MFL

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.

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:

MFL Year 7 Progression Grid Link

	Autumn		Spring		Summer
Area of study:	Relationships, family and friends	Education	Free time	Where I live	Holidays	Culture and revision
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
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.	Students will be able to complete a project demonstrating their understanding of language used throughout the year.
Key vocabulary	Mon autoportrait, les opinions, mon kit de survie, moi et les autres, les yeux et les cheveux, les musiciens, les mots essentiels My self-portrait, opinions, my survival kit, me and others, eyes and hair, musicians, essential words	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 School subjects, opinions, reasons, what time is it?, timetable, school day, what are you eating?, essential words	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 Computers and cell phones, frequency, sports, what do you do?, when?, what do you like to do?, what do they do?, essential words	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 Where I live, opinions, directions, attractions, adverbs of frequency, hello!, what can we do about…?, essential words	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 Family vacations, getting ready, numbers and money, coffee, what are you going to do?, what are your dreams, essential words	Les animaux, la poésie, les peintures, grammaire Animals, poetry, paintings, grammar
Assessment	End of Module 1 tests consisting of a reading paper testing knowledge of adjectives and opinions.	End of Module 2 tests consisting of a listening paper and a translation task Fr - En testing knowledge of school subjects and use of justified opinions.	End of Module 3 tests consisting of a reading paper and a listening paper testing ability to use verbs in the present tense in the context of free time.	End of Module 4 tests consisting of a GCSE foundation paper-style 40 word written task.	End of Module 5 tests consisting of a reading paper and a translation task En - Fr on the topic of holidays.	End of year tests consisting of a reading paper, listening paper, speaking assessment and a GCSE foundation paper-style 40 word written task.

Y8:

MFL Year 8 Progression Grid Link

	Autumn		Spring		Summer
Area of study:	Pastimes	Paris	Identity	Home	Talent	Culture and revision
What should they know?	Opinion phrases, reasons and adjectives to describe activities. A range of verbs (including ‘faire’ and ‘regarder’) in affirmative and negative forms.	Range of regular and irregular verbs in the perfect tense in both affirmative and negative forms.	Adjectives to describe personality. Intensifiers. Verbs in the present tense, in the near future tense and in the past perfect tense.	Verbs in the present tense. Use of conditional verb ‘je voudrais’ + inf verb. Verbs in near future tense. Prepositions. Modal verb ‘il faut’. Time phrases.	A range of vocab for various talents. A range of modal verbs in the present tense in both affirmative and negative forms. Adjectives for personality.	A range of French tense verbs. Vocabulary for geography and climate.
What should they be able to do?	Students should be able to talk about TV, films, reading and the Internet. They should be able to say what they think about it, how often they do it and why.	Students should be able to say what they can do in Paris. They should be able to ask and understand information about a tourist attraction. They should be able to describe a past visit.	Students should be able to describe their and someone else’s personality. They should be able to say what they do with their friends. They should be able to talk about music. They should be able to describe future plans and a past weekend.	Students should be able to describe where they live and where they would like to live. They should be able to describe their home in more detail. They should be able to describe their meals and to discuss food to buy. They should be able to talk about a forthcoming event.	Students should be able to describe their talent and their ambitions. They should be able to give advice to be successful. They should be able to talk about what they like / can / are going / would like to do.	Students should be able to develop their knowledge about world geography and French speaking countries.
Key vocabulary	Je regarde… / Je ne regarde pas… J’aime… / J’adore… / Je n’aime pas… / Je déteste Je lis / Je ne lis pas Car / Parce que C’est / Ce n’est pas S’/Quand il y a S’il / Quand il fait I look… / I don’t look… I like… / I love… / I don’t like… / I hate I read / I don't read This is not French It is / It is not If/When there is If / When he does	On peut/On ne peut pas + infinitive verb J’aime (or other opinion phrase + infinitive verb) À mon avis C’est où…? Est-ce qu’il y a…? J’ai passé J’ai acheté J’ai dansé (and other -ER past time verbs) C’était + adjective We can/We cannot + infinitive verb I like (or other opinion phrase + infinitive verb) In my opinion Where is it…? Is there…? I spent I bought I danced (and other -ER past time verbs) It was + adjective	Je suis… Il/Elle est… Mon meilleur ami est… très / assez / un peu On joue / parle / regarde / va J’écoute du rap / rock /… Je vais + inf verb Je suis allé(e) J’ai visité / mangé / regardé I am… He she is… My best friend is… very / quite / a little We play / talk / watch / go I listen to rap/rock/… I will + inf verb I went) I visited / ate / watched	J’habite… Je voudrais habiter… Il y a… / Il n’y a pas… dans / sur / sous / devant / derrière Je prends / Je mange On prend / On mange Chez moi Il faut… Je vais + inf verb I live… I would like to live… There is… / There is no… in / on / under / in front / behind I take / I eat We take / We eat At my house It's necessary… I will + inf verb	Mon talent, c’est… Je veux / Je dois / Tu dois / Je ne peux pas / Je veux / Je voudrais Infinitive verb My talent is… I want / I have to / You have to / I can't / I want / I would like	Le monde Les pays francophones Les continents Notre terre The world French speaking countries The continents Our earth
Assessment	End of Module 1 tests consisting of a reading paper and a listening paper on the topic ‘pastimes’.	End of Module 2 test consisting of a GCSE foundation paper-style 40-60 word written task and a translation task (EN→FR) for the topic ‘Paris’	End of Module 3 tests consisting of a reading paper and a listening paper on the topic ‘identity’.	End of Module 2 test consisting of a GCSE foundation paper-style 40-60 word written task and a translation task (EN→FR) for the topic ‘Home’.	End of Module 5 tests consisting of a reading paper and a listening paper on the topic ‘talent and ambitions’.	End of year tests consisting of a reading paper, listening paper, speaking assessment and a GCSE foundation paper-style 40 word written task.

Y9:

MFL Year 9 Progression Grid Link

	Autumn		Spring		Summer
Area of study:	Social life	Our bodies	Life post-16	Holidays	Me in the world	Culture and revision
What should they know?	How to describe yourself How to invite someone on an outing How to use the present tense How to use the perfect tense	How to say the parts of the body, How to say what makes a good sports person. Healthy eating How to make plans in the future	How to discuss your future What you can do with languages Describing a job To talk about your 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	How to describe the characters, plot and wider social themes raised in a French film.
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’
Key vocabulary	J’ai … ans. J’ai les cheveux … Je suis.. Où vas-tu le weekend? Je vais … Oui, je veux bien. Non, merci. Je suis allé(e) au C’était … On a…	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 …	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 …	Les Choristes Un film français Realisé par… Il est sorti en.. Les personnages Les adjectifs Mes prédictions
Assessment	End of Module 1 tests consisting of a reading paper and a listening paper on the topic social life.	End of Module 2 test consisting of a GCSE foundation paper-style 40-60 word written task and a translation task (EN→FR) for the topic our bodies	End of Module 3 tests consisting of a reading paper and a listening paper on the topic life post-16.	End of Module 2 test consisting of a GCSE foundation paper-style 40-60 word written task and a translation task (EN→FR) for the topic holidays.	End of Module 5 tests consisting of a reading paper and a listening paper on the topic me in the world.	End of year tests consisting of a reading paper, listening paper, speaking assessment and a GCSE foundation paper-style 40 word written task.

Y10

	Autumn	Spring	Summer
Area of study:	GCSE Theme 1 - Identity & Culture Customs & Festivals	GCSE Theme 2 - Local, National, International & Global Areas of Interest Home Town, Neighbourhood & Region Travel & Tourism	GCSE Theme 2 - Local, National, International & Global Areas of Interest Social Issues & Global Issues
What should they know?	How to talk about friends and what makes a good friend How to talk about family relationships How to make arrangements to go out How to describe a night out with friends How to talk about their life when they were younger How to discuss role models	How to describe their daily life How to talk about food for special occasions How to use polite language How to describe family celebrations How to describe festivals and traditions	How to talk about an ideal holiday How to book and review hotels How to order in a restaurant How to discuss travelling How to buy souvenirs
What should they be able to do?	Use irregular verbs in the present tense Use the relative pronoun qui Use possessive adjectives Use reflexive verbs in the present tense Use emphatic prounouns	Use auxiliary verbs Use the pronoun on Ask questions in the tu and vous forms Use venir de + infinitive Use a combination of tenses	Use the conditional tense Use reflexive verbs in the present tense Use En + present participle Use avant de + infinitive Use demonstrative adjectives and pronouns
Key vocabulary	Je pense que / Pour moi, les qualités importantes chez un ami sont le sens de l’humour / la patience Un bon ami est compréhensif / énergique / équilibré / fidèle / gentil Un bon ami n’est pas de mauvaise humeur / impatient / jaloux / prétentieux / raciste Un bon ami (est quelqu’un qui) croit en moi / dit toujours la vérité X est / semble / a l’air extrêmement / vraiment / plutôt agaçant(e) / fort(e) / puissant(e) est maigre comme un clou / léger (légère) comme une plume	J’ai cours… tous les jours sauf… (cinq) jours par semaine. Je vais au lycée… en bus / en voiture / à pied. Les jours d’école,… je dois me lever tôt je quitte la maison. Le dimanche,… je peux rester au lit / faire la grasse matinée. Le soir,… je dois faire mes devoirs je mange avec ma famille Le mercredi après-midi,… je peux me détendre un peu Le week-end,… je sors avec mes copains chez nous / chez moi jusqu’à sauf sinon tôt Tu te lèves tôt? Comment? / Où? / Quand?	Comment seraient tes vacances idéales? Je logerais… dans une chambre d’hôte dans un gîte à la campagne dans une auberge de jeunesse sur un bateau. Je voyagerais… avec mes copains / copines avec ma famille avec une organisation seul(e). Je regarderais le coucher du soleil. Je ferais du canoë-kayak. Je me reposerais. Je m’amuserais avec mes copains / copines. Il y aurait… un café qui serait ouvert toute la nuit des feux d’artifice tous les soirs Il n’y aurait aucun bruit! Ce serait… pittoresque / tranquille / reposant
Assessment	End of Module tests consisting of a GCSE-style reading paper, listening paper and a full writing paper testing knowledge of customs and festivals.	End of Module tests consisting of a GCSE-style reading paper, listening paper and a full writing paper testing knowledge of National, International & Global Areas of Interest.	End of Module tests consisting of a GCSE-style reading paper, listening paper and a full writing paper testing knowledge of social and global issues.

Y11

	Autumn	Spring	Summer
Area of study:	GCSE Theme 3 - Current & Future Study & Employment My Studies & Life at School	GCSE Theme 3 - Current & Future Study & Employment Jobs, Career Choices & Ambitions	Revision & Exam Preparation
What should they know?	How to talk about their school How to compare schools in the UK and Francophone countries How to discuss school rules How to discuss healthy living and vices How to talk about a school exchange	How to discuss problems facing the world How to talk about protecting the environment How to discuss ethical shopping How to talk about volunteering How to discuss global events	All topics and themes related to GCSE
What should they be able to do?	Make comparisons Use the present tense: the third person singular and the third person plural Use il faut and il est interdit de Use the imperative Adverbs The present and future tenses The pronoun on	Make connections between word types Use the modal verbs pouvoir and devoir in the conditional Use the passive voice Use indirect object pronouns	Answer questions on listening, reading, writing and speaking papers.
Key vocabulary	C’est quelle sorte de collège? C’est un collège mixte pour les élèves de onze à seize ans. Il y a combien d’élèves? Quels sont les horaires du collège? Les cours commencent à (8h30). La récré est à (10h15) et dure… On a (une heure et demie) pour le déjeuner. Les cours finissent à (16 heures). Il y a combien de cours par jour? Il y a (sept cours) de (cinquante-cinq) minutes par jour. J’étudie (douze matières) dont… Toutes mes matières sont obligatoires. Ma matière préférée, c’est … car… j’adore … je suis doué(e) pour ça. Comment sont les professeurs? Qu’est-ce que tu penses de ton collège? Je trouve que/qu’… les journées sont trop longues les profs sont excellents.	À ton avis, quel est le plus grand problème pour la planète, et pourquoi? le changement climatique le déboisement la disparition des espèces la guerre la sécheresse un milliard Beaucoup d’animaux sont en train de disparaître. Les ressources naturelles ne sont pas infinies.
Assessment	End of Module tests consisting of a GCSE-style reading paper, listening paper and a full writing paper testing knowledge of future study and employment.	End of Module tests consisting of a GCSE-style reading paper, listening paper and a full writing paper testing knowledge of global issues.	GCSE exams

GCSE Exam Information:

Students can continue to study French in Key Stage 4. We follow the AQA exam specification. 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:

This year the MFL department is launching the use of LanguageNut as an online platform for completing homework and revision.

Students will be set assignments to complete for homework and they can also gain points on this platform independently. LanguageNut is an excellent tool to practise all language skills.

www.languagenut.com

Any enquiries about Modern Language can be made by emailing the address below...

mfl.enquiries@wernethschool.com