning of AQA high frequency vocabulary via Quizlet, and require them to complete grammar practice activities as well as exam questions related to the topic areas being covered. We also ask that students complete their e – learning tasks from Kerboodle, Zigzag and GCSE Bitesize. This model is applied throughout the whole of key stage four.

Yr 11

Our Yr 11 curriculum aims to reteach topics covered in year nine, to continue to drill reoccurring grammar and to offer our students the opportunity to gain further examination practice. The sequencing of topics is as follows…

  • Global issues
  • Social issues
  • Final examination practice

We provide all students with exam packs, containing exam practice materials and a revision guide and we request that students attend revision classes to allow us to boost the amount of support we are able to offer our students, in the approach to their final examinations.

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Language skills can be used in almost any career and particularly in businesses that trade internationally. People with language skills are employed by a wide variety of employers and sectors including…

  • Business services
  • Engineering
  • Media
  • Charity work
  • Museums and libraries
  • Teaching
  • Transport and Logistics
  • Tourism

The following websites contain useful further information about careers using languages…

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KS3

KS4