Key Stage 3

At KS3, teaching focuses on developing pupils’ competence in listening, speaking, reading and writing.
By the end of KS3 we aim for students to be able to:

• listen to a variety of forms of spoken language to obtain information and knowledge to 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, develop creative expression and expand understanding of the language and culture
• 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.
• express an appreciation and knowledge of  elements of the culture related to the language they have learned.

Key Stage 4

At key stage 4 follow the linear AQA GCSE. They study three main themes and are assessed at the end of year 11 in the skills of listening, reading, speaking and writing, which are equally weighed at 25% each.
The aim of the course is to enable students to develop their language skills to their full potential so that they can communicate in a variety of contexts with confidence and expand their cultural knowledge.

Students are expected to have refined their knowledge of their chosen language so that they can :

• understand and respond to different types of spoken and written language
• communicate and interact effectively in speech for a variety of purposes
• communicate effectively in writing for a variety of purposes.

Students are set by ability with groups focussing mainly on Higher or Foundation tier but with some overlap. Students have access to up to date textbooks and digital interactive resources that they are expected to complete regularly. Staff run lunchtime conversation clubs in French and Spanish to help students develop their speaking competence.

Parent volunteers and Sixth Form students often help KS4 pupils with speaking support.

Key Stage 5

We offer A Levels in French and Spanish. These are linear qualifications. Our students enter AQA examinations. We also support students to enter the AS examination where appropriate.

Two teachers share the year 12 and 13 teaching in each language, specialising in specific assessment objectives and units, and working as a team to support students. Students have access to high quality resources: AQA approved textbooks and online resources. Students are expected to carry out a significant amount of independent study to support their learning.

A Level students often volunteer to support other students in the lower school with speaking workshops.

The A-level specification builds on the knowledge, understanding and skills gained at GCSE. It constitutes an integrated study with a focus on language, culture and society. It fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society.

They also study either one book and one film or two books. They must appreciate, analyse and be able to respond critically in writing in Spanish/French to the work they have studied.

In addition, students develop research skills in the target language, demonstrating the ability to initiate and conduct individual research on a subject of personal interest, relating to the country or countries where French/Spanish is spoken.

How we address values and virtues through the MFL Curriculum

Catholic Social Teaching

How we address values and virtues through the MFL Curriculum

1.Dignity of the Human Person: In year 9 we discuss children’s rights such as the right to love, food, shelter, education. We recognize that these rights are not met in all parts of the world and see examples of child poverty and exploitation. We also discuss how to look after our body and mind and  lead a healthy life with daily routines, diet  and exercise.
2.Peace: The A Level curriculum addresses conflict in French and Spanish speaking countries, for example the Spanish civil war or Bastille day. We explore the impact of Latin-American dictatorships and the transition to democracy in Spain.
3.The Common Good: The A Level curriculum explores issues of discrimination, marginalization and lack of freedom.
4.The Option for the Poor: In addition to looking at child poverty in year 9, at KS4 one of the themes we study includes global social issues such as poverty and hunger and what we can do to address these problems.
5.Solitarity: At KS3 and Ks4 we explore how individuals can play their part  by volunteering locally and fund raising.
6.Dignity of work: In year 9 we consider different working conditions across the world and how wealth is distributed. We explore how Fair trade ensures a more just reward for people’s work.
7.Care for God’s creation: Environmental issues are discussed both in year 9 and KS4. The focus is on what we can do to protect God’s creation. We learn how to talk about recycling, use of resources such as energy and water and and making greener choices.

Languages should be accessible to all learners and enjoyed by all. We support our wide range of learners’ needs through the use of differentiated tasks and resources that enable the progress of all students, using a pedagogical approach that encourages a sense of success and self-efficacy.

Students have access to sentence builders, knowledge organisers, vocabulary glossaries and learning mats as appropriate. Seating plans are carefully thought out, resources are provided in the best format for individual students (e/g; coloured copies, different font, printed notes) Lesson passport recommendations are implemented.

The progress of SEN and disadvantaged students is a permanent item in our agenda and interventions are put in place as appropriate

Assessment  and feedback

Learners are aware of vocabulary and structures that we expect them to know at each stage and we share study kills and learning strategies to help them acquire the language and commit it to long-term memory.

Assessment is differentiated, enabling all students to see their progress and success. In addition to our assessment being student focused we use the outcome of assessment to make astute alterations to our curriculum.

Assessment and feedback take place regularly in class in the form of grammar and vocabulary tests, listening, reading, writing and speaking tasks. These are assessed via observation, live marking, peer assessment, spoken or written comments.    Oral feedback and written feedback are provided as appropriate.  The feedback we provide students is precise indicating what they have done well, where they have made progress and what they need to do to improve. In addition to this, a significant piece of work is assessed every half-term in one or more of the language skills:  listening, speaking, reading or writing. Students receive a grade and individual detailed feedback on this and carry out improvements through green penning as appropriate.

Key Stage 3

One significant piece of work every half term is marked in detail with a band grade and targets provided. Students are expected to respond to this (green penning) and make improvements to their work as appropriate.

Key Stage 4

Exam-style assessments in a variety of skills take place each half-term. Feedback is given reflecting the GCSE exam marking criteria for the relevant skill. In addition, we mark and give feedback on one or two further pieces of writing per half term. (Students will also be expected to complete Activelearn tasks/ vocabulary tests on all modules as part of homework.)

Key Stage 5

Progress at KS5 is measured through:

• Observation of class work.
• Homework.
• 1 to 1 speaking work.
• Vocabulary tests.
• Formal assessments that follow the A Level exam format at the end of each module ( 6 each academic year)
• Essays on the film/ literary text studied.
• End of year 12 tests.
• Year 13 mock exams.

There is a considerable emphasis on individual feedback and support of students during both lesson time and bespoke extra sessions as necessary

Extra Curricular and Cultural Capital

Awareness of the culture of Spanish and French speaking countries is at the heart of our department. Our teaching groups in years 8 and 9 are named after French and Spanish cities; our schemes of work integrate specific cultural knowledge each half-term, ensuring students learn about festivals, customs, music, literature, geography etc. Learners are encouraged to think about life in other countries and to consider global issues such as equality, poverty, political systems, the environment or racism. We aim for our learners to see themselves as global citizens with an important role to play in society as a whole.

We provide students with opportunities to have contact with French and Spanish speaking  countries through a variety of opportunities and activities such as:

• The European Day of Languages cross-school activities and celebrations
• Opportunity to have French or Spanish pen pals
• The year 8 residential to France
• Andalucia trip
• Foreign film club
• Speaking workshops
• Keen linguists Teams class
• Skype sessions with a school in Spain
• Visit of a French school to Oaklands
• Theatre company performances in French/Spanish
• Visit to the Cervantes theatre in London
• We also offer Latin has as an extra curricular activity for students. Students make a commitment to a two year course starting in Year 9. If they then wish to take this to GCSE the school will offer the necessary support.

Development of Literacy through Modern Foreign Languages

Learning a foreign language increases students’ understanding of how their own language works. They compare the new language to their own and gain an insight into lexis, syntax and phonology. The four skills of listening, speaking, reading and writing in the foreign language are developed.  Language teachers and students regularly use linguistic terminology in lessons. These skills are transferable to their mother tongue.

Learning through oracy and talk:

Students practice speaking for different purposes though role-plays, conversations, presentations and descriptions.

Learning through reading and text

• Flying start reading in period 5
• Reading authentic texts in the foreign language
• Translation from and into the target language.

Learning through writing

• Students learn to write increasingly long and grammatically complex texts using connectives, justifying opinions and referring to different timeframes.
• They are expected to use a proportionately wider range of vocabulary each year.