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French  

  Key Stage 3  Key stage 4
  Year 7 Year 8 Year 9 Year 10 Year 11
Autumn 1 Making introductions; talking about birthdays; talking about family. Introducing phonics; numbers; colours; months and days of the week. Describing your school; talking about school subjects, teachers, the school facilities and your timetable. Healthy living: describing how and why people keep healthy including diet and exercise. Family and relationships; talking about family, friends and marriage. Holidays and festivals
Autumn 2 Describing the family; talking about family members; describing appearance; describing relationships with family members. Describing your school; talking about school subjects, teachers, the school facilities and your timetable. Healthy living: describing how and why people keep healthy including diet and exercise. Technology and leisure activities. Home town and social issues
Spring 1 Sports and games; giving and justifying opinions. Describing the area where you live and what you can do there. Technology and free time; describing how and when people use technology and developing language to talk about what people do in their leisure time. Technology and leisure activities, healthy living Post 16 education and jobs; Marriage and relationships
Spring 2 Sports and games; giving and justifying opinions. Describing the area where you live and what you can do there. Technology and free time; describing how and when people use technology and developing language to talk about what people do in their leisure time. Talking about festivals and traditions. Healthy living and technology; revision on the three GCSE themes of Identity and Culture; Local, International and Global Areas of Interest; Current and Future Study and Employment.
Summer 1 Holidays; talking about where people go on holiday, transport, accommodation and key activities on holiday. Describing your daily routine and what you eat. Social issues- environmental and social problems in the local area and how to combat these. Local area and home. Revision and exam technique practice. Revision on the three GCSE themes of Identity and Culture; Local, International and Global Areas of Interest; Current and Future Study and Employment.
Summer 2 Holidays; talking about where people go on holiday, transport, accommodation and key activities on holiday. Describing your daily routine and what you eat. Social issues- environmental and social problems in the local area and how to combat these. Local area and social issues- environmental and social problems in the local area and how to combat these. Exams

 

Spanish

  Key Stage 3  Key stage 4
  Year 7 Year 8 Year 9 Year 10 Year 11
Autumn 1 Making introductions; talking about birthdays; talking about family. Introducing phonics; numbers; colours; months and days of the week. Describing school; school subjects, teachers, the school facilities and timetable. Healthy living: describing how and why people keep healthy including diet and exercise. Family and relationships; talking about family, friends and marriage. Regions and local area
Autumn 2 Describing the family; talking about family members; describing appearance; describing relationships with family members. Describing school; school subjects, teachers, the school facilities and timetable. Healthy living: describing how and why people keep healthy including diet and exercise. Technology and leisure activities. Family, relationships and marriage; social and global problems.
Spring 1 Sports and games; giving and justifying opinions. Describing the area where you live and what you can do there. Technology and free time; describing how and when people use technology and developing language to talk about what people do in their leisure time. Customs and festivals Social and Global problems. Revision with a focus on house and home and leisure activities.
Spring 2 Sports and games; giving and justifying opinions. Describing the area where you live and what you can do there. Technology and free time; describing how and when people use technology and developing language to talk about what people do in their leisure time. Healthy living Revision with a focus on healthy living, technology and schools.
Summer 1 Holidays; talking about where people go on holiday, transport, accommodation and key activities on holiday. Describing your daily routine and what you eat. Social issues- environmental and social problems in the local area and how to combat these. Home and local area Revision and exam technique practice. Revision on the three GCSE themes of Identity and Culture; Local, International and Global Areas of Interest; Current and Future Study and Employment.
Summer 2 Holidays; talking about where people go on holiday, transport, accommodation and key activities on holiday. Describing your daily routine and what you eat. Social issues- environmental and social problems in the local area and how to combat these. Social and global problems and how to combat them. Revision and exam technique practice. Revision on the three GCSE themes of Identity and Culture; Local, International and Global Areas of Interest; Current and Future Study and Employment.

 

Modern Foreign Languages

 

Why are we teaching a knowledge-rich curriculum; how is it different?

Our knowledge-rich curriculum allows for a deeper understanding of the foreign language being taught, as pupils make constant connections between the foreign language and English. We have a strong emphasis on listening and pronunciation, along with accuracy in the written word. This will improve pupil’s accuracy and language competence in both verbal and written communication. 

When planning and delivering the curriculum, there is a strong emphasis on recent Second Language Acquisition theory. This influences the sequence of teaching so that we teach language using patterns. We model the patterns and vocabulary extensively and raise awareness of key grammar before pupils start to produce language independently. 

 

Why are we teaching this content?

The content has been carefully selected because it is relevant to pupils, this approach also supports the linear nature of language learning, with frequent repetition of key units of  high frequency language that are used to communicate and express a view-point on a wide range of everyday events. 

For example, in year 7 term 1, pupils learn how to describe themselves and their family and in year 9 term 2 they express opinions on technology and the daily use of social media. Using this curriculum and this method of delivery, we aim to produce competent linguists who take a genuine interest in learning and communicating in a foreign language.

 

Why are we teaching it in this order? 

Vocabulary and aspects of grammar are taught alongside one another, with an emphasis on modelling and practising structures so that they are known by pupils before addressing the grammar. Grammatical structures lead gradually increase in complexity and, once introduced, will be recycled frequently to consolidate knowledge.

For example, in Year 7 term 2, pupils will communicate phrases such us, “I like to play football with my friends because it is fun.” Moving on to term 3, pupils recycle elements of this structure when constructing phrases such us “ I love to spend my holidays in Spain where I like to play football at the beach with my brother because it is fun.”

Expressions such as “I would say that”, “That is to say that”, “frankly” and "in fact" are embedded into the language we teach to give more natural-sounding responses and opinions.

 

What do pupils need to remember and be able to do in this subject?

When learning a foreign language, pupils need to be able to listen to speech very carefully and identify sometimes very small phonological differences.  Identifying these differences is the first step in being able to imitate them, leading to excellent pronunciation. It is also vital in understanding spoken language, and then producing written language with accuracy. 

The concept of listening as modelling is at the heart of our approach, and our methods have been developed to support pupils in making these important connections between the spoken and written word.

In addition, pupils need to be able to understand and use language to fulfil communicative functions such as describing people and expressing opinions, with increasing confidence and accuracy in both spoken and written forms.

 

What methods do we use to help pupils secure this knowledge in long-term memory? 

We use a range of high quality teaching activities and approaches to thoroughly practise  and then produce language in meaningful contexts.

Activities that we use include annotating words to help focus on spelling and pronunciation, thorough drilling and repetition of vocabulary using choral repetition, using Sentence Builders to introduce language, scaffold learning and model and support the patterned practice of sentences and chunks of language.