MFL department Key Stage 3 Curriculum map

Rationale

The demands of the new National Curriculum for first teaching September 2014 require coverage of:

Grammar and vocabulary

All pupils will be taught to

  • identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied
  • use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate
  • develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues
  • use accurate grammar, spelling and punctuation.

Linguistic competence

All pupils will be taught to

  • listen to a variety of forms of spoken language to obtain information and respond appropriately
  • transcribe words and short sentences that they hear with increasing accuracy
  • initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address
  • express and develop ideas clearly and with increasing accuracy, both orally and in writing
  • speak coherently and confidently, with increasingly accurate pronunciation and intonation
  • read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material
  • read literary texts in the language [such as stories, songs, poems and letters], to stimulate ideas, write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.
  • write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.

Pupils in Y7 and Y9 will be studying Spanish and in Y8 they will be learning French.

Topics covered will be :-

Year 7 Spanish

  • Self, family and pets
  • School
  • House and home

Year 8 French

  • Home town
  • Free time
  • Holidays

Year 9 Spanish

  • Holidays
  • Free time
  • Cinema
  • Feeling ill

Assessment

All Y9 assessments will be FCSE assessments in listening and reading for the P and X bands whilst the reading and listening assessments will be based on past GCSE papers for the M bands. Writing and speaking assessments will be based on the new GCSE specification. Year 8 assessments will be FCSE assessments in listening and reading, whilst speaking assessments will be role plays and picture cards based on the new GCSE specification and writing assessments will be based on sample questions from the new GCSE specification.

In Y7 there will be listening, speaking, reading and writing assessments for each topic covered.

MFL department Key Stage 4 Curriculum map 2016-7

Rationale:

In Year 11 students are following the AQA GCSE full course in French. (4655)This four-unit specification requires students to develop their ability to write and speak in French and to understand French when it is written down or spoken. This course has 60 per cent controlled assessment in speaking and writing, whilst 40% is assessed in reading and listening exams at the end of the course.

GCSE French helps students develop their language skills in a variety of contexts and gives a broad understanding of the culture of countries and communities where French is spoken. It encourages enjoyment of language learning and the recognition that language skills enable students to take their place in a multi-lingual global society.

Topics covered in Year 11 are:-

Work and Education
School/College and Future Plans

What school/college is like
Pressure and problems

Current and Future Jobs

Looking for and getting a job
Advantages and disadvantages of different jobs

Home and Environment

Home and Local Area

Special occasions celebrated in the home

Home, town, neighbourhood and region, where it is and what it is like

Environment

Current problems facing the planet

Being environmentally friendly within the home and local area

Y10 Spanish

In Year 10 students are following the AQA GCSE Spanish course (8698).This is a 2 year course that will be completed in Year 11.

Listening: understand and respond to spoken language

Students are expected to be able to:

  • demonstrate general and specific understanding of different types of spoken language
  • follow and understand clear standard speech using familiar language across a range of specified contexts
  • identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events
  • deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes
  • recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.

Speaking: communicate and interact in speech

Students are expected to be able to:

  • communicate and interact effectively in speech for a variety of purposes across a range of specified contexts
  • take part in a short conversation, asking and answering questions, and exchanging opinions
  • convey information and narrate events coherently and confidently, using and adapting language for new purposes
  • speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate
  • initiate and develop conversations and discussion, producing extended sequences of speech
  • make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events
  • make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view
  • use accurate pronunciation and intonation to be understood by a native speaker.

Reading: understand and respond to written language

Students are expected to be able to:

  • understand and respond to different types of written language
  • understand general and specific details within texts using high frequency familiar language across a range of contexts
  • identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events
  • deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes
  • recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts
  • demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate
  • translate a short passage from Spanish into English.

Writing: communicate in writing

Students are expected to be able to:

  • communicate effectively in writing for a variety of purposes across a range of specified contexts
  • write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information
  • produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings
  • make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events
  • manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register
  • make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince
  • translate sentences and short texts from English into Spanish to convey key messages accurately and to apply grammatical knowledge of language and structures in context

Students study all of the following themes on which the assessments are based.

In Year 10 the topics covered will be

  • Relationships with family and friends
  • Home, town, neighbourhood and region
  • My studies
  • Free-time activities
  • Healthy/ unhealthy living
  • Life at school/ college
  • Customs and festivals in Spanish-speaking countries/communities
  • Travel and tourism
  • Education post-16

Assessment will be linear and will be taken in Year 11.

In Year 10 all four skills will be tested, based on specimen GCSE papers, throughout the course.

Assessments in Y11

GCSE Spanish has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier.

Paper 1: Listening
What’s assessed

Understanding and responding to different types of spoken language

How it’s assessed

·       Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier)

·       40 marks (Foundation Tier), 50 marks (Higher Tier)

·       25% of GCSE

(Each exam includes 5 minutes’ reading time of the question paper before the listening stimulus is played.)

Questions

Foundation Tier and Higher Tier

·       Section A – questions in English, to be answered in English or non-verbally

·       Section B – questions in Spanish, to be answered in Spanish or non-verbally

Paper 2: Speaking
What’s assessed

Communicating and interacting effectively in speech for a variety of purposes

How it’s assessed

·       Non-exam assessment

·       7–9 minutes (Foundation Tier) + preparation time

·       10–12 minutes (Higher Tier) + preparation time

·       60 marks (for each of Foundation Tier and Higher Tier)

·       25% of GCSE

Questions

Foundation Tier and Higher Tier

The format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the Photo card and different stimulus materials for the Role-play. The timings are different too:

·       Role-play – 15 marks (2 minutes at Foundation Tier; 2 minutes at Higher Tier)

·       Photo card – 15 marks (2 minutes at Foundation Tier; 3 minutes at Higher Tier)

·       General conversation – 30 marks (3–5 minutes at Foundation Tier; 5–7 minutes at Higher Tier)

Paper 3: Reading
What’s assessed

Understanding and responding to different types of written language

How it’s assessed

·       Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier)

·       60 marks (for each of Foundation Tier and Higher Tier)

·       25% of GCSE

Questions

Foundation Tier and Higher Tier

·       Section A – questions in English, to be answered in English or non-verbally

·       Section B – questions in Spanish, to be answered in Spanish or non-verbally

·       Section C – translation from Spanish into English (a minimum of 35 words at Foundation Tier and 50 words at Higher Tier)

Paper 4: Writing
What’s assessed

Communicating effectively in writing for a variety of purposes

How it’s assessed

·       Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)

·       50 marks at Foundation Tier and 60 marks at Higher Tier

·       25% of GCSE

Questions

Foundation Tier

·       Question 1 – message (student produces four sentences in response to a photo) – 8 marks

·       Question 2 – short passage (student writes a piece of continuous text in response to four brief bullet points, approximately 40 words in total) – 16 marks

·       Question 3 – translation from English into Spanish (minimum 35 words) – 10 marks

·       Question 4 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks

Higher Tier

·       Question 1 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks

·       Question 2 – open-ended writing task (student responds to two compulsory detailed bullet points, producing approximately 150 words in total) – there is a choice from two questions – 32 marks

·       Question 3 – translation from English into Spanish (minimum 50 words) – 12 marks