Languages Curriculum GUide

“Those who know nothing of foreign languages know nothing of their own.� Goethe Learning a foreign language allows students to open their mind, explore new cultures and communicate with the world.

Learning a foreign language provides students with a better understanding of their own native language and culture, not only cultural customs, but of the grammar, vocabulary and pronunciation patterns of their first language. Students develop their listening, speaking, reading and writing skills and express themselves with increasing confidence, independence and creativity.

Learning a foreign language immerses students into new world perspectives, inviting them to experience a world beyond their own to help them fully appreciate the language thereby expanding their horizons. They develop into tolerant individuals with an understanding of life that is open-minded and leads to an appreciation of cultural diversity.

Immigration, Racism and Integration

A Diverse Society

Young People Today

Marginalised People in Society, Crime,

Monarchies and dictatorships

Young People and Politics, Demonstrations

Social Movements

and Strikes, Politics and Immigration

Grammar

Grammar

Introduction to Film Studies

The Evolution of Families

Traditional and Modern Values

Cybertechnology

The Internet , Equality and Rights

Voluntary Work

Role Models

Cultural Heritage

Regional Identity in Spain and Cultural Heritage

French Music and Cinema Study of Film and Novel

Study of Film and Novel

11

Jobs

Work

Environment

Environment

Interests and Hobbies

Town and Country

Cities

Holidays

Daily Routine

At School

Holidays

Who am I

My Life at School

Hobbies

My People, Family and Friends

Celebrations

10

9

Year 7 and 8 Spanish

8

7

Term 1

Term 2

Term 3

Past Holidays

Food and Meals

Summertime

My Life, My Tastes

Freetime

My Life

School

What I Enjoy

Friends and Family

My Town

Writing

French

Speaking

12

Spanish

Reading

13

Skills

Listening

Knowledge

Students coming to Holyport may have studied some basic Spanish at primary school, but this may not be the case for everyone. At the beginning of Year 7, the first few lessons focus on pronunciation, the alphabet and greetings, to ensure that all students have a solid foundation to build upon.

Students are introduced to 4 key skills in Spanish: listening, speaking, reading and writing. Repetition, reading aloud and encouraging students to speak in Spanish in lessons is key to help boost students’ confidence, which will benefit them throughout KS3 and KS4.

There is a focus on the present tense for the majority of Year 7, with the future tense being introduced in term 3.

At the beginning of each term, students are given a vocabulary booklet with the key phrases which they will need for a particular topic. These phrases are introduced through ‘chunks’ in the present tense in terms 1 and 2 and the future tense is introduced in term 3. Students do a vocabulary test each week are taught effective ways to learn the vocabulary at home such as ‘look, cover, write, check’ or practising out loud with someone at home. They also do one piece of written prep a week which could include a translation into Spanish or English, a reading comprehension, grammar exercises or a written paragraph in Spanish. Lessons begin with a starter task based on the previous lesson which helps improve students’ memory and retrieval skills in Spanish.

Term 1

Topic

Mi vida

Mi tiempo libre

Mi insti

My Life

What I Enjoy

School

Introducing yourself Spanish pronounciation Your personality and adjectives Summary of Content

Term 2

Ages, brothers and sisters

Using me gusta to say what you like to do

Using AR verbs to say what we study

AR verbs in the present tense

Giving opinions about subjects

Talking about the weather

Describing your school

Sports

Talking about break time

Using the verb tener

Using hacer and jugar

Using ER and IR verbs

Saying when your birthday is

Using question words

Talking about pets

Mi familia y mis amigos

Mi ciudad My Town

Family and Friends Describing your famly

Describing your town

Using possessive adjectives

Using ‘a’, ‘some’ and ‘many’

Describing hair and eye colour

Telling the time

Using ser and tener 3rd

Using verbs in the person to say what others look like

Using the verb ir

Revision Preparation for speaking exam (presentation)

Revision of modules 1-5 using all 4 skills

Ordering in a café using querer

Describing where you live

Saying what you are going to do this weekend using the near future

Using the verb estar

Using 2 tenses together

Learning about the culture of Spain

1 vocab test a week + 1 reading/written/translation task

Weekly Prep Assessment

Term 3

Listening and reading

Speaking and writing

Listening and reading

Speaking and writing

Speaking and writing

Listening and reading

In Year 8, students begin to conjugate verbs in present, past and future tenses in order to speak and write more fluently in the foreign language. They move from isolated vocabulary to longer sentences and are able to understand grammatical terms.

Students are able to interpret more readily longer, more complex reading and listening texts.

Spanish in Year 8 continues with the theme of describing yourself, starting with the topic of holidays. As Year 7 focused on the present and future tenses, Year 8 begins with an introduction into the past (preterite) tense. By the end of Year 8, students will be able to communicate in the present, past and future tenses. These tenses will be further consolidated throughout KS3 and KS4.

Throughout term 2 and 3, there is more of a focus on being able to communicate with others, going beyond describing yourself and your life. Students learn about typical Spanish food and are able to order meals in a restaurant scenario.

In term 3, the topic of holidays is further built upon, with the topic of summer camps. Here, the present, past and future tenses are consolidated, with students being able to describe what they normally do in the summer, what they did last year and what they are going to do next year. This ties in nicely with the beginning of year 9, where students study the theme of holidays in greater detail, with more complex vocabulary and tenses.

Term 1 Mis vacaciones Topic

Past holidays

Summary of Content

My life, my tastes Explaining what you use your mobile phone for.

Modes of transport

Pronounciation of C (when hard of soft)

Term 3

¡A comer!

¿Qué hacemos?

Food and meals

Free time

Asking and explaining what food one likes Pronunciation of ñ

Ask and explain what Asking and explaining type of music one what one did on likes. holiday.

Ask and explain what Giving an opinion type of TV proabout a past holiday grammes one likes. using SER. Grammar: Grammar: Using two tenses The pretérito together indefinido tense.

Gustar The comparative

Asking about and describing meals.

Arranging to go out Making excuses Daily routine Clothes

Ordering a meal at a restaurant.

Sporting events

Buying food for a party.

Grammar: Me gustaría + infin Using querer and poder Reflexive verbs Demonstrative pronouns Using three tenses

Having a party Grammar: Using Three tenses Negatives: never and nothing Using Usted and Usteded

Operación verano

Revision

Summer time Describing a holiday home Holiday activities Asking for directions Talking about summer camps

Describing a world trip

Preparation for speaking exam (presentation) Revision of modules 1-5 using all 4 skills Revision of present, past and near future tenses

Grammar: Comparative Superlative Imperative Three tenses Mejor and Peor

1 vocab test a week + 1 reading/written/translation task

Weekly Prep

Assessment

Todo sobre mi vida

Asking various questions about past holidays.

Countries

Term 2

Listening and reading

Speaking and writing

Listening and reading

Speaking and writing

Speaking and writing

Listening and reading

In Year 9, students go beyond describing themselves and their own lives as they learn more about Spain as a country.

Term 1 consolidates the theme of holidays which was introduced in Year 8. Students revisit both the present and preterite tense in greater detail, and a further past tense (the imperfect) is introduced. An element of term 1 focuses particularly on Barcelona, introducing pupils to iconic sites such as Las Ramblas and La Sagrada Familia.

Students also learn how to book a holiday and how to communicate with hotel staff.

Students are encouraged to be creative in their spoken and written Spanish as they now have a better grasp of the basics and they enjoy describing disastrous holidays.

Term 2 consolidates the theme of school which was first introduced in Year 7. They learn how to describe their school uniform, rules, facilities and revisit the imperfect tense to compare their secondary and primary schools. Students learn about what it is like to do a school exchange in Zaragoza, further enhancing their knowledge of Spanish culture. Students enjoy being able to talk about the advantages and disadvantages of social media in term 3.

By the end of Year 9, students will be able to communicate more effectively in Spanish. Their ability to listen, read, speak and write in the language will have improved throughout their KS3 journey and they will be ready to start Year 10, with more of a focus on their GCSE.

Topic

Term 1

Term 2

Term 3

DesconĂŠctate

Mi vida en el insti

Mi gente

Holidays

My Life at School

My People

Holiday activities & weather Revising the present tense of regular verbs Holiday preferences Using the present tense of irregular verbs Summary of Content

Using verbs of opinion to refer to different people Talking about a past holiday using the preterite tense Describing a trip to Barcelona using the imperfect & the preterite tenses

Booking accommodation & dealing with problems

Giving opinions about school subjects & teachers

Using usted

Describing school uniform & the school day (revision of clothes & colours)

Understanding higher numbers Talking about disastrous holidays in the past

Using adjectives

Using 3 tenses together

Using negatives

Identifying positive & negative opinions Revision of all of module 1 (4 skills)

Describing your school Distinguishing between the present and the imperfect School rules & problems

Planning a school exchange Using the near future tense Asking and answering questions Activities and achievements in school Understanding object pronouns Using 3 tenses together Revision of all of module 2 (4 skills)

Revision of present tense to talk about family and socialising Describing people using adjectives Talking about social networks

Using para + infinitives Extending responses by referring to others Making arrangements

Reading preferences Using a range of connectives Describing relationships using reflexive verbs Using ser & estar Understanding more detailed descriptions Revision of all of module 3 (4 skills)

Using the present continuous

Phrases followed by the infinitive

Giving opinions in the past 1 vocab test a week + 1 reading/written/translation task

Weekly Prep Assessment

Listening and reading

Speaking and writing

Listening and reading

Speaking and writing

Listening and reading

Listening and reading

At Holyport, we believe that all students should have the opportunity to study a language and gain a qualification, and so, all students are expected to study at least one language at GCSE. Languages give students an edge in the job market and some of the top universities even ask for a language GCSE as an entry requirement for certain degrees. Students continue with the language studied in Year 9 and there is the option to choose both French and Spanish at GCSE. We encourage native students to take a GCSE in their own language to gain an extra qualification, for example, German, Portuguese, Turkish and Mandarin.

Students sit four papers at GCSE: listening (25%), reading (25%), speaking (25%) and writing (25%). Languages are a tiered subject, meaning that students will either sit all four foundation papers or all four higher papers. This decision is made based on pupils’ attainment in the language, taking into account their progress at KS3 and KS4. Often language classes are set at GCSE, meaning there is a foundation tier class and a higher tier class. However there are also often mixed ability classes; this varies year to year, depending on the timetable.

Both tiers study the same topics at GCSE, with the higher tier learning more tenses such as the pluperfect and more complex vocabulary. The higher and foundation exams differ in length and question type.

At Holyport, we stretch and challenge the more able linguists whilst supporting those who find languages more challenging. Tasks are differentiated and effective feedback is given to pupils. From the outset, pupils are encouraged to be both independent and creative, using dictionaries to help them discover new vocabulary, but they are also provided with vocabulary booklets for each topic as an aide-memoire.

Topic

Term 1

Term 2

Term 3

Intereses e influencias

Ciudades

De costumbre

Interests and Hobbies

Cities

Daily Routine

Revision of freetime activities & present tense Using stemchanging verbs

Different types of entertainment

Places in a town & asking for directions

Pros and cons of a town

Describing meal times & daily routine

Using algunos/ otros/muchos/ demasiados

Shops and shopping for souvenirs

Using tan/tanto

Talking about illness- Using estar es & injuries Understanding adAsking for help at the jectives ending in – pharmacy ísimo

Using antonyms Describing the feaDescribing a visit in Agreeing & disagree- tures of a region using TV & films the past ing se puede/se pueden Nationality & adjecUsing different tenses Asking & responding tives Who inspires you together Summary of to questions What you usually Using the ‘he/she’ Content Extending spoken ando using suelo + form of the preterite Using the simple fuswers ture tense to plan infinitive tense what to do Revision of module 5 Sports using the Translating into (4 skills) present & imperfect English Shopping for clothes using demonstrative tenses Revision of module 4 adjectives What’s trending (4 skills) using the perfect tense

Comparing festivals Using verbs in the ‘we’ and ‘they’ form Describing a special day using the preterite tense

Talking about a music festival Saying ‘before/after’ doing something Using acabar de Revision of module 6 (4 skills)

1 vocab test a week + 1 reading/written/translation task

Weekly Prep Assessment

Typical foods using me gusta/me gustaría & quantity expressions

Ordering in a restaurant

Listening and reading

Speaking and writing

Listening and reading

Speaking and writing

Listening and reading

Listening and reading

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/spanish-2016.html

The start of Year 11 ties in the topic of careers, as students learn about part-time jobs, work experience, university and taking a gap year and discuss their hopes and ambitions. Often students start Year 11 and have not thought about their future in great detail, so by studying this topic in Spanish, it brings them to a greater realisation of what it is they would like to do as a career. By studying health and the environment, students can rely on their science and geography knowledge to talk about diet and natural disasters.

The skills learnt in Spanish are transferable, most noticeably with regards to literacy, given that there is a strong emphasis on grammar. Pupils not only learn how to translate from English to Spanish, but also how to translate accurately into English.

Interventions begin at the beginning of Year 11 in languages. These are split into foundation interventions and higher interventions, allowing teachers to focus on relevant question types and grammar points for both tiers individually. Interventions are for small groups of students in co-curricular and they help to boost the students’ confidence in the language.

Little and often is key to practising languages. Pupils are encouraged to practise languages outside of the classroom, whether it be on Quizlet, Active Learn, or by asking someone at home to test them each week for their vocabulary tests. Pupils are given a log in to Active Learn and shown how to use Quizlet and Word Reference. Making mind maps and flashcards and listening to Spanish are encouraged as useful tools for all year groups, particularly Year 11.

Term 1

Topic

A currar

Jobs

Healthy eating and diet-related problems

Using soler in the imperfect

Talking about global issues and using the present subjunctive

Using the preterite and Imperfect together

Talking about the importance of learning languages Using the present and present continuous Applying for a summer job Writing a formal letter Discussing gap years using the conditional Using the 24-hour clock Discussing future plans using the simple future and the sub-

Revision

GCSE Exams

Listening for high numbers Local actions

Commands in the subjunctive Healthy lifestyles

Mock feedback Revision of each module (1-8) Using the 4 skills (speaking, listening, reading & writing) Past papers, end of module tests etc.

Revision of each module (1-8) Using the 4 skills (speaking, listening, reading & writing) Past papers, end of module tests etc.

Translation & literary questions booklets

Translation & literary questions booklets

Understanding different enses International sporting events Using the pluperfect tense Natural disasters Using the imperfect continuous

1 vocab test a week + 1 reading/written/translation task

Weekly Prep Assessment

Term 3

Environment

How you earn money and job preferences Talking about work experience

Summary of Content

Hacia un mundo mejor

Term 2

Listening and reading

Speaking and writing

Listening and reading

Speaking and writing

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/spanish-2016.html

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.� Nelson Mandela At A Level, students move from having 3 lessons of Spanish a week to 7 lessons. These are divided up by 2 teachers and focus on the skills of listening, reading, translation, speaking and writing, with 1 lesson devoted to speaking. These skills were previously taught at GCSE but there is now a focus on Spanish culture, both in Spain and Spanish-speaking countries.

Students need to keep up to date with Spanish current affairs and are encouraged to do both inside and outside of lessons by listening to and watching the news, podcasts and TV in Spanish.

A number of students in Year 10, 11 and 12 have the opportunity to go to Valencia during half-term to stay in a boarding school and immerse themselves in Spanish culture. By attending Spanish lessons, learning how to cook typical Spanish dishes such as gazpacho and paella, and learning how to dance flamenco, students return having richly engaged with the Spanish way of life.

In Year 12, students learn about the film Maria, llena eres de gracia. GCSE Spanish has more of a focus on Spain, so it is important for A Level students to learn about other Spanishspeaking countries. The film’s protagonist is a young female from Columbia and the main themes include poverty, gender inequality, drug trafficking and immigration. Students enjoy this film and it helps them in Year 13 when they study immigration in Spain and Latin America. Students are taught how to effectively analyse the main characters and themes in the film, selecting relevant quotations and evidence, and how to write an essay in Spanish.

There is a focus on grammar at the start of Year 12, to consolidate all tenses taught at GCSE, as students move from writing 150 words in the higher GCSE writing paper to a 300 word essay in Spanish.

Students also study the novel Como Agua Para Chocolate, based on the life of a young girl living on a farm with her traditionalist family during the Mexican Revolution. The main themes include Mexican culture and history, magical realism and freedom.

Both the film and the novel give students a further insight into Spanish culture, history and way of life.

Term 1 Gramática

Grammar Topic

Cómo analizar una película en español Introduction to film studies

Summary of Content

Term 2

Los valores tradicionales y modernos

La igualdad de los derechos

Traditional and modern values

Equality and rights

El ciberespacio

La influencia de los ídolos

The Internet

Role models

Intensive grammar including tenses, subjunctive, pronouns, adjectives, adverbs

Families now and in the past

How to analyse films

Marriage and divorce

Types of family units Influence of Catholicism

Influence of the Internet and social networking Influence of technology

Female equality

Term 3

La identidad regional en España Regional identity in Spain

Study of: Maria, llena eres de gracia (film)

El patrimonio cultural

Como Agua Para Chocolate (novel)

Cultural heritage

Individual Research Project (IRP)

Bullfighting

Analysis of characters, themes, contexts of the film and the novel.

Analysis of characters, themes, contexts of the film and the novel.

LGBT rights

Spanish food

Essay skills.

Essay skills.

Influence of singers and models

Different languages in Spain

Sporting role models

Peru

Women and the world of work

TV and cinema celebrities

Traditions and festivals

Revision of units 1-6.

Introduction to IRP

Mexico Diversity of musical heritage Andalucía

Mobile phones Prep Assessment

Vocabulary test and written prep each week e.g. translation, comprehension, grammar exercises, essays End of topic tests including listening, reading, translation, speaking & writing

Mock exams

https://www.aqa.org.uk/subjects/languages/as-and-a-level/spanish-7692/specification-at-a-glance

In Year 13 Spanish, students move away from studying topics such as family life, role models and traditions in Spain and focus on current issues such as immigration, racism and monarchies. These topics require maturity and knowledge of current affairs in Spain, therefore students are encouraged to continue to keep up to date with the news both inside and outside the classroom. Students are introduced to websites such as El Mundo and El PaĂ­s to access real news articles. Such topics are discussed in class debates and they form the basis of speaking exams, translations, summaries, listening comprehensions and reading comprehensions.

Year 13 revisits the grammar covered in Year 12 and students continue to study the film and novel over the course of the 2 years. At the end of Year 13, students will sit a speaking exam in Spanish (30% of their A Level), a listening, reading and writing exam (50%) and they will write an essay in Spanish on both the film and the novel (20%).

Term 1

La immigración Topic

Immigration El racismo Racism

Immigration in Spain

Illegal immigrants Mexican immigration to the USA Summary of Content

Racism and xenophobia in Spain Anti-racism measures in Latin America Anti-racism law in the Hispanic world

Prep Assessment

Term 2

La Convivencia y la integración Integration Jóvenes de hoy, ciudadanos de mañana Young people of today

Monarquías y dictaduras Monarchies and dictatorships Movimientos sociales

Evolution of the Spanish monarchy

Integration in the Spanish education system

El Franquismo

Attitudes to politics amongst young people Unemployment amongst young people

Revision of

Revision

Maria, llena eres de gracia and Como Agua Para Chocolate

A Level Exams

Social movements

Religious tolerance and coexistence

Integration and multiculturalism

Term 3

Latin American dictatorships

Analysis of characters, themes, contexts of the film and the novel.

Revision of all units and all skills.

Essay skills.

Trade unions Protest movements Strikes and demonstrations

The ideal society

Vocabulary test and written prep each week e.g. translation, comprehension, grammar exercises, essays End of topic tests https://www.aqa.org.uk/subjects/languages/as-and-a-level/spanish-7692/specification-at-a-glance

At Holyport, typically the Year 9 intake from other schools will study French. The majority of pupils will have been introduced to French in Year 7 and 8, learning the basics including the present and past tenses.

Year 9 French at Holyport starts with the topic of family and friends.

This will be studied in more detail than in Year 7 and 8, but the basics are revisited to ensure that students with no prior knowledge are not disadvantaged.

Students learn how to recognise, form, speak and write in the present, past (perfect) and future tenses. Term 1 and 2 focuses on the students themselves and their families and hobbies, whereas term 3 introduces more French culture as students learn about French traditions and how events are celebrated in France, compared to the UK. Students particularly enjoy talking about their hobbies as they study a range of activities including sport, reading, TV, film and technology.

Describing role models gives students the opportunity to discuss positive qualities and values.

Topic

Term 1

Term 2

Term 3

Qui suis-je ?

Le temps des loisirs

Jours ordinaires, jours de fĂŞte

Who am I

Hobbies

Celebrations

Family and describing people Places in town, activities and times What makes a good friend?

Summary of Content

Using regular ER verbs in the present tense

The perfect tense Describing a day out Role models Using the present and perfect tenses together Revision of all of module 1 (4 skills)

Talking about TV programmes

Talking about food and meals

Films and going to the cinema

Using the comparative

Clothes and what to wear

Talking about sport

A night out with friends

Describing your daily life using devoir & pouvoir

Describing family celebrations using past, present and future tenses

Shopping for clothes using quel(s), quelle (s), ce/cet/cette/ces

Revision of all of module 3 (4 skills)

Using depuis + the present tense Using technology Irregular verbs in the present tense

Family relationships using reflexive verbs in the present tense

Developing the perfect tense Revision of all of module 2 (4 skills)

Reading habits and music

Making arrangements to go out using the near future tense

Shopping for a special meal using the present and near future tenses

Describing festivals and traditions Asking questions

Using negatives

1 vocab test a week + 1 reading/written/translation task

Prep Assessment

Revise leisure activities

Listening and reading

Speaking and writing

Listening and reading

Speaking and writing

Listening and reading

Speaking and writing

At Holyport, we believe that all students should have the opportunity to study a language and gain a qualification, and so, all students are expected to study at least one language at GCSE. Languages give students an edge in the job market and some of the top universities even ask for a language GCSE as an entry requirement for certain degrees. Students continue with the language studied in Year 9 and there is the option to choose both French and Spanish at GCSE. We encourage native students to take a GCSE in their own language to gain an extra qualification, for example, German, Portuguese, Turkish and Mandarin.

Students sit four papers at GCSE: listening (25%), reading (25%), speaking (25%) and writing (25%). Languages are a tiered subject, meaning that students will either sit all four foundation papers or all four higher papers. This decision is made based on pupils’ attainment in the language, taking into account their progress at KS3 and KS4. Often language classes are set at GCSE, meaning there is a foundation tier class and a higher tier class. However there are also often mixed ability classes; this varies year to year, depending on the timetable.

At Holyport, we stretch and challenge the more able linguists whilst supporting those who find languages more challenging. Tasks are differentiated and effective feedback is given to pupils. From the outset, pupils are encouraged to be both independent and creative, using dictionaries to help them discover new vocabulary, but they are also provided with vocabulary booklets for each topic as an aide-memoire.

Topic

Term 1

Term 2

Term 3

De la ville Ă la campagne

Le grand large

Au collège

Town and Country

Holidays

School

Where you live, weather and transport

Discussing plans and the weather using the simple future

Describing a town and asking the way

Describing community projects using the present, past and future tenses

Describing a region using the pronoun y Summary of Content

Using negatives Discussing what to see and do

Revision of module 4 using 4 skills

What you normally do on holiday

Travelling and using avant de

Revising school subjects

Getting the best out of school

Talking about past, present and future holidays

Buying souvenirs and using demonstrative adjectives and pronouns

Talking about your school

Using the imperative

An ideal holiday using the conditional Booking and reviewing hotels Using reflexive verbs in the perfect tense

Asking questions using quell/quelle/ quells/quelles

Holiday disasters using the pluperfect Revision of module 5 using 4 skills

Ordering in a restaurant

Using il and elle Comparing French and UK schools Using ils and elles

Talking about a school exchange using 3 tenses

Revision of module 6 using 4 skills

Discussing school rules using il faut and il est interdit de

Using en + past participle 1 vocab test a week + 1 reading/written/translation tasks

Prep Assessment

Listening and reading

Speaking and writing

Listening and reading

Speaking and writing

Listening and reading

Speaking and writing

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/french-2016.html

The start of Year 11 introduces the topic of careers, as students learn about part-time jobs, work experience, university and taking a gap year and discuss their hopes and ambitions.

Often students start Year 11 and have not thought about their future in great detail, so by studying this topic in French, it brings them to a greater realisation of what it is they would like to do as a career. By studying health and the environment, students can rely on their science and geography knowledge to talk about diet and natural disasters.

The skills learnt in French are transferable, most noticeably with regards to literacy, given that there is a strong emphasis on grammar. Pupils not only learn how to translate from English to French, but also how to translate accurately into English.

Interventions begin at the beginning of Year 11 in languages. These are split into foundation interventions and higher interventions, allowing teachers to focus on relevant question types and grammar points for both tiers individually. Interventions are for small groups of students in co-curricular and they help to boost the students’ confidence in the language.

Little and often is key to practising languages. Pupils are encouraged to practise languages outside of the classroom, whether it be on Quizlet, Active Learn, or by asking someone at home to test them each week for their vocabulary tests. Pupils are given a log in to Active Learn and shown how to use Quizlet and Word Reference. Making mind maps and flashcards and listening to French are encouraged as useful tools for all year groups, particularly Year 11.

They then begin their journey of revision, consolidating all four skills, enhancing exam technique through past papers and mock exams.

Term 1

Bon travail

Topic

Work Jobs Better/worse/the best/the worst thing Understanding the subjunctive Talking about future plans and wishes

Summary of Content

Discussing the importance of languages using adverbs Applying for jobs Using direct object pronouns in the perfect tense Preparation for mock speaking exam

Prep

Regular past papers & end of module tests.

Assessment

Term 2

Un oeil sur le monde

Revision

Environment Discussing problems facing the world How to protect the environment Using pouvoir and devoir in the conditional

Term 3

GCSE EXAMS

Mock feedback Revision of each module (1-8) Using the 4 skills (speaking, listening, reading & writing) – past papers, end of module tests etc Translation & literary questions booklets

Discussing ethical shopping using the passive Talking about volunteering Using indirect object pronouns Discussing big events Giving arguments for and against Revision of modules 1-8 1 vocab test a week + 1 reading/written/translation task Mock Listening, Reading Regular past papers GCSE Speaking Examiand Writing Exams: Jan & end of module tests nations

GCSE Examinations

Mock Speaking Exams: Dec

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/french-2016.html

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.” Nelson Mandela At A Level, students move from having 3 lessons of French a week to 7 lessons. These are divided up by 2 teachers and focus on the skills of listening, reading, translation, speaking and writing, with 1 lesson devoted to speaking. These skills were previously taught at GCSE but there is now a focus on French culture, both in France and French-speaking countries. Students are exposed to much more authentic material and academic language through the skills of reading, listening, writing, speaking and translating. Grammar learnt at Key Stage 4 is further enhanced and consolidated with the introduction of more complex tenses such as the subjunctive.

In Year 12,we study the film La Haine, based on the lives of 3 young men in the French suburbs the day after a violent riot. The main themes include power, poverty, the police, crime and social classes. Students enjoy this film and it ties in with important themes in Year 13 such as adolescents, crime and marginalised societies.

Students are taught how to effectively analyse the main characters and themes in the film, selecting relevant quotations and evidence, and how to write an essay in French.

There is a focus on grammar at the start of Year 12, to consolidate all tenses taught at GCSE, as students move from writing 150 words in the higher GCSE writing paper to a 300 word essay in French.

In Year 12, students also study the famous novel L’Étranger, which follows the life of a young man living in Algiers in the 1940s. The main themes include the meaning of life, the absurd, relationships and the justice system. Students use the same skills to analyse the film as they do the novel, focusing on the main characters and themes, historical context and the author, Camus.

Both the film and the novel give students a further insight into French culture, history and way of life.

Term 1

Topic

Grammaire Grammar

Intensive grammar including tenses, subjunctive, pronouns, adjectives, adverbs Summary of Content

Term 2

La famille en voie de changement The evolution of families

Le rôle du bénévolat Voluntary work

La cybersociété

Une culture fière de son patrimoine

Cybertechnology

Cultural Heritage

Different family units

Marriage

Helping the less fortunate How volunteering transforms lives

Problems Technology in daily life and teenagers

Tourism & cultural heritage

Dangers in technology

Architecture and food

Term 3

La musique francophone contemporaine

French music

Study of La Haine and L’Étranger

Study of La Haine and L’Étranger

Cinéma : le septième art Cinema

Individual Research Project (IRP)

Study of La Haine (film) and L’Étranger Contemporary French music & its popularity African & French music

Analysis of characters, themes, contexts of the film and the novel.

Essay skills.

Cinema as a 7th Art The history of cinema

Analysis of characters, themes, contexts of the film and the novel.

Essay skills.

Revision of units 1-6.

Introduction to IRP.

How cinema has evolved in France

Prep Assessment

Vocabulary test and written prep each week e.g. translation, comprehension, grammar exercises, essays End of topic tests including listening, reading, translation, speaking & writing

Mock exams

https://www.aqa.org.uk/subjects/languages/as-and-a-level/french-7652/specification-at-a-glance

In Year 13 French, students move away from studying topics such as family life, cultural heritage and music and focus on current issues such as crime, politics and immigration. These topics require maturity and knowledge of current affairs in France, therefore students are encouraged to continue to keep up to date with the news both inside and outside the classroom, by listening to and watching the news, podcasts and TV in French. Students are introduced to websites such as Le Monde and Le Figaro to access real news articles. Such topics are discussed in class debates and they form the basis of speaking exams, translations, summaries, listening comprehensions and reading comprehensions.

Year 13 revisits the grammar covered in Year 12 and students continue to study the film and novel over the course of the 2 years. At the end of Year 13, students will sit a speaking exam in French (30% of their A Level), a listening, reading and writing exam (50%) and they will write an essay in French on both the film and the novel (20%).

Term 1 Les aspects positifs d’une société diverse Topic

A diverse society Quelle vie en France pour les marginalisés?

Marginalised people in society

Summary of Content

Prep Assessment

Origins of multiculturalism Multiculturalism – a success or failure?

The influence of Canada and France Social exclusion and inclusion How marginalised people are treated

Term 2

Comment on traite les criminels Crime Les ados, le droit de vote et l’engagement politique Young people and politics Prison Views on criminality Prevention, rehabilitation and reintegration Young people’s views of politics The right to vote Does the EU have a future?

Term 3

Manifestations et grèves - à qui le pouvoir?

Demonstrations and strikes La politique et l’immigration

Revision of La Haine and L’Étranger

Revision for A Level Exams Final Exams

Politics and immigration Trade unions Strikes and reactions to strikes The evolution of immigration Political parties and immigration

Analysis of characters, themes, contexts of the film and the novel.

Revision of all units and all skills.

Essay skills.

Vocabulary test and written prep each week e.g. translation, comprehension, grammar exercises, essays End of topic tests

GCSE Exams

https://www.aqa.org.uk/subjects/languages/as-and-a-level/french-7652/specification-at-a-glance

Alongside developing their knowledge base over time, students will be simultaneously acquiring the skills required to demonstrate this knowledge and further deepen their learning. The interplay between skills and knowledge is important, not just for examination success but also to allow students to develop as confident and independent learners. The following skills are developed within each student's journey through the Modern Foreign Languages curriculum and are assessed regularly throughout the academic year:



Listening



- Extract and evaluate information in longer passages - Contemporary and cultural themes - Understanding different types of spoken language - Combination of complex tenses and grammatical structures - Interpreting uncommon vocabulary - Very accurate synopsis of a longer text into a summary.

- Very good time-management skills, controlling own listening tracks.



Reading

- Draw inferences from a range of longer texts, including extracts from literary texts.

-Recognise and respond to key information, being able to extract information and answer questions in TL and English -Understand a combination of complex tenses and grammatical structures and some unfamiliar material -Translate a passage from TL into English and English into TL, adhering to a rigid mark scheme -Very accurate synopsis of a longer text into a summary.

Speaking

- Delivery is fluent throughout - Ideas and opinions expressed are nearly always developed, Independently of prompts - Appropriate responses are given to all unpredictable elements - Very good understanding of the material - Wide range of vocabulary, complex language and a good knowledge of appropriate idiom are demonstrated - Highly accurate application of grammar - Pronunciation and intonation are very good - Very good critical and analytical response - Very good knowledge and understanding of those aspects of the sub-theme covered in the discussion - Students consistently select relevant information to support their arguments - They consistently use appropriate evidence to justify their conclusions, demonstrating a very good evaluation of the sub-theme



Writing

- Language produced is mainly accurate with only occasional minor errors - Consistently secure grasp of grammar and is able to manipulate complex language accurately - Uses a wide range of vocabulary appropriate to the context and the task - Excellent critical and analytical response to the question set - Knowledge of the text or film is consistently accurate and detailed - Opinions, views and conclusions are consistently supported by relevant and appropriate evidence from the text or film - Essay demonstrates excellent evaluation of the issues, themes and the cultural and social contexts of the text or film studied.

Link to full A Level and GCSE Skills Assessment Grid for Modern Foreign Languages