Curriculum Intent
We strive for all students studying Modern Foreign Languages at Werneth to open up to other cultures and foster curiosity about the wider world. To also enable pupils to express their ideas and thoughts in another language. It helps them to develop their ability to communicate, including key skills of speaking and listening and extends their knowledge of how language works. Learning another language gives students a new perspective on the world, encouraging them to understand their own cultures and those of others. The natural links between languages and other areas of the curriculum can enrich the overall teaching and learning experience.
Curriculum Features
By the end of KS3 students will be able to:
- Use and apply the skills in the four key domains: reading, writing, speaking and listening.
- Apply the deciphering skills of understanding a new language and code breaking unfamiliar language from a variety of sources, including authentic material.
- Build a vocabulary of linguistic terminology which supports in categorising features of language both in French and in English.
- Build up skills of grammar in a confident and coherent manner.
- Discuss various Francophone cultures with relation to food, education, politics and history.
- Develop awareness of the real-life application of languages in society and the workplace.
- Acknowledge how their skills can be transferred to both their own language and additional languages they may learn in the future.
Overview
At Key Stage 3 students embrace varied lesson content developing their listening, speaking, reading and writing skills. Much emphasis is placed on the spoken word in the classroom enabling students to communicate confidently. Students will cover many interesting topics such as home and school life, the wider world and different cultures, food and drink, fashion, media, holidays and festivals. Intercultural understanding is also important to our students in the context of language learning. Currently all our Yr7, 8 and 9 students study French. In Year 9 students can choose to take Spanish in their choices.
Year 7 / 8
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Autumn |
Spring |
Summer |
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Area of study: |
Relationships, family and friends |
Education |
Free time |
Where I live |
Holidays |
Culture and revision |
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What should they know? |
How to describe themselves and others. How to use regular verbs |
How to give opinions on school subjects. How to ask and answer questions about what they study |
How to talk about what they do in their free time. How to say what they like doing. |
How to describe where they live and what they can do there. |
How to talk about where they go and what they do on holiday. How to order food and understand prices. |
How to talk about animals, analyse poetry and describe works of art |
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What should they be able to do? |
Students will be able to introduce themselves and other people, including describing appearance, personality and relationships. |
Students will be able to ask and answer questions and give justified opinions. |
Students will be able to use a range of verbs in the present tense. |
Students will be able to use modal verbs. |
Students will be able to use two different tenses (present and future) to describe holiday activities.
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Students will be able to complete a project demonstrating their understanding of language used throughout the year. |
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Key vocabulary |
Mon autoportrait, les opinions, mon kit de survie, moi et les autres, les yeux et les cheveux, les musiciens, les mots essentiels |
Les matières scolaires, les opinions, les raisons, quelle heure est-il?, l’emploi du temps, la journée scolaire, qu’est-ce que tu manges?, les mots essentiels |
Les ordinateurs et les portables, la fréquence, les sports, qu’est-ce que tu fais?, quand?, qu’est-ce que tu aimes faire?, qu’est-ce qu’ils font?, les mots essentiels |
Là où j’habite, les opinions, les directions, les attractions, les adverbes de fréquence, coucou!, qu’est-ce qu’on peut faire à…?, les mots essentiels |
Les vacances en famille, je me prépare, les nombres et l’argent, au café, qu’est-ce que tu vas faire?, quels sont tes rêves, les mots essentiels |
Les animaux, la poésie, les peintures, grammaire |
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Assessment |
End of Module 1 tests consisting of a reading paper, listening paper and a GCSE foundation paper-style 40 word written task. |
End of Module 2 tests consisting of a reading paper, listening paper and a GCSE foundation paper-style 40 word written task. |
End of Module 3 tests consisting of a reading paper, listening paper and a GCSE foundation paper-style 40 word written task. |
End of Module 4 tests consisting of a reading paper, listening paper and a GCSE foundation paper-style 40 word written task. |
End of Module 5 tests consisting of a reading paper, listening paper and a GCSE foundation paper-style 40 word written task. |
End of year tests consisting of a reading paper, listening paper, speaking assessment and a GCSE foundation paper-style 40 word written task. |
Year 9
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Autumn |
Spring |
Summer |
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Area of study: |
Social life |
Our bodies |
Life post-16 |
Holidays |
Me in the world |
Culture and revision |
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What should they know? |
How to describing yourself How to invite someone out How to use the present tense How to use the perfect tense
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How to say the parts of the body How to say what makes a good sports person. Food items How to make plans int he future
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How to discuss your future What you can do with languages Describing a job To talk about their ambitions |
How to talk about your holidays Imagine an adventure holiday Talk about what you take with you on holiday Describe holiday disasters Talk about a past holiday |
Talk about human rights Explain what’s important to you Talk about things you buy Describe what makes you happy
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How to describe the characters, plot and wider social themes raised in a French film. |
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What should they be able to do? |
Students should be able to describe their appearance and personality, invite someone out and make excuses, and describe an event in the past. |
Use à + definite article Use il faut + infinitive Use du, de la and des when talking about eating Use the near future tense Use two tenses together |
Use the near future tense Use modal verbs (on peut + infinitive) Use common irregular verbs Ask questions Use masculine and feminine nouns |
Ask questions using question words Use je voudrais + inifinitve Use reflexive verbs Use the perfect tense Use possessive adjectives |
Using j’ai le droit de + infinitive Using mon, ma and mes Using three tenses together Using infinitives to mean ‘–ing’ Using present and near future tenses |
Students will be able to complete a project based on a French film ‘Les Choristes’ |
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Key vocabulary |
J’ai … ans.
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la bouche le bras le corps le dos Pour être un bon sportif, … il faut … Je mange du/de la/de l’/des … Je ne mange jamais de … Je vais… |
Dans deux/quatre ans, … Un jour, … Je vais … Avec les langues, on peut … Qu’est-ce que tu fais comme travail? Je voudrais être … Ce serait … |
Où passes-tu tes vacances? Je passe mes vacances … Un jour, je voudrais … Qu’est-ce que tu prends quand tu vas en vacances? Je prends … J’ai … Il/Elle a …
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J’ai le droit … Je n’ai pas le droit … Mes priorités sont … hier le weekend dernier la semaine prochaine Qu’est-ce que c’est pour toi, le bonheur? Pour moi, le bonheur, c’est …
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Les Choristes Un film français Realisé par… Il est sorti en.. Les personnages Les adjectifs Mes prédictions |
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Assessment |
End of Module 1 tests consisting of a reading paper, listening paper and a GCSE foundation paper-style 40 word written task. |
End of Module 2 tests consisting of a reading paper, listening paper and a GCSE foundation paper-style 40 word written task. |
End of Module 3 tests consisting of a reading paper, listening paper and a GCSE foundation paper-style 40 word written task. |
End of Module 4 tests consisting of a reading paper, listening paper and a GCSE foundation paper-style 40 word written task. |
End of Module 5 tests consisting of a reading paper, listening paper and a GCSE foundation paper-style 40 word written task. |
End of year tests consisting of a reading paper, listening paper, speaking assessment and a GCSE foundation paper-style 40 word written task. |
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Curriculum overview: At Key Stage 3 students embrace varied lesson content developing their listening, speaking, reading and writing skills. Much emphasis is placed on the spoken word in the classroom enabling students to communicate confidently. Students will cover many interesting topics such as home and school life, the wider world and different cultures, food and drink, fashion, media, holidays and festivals. Intercultural understanding is also important to our students in the context of language learning. Currently all our Yr7, 8 and 9 students study French. In Year 9 students can choose to take Spanish in their choices. Y7:
Y8:
Y9:
Y10
Y11
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GCSE Exam Information: Currently students have been learning French or Spanish in Year 9 and they can continue with these language studies to Key Stage 4. We follow the AQA exam specification. Again, there is emphasis on speaking skills, harnessed from Key Stage 3 learning. The new GCSE course is split into three main topic areas – 1) Identity and Culture 2) Local, national, international and global areas of interest and 3) Current and future study and employment. Students will be assessed across the four key skills (25% each) at the end of the course. Language learning is fun and interactive, embracing all of our learners and equipping them to take their languages further either for study or pleasure.
Fundamental British Values are promoted throughout schemes of work in both KS3 and KS4.
Useful links:
The MFL team are keen to promote activities outside the classroom, in order to enhance language learning. Each year our Spanish students go into Manchester for an authentic Spanish meal experience and we also run Christmas market trips. We welcome a variety of external speakers into school to promote languages throughout the year and hold international breakfasts, taster sessions and workshops.
Any enquiries about Modern Language can be made by emailing the address below...