Curriculum - MFL

CURRICULUM MAP
French Year 7 Differentiated
Y7 HT1
Personal Information
Y7 HT2
School
Y7 HT3
Free Time and Hobbies
Y7 HT4
Home Town and Local Area
Y7 HT5
Exam Preparation and Revision
Y7 HT6
Holidays
ABLEPupils can say their name, age, birthday, and give some family details. Pupils can express some simple likes and dislikes. They can write a short text consisting of longer sentences on the topic of personal information, making use of connectives to do so, and use unfamiliar language-beyond the scheme of work eg accurate use of a dictionary at home. They can analyse more detailed texts on these topics.Pupils can discuss their opinions of school subjects, tell the time using all the main structures, and discuss their school day in sentences giving opinions. Pupils express opinions fluently in longer passages in both speaking and writing. Pupils can understand main points and detail.Pupils can write longer texts on what they do in their free time, using justified opinions, referring to several different persons of relevant verbs. Pupils use clues to interpret meaning and can transcribe longer extracts mostly accurately. They write about their use of technology, sports and other free time activities.Pupils can write a longer, more detailed leaflet describing their home town, saying what there is and what one can do there. They use connectives, justified opinions and parts of the verb ‘pouvoir’ to produce a more fluent piece. They are able to formulate questions and translate into English accurately and occasionally read independently.Exam preparation.Pupils can write longer, more detailed texts on the topic of holidays, becoming more autonomous and creative. They make accurate use of the present and near future tenses. They can say where they go and express justified opinions. They use both the first person and third person of relevant verbs, and reflexive verbs in the first person. They understand all persons, are able to formulate questions and use ‘nous sommes allés’. Pupils translate into both French and English and read independently.
HIGHPupils can say their name, age, birthday, and give some family details. Pupils can express some simple likes and dislikes. They can write longer sentences on these familiar topics, making greater use of connectives to do so, and becoming increasingly confident at recognising cognates and applying prior knowledge.Pupils can discuss their opinions of school subjects, tell the time using all the main structures, and discuss their school day in sentences giving opinions. Pupils can construct a short passage. Pupils can write longer texts on what they do in their free time, using justified opinions to increase the complexity of their language, and the first person singular and the third person plural of relevant verbs. There is use of the present, connectives and some manipulation of grammar. They write about their use of technology, sports and other free time activities.Pupils can write a longer, more detailed leaflet describing their home town, saying what there is and what one can do there. They use connectives, justified opinions and parts of the verb ‘pouvoir’ to produce a more fluent piece. They are able to formulate questions and are beginning to translate into English accurately.Exam preparation.Pupils can write longer texts on the topic of holidays, becoming more autonomous and creative. They make accurate use of the present and near future tenses. They can say where they go and express justified opinions. They use both the first person and third person of relevant verbs, and reflexive verbs in the first person. They understand all persons, are able to formulate questions and use ‘nous sommes allés’. Pupils are beginning to translate into English accurately.
MIDPupils can say their name, age, birthday, and give some family details. Pupils can express some simple likes and dislikes. They can write a few longer sentences on these familiar topics, making greater use of connectives to do so.Pupils can say the school subjects, tell the time using a variety of structures and use them in short phrases, and give simple opinions. Pupils can talk about their school day. They write short texts on these familiar topics, drawing on memorised language and some use of grammar. Pupils can write short texts on what they do in their free time, using justified opinions to increase the complexity of their language, and the first person singular of relevant verbs. They write short phrases from memory and short texts with the help of reference materials. They write about their use of technology, sports and other free time activities.Pupils can produce a leaflet describing their home town containing some detail, saying what there is and what one can do there. They include justified opinions, directions and sentences using ‘on peut’ plus an infinitive verb. Pupils can write a short passage and use the third person of relevant verbs.Exam preparation.Pupils can write a longer passage on the topic of holidays with more accurate use of the present and near future tenses. They can say where they go and express justified opinions. They use both the first person and third person of relevant verbs, and reflexive verbs in the first person. Pupils are beginning to translate into English with increasing accuracy.
LOWPupils can say their name, age, birthday, and give some family details. Pupils can express one simple like and one dislike. They can write a few short sentences on these familiar topics.Pupils can say the school subjects, say times on the hour and use them in short phrases, and give simple opinions. Pupils can give basic information relating to the school day. Pupils can construct short phrases largely from memory.Pupils can write short texts on what they do in their free time, using simple opinions, and the first person singular of relevant verbs. They write short phrases from memory and short texts with the help of reference materials. They write about their use of technology, sports and other free time activities. Some spellings may be approximate.Pupils can produce a simple leaflet describing their home town, saying what there is and what one can do there. They include simple opinions, and sentences using ‘on peut’ plus an infinitive verb. Pupils draw on some memorised language and some use of grammar to form sentences. Some spellings may continue to be approximate.Exam preparation.Pupils can write a short passage on the topic of holidays, attempting both the present and near future tenses, although such attempts may not always be successful. They can say where they go, express simple opinions, and use the first person of relevant verbs. Pupils are beginning to translate into English with some accuracy.
EMERGING
(i.e below low)
Pupils can say their name and age. They can understand simple instructions and some simple vocabulary relating to the topic of personal information, spoken clearly in French, with some repetition. They can recognise simple phrases and their writing may be approximate.Pupils can recognise and say some school subjects and express simple opinions. They can interpret basic language relating to telling the time and the school day.Pupils can copy single words and phrases on the topic of free time with increasing accuracy. The spelling of words written from memory may be approximate.Pupils can copy short, simple phrases to produce a brief description of their home town. Phrases written from memory are likely to be inaccurate.Exam preparation.Pupils can write two to three sentences on the topic of holidays with support. They can write single words and phrases from memory with some accuracy.

CURRICULUM MAP
French Year 8 Differentiated
Y8 HT1
TV, Films and Books
Y8 HT2
Media and What you did last night
Y8 HT3
What you did on a past visit To Paris
Y8 HT4
Where you went on a past visit To Paris
Y8 HT5
Personality, Clothes and Your Interests
Levelable tasks
ABLEPupils can write longer, more detailed texts on the topics of TV, films and books, becoming more autonomous and creative. They make accurate use of the present tense. They can say what they watch and read and express multiple justified opinions. They use both the first person and third person of relevant verbs. They understand all persons, and are able to formulate questions. Pupils translate into both French and English and read independently.Pupils can write longer, more detailed texts on the topics of the internet and what they did last night, continuing to be more autonomous and creative. They make accurate use of the present tense and some limited use of the perfect tense. They can write at length and in detail on what they do when they are on line and what they did last night. They use the first person of the perfect tense with confidence. Pupils translate into both French and English on these topics and read independently.Pupils can write longer, more detailed texts about a past visit to Paris, continuing to be more autonomous and creative. They make accurate use of the present tense and the perfect tense with avoir . They can write at length and in detail on what they did during a visit to Paris. They use the first and second persons of the perfect tense with confidence and they are starting to use all other persons with increasing accuracy. Pupils translate into both French and English on these topics and read independently.Pupils can write longer, more detailed texts about a past visit to Paris, continuing to be more autonomous and creative. They make accurate use of the present tense and the perfect tense with avoir and être, to describe not only what they did in Paris but also where they went. They are using all persons of the perfect tense with increasing confidence. Pupils translate into both French and English on these topics and read independently.Pupils can write longer, more detailed texts on the topics of describing someone’s personality, clothes and interests, continuing to be more autonomous and creative. They make accurate use of the present tense, the perfect tense and the near future tense, and of adjectival agreements. Pupils translate into both French and English on these topics and read independently.
HIGHPupils can write longer texts on the topics of TV, films and books, becoming more autonomous and creative. They can say what they watch and read and express justified opinions. They use both the first person and third person of relevant verbs. They understand all persons, and are able to formulate questions. Pupils translate into English accurately on these familiar topics.Pupils can write longer texts on the topics of the internet and what they did last night, continuing to be more autonomous and creative. They make largely accurate use of the first person of the perfect tense. They can say what they do when they are on line and what they did last night. They can use the first. Pupils translate into English accurately on these familiar topics.Pupils can write longer texts about a past visit to Paris, continuing to be more autonomous and creative. They can use the first and second persons of the perfect tense with avoir and they attempt the other persons with varying success. They can write some detail about what they did during a visit to Paris. Pupils translate into English accurately on these familiar topics.Pupils can write longer texts about a past visit to Paris, continuing to be more autonomous and creative. They make accurate use of the present tense and the perfect tense with avoir and être, to describe not only what they did in Paris but also where they went. They use the first and second persons of the perfect tense with confidence and they are starting to use all other persons with increasing accuracy.Pupils can write longer texts on the topics of describing someone’s personality, clothes and interests, continuing to be more autonomous and creative. They make mostly accurate use of the present tense, the perfect tense and the near future tense, and of adjectival agreements. However, there may be a few grammatical errors. Pupils translate into English accurately on these familiar topics.
MIDPupils can write a longer passage on the topics of TV, films and books. They can say what they watch and read and express justified opinions. They use both the first person and third person of relevant verbs. Pupils are beginning to translate into English accurately.Pupils can write a longer passage on the topics of the internet, what they did last night or what they do they do in fine weather/bad weather. They can give some detail on these topics and they may be starting to use the first person of the perfect tense. Pupils are becoming more confident translating into English.They can write a longer passage about Paris. They may be able to use the first person of the perfect tense using avoir to describe a past visit to Paris, or they can give examples of what you can do there, and what they like to do there. They can give some element of detail on this topic. They can write a longer passage about a past visit to Paris. They attempt to use the perfect tense using avoir and maybe also être to describe a past visit to Paris. If attempting use of the perfect tense with être, this maybe rather approximate. Pupils can write a longer passage on the topics of describing someone’s personality, clothes and interests. They use the present tense, the perfect tense and the near future tense, and of adjectival agreements, with increasing accuracy (particularly with support). However, there will be some grammatical errors.
LOWPupils can write a short passage on the topics of TV, films and books. They can say what they watch and read, express simple opinions, and use the first person of relevant verbs. Pupils are beginning to translate into English with some success.Pupils can write a short passage on the topics of the internet and what they do in fine/bad weather. They can say what they do on line and what they do if it is raining or sunny. Pupils are beginning to translate into English with more success.Pupils can write a short passage about Paris: what you can do there, and what they like to do there. They use on peut + infinitive and j’aime + infinitive. Pupils are beginning to translate into English with more successPupils can write a short passage about a past visit to Paris They are starting to use the first person of the perfect tense using avoir to describe a past visit to Paris. This may be with varying success.Pupils can write a short passage on the topics of describing someone’s personality, clothes and what they did last weekend. They attempt to use the present tense, the perfect tense and the near future tense, and of adjectival agreements but there may be frequent grammatical errors.
EMERGING
(i.e below low)
Pupils can write two to three sentences on the topics of TV, films and books with support. They can write single words from memory.Pupils can write two to three sentences on the topics of the internet and what they do in fine/bad weather with support. They can write individual phrases with support, and single words from memory.Pupils can write two to three sentences about Paris: what you can do there, and what they like to do there. They use on peut + infinitive and j’aime + infinitive with support. Pupils can write two to three sentences about a past visit to Paris. They are starting to use the first person of the perfect tense using avoir with support to describe a past visit to Paris. The formation of the perfect tense may be approximate. Pupils can write two to three sentences on the topics of describing someone’s personality, clothes and what they did last weekend. They can write simple present tense, perfect tense and near future tense phrases, but there will be frequent errors, even with support.

CURRICULUM MAP
French
     
HT1HT2HT3HT4HT5HT6
Y9Describing Yourself; Facebook Dating; Music Events; Present Tense; Avoir/?tre.Health: Parts of the Body; Sports; Healthy Eating; Fitness; Il faut…, Near Future.Your Plans for the Future; Jobs; Ambitions; Common Irregular VerbsHolidays and Tourist Attractions; Je Voudrais…, Reflexive Verbs; Past TenseExam Preparation and RevisionMy Place in the World; Personal Values; Rights and Responsibilities; Human Rights
Y10Key Stage 3 Revision,
Relationships with family and friends
Home, town, neighbourhood and regionFree-time activities (music, cinema and TV)My studies – school and subjects,
Free-time activities (Food and eating out)
Free-time activities (Sport),
Social issues – healthy and unhealthy living
Life at school and college,
Customs and festivals
Y11Environment. Social Issues. Education Post 16Technology in everyday life. Mock revisionMobile technology. Poverty and homelessness Poverty and Homelessness. Revision for Exams. Revision for Exams Revision for Exams
Y12Aspects of French-speaking society: Current trends: The changing nature of the family

Aspects of French-speaking society: Current trends: The ‘cyber-society’

Aspects of French-speaking society: Current trends: The place of voluntary Work
Aspects of French-speaking society: Current trends: The changing nature of the family

Aspects of French-speaking society: Current trends: The ‘cyber-society’

Aspects of French-speaking society: Current trends: The place of voluntary Work
Artistic culture in the French-speaking world: A culture proud of its heritage

Artistic culture in the French-speaking world: Contemporary French-language music

Artistic culture in the French-speaking world: Cinema: the 7th art form
Artistic culture in the French-speaking world: A culture proud of its heritage

Artistic culture in the French-speaking world: Contemporary French-language music

Artistic culture in the French-speaking world: Cinema: the 7th art form
Revision for Exams A film study: “La Haine”
Y13Aspects of French-speaking society: Current issues: Positive features of a diverse society

Aspects of French-speaking society: Current issues: Life for the marginalised

Aspects of French-speaking society: Current issues: How criminals are treated
Aspects of French-speaking society: Current issues: Positive features of a diverse society

Aspects of French-speaking society: Current issues: Life for the marginalised

Aspects of French-speaking society: Current issues: How criminals are treated
Aspects of political life in the French-speaking world: Teenagers, the right to vote and political commitment

Aspects of political life in the French-speaking world: Demonstrations, strikes – who holds the power?

Aspects of political life in the French-speaking world: Politics and immigration

Aspects of political life in the French-speaking world: Demonstrations, strikes – who holds the power?

Literature: “L’Etranger”

Individual research project
Individual research project

Revision for Exams

CURRICULUM MAP
Spanish
     
HT1HT2HT3HT4HT5HT6
Y8Introductions & Personal information, Birthdays, Alphabet, Classroom Objects.School Subjects, Lessons & Teachers. Opinions, Snacks, Numbers up to 100. Family, Pets, Plurals & Adjectival Agreement, Appearance & Character, Countries.House & Home, What you do at Home, Your Bedroom, Daily Routine.Exam preparation and revision.Free Time Activities, Telling the Time, Your Town, Directions.
Y9Entertainment: TV, Films, Going Out, Making Excuses, Opinions.Describing Past Holidays, the Preterite (Past Tense), Opinions of Past Events.Food, Expressions of Time, Shopping for Food, Restaurants, Describing a Past Meal. Clothes, School Uniform, Shopping for Clothes, Shops.Exam preparation and revision.Parts of the Body, Ailments, Symptoms,Healthy Eating and Living.
Y10MFL Spanish
Key Stage 3 Revision,
Relationships with family and friends

Home, town, neighbourhood and regionFree-time activities (music, cinema and TV)My studies – school and subjects,
Free-time activities (Food and eating out)
Free-time activities (Sport),
Social issues – healthy and unhealthy living
Life at school and college, Customs and festivals
Y11Environment. Social Issues. Education Post 16Technology in everyday life. Mock revisionMobile technology. Poverty and homelessnessPoverty and Homelessness. Revision for Exams.Revision for ExamsRevision for Exams
Y12Aspects of Hispanic society: Modern and traditional values

Aspects of Hispanic society: Cyberspace

Aspects of Hispanic society: Equal Rights
Aspects of Hispanic society: Modern and traditional values

Aspects of Hispanic society: Cyberspace

Aspects of Hispanic society: Equal Rights
Artistic culture in the Hispanic world: Modern day idols

Artistic culture in the Hispanic world: Spanish regional identity

Artistic culture in the Hispanic world: Cultural heritage or cultural landscape
Artistic culture in the Hispanic world: Modern day idols

Artistic culture in the Hispanic world: Spanish regional identity

Artistic culture in the Hispanic world: Cultural heritage or cultural landscape
Revision for ExamsA film study: “El laberinto del fauno”
Y13Multiculturalism in Hispanic society: Immigration

Multiculturalism in Hispanic society: Racism

Multiculturalism in Hispanic society: Integration
Multiculturalism in Hispanic society: Immigration

Multiculturalism in Hispanic society: Racism

Multiculturalism in Hispanic society: Integration
Aspects of political life in the Hispanic world: Today’s youth, tomorrow’s citizens

Aspects of political life in the Hispanic world: Monarchies, republics and dictatorships

Aspects of political life in the Hispanic world: Popular movements
Aspects of political life in the Hispanic world: Popular movements

Literature: “La Casa De Bernarda Alba”

Individual research project
Individual research project

Revision for Exams

Modern Foreign Languages (French and Spanish)


What course do we follow?

AQA Course in both French  and Spanish

Pupils may opt to study French and/or Spanish at GCSE if they studied that language in Year 9.

What will I learn ?

Emphasis is placed on the practical use of language and pupils are equipped to use the language in a variety of situations, which they are likely to encounter whilst travelling abroad or when associating with native French/Spanish speakers.

Topics covered include:

  • Me, my family and friends
  • Technology in everyday life
  • Free-time activities
  • Customs and festivals in French/Spanish-speaking countries/communities
  • Home, town, neighbourhood and region
  • Social issues
  • Global issues
  • Travel and tourism
  • My studies
  • Life at school/college
  • Education post-16
  • Jobs, career choices and ambitions.

Pupils are taught to convey and receive information in the foreign language in both spoken and written forms, and confidence is increased as the pupils become more proficient.

Pupils may be invited to participate in a study trip to France or Spain. We have a link with a college in France and we have organised a French Exchange for a number of years.  This visit in particular allows pupils to practice their linguistic skills in real situations and to come into contact with the culture and civilisation of France.

How will I be assessed ?

Students are assessed through a series of terminal examinations at the end of Year 11.

At the end of year 11 there are three examinations: a listening exam, a reading exam and a written exam.  Each pupil will also sit an individual oral exam with their French or Spanish teacher.

The four components are weighted equally as follows:

Listening: 25%
Speaking: 25%
Reading: 25%
Writing: 25%

What resources are  used ?
  • Textbooks:     AQA GCSE French Higher / AQA GCSE Spanish Higher
  • ICT Package: Boardworks for GCSE
  • Online Resources: Kerboodle
  • VLE Past AQA exam papers and exam practice papers
How will this help me in the future ?

A qualification in a foreign language can be of immense value to future career prospects, both in Great Britain and abroad. University courses combining a modern language with a  Science or a commercial subject or law are becoming increasingly popular. Increased travel and leisure opportunities have also emphasised the need for a basic knowledge of a foreign language. A modern foreign language at GCSE lends an important element of breadth to a pupil’s choice of subjects.  This is becoming increasingly regarded by universities and employers.

GCE A Level French


A Level French is a demanding and intellectually stimulating course, which aims to provide students with the foreign language skills necessary in the modern world, especially in a commercial, European context. Students learn to communicate confidently and effectively in the language, which is taught through study of a range of topics designed to provide an insight into contemporary society and cultural background of France and French-speaking countries. The study of A Level French should be an enjoyable experience, developing in the students an awareness of how the language works, and is intended to be both challenging and intellectually rewarding. Language is learned in the context of a range of settings.

Students study two units of work at AS Level in the first year of study, followed by a further two units at A2.

The subject content for the AS units include: Travel and Tourism, Popular Culture, Healthy Lifestyle, Family/Relationships, Education and Careers.

At A2, candidates study the Environment, Multicultural Society and Contemporary Social Issues.  They also study two cultural topics which will include the study of French Films and French Literature.

Entrance Requirements

At least a Grade B in French at GCSE.
AS Level is a qualification in itself and also carries 50% of the marks for the A Level qualification.

AS Units

Unit 1: Speaking test – 15 minute preparation + 15 minute test
Unit 2: Listening, Reading and Writing exam – 2½ hr written examination

A2 Units

Unit 3: Speaking test – 20 minute preparation + 20 minute test
Unit 4: Listening, Reading and Writing exam – 3 hr written examination ?
Students make use of a wide range of resources in French, including books, newspapers, magazines, radio, television, DVD recordings and music. They are expected to complete personal research and make use of the internet where appropriate.

Aims of the course:

· to enable students to attain a high level of competence in the language
· to broaden opportunities for leisure and travel
· to enhance employment prospects both in the UK and abroad
· to provide an insight into another culture and society
· to provide students with a sound basis for further study

A Level pass will lead to a degree course in a wide range of subject areas. Alongside the traditional courses in modern languages, there are a large number of options combining French or Spanish with Law, Business Studies, Media Studies or Science. Demand for people skilled in such areas is great and is increasing. A Level French is a distinct advantage for those seeking a career in travel and tourism, the media, the EU, translating and interpreting, foreign trade and banking and many more. Competence in foreign language skills is certain to enhance career prospects in general.

GCE A Level Spanish


A Level Spanish is a demanding and intellectually stimulating course which aims to provide students with the foreign language skills necessary in the modern world, especially in a commercial, European context. Students learn to communicate confidently and effectively in the language which is taught through study of a range of topics designed to provide an insight into contemporary society and cultural background of Spain and Spanish-speaking countries. The study of A Level Spanish should be an enjoyable experience, developing in the students an awareness of how the language works and is intended to be both challenging and intellectually rewarding.

Qualifications

The following qualification can be gained from this opportunity: General Certificate of Education A Level

What Will I Learn?

Language is learned in the context of a range of settings. Students study two units of work at AS Level in the first year of study, followed by a further two units at A2. The subject content for the AS units include: Travel and Tourism, Popular Culture, Healthy Lifestyle, Family Relationships, Education and Careers.

At A2, candidates study the Environment (pollution, energy), Multicultural Society (immigration, racism) and Contemporary Social Issues. They also study two cultural topics, which will include the study of Spanish Films and Spanish Literature.

Entrance Requirements

At least a Grade B in Spanish at GCSE.
AS Level is qualification in itself and also carries 50% of the marks for the A Level qualification.

AS Units
Unit 1:Speaking test
Unit 2:Listening, Reading and Writing exam

A2 Units
Unit 3: Speaking test
Unit 4: Listening Reading and Writing exam

Students make use of a wide range of resources in Spanish including books, newspapers, magazines, radio, television, DVD recordings and music. They are expected to complete personal research and make use of the internet where appropriate.

Aims of the course:

· to enable students to attain a high level of competence in the language
· to broaden opportunities for leisure and travel
· to enhance employment prospects both in the UK and abroad
· to provide an insight into another culture and society
· to provide students with a sound basis for further study

A Level pass in modern languages can lead to a degree course in a wide range of subject areas. Alongside the traditional courses in modern languages, there are a large number of options combining Spanish with Law, Business Studies, Media Studies or Science. Demand for people skilled in such areas is great and is increasing. A Level Spanish is a distinct advantage for those seeking a career in travel and tourism, the media, the EU, translating and interpreting, foreign trade and banking and many more. Competence in foreign language skills is certain to enhance career prospects in general.