Modern Foreign Languages

What?

What are we learning? What’s interleaved? What’s challenging?

In their first term, students will learn basic greetings and introductions. They will learn the French alphabet and how their phonics differ from English, numbers, colours and classroom vocabulary. They are introduced to their first verb “to have” in the present tense - one of the most important verbs to know. Learning a new language, the phonetic alphabet and accent is a challenge in itself, and our main focus will be on introducing ourselves with the addition of introducing others for the most able. 

Why?

Why do we need to deliver this (vision statement)? Why now? 

This knowledge will enable students to converse about themselves and others at a foundational level.  It will empower students to introduce themselves, provide some details such as their age and birthday, to spell their name in conversation, as well as classroom-based phrases that allow them to speak in French as much as possible during lessons, enabling students to build on this core knowledge in future tasks and conversations. Students who have no experience of French will be introduced to the basics, as well as those who are familiar learning grammar and vocabulary that they can use daily, realising the vision of the department.

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

The students will achieve the same learning objectives but there is additional support in place for lower ability and SEND learners (Word frames, scaffolding, the need to only use the “I” and “we form of key verbs). Higher ability learners are challenged to extend their written and spoken answers through the use of knowledge organisers with higher levels of challenge and Sentence builders with additional complex vocabulary.  The topic matter will kindle curiosity and promote diversity ensuring that our students are exposed to a broad and ambitious curriculum, which is also accessible to all students, including those identified as SEND. 

Core knowledge:  

Phonics 

Learning what cognates are and how they can help 

The verb “to have” in the present tense 

Numbers 1-30, colours, days of the week, months of the year 

Basic greetings and introductions ie “hello, how are you? What’s your name? How old are you? When is your birthday? (the same questions will be applied to talk about other people for the more able, ie What’s his name? How old is she?....) 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

Because they can… understand and reply appropriately to basic greetings orally and in writing without using their notes. 

What should they be able to know?

How to introduce themselves (and others for the more able) basic greetings and introductions, the alphabet in French, numbers up to 31, colours and classroom language. 

What should they be able to do?

Read/listen/write and speak on the topic of introductions.  

Learning checkpoints and assessment: we do weekly retrieval through starter activities/plenaries, that students mark themselves with answers given by the teacher for them to see what they do and do not remember/understand. Bi-termly vocabulary test and end of topic assessments that include reading, writing, and listening as well as a speaking (performing dialogue) in-class assessment to reflect the format of a GCSE French exam.

What?

What are we learning? What’s interleaved? What’s challenging?

Having learnt how to introduce themselves, students will now learn how to introduce others and describe their appearance and personalities with their opinions and justification to increase complexity in their French. They will learn how to describe their family members (real or fictional) ie parents, grandparents, siblings, cousins, aunts and uncles etc. Learning vocabulary and applying the correct phonics will be a continual challenge with those more able being challenged to add complexity with their descriptions by adding “and”, “but, “however” etc to extend their sentences.  

Why?

Why do we need to deliver this (vision statement)? Why now? 

This knowledge will allow students to begin to share basic opinions on people (and things around them); both positive and negative. They will continue to use their classroom-based phrases to encourage speaking in the target language as much as possible in their lessons. This gives students an indication of how they achieve a Grade 3+ at GCSE ie opinions and justification. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

The students will achieve the same learning objectives but there is additional support in place for lower ability and SEND learners (Word frames, scaffolding, the need to only use the “I” and “we form of key verbs). Higher ability learners are challenged to extend their written and spoken answers through the use of knowledge organisers with higher levels of challenge and Sentence builders with additional complex vocabulary.  The topic matter will kindle curiosity and promote diversity ensuring that our students are exposed to a broad and ambitious curriculum, which is also accessible to all students, including those identified as SEND. 

Core knowledge:  

Phonics 

Family members 

Verbs of opinions (I like, I love, I hate …) 

Adjectives of personality 

Connectives and intensifiers 

Sentence structure and word order 

Basic opinions and justification ie “I love my grandpa because he is very kind”. 

Basic descriptions “My mum has braided hair and brown eyes”.

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

What should they be able to know? How to describe their family members (real or fictional): their appearances and personalities as well as their opinion of them. 

What should they be able to do? Read/listen/write and speak on the topic of describing others  

How do they know they have done this well?  Because they can… give opinions and justification about family members as well as describing them without using their notes. 

Learning checkpoints and assessment: weekly retrieval via starter activities/plenaries that students mark themselves with answers given by the teacher to what they do/don’t remember/understand. Bi-termly vocabulary test and end of topic assessments that include reading, writing, and listening as well as a speaking (performing dialogue) in-class assessment reflecting the format of a GCSE French exam  

What?

What are we learning? What’s interleaved? What’s challenging?

Having learnt how to introduce themselves, students will now learn how to introduce others and describe their appearance and personalities with their opinions and justification to increase complexity in their French. They will learn how to describe their family members (real or fictional) ie parents, grandparents, siblings, cousins, aunts and uncles etc. Learning vocabulary and applying the correct phonics will be a continual challenge with those more able being challenged to add complexity with their descriptions by adding “and”, “but, “however” etc to extend their sentences.  

Why?

Why do we need to deliver this (vision statement)? Why now? 

This knowledge will allow students to begin to share basic opinions on people (and things around them); both positive and negative. They will continue to use their classroom-based phrases to encourage speaking in the target language as much as possible in their lessons. This gives students an indication of how they achieve a Grade 3+ at GCSE ie opinions and justification. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

The students will achieve the same learning objectives but there is additional support in place for lower ability and SEND learners (Word frames, scaffolding, the need to only use the “I” and “we form of key verbs). Higher ability learners are challenged to extend their written and spoken answers through the use of knowledge organisers with higher levels of challenge and Sentence builders with additional complex vocabulary.  The topic matter will kindle curiosity and promote diversity ensuring that our students are exposed to a broad and ambitious curriculum, which is also accessible to all students, including those identified as SEND. 

Core knowledge:  

Phonics 

Family members 

Verbs of opinions (I like, I love, I hate …) 

Adjectives of personality 

Connectives and intensifiers 

Sentence structure and word order 

Basic opinions and justification ie “I love my grandpa because he is very kind”. 

Basic descriptions “My mum has braided hair and brown eyes”.

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

What should they be able to know? How to describe their family members (real or fictional): their appearances and personalities as well as their opinion of them. 

What should they be able to do? Read/listen/write and speak on the topic of describing others  

How do they know they have done this well?  Because they can… give opinions and justification about family members as well as describing them without using their notes. 

Learning checkpoints and assessment: weekly retrieval via starter activities/plenaries that students mark themselves with answers given by the teacher to what they do/don’t remember/understand. Bi-termly vocabulary test and end of topic assessments that include reading, writing, and listening as well as a speaking (performing dialogue) in-class assessment reflecting the format of a GCSE French exam  

What?

What are we learning? What’s interleaved? What’s challenging?

Having learnt how to introduce themselves, students will now learn how to introduce others and describe their appearance and personalities with their opinions and justification to increase complexity in their French. They will learn how to describe their family members (real or fictional) ie parents, grandparents, siblings, cousins, aunts and uncles etc. Learning vocabulary and applying the correct phonics will be a continual challenge with those more able being challenged to add complexity with their descriptions by adding “and”, “but, “however” etc to extend their sentences.  

Why?

Why do we need to deliver this (vision statement)? Why now? 

This knowledge will allow students to begin to share basic opinions on people (and things around them); both positive and negative. They will continue to use their classroom-based phrases to encourage speaking in the target language as much as possible in their lessons. This gives students an indication of how they achieve a Grade 3+ at GCSE ie opinions and justification. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

The students will achieve the same learning objectives but there is additional support in place for lower ability and SEND learners (Word frames, scaffolding, the need to only use the “I” and “we form of key verbs). Higher ability learners are challenged to extend their written and spoken answers through the use of knowledge organisers with higher levels of challenge and Sentence builders with additional complex vocabulary.  The topic matter will kindle curiosity and promote diversity ensuring that our students are exposed to a broad and ambitious curriculum, which is also accessible to all students, including those identified as SEND. 

Core knowledge:  

Phonics 

Family members 

Verbs of opinions (I like, I love, I hate …) 

Adjectives of personality 

Connectives and intensifiers 

Sentence structure and word order 

Basic opinions and justification ie “I love my grandpa because he is very kind”. 

Basic descriptions “My mum has braided hair and brown eyes”.

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

What should they be able to know? How to describe their family members (real or fictional): their appearances and personalities as well as their opinion of them. 

What should they be able to do? Read/listen/write and speak on the topic of describing others  

How do they know they have done this well?  Because they can… give opinions and justification about family members as well as describing them without using their notes. 

Learning checkpoints and assessment: weekly retrieval via starter activities/plenaries that students mark themselves with answers given by the teacher to what they do/don’t remember/understand. Bi-termly vocabulary test and end of topic assessments that include reading, writing, and listening as well as a speaking (performing dialogue) in-class assessment reflecting the format of a GCSE French exam  

What?

What are we learning? What’s interleaved? What’s challenging?

Students will learn to discuss TV programmes and types of films using opinions verbs, simple adjectives, intensifiers, connectives to describe films, a film study and weather forecast. Students will gain knowledge of vocabulary related to TV and films, so that they can give more detailed information about what they enjoy watching in their free time.  

The content is interleaved with the basic present tense formation studied in Y7 (verb “to watch”, regular verb ending in “er”) and with the use of opinion verbs and a new range of adjectives to justify their opinions. 

The challenging content is applying this knowledge to work in a project about: Making a video or a poster in Spanish or French; based on a Hispanic/FrenchTV presenter, Hispanic/French film actor, actress, director, screen writer or anyone involved in the TV or Film industry

Why?

Why do we need to deliver this (vision statement)? Why now? 

This knowledge will build on the foundational core knowledge developed studied in year 7.  During Year 8, the content and grammatical knowledge becomes more complex. High-frequency vocabulary and phonics are recycled in different contexts, which strengthens the knowledge base. The curriculum is also designed to expand with vocabulary to vary their language to prepare and retrieve knowledge for year 9 and future GCSE course and beyond into post- 16. TV/films and New technologies are some of the topics which will be covered, broadening our students’ understanding of the world and developing strong, long- life linguistic skills.

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

The students will achieve the same learning objectives but there is additional support in place for lower ability and SEND learners (Word frames, scaffolding, the need to only use the “I” and “we form of key verbs). Higher ability learners are challenged to extend their written and spoken answers through the use of knowledge organisers with higher levels of challenge and Sentence builders with additional complex vocabulary.  The topic matter will kindle curiosity and promote diversity ensuring that our students are exposed to a broad and ambitious curriculum, which is also accessible to all students, including those identified as SEND. 

Core knowledge:  

• TV programmes and types of films 
• Regular verb ending in ER in the present tense 
• Opinion verbs 
• Adjectives 
• Intensifiers  & Connectives 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

Because they can…understand and reply appropriately to basic questions about their free time orally and in writing.  

What should they be able to know?

To describe and justify their opinions about different TV programmes and types of films in Spanish/ French.

What should they be able to do?

Read/listen/write/understand and speak on the topic of TV and programmes and films.

Learning checkpoints and assessment: we do weekly retrieval through starter activities/plenaries, that students mark themselves with answers given by the teacher for them to see what they do and do not remember/understand. Fortnightly vocabulary test and end of topic assessments that include reading, writing, and listening as well as a speaking (performing dialogue) in-class assessment to reflect the format of a GCSE French/Spanish exam. 

What?

What are we learning? What’s interleaved? What’s challenging?

Students will learn to talk about morning, afternoon and evening routines using the present tense of regular verbs previously met in Y7 and  

Y8 Term 1. They will also be introduced to a new category of verbs called “reflexive verbs”.  They will review numbers (1-60) so they can tell at  

what time they do each routine and they will learn a range of adverbs of frequency to say how often they do their routines. The more able students 

will also learn to describe other peoples’ routines using the third person in the present. 

The content is interleaved with the basic present tense formation studied in Y7/Y8 and the continuous use of opinion verbs and adjectives to justify they 

their point of view. 

The challenging content is using the present tense with this new category of verbs “the reflexive verbs” and also using an increased range of complex language: more connectives, more frequency adverbs, and without using notes. 

Why?

Why do we need to deliver this (vision statement)? Why now? 

This Term 2, students will continue to talk about their free time, but this time they will focus on their routine, from the moment they wake up to the moment they go to bed. This topic enables us to continue to use and reinforce the present tense but this time with a category of verbs “reflexive verbs” which is known to be one of the most challenging to use. Introducing these verbs in Y8 will give students plenty of time ahead of GCSE to get familiar with them and to get more accurate using them. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

The students will achieve the same learning objectives but there is additional support in place for lower ability and SEND learners (Word frames, scaffolding, the need to only use the “I” and “we form of key verbs). Higher ability learners are challenged to extend their written and spoken Spanish through knowledge organisers with higher levels of challenge and Sentence builders with additional complex vocabulary. 

Core knowledge:  

Daily routines phrases and verbs 

Reflexive verbs in the present tense 

Connectives and adverbs of frequency 

Opinions phrases 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

What should they be able to know? How to describe the different daily routines for themselves (and others for the most able) in Spanish/French. 

What should they be able to do? Read/listen/write/understand and speak on the topic of Daily routines.  

How do they know they have done this well?  Because they can… understand and reply appropriately to basic questions about their own daily routines, orally and in writing. 

Learning checkpoints and assessment:  we do weekly retrieval through starter activities/plenaries, that students mark themselves with answers given by the teacher for them to see what they do and do not remember/understand. Fortnightly vocabulary test and end of topic assessments that include reading, writing, and listening as well as a speaking (performing dialogue) in-class assessment to reflect the format of a GCSE French/Spanish exam. 

What?

What are we learning? What’s interleaved? What’s challenging?

Students will learn to talk about food, mealtime, healthy diet, shopping for food, eating at a Restaurant using the present tense of regular verbs,  

some verbs learnt previously in Y7. They will also talk about food they like and dislike. They will continue using “reflexive verbs”.  They will review 

numbers (1-100) and the time so they can tell at what time they have a food routine, and they will learn a range of adverbs of frequency to say 

how often they have a meal.  

The more able students will also learn to describe other peoples’ eating using the third person in the present. 

The content is interleaved with the basic present tense formation studied in Y7/Y8 and the continuous use of opinion verbs and adjectives to justify they 

their point of view. 

The challenging content is using the present tense increased range of complex language for food with quantity, containers, currency and using more connectives and more frequency adverbs. 

Why?

Why do we need to deliver this (vision statement)? Why now? 

This Term 3, students will continue to talk about their free time, but this time they will focus on their food. From the moment they have their breakfast to last meal of the day. This topic enables us to continue to use and reinforce the present tense but this time with food content. Introducing these verbs in Y8 will give students plenty of time ahead of GCSE to get familiar with them and to get more accurate using them. 

They will discuss their preferences and will be introduced to typical dishes from French/Spanish speaking country. The cultural element of that topic is important as food is very often the number one aspect that people quote as being the most representative of their culture. It is a great topic to continue reinforcing opinions so students will continue to get more confident. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

We need to deliver this as the students will achieve the same learning objectives but there is additional support in place for lower ability and SEND learners (Word frames, scaffolding, the need to only use the “I” and “we form of key verbs). Higher ability learners are challenged to extend their written and spoken Spanish through knowledge organisers with higher levels of challenge and Sentence builders with additional complex vocabulary. 

Core knowledge:  

Food and drink phrases and verbs 

Ordering in restaurant 

Adjective agreement 

Connectives and adverbs of frequency 

Opinions phrases 

Quantity  

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

What should they be able to know? How to describe the different food and drinks for themselves (and others for the most able) in Spanish/French. 

What should they be able to do? Read/listen/write/understand and speak on the topic of Food.  

How do they know they have done this well?  Because they can… understand and reply appropriately to basic questions about their own food likes and dislikes orally and in writing. 

Learning checkpoints and assessment: We do weekly retrieval through starter activities/plenaries, that students mark themselves with answers given by the teacher for them to see what they do and do not remember/understand. Fortnightly vocabulary test and end of topic assessments that include reading, writing, and listening as well as a speaking (performing dialogue) in-class assessment to reflect the format of a GCSE French/Spanish exam. 

What?

What are we learning? What’s interleaved? What’s challenging?

Students will learn to discuss TV programmes and types of films using simple and more complex opinions verbs, adjectives, intensifiers, connectives to describe films, a film study and weather forecast. Students will gain new knowledge of vocabulary related to TV and films, so that they can give more detailed information about what they enjoy watching in their free time.  

The content is interleaved with the basic present tense formation studied in Y8 (verb “to watch”, regular verb ending in “er”) and revisit opinion verbs and adjectives to justify their opinions. 

The challenging content is applying this knowledge to work in a piece of writing about: their habits watching TV and cinema. 

Why?

Why do we need to deliver this (vision statement)? Why now? 

This knowledge will build on the foundational core knowledge developed studied in year 8.  During Year 9, the content and grammatical knowledge becomes more complex. High-frequency vocabulary and phonics are recycled in different contexts, which strengthens the knowledge base. The curriculum is also designed to expand with vocabulary and more extensive grammar to vary their language to prepare and retrieve knowledge for year 10 and future GCSE course and beyond into post- 16. TV/films and New technologies are some of the topics which will be covered, broadening our students’ understanding of the world and developing strong, long- life linguistic skills. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

The students will achieve the same learning objectives but there is additional support in place for lower ability and SEND learners (Word frames, scaffolding, the need to only use the “I” and “we form of key verbs). Higher ability learners are challenged to extend their written and spoken answers through the use of knowledge organisers with higher levels of challenge and Sentence builders with additional complex vocabulary.  The topic matter will kindle curiosity and promote diversity ensuring that our students are exposed to a broad and ambitious curriculum, which is also accessible to all students, including those identified as SEND. 

Core knowledge:  

• TV programmes and types of films 
• Number from 1 to 100 
• Regular verb ending in ER in the present tense 
• Complex opinion verbs & opinion phrases   
• Complex adjectives 
• Adverbs of frequency 
• Complex Intensifiers  & Connectives 
• Present tense endings 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

Because they can… understand and reply appropriately to basic questions about their free time orally and in writing. 

What should they be able to know?

To describe and justify their opinions about different TV programmes and types of films in Spanish/ French and understand a film review. 

What should they be able to do?

Read/listen/write/understand and speak on the topic of TV and programmes and films.

Learning checkpoints and assessment: We do weekly retrieval through starter activities/plenaries, that students mark themselves with answers given by the teacher for them to see what they do and do not remember/understand. Fortnightly vocabulary test and end of topic assessments that include reading, writing, and listening as well as a speaking (performing dialogue) in-class assessment to reflect the format of a GCSE French/Spanish exam. 

What?

What are we learning? What’s interleaved? What’s challenging?

Students will learn to talk about and discover French speaking/Hispanic music, learning about the different famous artists and their achievements 

by musicians. The will also listening to different songs/rhythm and will engage with the lyrics. They will also learn about new types of music such as: raï music, zouk music,  

bachata, merengue, salsa, reggaeton …etc.  

The content is interleaved with the topic of free time and hobbies, but it gives students an opportunity to really explore a hobby they probably  

enjoy in a different language, showing them that learning a language can be fun and not just for exam or employment prospect. 

The challenging content is developing listening and grammar skills as well as expanding their vocabulary through analysis of the songs’ 

 lyrics.  

Why?

Why do we need to deliver this (vision statement)? Why now? 

This Term 2, students will be encouraged to discover the power of music to learn (or improve) a language. They will understand that by doing something they enjoy during the free time, ie listening to music, they can also learn/improve their skill:  acquiring a language.  

This topic also enables us to motivate students in their choice for a language at GCSE. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

The students will achieve the same learning objectives but there is additional support in place for lower ability and SEND learners (Word frames, scaffolding, the need to only use the “I” and “we form of key verbs). Higher ability learners are challenged to extend their written and spoken Spanish through knowledge organisers with higher levels of challenge and Sentence builders with additional complex vocabulary. 

Core knowledge:  

Types of music 

Present tense reinforcement 

Opinions verbs & phrases 

Connectives and adverbs of frequency 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

What should they be able to know? How to describe the different daily routines for themselves (and others for the most able) in Spanish/French. 

What should they be able to do? Read/listen/write/understand and speak on the topic of Daily routines.  

How do they know they have done this well?  Because they can… understand and reply appropriately to basic questions about their own daily routines, orally and in writing. 

Learning checkpoints and assessment:  we do weekly retrieval through starter activities/plenaries, that students mark themselves with answers given by the teacher for them to see what they do and do not remember/understand. Fortnightly vocabulary test and end of topic assessments that include reading, writing, and listening as well as a speaking (performing dialogue) in-class assessment to reflect the format of a GCSE French/Spanish exam. 

What?

What are we learning? What’s interleaved? What’s challenging?

Students will learn to continue to talk about and discover French speaking/Hispanic music. They will listen to different songs/genres of music and  

will engage with the lyrics. They will be expected to work on a long-term project to create a song/chorus of a song or learn a song by heart. 

The content is interleaved with the topic of free time and hobbies, but it gives students an opportunity to really explore a hobby they probably  

enjoy in a different language, showing them that learning a language can be fun and not just for exam or employment prospect. 

The challenging content is developing listening and grammar skills as well as expanding their vocabulary through analysis of the songs’ 

 lyrics.  

Why?

Why do we need to deliver this (vision statement)? Why now? 

This Term 3, students will be encouraged to discover the power of music to learn (or improve) a language. They will understand that by doing something they enjoy during the free time, ie listening to music, they can also learn/improve their skill:  acquiring a language.  

This topic also enables us to motivate students in their choice for a language at GCSE. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

The students will achieve the same learning objectives but there is additional support in place for lower ability and SEND learners (Word frames, scaffolding, the need to only use the “I” and “we form of key verbs). Higher ability learners are challenged to extend their written and spoken Spanish through knowledge organisers with higher levels of challenge and Sentence builders with additional complex vocabulary. 

Core knowledge:  

Types of music 

Present tense reinforcement 

Opinions verbs & phrases 

Connectives and adverbs of frequency 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

What should they be able to know? They should be able to manipulate a range of opinions verbs and adjectives with increased confidence (and others more complex opinion phrases for the most able) in Spanish/French. 

What should they be able to do? Read/listen/write/understand and speak on the topic of music (to describe the singer’s voice, lyrics, rhythm…).  

How do they know they have done this well?  Because they can… understand and reply appropriately to basic questions about their favourite artists, orally and in writing. 

Learning checkpoints and assessment:  we do weekly retrieval through starter activities/plenaries, that students mark themselves with answers given by the teacher for them to see what they do and do not remember/understand. Fortnightly vocabulary test and end of topic assessments that include reading, writing, and listening as well as a speaking (performing dialogue) in-class assessment to reflect the format of a GCSE French/Spanish exam. 

What?

What are we learning? What’s interleaved? What’s challenging?

We are reviewing and retrieving all the knowledge learnt in Y7-8 -9 about Free time (Sports, TV films, Music) along with New technology  

We will discuss the pros and cons social media (positive/negative impact of technology on daily life), the different uses of mobile technology (types of gadget, describe technology). We will discuss benefits and dangers of mobile technology (social risks, risk to health...) 

We will ensure all students understand the value of learning a foreign language, have a cultural understanding, which is in bedded into the scheme of work giving them the opportunity to appreciate and understand diversity. 

The content that is interleaved is all the knowledge previously learnt in Y7, 8 and 9 and make sure that it is understood and assessed, in order to carry on with that knowledge towards their GCSE’s year…. 

The challenge will be to be able to read complex passages confidently and methodically, in order to breakdown the language and structure to establish and analyse meaning. Also, to master reading through discussion and writing. 

These skills will be very important the following year when preparing and tackling the reading and writing part of the GCSE exams. 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as, with this knowledge, students will be able to speak in depth about both topics using interesting and complex structures. They will also be able to give positive and negative argumentation on all topics. 

The knowledge will help to explore appropriate authentic materials to enrich language learning (poems, songs, stories, literary extracts and audio-visual materials). 

We aim to equip our students to study languages post 16 and in the longer term to be able to work with people from around the world and maybe in other countries. We focus on developing their competences in listening, reading, speaking and writing building up their independence and self confidence so that they will successfully tackle their exam. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by encouraging regular knowledge retrieval, use of key verbs, opinions, complex opinions and justifications; GCSE style activities and skills (reading a range of texts including literary texts, listening and transcribing from a variety of texts and translation); writing in details up to 90 words and manipulating key grammar points through modelling, drafting and redrafting; spontaneous speaking and describing pictures and role-plays. 

All students will access the topic by getting differentiated exercises and outcomes as well as different amount of vocabulary to learn. SEND students have specific plans in place and strategies (breaking down tasks, writing steps of the different activities, follow up after modelling…) aiming thus to meet different needs and achieve their full potential. For each language and grammar point area, we will decide the appropriate scope for each group of students by being selective about teaching certain aspects. 

Core knowledge:

Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context.  

Vocabulary- see core vocabulary list from AQA: 

French:  https://filestore.aqa.org.uk/resources/french/specifications/AQA-8658-SP-2016.PDF 

Spanish:  https://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016.PDF 

Grammar: 

Meticulous planning and careful sequencing when teaching a particular grammar point and anticipation of possible misconceptions to allow for planned intervention. This will also help create a learning environment where pupils feel confident to make errors and to learn how to move on from these. 

Main focus is, review, reinforce, understand and apply rules of adjectival agreement and position, develop use of verb + infinitive structures (opinions, I go, I would like to, modal verbs), revise reflexive verbs (1st. 2nd and 3rd person singular), use present tense of regular and irregular verbs (to go) and the formation of near future tense (I go + infinitive),  regular verbs in past tense, negatives (not, never, no longer)

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

Because they can… read or listen to a complex text and understand and reply appropriately to basic questions or writing task. And, without using their notes or asking for help to complete reading, listening, writing or speaking tasks. 

What should they be able to know?

They should be able to speak about all topics and develop digital skills that remove all barriers to learning and ensure students of all abilities have the opportunity to learn and achieve in a foreign language. Students should be able to express themselves and communicate in a foreign language and should, with grammar skills taught, have a more in-depth knowledge of how language works.

What should they be able to do?

ead/listen/write and speak on family and free time topics and talk, write and even defend their position about those topics  

Learning checkpoints and assessment:

Weekly retrieval of high frequency vocabulary (www.quizlet.com), verbs and structures across as many modalities as possible to support the storing of knowledge in the long-term memory; termly end of unit summative assessment in the format of their foundation GCSE papers that includes reading, writing, and listening as well as a speaking in-class assessment to reflect the format of a GCSE French exam, weekly verb/tenses tests; verbal feedback and modelling in class. 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about Food and healthy lifestyles. 

We will first have a cross cultural lesson where French gastronomy is introduced. Key words and verbs will be revisited along with main grammar points (negatives, opinions and justifications, present, passé composé and imperfect) including irregular verbs. 

We also will apply key language to communicate our own ideas on smoking, alcoholism and healthy lifestyle and give positive or negative argumentation on these topics. 

We will ensure all students understand the value of learning a foreign language, have a cultural understanding, which is in bedded into the scheme of work giving them the opportunity to appreciate and understand diversity. 

The content that is interleaved is …. 

The challenge will be to be able to read complex passages confidently and methodically, in order to breakdown the language and structure to establish and analyse meaning. Also, to master reading through discussion and writing. 

These skills will be very important the following year when preparing and tackling the reading and writing part of the GCSE exams 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as, with this knowledge, students will be able to speak in depth about both topics using interesting and complex structures. They will also be able to give positive and negative argumentation on both topics. 

The knowledge will help to explore appropriate authentic materials to enrich language learning (poems, songs, stories, literary extracts and audio-visual materials). 

We aim to equip our students to study languages post 16 and in the longer term to be able to work with people from around the world and maybe in other countries. We focus on developing their competences in listening, reading, speaking and writing building up their independence and self confidence so that they will successfully tackle their exam. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by encouraging regular knowledge retrieval, use of key verbs, opinions, complex opinions and justifications; GCSE style activities and skills (reading a range of texts including literary texts, listening and transcribing from a variety of texts and translation); writing in details up to 90 words and manipulating key grammar points through modelling, drafting and redrafting; spontaneous speaking and describing pictures and role-plays. 

All students will access the topic by getting differentiated exercises and outcomes as well as different amount of vocabulary to learn. SEND students have specific plans in place and strategies (breaking down tasks, writing steps of the different activities, follow up after modelling…) aiming thus to meet different needs and achieve their full potential. For each language and grammar point area, we will decide the appropriate scope for each group of students by being selective about teaching certain aspects. 

Core knowledge:   Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context.  

Vocabulary- see core vocabulary list from AQA: 

French:  https://filestore.aqa.org.uk/resources/french/specifications/AQA-8658-SP-2016.PDF 

Spanish:  https://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016.PDF 

Grammar: 

Meticulous planning and careful sequencing when teaching a particular grammar point and anticipation of possible misconceptions to allow for planned intervention. This will also help create a learning environment where pupils feel confident to make errors and to learn how to move on from these. 

Review and reinforce the Present tense of regular and irregular verbs/ perfect tense /Use quantities (a paquet of…) /Develop use of verb + infinitive structures (opinions, I go, I would like to, modal verbs) 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

What should they be able to know?  They should be able to speak about both topics and develop digital skills that remove all barriers to learning and ensure students of all abilities have the opportunity to learn and achieve in a foreign language. Students should be able to express themselves and communicate in a foreign language and should, with grammar skills taught, have a more in-depth knowledge of how language works. 

What should they be able to do? Read/listen/write and speak on health topics and talk, write and even defend their position about those topics  

How do they know they have done this well?  Because they can… read or listen to a complex text and understand and reply appropriately to basic questions or writing task. And, without using their notes or asking for help to complete reading, listening, writing or speaking tasks. 

Learning checkpoints and assessment:  

Weekly retrieval of high frequency vocabulary (www.quizlet.com), verbs and structures across as many modalities as possible to support the storing of knowledge in the long-term memory; termly end of unit summative assessment in the format of their foundation GCSE papers that includes reading, writing, and listening as well as a speaking in-class assessment to reflect the format of a GCSE French exam, weekly verb/tenses tests; verbal feedback and modelling in class. 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about Customs and Festivals. 

We will first have a cross cultural lesson where French/Spanish most famous festivals and celebrations are introduced through a look at a typical French/Spanish calendar. We also will apply key language to communicate our own ideas on which festivals we like/dislike celebrating and how we celebrate them (we will review key regular verbs. 

We will ensure all students understand the value of learning a foreign language, have a cultural understanding, which is in bedded into the scheme of work giving them the opportunity to appreciate and understand diversity. 

The content that is interleaved is that key words and verbs will be revisited along with main grammar points (negatives, opinions and justifications, present, past and imperfect) including irregular verbs. 

The challenge will be to be able to listen to more complex passages confidently and methodically, in order to breakdown the language and structure to master listening techniques. We will also continue to develop our speaking fluency by adding more questions to our bank of questions practised in Term 1 &2. 

These skills will be very important the following year when preparing and tackling the speaking and listening part of the GCSE exams 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as, with this knowledge, students will be able to speak in depth about both topics using interesting and complex structures. They will also be able to give positive and negative argumentation on both topics. 

The knowledge will help to explore appropriate authentic materials to enrich language learning (poems, songs, stories, literary extracts and audio-visual materials). 

We aim to equip our students to study languages post 16 and in the longer term to be able to work with people from around the world and maybe in other countries. We focus on developing their competences in listening, reading, speaking and writing building up their independence and self confidence so that they will successfully tackle their exam. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by encouraging regular knowledge retrieval, use of key verbs, opinions, complex opinions and justifications; GCSE style activities and skills (reading a range of texts including literary texts, listening and transcribing from a variety of texts and translation); writing in details up to 90 words and manipulating key grammar points through modelling, drafting and redrafting; spontaneous speaking and describing pictures and role-plays. 

All students will access the topic by getting differentiated exercises and outcomes as well as different amount of vocabulary to learn. SEND students have specific plans in place and strategies (breaking down tasks, writing steps of the different activities, follow up after modelling…) aiming thus to meet different needs and achieve their full potential. For each language and grammar point area, we will decide the appropriate scope for each group of students by being selective about teaching certain aspects. 

Core knowledge:   Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context.  

Vocabulary- see core vocabulary list from AQA: 

French:  https://filestore.aqa.org.uk/resources/french/specifications/AQA-8658-SP-2016.PDF 

Spanish:  https://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016.PDF 

Grammar: 

Meticulous planning and careful sequencing when teaching a particular grammar point and anticipation of possible misconceptions to allow for planned intervention. This will also help create a learning environment where pupils feel confident to make errors and to learn how to move on from these. 

Review and reinforce the Present tense of regular verbs and learn the irregular present tense verbs/ the perfect tense and the imperfect tense will be reviewed to describe past celebrations but we will also need to review the future tense to talk about future plans for celebrations. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

What should they be able to know?  They should be able to speak about both topics and develop digital skills that remove all barriers to learning and ensure students of all abilities have the opportunity to learn and achieve in a foreign language. Students should be able to express themselves and communicate in a foreign language and should, with grammar skills taught, have a more in-depth knowledge of how language works. 

What should they be able to do? Read/listen/write and speak on health topics and talk, write and even defend their position about those topics  

How do they know they have done this well?  Because they can… read or listen to a complex text and understand and reply appropriately to basic questions or writing task. And, without using their notes or asking for help to complete reading, listening, writing or speaking tasks. 

Learning checkpoints and assessment:  

Weekly retrieval of high frequency vocabulary (www.quizlet.com), verbs and structures across as many modalities as possible to support the storing of knowledge in the long-term memory; termly end of unit summative assessment in the format of their foundation GCSE papers that includes reading, writing, and listening as well as a speaking in-class assessment to reflect the format of a GCSE French exam, weekly verb/tenses tests; verbal feedback and modelling in class. 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about Me, my Family and Friends. 

In this unit, students will explore the theme of relationships, marriage, and partnership, focusing on topics related to family dynamics, friendships, romantic relationships, and societal views on marriage and partnership. 

We will ensure all students understand the value of learning a foreign language, have a cultural understanding, which is in bedded into the scheme of work giving them the opportunity to appreciate and understand diversity. 

The content that is interleaved includes vocabulary and grammar structures related to personal relationships, family members, emotions, descriptions, and cultural perspectives on marriage and partnership. Students will practice using this vocabulary and grammar in various contexts, such as describing family members, discussing relationships, and expressing opinions on marriage. 

The challenge will be to navigate cultural differences and societal norms surrounding relationships and marriage while effectively using language to express personal opinions, preferences, and experiences. Students will need to engage critically with cultural perspectives, adapt their language use to different communication contexts, and communicate fluently and accurately on complex topics. 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this to provide students with essential language skills and cultural knowledge to navigate interpersonal relationships and understand societal attitudes towards marriage and partnership. Exploring these topics now allows students to develop a deeper understanding of themselves, their families, and their communities, which is crucial for personal growth and cultural awareness. 

Why now? Introducing this topic in Y10 allows students to explore themes related to personal identity and relationships at a developmental stage where they are beginning to form their own opinions and perspectives on these topics. Additionally, studying relationships and marriage now provides a foundation for more in-depth discussions and analyses in later years of study 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve learning objectives through a variety of activities, including reading authentic texts, watching videos, engaging in discussions, and completing writing tasks related to relationships and marriage. Differentiated instruction and support materials will ensure that all students can access the content, with additional accommodations provided for students with SEND or those requiring extra assistance. 

All students will access the topic by actively participating in classroom discussions, collaborating with peers on projects and presentations, and utilising support materials and resources to reinforce learning. All students will access the topic through scaffolded activities, differentiated tasks, and personalized support tailored to their individual learning needs. 

Core knowledge:   Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context.  

Vocabulary- see core vocabulary list from AQA: 

French:  https://filestore.aqa.org.uk/resources/french/specifications/AQA-8658-SP-2016.PDF 

Spanish:  https://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016.PDF 

Grammar: 

Meticulous planning and careful sequencing when teaching a particular grammar point and anticipation of possible misconceptions to allow for planned intervention. This will also help create a learning environment where pupils feel confident to make errors and to learn how to move on from these. 

Review and reinforce the Present tense of regular verbs and learn the irregular present tense verbs/ the perfect tense and the imperfect tense will be reviewed to describe past events with the family but we will also need to review the future tense to talk about future plans with the family/ relationships. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

What should they be able to know?  They should be able to demonstrate understanding of vocabulary and grammar related to relationships, family, and marriage, as well as cultural perspectives on these topics.  

What should they be able to do?  They should be able to express opinions, preferences, and experiences fluently and accurately in speaking and writing tasks and engage critically with cultural texts and media related to relationships and marriage. 

How do they know they have done this well?  Because they can… effectively communicate their ideas, engage in meaningful discussions, and demonstrate cultural awareness and sensitivity in their interactions with others. They should be able to demonstrate mastery of vocabulary, grammar, and language skills related to the topic through assessments, discussions, and written tasks. 

Learning checkpoints and assessment:  

Weekly vocabulary quizzes (via SMHW), formative assessments, peer evaluation, and self-reflection activities will monitor students' progress and provide opportunities for feedback and improvement. Summative assessments, including speaking exams, writing tasks, and cultural analyses, will evaluate students' mastery of the topic and guide further instruction and support as needed. 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about Home and the house. 

In this unit, students will explore the topic of home and the house, focusing on vocabulary, grammar, and cultural knowledge related to living spaces, household items, and daily routines. 

We will ensure all students understand the value of learning a foreign language, have a cultural understanding, which is in bedded into the scheme of work giving them the opportunity to appreciate and understand diversity. 

The content that is interleaved includes vocabulary related to rooms and areas of the house, furniture and appliances, household chores, and descriptions of living environments. Students will practice using this vocabulary in various contexts, such as describing their own homes, discussing daily routines, and expressing preferences for living arrangements. 

The challenge will be to effectively communicate information about different aspects of home life and living spaces while incorporating appropriate grammar structures and cultural references. Students will need to demonstrate proficiency in describing their homes, discussing household tasks, and expressing opinions about living environments, while also understanding cultural perspectives on home ownership and domestic life. 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this unit to equip students with essential language skills and cultural knowledge to navigate and interact effectively in domestic environments. Understanding the vocabulary and structures related to home and the house is crucial for students' ability to communicate and function in everyday situations. 

Why now?   Introducing this topic in Y10 allows students to develop practical language skills and cultural awareness relevant to their everyday lives and future interactions. Studying home and the house now provides a foundation for more advanced discussions and analyses in later years of study, as well as for real-life situations such as travel, accommodation, and household management. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve learning objectives through a variety of activities, including vocabulary drills, role-plays, house tours, and cultural readings. Differentiated instruction and support materials will ensure that all students can access the content, with additional accommodations provided for students with SEND or those requiring extra assistance. 

All students will access the topic by participating in classroom activities, practicing speaking and listening skills in pair and group work, and utilizing support materials to reinforce learning. All students will access the topic through scaffolded activities, differentiated tasks, and personalized support tailored to their individual learning needs. 

Core knowledge:   Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context.  

Vocabulary- see core vocabulary list from AQA: 

French:  https://filestore.aqa.org.uk/resources/french/specifications/AQA-8658-SP-2016.PDF 

Spanish:  https://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016.PDF 

Grammar: 

Meticulous planning and careful sequencing when teaching a particular grammar point and anticipation of possible misconceptions to allow for planned intervention. This will also help create a learning environment where pupils feel confident to make errors and to learn how to move on from these. 

Review and reinforce the Present tense of regular verbs and learn the irregular present tense verbs/ the perfect tense and the imperfect tense will be reviewed to describe past events – how their life/house used to be when they were younger but we will also need to review the future tense to talk about future plans at home. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

What should they be able to know?   They should be able to demonstrate understanding of vocabulary and grammar related to home and the house, as well as cultural knowledge of domestic environments and daily routines. 

What should they be able to do?   They should be able to describe their homes, discuss household tasks, and express preferences for living arrangements fluently and accurately. 

How do they know they have done this well?  Because they can…  they can effectively communicate information about home and the house, engage in meaningful discussions about domestic life, and demonstrate cultural awareness and sensitivity in their interactions with others. They should be able to demonstrate mastery of vocabulary, grammar, and language skills related to the topic through assessments, role-plays, and real-life scenarios. 

Learning checkpoints and assessment:  

Formative assessments, such as vocabulary quizzes (on SMHW), role-plays, and house tours, will monitor students' progress and provide opportunities for feedback and improvement. Summative assessments, including speaking exams, writing tasks, and cultural analyses, will evaluate students' mastery of the topic and guide further instruction and support as needed. 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about Town, Neighbourhood and the Region. 

In this unit, students will explore the topic of town, neighbourhood, and region, focusing on vocabulary, grammar, and cultural knowledge related to urban environments, local communities, and geographical landmarks. 

We will ensure all students understand the value of learning a foreign language, have a cultural understanding, which is in bedded into the scheme of work giving them the opportunity to appreciate and understand diversity. 

The content that is interleaved includes vocabulary related to places and locations, directions, landmarks, and descriptions. Students will practice using this vocabulary in various contexts, such as describing their town or neighbourhood, giving directions, and discussing local attractions and amenities. 

The challenge will be to effectively navigate and communicate information about different aspects of towns, neighbourhoods, and regions while incorporating appropriate grammar structures and cultural references. Students will need to demonstrate proficiency in describing locations, giving directions, and discussing geographical features, while also understanding cultural perspectives on urban life and community identity. 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this unit to equip students with essential language skills and cultural knowledge to navigate and interact effectively in urban environments and local communities. Understanding the vocabulary and structures related to towns and regions is crucial for students' ability to communicate and engage with the world around them. 

Why now?   Introducing this topic in Y10 allows students to develop practical language skills and cultural awareness relevant to their everyday lives and future interactions. Studying towns, neighbourhoods, and regions now provides a foundation for more advanced discussions and analyses in later years of study, as well as for real-life situations such as travel and tourism. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve learning objectives through a variety of activities, including vocabulary drills, role-plays, map exercises, and cultural readings. Differentiated instruction and support materials will ensure that all students can access the content, with additional accommodations provided for students with SEND or those requiring extra assistance. 

All students will access the topic by actively participating in classroom activities, practicing speaking and listening skills in pair and group work, and utilizing support materials to reinforce learning. All students will access the topic through scaffolded activities, differentiated tasks, and personalized support tailored to their individual learning needs. 

Core knowledge:   Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context.  

Vocabulary- see core vocabulary list from AQA: 

French:  https://filestore.aqa.org.uk/resources/french/specifications/AQA-8658-SP-2016.PDF 

Spanish:  https://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016.PDF 

Grammar: 

Meticulous planning and careful sequencing when teaching a particular grammar point and anticipation of possible misconceptions to allow for planned intervention. This will also help create a learning environment where pupils feel confident to make errors and to learn how to move on from these. 

Review and reinforce the Present tense of regular verbs and learn the irregular present tense verbs/ the perfect tense and the imperfect tense will be reviewed to describe past events – how their town used to be like when they were younger but we will also need to review the future/conditional tenses to talk about their ideal town or where they’d like to live and why. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

What should they be able to know?    They should be able to demonstrate understanding of vocabulary and grammar related to towns, neighbourhoods, and regions, as well as cultural knowledge of urban environments and local communities.  

What should they be able to do?    They should be able to give and follow directions, describe locations and landmarks, and engage in conversations about town life and regional identity. 

How do they know they have done this well?  Because they can…  they can effectively communicate information about towns and regions, understand and follow directions, and engage in meaningful discussions about urban environments and community life. They should be able to demonstrate mastery of vocabulary, grammar, and language skills related to the topic through assessments, role-plays, and real-life scenarios. 

Learning checkpoints and assessment:  

Formative assessments, such as vocabulary quizzes (on SMHW), role-plays, and map exercises, will monitor students' progress and provide opportunities for feedback and improvement. Summative assessments, including speaking exams, writing tasks, and cultural analyses, will evaluate students' mastery of the topic and guide further instruction and support as needed. 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about local social issues and global issues in French/Spanish speaking countries.  

We will: discuss social issues and inequalities (unemployment, homelessness, poverty) /Talk about world poverty (issues and solutions /Talk about charity work (different charities, describe what charity work you do) /Discuss the importance of charities (reasons for volunteering) /Discuss global issues (global warming, pollution and its implications) /Identify the issues, causes and solutions. 

Students are expected to understand and provide information and give arguments for and against a point of view on these issues. 

The content that is interleaved is how to give advice and find solutions to a problem (here social issues and global issues) using the conditional tense and key verb phrases such as: we should/ we could… 

The challenge is that this is not a topic that has previously been studied at KS3. The vocabulary is therefore more challenging to remember. 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for GCSE MFL. These topics allow us to continue to hone students’ exam skills through a variety of exercises covering listening, reading, writing and speaking skills and embed the grammar and key structures necessary to be successful in the exam. Through this topic, we will reinforce the conditional tense so students can express what they should /could do to help/protect/find solutions to the problems we face locally and globally. 

Why now? This topic is following the last topic taught in Y10, Home and local area. Talking about social issues we are faced with in our country, towns and community is the next logical topic to teach.

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by encouraging regular knowledge retrieval, use of key verbs, opinions, complex opinions and justifications; GCSE style activities and skills (reading a range of texts including literary texts, listening and transcribing from a variety of texts and translation); writing in details up to 90 words and manipulating key grammar points through modelling, drafting and redrafting; spontaneous speaking and describing pictures and role-plays. 

All students will access the topic by getting differentiated exercises and outcomes as well as different amount of vocabulary to learn.  SEND students have specific plans in place and strategies (breaking down tasks, writing steps of the different activities, follow up after modelling…) aiming thus to meet different needs and achieve their full potential. For each language and grammar point area, we will decide the appropriate scope for each group of students by being selective about teaching certain aspects. 

Core knowledge: 

Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context.  

Vocabulary- see core vocabulary list from AQA: 

French:  https://filestore.aqa.org.uk/resources/french/specifications/AQA-8658-SP-2016.PDF 

Spanish:  https://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016.PDF 

Grammar: 

Meticulous planning and careful sequencing when teaching a particular grammar point and anticipation of possible misconceptions to allow for planned intervention. This will also help create a learning environment where pupils feel confident to make errors and to learn how to move on from these. 

Reinforce the future and the conditional tense /Use verbs pouvoir/devoir/falloir (in present and conditional tenses, followed by infinitive) /Il vaut/il vaudrait mieux /Use of si + present tense structures (si on recycle…) /Use of si+ imperfect, + conditional /Use en + present participle (en faisant, en aidant, en allant)

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They should be able to memorise the vocabulary and phrases on that particular topic listed in the AQA GCSE specification.  

They should be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can do the above without using their notes or asking for help to complete reading, listening, writing or speaking tasks. 

Learning checkpoints and assessment: 

Weekly retrieval of high frequency vocabulary (www.quizlet.com , verbs and structures across as many modalities as possible to support the storing of knowledge in the long-term memory; termly end of unit summative assessment in the format of their foundation GCSE papers that includes reading, writing, and listening as well as a speaking in-class assessment to reflect the format of a GCSE French exam, weekly verb/tenses tests; verbal feedback and modelling in class. 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about Travel and Tourism in French/Spanish speaking countries.  

Describe holiday destinations (countries, modes of transport, types of accommodation/ Describe a past holiday (time phrases, sequencers, describe a disastrous holiday) / Describe holidays activities across a range of time frames (past, present, future, conditional)  

Students are expected to understand and provide information and give arguments for and against a point of view on these issues (destination preferences, accommodation and transport preference and activities choices). 

The content that is interleaved is the use of 2 to 4 tenses using regular verbs in the “I” form and the use of adjectives to justify their point of view. 

The challenge is to use a range of tenses all at once. This is the topic that is ideal to allow students to review, reinforce and check how well they have assimilated the use and formation of the 2-4 tenses: present, past, future and conditional tenses. These are key to secure a Grade 4 to Grade 9.  

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for GCSE MFL. This topic allows us to continue to hone students’ exam skills through a variety of exercises covering listening, reading, writing and speaking skills and embed the grammar and key structures necessary to be successful in the exam. Through this topic, we will reinforce the use of tenses so students can access a higher grade overall.  

Why now? This topic is studied before Christmas and the Y11 PPE as it tends to be a slightly easier topic to assimilate for students since it reviews previous knowledge: countries and type of housing (Y8), activities (Y7/9), and of course key grammar point: the 4 tenses. It should therefore help the students go more confident into their PPE in December. It also allows the teachers to give more written tasks, as students particularly enjoy writing on the holiday topic. It is also a great topic to reinforce a wider range of role-play situations (buying a train ticket, booking a hotel room/restaurant, buying clothes, buying food etc…), which is typically the part of the speaking exam that students find most difficult.  

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and describing pictures and roleplays, writing in details up to 90-150 words and manipulating key grammar points.  

All students will access the topic by getting differentiated exercises and outcomes as well as different amount of vocabulary to learn. For each language and grammar point area, we will decide the appropriate scope for each group of students by being selective about teaching certain aspects. 

Core knowledge:  Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. 

Vocabulary- see core vocabulary list from AQA: 

French:  https://filestore.aqa.org.uk/resources/french/specifications/AQA-8658-SP-2016.PDF 

Spanish:  https://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016.PDF 

Grammar: 

Reinforce all 4 tenses of regular key verbs for all and irregular verbs for those aiming for Grade 6-9: present tense, perfect tense, future and the conditional tense. Students will also be asked to memorise a wider range of adjectives to express their opinions to ensure they give variety in their answers. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They should be able to memorise the vocabulary and phrases on that particular topic listed in the AQA GCSE specification.  

They should be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can do the above without using their notes or asking for help to complete reading, listening, writing or speaking tasks. 

Learning checkpoints and assessment: 

Weekly verb/tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Fortnightly verbal feedback from our language assistant on the progress made learning their answers for the speaking exam /Termly formative feedback on a written piece of work /End of unit summative assessment in the format of their GCSE papers (same time of exercises and challenge) /Verbal feedback and modelling in class 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about, in two parts, we will be learning about life at school and colleges, school rules. We will compare schools in UK/Fr/Spain. Then, the future after secondary school, education post 16, careers choice and ambition. 

Students are expected to understand and provide information and describe school buildings / site, school in more detail. Compare schools in UK/FR/Spain; Describe their uniform and revise clothes. For part 2, students will be talking about different options in the future, saying what they are going to do in the future, what job they would like to do, talking about their work experience, and advantages and disadvantages of different kinds of jobs. 

The content that is interleaved is the use of 2 to 4 tenses using regular verbs in the “I” form and the use of adjectives to justify their point of view. 

The challenge is to use a range of tenses all at once. This is the topic that is ideal to allow students to review, reinforce and check how well they have assimilated the use and formation of the 2-4 tenses: present, past, future and conditional tenses. These are key to secure a Grade 4 to Grade 9.  

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for GCSE MFL. This topic allows us to continue to hone students’ exam skills through a variety of exercises covering listening, reading, writing and speaking skills and embed the grammar and key structures necessary to be successful in the exam. Through this topic, we will reinforce the use of tenses so students can access a higher grade overall.  

Why now? This topic is studied right after Christmas holidays and the Y11 PPE. We will review previous knowledge (clothes (Y8), school subjects (y&)…), but also will apply course key grammar point: the 4 tenses. It should therefore help the students go more confident into their PPE in February. It also allows the teachers to give more written tasks, for example, to talk about their work experience and write about their schools. It is also a great topic to reinforce a wider range of role-play situations, which is typically the part of the speaking exam that students find most difficult.  

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and describing pictures and roleplays, writing in details up to 90-150 words and manipulating key grammar points.  

All students will access the topic by getting differentiated exercises and outcomes as well as different amount of vocabulary to learn. For each language and grammar point area, we will decide the appropriate scope for each group of students by being selective about teaching certain aspects. 

Core knowledge:  Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. 

Vocabulary- see core vocabulary list from AQA: 

French:  https://filestore.aqa.org.uk/resources/french/specifications/AQA-8658-SP-2016.PDF 

Spanish:  https://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016.PDF 

Grammar: 

Reinforce all 4 tenses of regular key verbs for all and irregular verbs for those aiming for Grade 6-9: present tense, perfect tense, future and the conditional tense. Students will also be asked to memorise a wider range of adjectives to express their opinions to ensure they give variety in their answers. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They should be able to memorise the vocabulary and phrases on that particular topic listed in the AQA GCSE specification.  

They should be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can do the above without using their notes or asking for help to complete reading, listening, writing or speaking tasks. 

Learning checkpoints and assessment: 

Weekly verb/tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Fortnightly verbal feedback from our language assistant on the progress made learning their answers for the speaking exam /Termly formative feedback on a written piece of work /End of unit summative assessment in the format of their GCSE papers (same time of exercises and challenge) /Verbal feedback and modelling in class 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about… In this unit, students will explore various aspects of travel and tourism, including popular destinations, accommodation options, transportation, activities, and cultural experiences. 

The content that is interleaved includes the use of a range of tenses (present, past, future) and vocabulary related to travel and tourism. Students will practice using different tenses in context to describe past holiday experiences, plan future trips, and discuss travel preferences. 

The challenge is to seamlessly integrate different tenses and vocabulary while accurately expressing ideas and opinions about travel and tourism. Students will need to demonstrate proficiency in using various grammatical structures and vocabulary to convey their thoughts effectively. 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver unit as it is a fundamental aspect of the GCSE MFL curriculum, providing students with essential language skills and cultural knowledge. Studying travel and tourism allows students to engage with real-life situations and contexts, enhancing their language proficiency and cultural awareness. 

Why now?  This topic is particularly relevant as it aligns with students' interests and experiences, making it more engaging and meaningful for learning. Additionally, studying travel and tourism after previous units allows students to build upon their language skills and apply them in new contexts. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve learning objectives through a variety of activities, including reading authentic texts, listening to recordings, speaking practice, and writing assignments. Differentiated tasks and support materials will ensure that all students can access the content, with additional support provided for students with SEND or those requiring extra assistance. 

All students will access the topic by participating in interactive tasks, collaborative activities, and authentic communication exercises. Teachers will provide scaffolded support and differentiation to meet the diverse needs of learners, ensuring that everyone can engage with the material effectively. 

Core knowledge:  Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. 

Vocabulary- see core vocabulary list from AQA: 

French:  https://filestore.aqa.org.uk/resources/french/specifications/AQA-8658-SP-2016.PDF 

Spanish:  https://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016.PDF 

Grammar: 

Reinforce all 4 tenses of regular key verbs for all and irregular verbs for those aiming for Grade 6-9: present tense, perfect tense, future and the conditional tense. Students will also be asked to memorise a wider range of adjectives to express their opinions to ensure they give variety in their answers. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They should be able to demonstrate understanding of vocabulary related to travel and tourism. 

They should be able to use a range of tenses to describe past experiences, plan future trips, and discuss travel preferences. 

They should be able to communicate effectively in speaking and writing about various aspects of travel and tourism, including destinations, accommodations, activities, and cultural experiences. 

They know they have done well because they can confidently engage in discussions, express opinions, and convey information about travel and tourism topics using appropriate grammar, vocabulary, and language structures.  

Learning checkpoints and assessment: 

Weekly vocabulary quizzes (via SMHW), listening comprehension exercises, speaking assessments (verbal feedback from our language assistant on the progress made learning their answers for the conversation part of the exam), and writing tasks will monitor students' progress and provide opportunities for feedback and improvement. Formative assessments, peer evaluation, and self-reflection activities will also support students in tracking their learning and setting goals for improvement. 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about…  in this unit, students will revise all topics covered throughout their GCSE MFL course, including but not limited to: Identity and culture ; Technology in everyday life; Social Issues and global challenges; International and global issues; School, future aspirations, study and work; Local area, holiday and travel. 

The content that is interleaved includes vocabulary, grammar, and language skills from all previously studied topics. Students will review and practice using a range of tenses, vocabulary related to various themes, and cultural knowledge across different contexts. 

The challenge is to effectively integrate and apply knowledge from multiple topics while demonstrating proficiency in using appropriate grammar, vocabulary, and language structures. Students will need to recall and synthesize information from different units, adapt their language use to various contexts, and demonstrate their understanding of cultural differences and similarities. 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this revision unit to consolidate students' learning, reinforce key concepts and skills, and prepare them comprehensively for their GCSE exams. Revision of all topics ensures that students have a holistic understanding of the curriculum and can confidently apply their knowledge in exam situations. 

Why now?  With the GCSE exams approaching, it is crucial for students to review and consolidate their learning to maximize their chances of success. By revising all topics, students can identify areas of strength and areas for improvement, allowing them to focus their revision efforts effectively. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve revision goals through a variety of activities, including review of past exam papers, practice questions, targeted vocabulary and grammar exercises, collaborative discussions, and peer teaching. Differentiated instruction and support materials will ensure that all students can access the content, with additional accommodations provided for students with SEND or those requiring extra assistance. 

All students will access the topic by participating in interactive revision sessions, utilizing revision guides and resources, and engaging in personalized revision strategies tailored to their individual learning needs. 

Core knowledge:  Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. 

Vocabulary- see core vocabulary list from AQA: 

French:  https://filestore.aqa.org.uk/resources/french/specifications/AQA-8658-SP-2016.PDF 

Spanish:  https://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016.PDF 

Grammar: 

Reinforce all 4 tenses of regular key verbs for all and irregular verbs for those aiming for Grade 6-9: present tense, perfect tense, future and the conditional tense. Students will also be asked to memorise a wider range of adjectives to express their opinions to ensure they give variety in their answers. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They should be able to demonstrate comprehensive knowledge and understanding of all topics covered in the GCSE MFL curriculum, including vocabulary, grammar, cultural knowledge, and language skills. They should be able to apply this knowledge effectively in exam-style tasks, including reading comprehension, listening exercises, speaking tasks, and writing assignments. 

They know they have done well because  they can confidently tackle exam-style questions, demonstrate understanding of complex texts and audio recordings, communicate fluently and accurately in speaking tasks, and produce well-structured and coherent written responses. 

Learning checkpoints and assessment: 

Regular formative assessments, mock exams, and review sessions will monitor students' progress and provide opportunities for feedback and improvement. Students will also be encouraged to self-assess their understanding and set goals for further revision. Summative assessments, including mock exams and past paper practice, will allow students to demonstrate their readiness for the GCSE exams. 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about: the changing nature of family (family structures, the role of the grand-parents, trends in marriage and civil partnership, same sex marriage). 

Students are expected to provide detailed information using key facts, statistics and give arguments for and against a point of view on these issues backing up their ideas with facts. 

The content that is interleaved is continuing to provide both positive and negative points of views of a range of issues, backed by facts and figures and to provide solutions to each issue raised. 

The challenge is that in Y12 students are asked not only to use the target language with more accuracy and greater manipulation but also are asked to remember facts, dates, laws and statistics to justify their point of views (as opposed to simple opinions as in KS3/GCSE). 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for A level MFL. This topic on the Changing nature of family allows us to continue to hone students’ exam skills through a variety of exercises covering listening, reading, writing, translation and speaking skills and embed the grammar and key structures necessary to be successful in the exam. We will also reinforce key grammar points studied at GCSE level to start a solid grammatical foundation that will allow the students to build onto it. 

Why now? This topic is actually a follow-up on KS3 and GCSE topic Family and Friends. It therefore allows students to fully appreciate what A level MFL is about as they can see how we can go deeper into a topic (as opposed to stay on surface level) and to make these societal issues relevant to the language studied (ie French).  

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and completing research class presentations. They will also continue to manipulate key grammar points and go in greater depth than they did at GCSE.  

All students will access the topic by getting differentiated exercises and outcomes or extended time to complete tasks. They will also have one-on-one 1 hour session with our language assistant where they can review specific content or grammar not understood.

Core knowledge:  

Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. The students have access to the Kerboodle platform (which is the online interactive version of the class textbook we use) to regularly review vocabulary and grammar. However, it is to ne noted that there is no prescribed list of vocabulary (as in GCSE), which means that the more students read, listen to and use French authentic resources (podcast, learning website, reading news articles, watch youtube -music, films on Netflix/amazon prime etc…) the more ready and successful they will be for their assessment or exams. 

Useful websites for additional listening practice/grammar practice/keeping updated with French news: 

1) https://www.20minutes.fr/ (Édition pdf is highly recommended) 

2) https://www.1jour1actu.com/ 

3) https://www.lawlessfrench.com/ 

4) http://www.rfi.fr/fr/ 

5) https://www.francetvinfo.fr/ 

6) https://lespetitscitoyens.com/ 

Grammar: 

Infinitive constructions (difference between de and à)/ Detailed use and formation of the Present tense (regular and irregular verbs) / imperfect tense (introduction- formation and application - in Term 2 we will consolidate it) 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They be able to memorise the vocabulary and key facts and statistics on that particular topic.  

They be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can complete quizzes (in English) on the topic studied that tests their knowledge of key facts and statistics. They will also achieve at least 55% in their end of unit assessment. 

Learning checkpoints and assessment: 

Weekly verb-tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Weekly speaking session and verbal feedback from our language assistant on the progress made learning their answers for the speaking exam (PLC) /Termly formative feedback on written work /End of unit summative assessment in the format of their AS papers (same time of exercises and challenge) /Verbal feedback and modelling in class 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about: the cyber-society and its impact on our everyday lives: positive (everyday impact, future of the cyberworld) and negative (cyberbullying, cyberterrorism…etc). 

Alongside, we will start the book study: No et Moi. The choice of the book is relevant to the topics studied in Y12: volunteering and homelessness and relationships. The students will read through Chapters 1-15 and we will focus on the social context (author biography, homelessness in France). 

Students are expected to provide detailed information using key facts, statistics and give arguments for and against a point of view on these issues backing up their ideas with facts. 

The content that is interleaved is continuing to provide both positive and negative points of views of a range of issues, backed by facts and figures and to provide solutions to each issue raised. 

The challenge is that in Y12 students are asked not only to use the target language with more accuracy and greater manipulation but also are asked to remember facts, dates, laws and statistics to justify their point of views (as opposed to simple opinions as in KS3/GCSE). 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for A level MFL. These topics allow us to continue to hone students’ exam skills through a variety of exercises covering listening, reading, writing, translation and speaking skills and embed the grammar and key structures necessary to be successful in the exam. Through these topics, we will also reinforce key grammar points studied at GCSE level to start a solid grammatical foundation that will allow the students to build onto it. 

Why now? These two topics are actually a follow-up on GCSE topics Family and Friends and New Technologies. It therefore allows students to fully appreciate what A level MFL is about as they can see how we can go deeper into a topic (as opposed to stay on surface level) and to make these societal issues relevant to the language studied (ie French).  

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and completing research class presentations. They will also continue to manipulate key grammar points and go in greater depth than they did at GCSE.  

All students will access the topic by getting differentiated exercises and outcomes or extended time to complete tasks. They will also have one-on-one 1 hour session with our language assistant where they can review specific content or grammar not understood. 

Core knowledge:  Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. The students have access to the Kerboodle platform (which is the online interactive version of the class textbook we use) to regularly review vocabulary and grammar. However, it is to ne noted that there is no prescribed list of vocabulary (as in GCSE), which means that the more students read, listen to and use French authentic resources (podcast, learning website, reading news articles, watch youtube -music, films on Netflix/amazon prime etc…) the more ready and successful they will be for their assessment or exams. 

Useful websites for additional listening practice/grammar practice/keeping updated with French news: 

1) https://www.20minutes.fr/ (Édition pdf is highly recommended) 

2) https://www.1jour1actu.com/ 

3) https://www.lawlessfrench.com/ 

4) http://www.rfi.fr/fr/ 

5) https://www.francetvinfo.fr/ 

6) https://lespetitscitoyens.com/ 

Grammar: 

Object pronouns (direct and indirect) / Perfect tense (formation, use, application)/ Imperfect tense consolidation (use vs the perfect tense). 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They be able to memorise the vocabulary and key facts and statistics on that particular topic.  

They be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can complete quizzes (in English) on the topic studied that tests their knowledge of key facts and statistics. They will also achieve at least 55% in their end of unit assessment. 

Learning checkpoints and assessment: 

Weekly verb-tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Weekly speaking session and verbal feedback from our language assistant on the progress made learning their answers for the speaking exam (PLC) /Termly formative feedback on written work /End of unit summative assessment in the format of their AS papers (same time of exercises and challenge) /Verbal feedback and modelling in class 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about one topic and the Film study: Protests and strikes in France to consider the different popular movements and social unrest that exist in the French world. 

Alongside, we will continue the Film study: La Haine.  

• Themes  

• Key scenes 

• Director’s techniques 

Students are expected to provide detailed information using key facts, statistics and give arguments for and against a point of view on these issues backing up their ideas with facts. 

The content that is interleaved is continuing to provide both positive and negative points of views of a range of issues, backed by facts and figures and to provide solutions to each issue raised. 

The challenge is that in Y13 students are asked to discuss topics that are more controversial/political and they need to research, understand and present different points of view than their own.  

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for A level MFL.  We continue where we left it in Term 1 and 2: we learnt about politicians and their standpoints, particularly regarding immigration. This term, we will look into how French people express their disagreement with politicians through popular movements and protests, which can create social unrest. 

Why now?  

Following on from immigration, politics and marginalised people, we will look into how French people express their voice when voting is no longer a solution and when politicians do not hear its people. Using unions and protests as a last resort. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and completing research class presentations. They will also continue to manipulate key grammar points and go in greater depth than they did at GCSE.  

All students will access the topic by getting differentiated exercises and outcomes or extended time to complete tasks. They will also have one-on-one 1 hour session with our language assistant where they can review specific content or grammar not understood. 

Core knowledge:  Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. The students have access to the Kerboodle platform (which is the online interactive version of the class textbook we use) to regularly review vocabulary and grammar. However, it is to ne noted that there is no prescribed list of vocabulary (as in GCSE), which means that the more students read, listen to and use French authentic resources (podcast, learning website, reading news articles, watch youtube -music, films on Netflix/amazon prime etc…) the more ready and successful they will be for their assessment or exams. 

Useful websites for additional listening practice/grammar practice/keeping updated with French news: 
1) https://www.20minutes.fr/ (Édition pdf is highly recommended) 
2) https://www.1jour1actu.com/ 
3) https://www.lawlessfrench.com/ 
4) http://www.rfi.fr/fr/ 
5) https://www.francetvinfo.fr/ 
6) https://lespetitscitoyens.com/ 

Grammar: 

Review the use of direct/indirect, relative pronouns (simple and complex); the gerund. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They be able to memorise the vocabulary and key facts and statistics on that particular topic.  

They be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can complete quizzes (in English) on the topic studied that tests their knowledge of key facts and statistics. They will also achieve at least 55% in their end of unit assessment. 

Learning checkpoints and assessment: 

Weekly verb-tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Weekly speaking session and verbal feedback from our language assistant on the progress made learning their answers for the speaking exam (PLC) /Termly formative feedback on written work /End of unit summative assessment in the format of their AS papers (same time of exercises and challenge) /Verbal feedback and modelling in class 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about:  the influence of the idols. We will discuss the positive and/or negative influence singers and musicians and TV/cinema stars have on people and consider the type of influence fashion models have on young people. 

Students are expected to provide detailed information using key facts, statistics and give arguments for and against a point of view on these issues backing up their ideas with facts. 

The content that is interleaved is continuing to provide both positive and negative points of views of a range of issues, backed by facts and figures and to provide solutions to each issue raised. 

The challenge is that in Y12 students are asked not only to use the target language with more accuracy and greater manipulation but also are asked to remember facts, dates, laws and statistics to justify their point of views (as opposed to simple opinions as in KS3/GCSE). 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for A level MFL. This topic on the influence of the idols allows us to continue to hone students’ exam skills through a variety of exercises covering listening, reading, writing, translation and speaking skills and embed the grammar and key structures necessary to be successful in the exam. We will also reinforce key grammar points studied at GCSE level to start a solid grammatical foundation that will allow the students to build onto it. 

Why now? This topic is actually a follow-up on KS3 and GCSE topic Music and TV/Films. It therefore allows students to fully appreciate what A level MFL is about as they can see how we can go deeper into a topic (as opposed to stay on surface level) and to make these societal issues relevant to the language studied (ie Spanish).

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and completing research class presentations. They will also continue to manipulate key grammar points and go in greater depth than they did at GCSE.  

All students will access the topic by getting differentiated exercises and outcomes or extended time to complete tasks. They will also have one-on-one 1 hour session with our language assistant where they can review specific content or grammar not understood. 

Core knowledge:  

Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. The students have access to the Kerboodle platform (which is the online interactive version of the class textbook we use) to regularly review vocabulary and grammar. However, it is to ne noted that there is no prescribed list of vocabulary (as in GCSE), which means that the more students read, listen to and use Spanish authentic resources (podcast, learning website, reading news articles, watch youtube -music, films on Netflix/amazon prime etc…) the more ready and successful they will be for their assessment or exams. 

Useful websites for additional listening practice/grammar practice/keeping updated with Spanish news: 

1. https://www.rtve.es/radio/nomadas/ 
2. https://elpais.com/podcasts/ 
3. https://cadenaser.com/podcast/j 
4. https://www.hoyhablamos.com/category/podcast-aprender-espanol/ 

Grammar: 

Review all 4 key tenses from GCSE with a specific emphasis on the present, perfect and imperfect tense/ use indirect object pronouns 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They be able to memorise the vocabulary and key facts and statistics on that particular topic.  

They be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can complete quizzes (in English) on the topic studied that tests their knowledge of key facts and statistics. They will also achieve at least 55% in their end of unit assessment. 

Learning checkpoints and assessment: 

Weekly verb-tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Weekly speaking session and verbal feedback from our language assistant on the progress made learning their answers for the speaking exam (PLC) /Termly formative feedback on written work /End of unit summative assessment in the format of their AS papers (same time of exercises and challenge) /Verbal feedback and modelling in class

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about: the cyber-society and its impact on our everyday lives: positive (everyday impact, future of the cyberworld) and negative (cyberbullying, cyberterrorism…etc). 

Alongside, we will start the book study: La Casa de Bernarba Alba. The choice of the book is relevant to the topics studied in Y12: family values, religion, the role of women in society. The students will read through and start analysing Act 1,2 and 3.  

Students are expected to provide detailed information using key facts, statistics and give arguments for and against a point of view on these issues backing up their ideas with facts. 

The content that is interleaved is continuing to provide both positive and negative points of views of a range of issues, backed by facts and figures and to provide solutions to each issue raised. 

The challenge is that in Y12 students are asked not only to use the target language with more accuracy and greater manipulation but also are asked to remember facts, dates, laws and statistics to justify their point of views (as opposed to simple opinions as in KS3/GCSE). 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for A level MFL. These topics allow us to continue to hone students’ exam skills through a variety of exercises covering listening, reading, writing, translation and speaking skills and embed the grammar and key structures necessary to be successful in the exam. Through these topics, we will also reinforce key grammar points studied at GCSE level to start a solid grammatical foundation that will allow the students to build onto it. 

Why now? These two topics are actually a follow-up on GCSE topics of New Technologies. It therefore allows students to fully appreciate what A level MFL is about as they can see how we can go deeper into a topic (as opposed to stay on surface level) and to make these societal issues relevant to the language studied (ie Spanish).  

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and completing research class presentations. They will also continue to manipulate key grammar points and go in greater depth than they did at GCSE.  

All students will access the topic by getting differentiated exercises and outcomes or extended time to complete tasks. They will also have one-on-one 1 hour session with our language assistant where they can review specific content or grammar not understood. 

Core knowledge:  Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. The students have access to the Kerboodle platform (which is the online interactive version of the class textbook we use) to regularly review vocabulary and grammar. However, it is to ne noted that there is no prescribed list of vocabulary (as in GCSE), which means that the more students read, listen to and use Spanish authentic resources (podcast, learning website, reading news articles, watch youtube -music, films on Netflix/amazon prime etc…) the more ready and successful they will be for their assessment or exams. 

Useful websites for additional listening practice/grammar practice/keeping updated with Spanish news: 

https://www.rtve.es/radio/nomadas/ 

https://elpais.com/podcasts/ 

https://cadenaser.com/podcast/j 

https://www.hoyhablamos.com/category/podcast-aprender-espanol/ 

Grammar: 

Use the present and present continuous / Use comparatives and superlatives/ Ser and estar /Use the future and conditional 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They be able to memorise the vocabulary and key facts and statistics on that particular topic.  

They be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can complete quizzes (in English) on the topic studied that tests their knowledge of key facts and statistics. They will also achieve at least 55% in their end of unit assessment. 

Learning checkpoints and assessment: 

Weekly verb-tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Weekly speaking session and verbal feedback from our language assistant on the progress made learning their answers for the speaking exam (PLC) /Termly formative feedback on written work /End of unit summative assessment in the format of their AS papers (same time of exercises and challenge) /Verbal feedback and modelling in class 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about: the traditional and modern values (describe the various types of 21st century Spanish family and how these differ from the family model of the past, understand the religious history of Spain and discuss changes in the influence of the church, trends in marriage and civil partnership, same sex marriage). 

Students are expected to provide detailed information using key facts, statistics and give arguments for and against a point of view on these issues backing up their ideas with facts. 

Alongside, we will start the book study: La Casa de Bernarba Alba. The choice of the book is relevant to the topics studied in Y12: family values, religion, the role of women in society. The students will read through and start analysing Act 1,2 and 3 focusing on characters and figures of speech as well as writing essay skills. 

The content that is interleaved is continuing to provide both positive and negative points of views of a range of issues, backed by facts and figures and to provide solutions to each issue raised. 

The challenge is that in Y12 students are asked not only to use the target language with more accuracy and greater manipulation but also are asked to remember facts, dates, laws and statistics to justify their point of views (as opposed to simple opinions as in KS3/GCSE). 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for A level MFL. This topic on traditional and modern values allows us to continue to hone students’ exam skills through a variety of exercises covering listening, reading, writing, translation and speaking skills and embed the grammar and key structures necessary to be successful in the exam. We will also reinforce key grammar points studied at GCSE level to start a solid grammatical foundation that will allow the students to build onto it. 

Why now?  Following the topic of the influence of the idols where we analysed the influence that Hispanic celebrities from different types of media have on the wider Spanish speaking society, understanding the traditional values versus the modern values and how religion has impacted the Spanish society was a logical continuation.  

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and completing research class presentations. They will also continue to manipulate key grammar points and go in greater depth than they did at GCSE.  

All students will access the topic by getting differentiated exercises and outcomes or extended time to complete tasks. They will also have one-on-one 1 hour session with our language assistant where they can review specific content or grammar not understood. 

Core knowledge:  Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. The students have access to the Kerboodle platform (which is the online interactive version of the class textbook we use) to regularly review vocabulary and grammar. However, it is to ne noted that there is no prescribed list of vocabulary (as in GCSE), which means that the more students read, listen to and use Spanish authentic resources (podcast, learning website, reading news articles, watch youtube -music, films on Netflix/amazon prime etc…) the more ready and successful they will be for their assessment or exams. 

Useful websites for additional listening practice/grammar practice/keeping updated with Spanish news: 

https://www.rtve.es/radio/nomadas/ 

https://elpais.com/podcasts/ 

https://cadenaser.com/podcast/j 

https://www.hoyhablamos.com/category/podcast-aprender-espanol/ 

Grammar: 

Use the imperfect and imperfect continuous tenses /Use the preterite tense /Use the imperfect and preterite tenses together 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They be able to memorise the vocabulary and key facts and statistics on that particular topic.  

They be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can complete quizzes (in English) on the topic studied that tests their knowledge of key facts and statistics. They will also achieve at least 55% in their end of unit assessment. 

Learning checkpoints and assessment: 

Weekly verb-tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Weekly speaking session and verbal feedback from our language assistant on the progress made learning their answers for the speaking exam (PLC) /Termly formative feedback on written work /End of unit summative assessment in the format of their AS papers (same time of exercises and challenge) /Verbal feedback and modelling in class 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about two topics:  

• Politics and Immigration (the history of French immigration, political parties and immigration (political attitudes to immigration, Front National, Schengen agreement, political solutions (integration, illegal immigrants, refugees, effectiveness of solutions  
• the Positive features of a Diverse Society (benefits, multiculturalism), tolerance and respect (homophobias, transphobia, age discrimination) and how to promote diversity. 

Students are expected to provide detailed information using key facts, statistics and give arguments for and against a point of view on these issues backing up their ideas with facts. 

The content that is interleaved is continuing to provide both positive and negative points of views of a range of issues, backed by facts and figures and to provide solutions to each issue raised. 

The challenge is that in Y13 students are asked to discuss topics that are more controversial/political, and they need to research, understand and present different points of view than their own

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for A level MFL. We are starting with the History of Immigration (and a brief history of France) to enable the students to fully understand who the French people are, where they come from and how the country has been built on diversity. We then look into the political aspect of it, studying the different political parties and their views on immigration. At the same time, students are learning about diversity and the benefits of multiculturalism and how to promote diversity.  

Why now?  

The Y13 topics are a lot more politically focused and starting with immigration and politics is a great way to give better context to the other 5 topics that are studied in Y13 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and completing research class presentations. They will also continue to manipulate key grammar points and go in greater depth than they did at GCSE.  

All students will access the topic by getting differentiated exercises and outcomes or extended time to complete tasks. They will also have one-on-one 1 hour session with our language assistant where they can review specific content or grammar not understood. 

Core knowledge:  

Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. The students have access to the Kerboodle platform (which is the online interactive version of the class textbook we use) to regularly review vocabulary and grammar. However, it is to ne noted that there is no prescribed list of vocabulary (as in GCSE), which means that the more students read, listen to and use French authentic resources (podcast, learning website, reading news articles, watch youtube -music, films on Netflix/amazon prime etc…) the more ready and successful they will be for their assessment or exams. 

Useful websites for additional listening practice/grammar practice/keeping updated with French news: 
1) https://www.20minutes.fr/ (Édition pdf is highly recommended) 
2) https://www.1jour1actu.com/ 
3) https://www.lawlessfrench.com/ 
4) http://www.rfi.fr/fr/ 
5) https://www.francetvinfo.fr/ 
6) https://lespetitscitoyens.com/ 

Grammar: 

Reviewing the Present tense (use and formation) /Reviewing the Future tense (use and formation) / Reviewing the Conditional tense (use and formation) so we can use a combination tenses: imperfect and perfect (formation and use) and learn how to use and make compound tense: Future perfect and conditional perfect tenses (formation and use). 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They be able to memorise the vocabulary and key facts and statistics on that particular topic.  

They be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can complete quizzes (in English) on the topic studied that tests their knowledge of key facts and statistics. They will also achieve at least 55% in their end of unit assessment. 

Learning checkpoints and assessment: 

Weekly verb-tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Weekly speaking session and verbal feedback from our language assistant on the progress made learning their answers for the speaking exam (PLC) /Termly formative feedback on written work /End of unit summative assessment in the format of their AS papers (same time of exercises and challenge) /Verbal feedback and modelling in class 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about two topics and the Film study: the Life of the Marginalised (attitudes towards the socially marginalised, reasons, help and charities available with case studies) and Teenagers and their right to vote and political commitment (vote at 16, youth political engagement, youth influence on politics, increasing political awareness of young people). 

Alongside, we will start the Film study: La Haine. The choice of the film is relevant to the topics studied in Y13: Immigration, Diversity in Term 1 and the Life of the Marginalised in Term 2.  

• Historical and social context (director biography, review the history of immigration, creation of les cités)  

• Plot summary (key events in film)  

• Character profiles   

Students are expected to provide detailed information using key facts, statistics and give arguments for and against a point of view on these issues backing up their ideas with facts. 

The content that is interleaved is continuing to provide both positive and negative points of views of a range of issues, backed by facts and figures and to provide solutions to each issue raised. 

The challenge is that in Y13 students are asked to discuss topics that are more controversial/political and they need to research, understand and present different points of view than their own.  

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for A level MFL.  We continue where we left it in Term 1: we learnt about politicians and their standpoints, particularly regarding immigration, and we learned that France is a country of immigration and as such a diverse country. We also learnt that there are a lot of diverse groups that are marginalised and underrepresented and in need of support.  This is what Term 2 will look into.  

Why now?  

Following on from immigration and politics, looking into the marginalised groups and how they are treated and how the youth of today can be involved in politics was the next logical choice of topics. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and completing research class presentations. They will also continue to manipulate key grammar points and go in greater depth than they did at GCSE.  

All students will access the topic by getting differentiated exercises and outcomes or extended time to complete tasks. They will also have one-on-one 1 hour session with our language assistant where they can review specific content or grammar not understood. 

Core knowledge:  Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. The students have access to the Kerboodle platform (which is the online interactive version of the class textbook we use) to regularly review vocabulary and grammar. However, it is to ne noted that there is no prescribed list of vocabulary (as in GCSE), which means that the more students read, listen to and use French authentic resources (podcast, learning website, reading news articles, watch youtube -music, films on Netflix/amazon prime etc…) the more ready and successful they will be for their assessment or exams. 

Useful websites for additional listening practice/grammar practice/keeping updated with French news: 
1) https://www.20minutes.fr/ (Édition pdf is highly recommended) 
2) https://www.1jour1actu.com/ 
3) https://www.lawlessfrench.com/ 
4) http://www.rfi.fr/fr/ 
5) https://www.francetvinfo.fr/ 
6) https://lespetitscitoyens.com/ 

Grammar: 

Review of the Imperfect tense (use and formation)  /Review of the Perfect tense (use and formation)  / Introduction to the Pluperfect tense (use and formation) / Passive voice (use and formation)  /Reviewing the Subjunctive mood (use and formation)  

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They be able to memorise the vocabulary and key facts and statistics on that particular topic.  

They be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can complete quizzes (in English) on the topic studied that tests their knowledge of key facts and statistics. They will also achieve at least 55% in their end of unit assessment. 

Learning checkpoints and assessment: 

Weekly verb-tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Weekly speaking session and verbal feedback from our language assistant on the progress made learning their answers for the speaking exam (PLC) /Termly formative feedback on written work /End of unit summative assessment in the format of their AS papers (same time of exercises and challenge) /Verbal feedback and modelling in class 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about: the traditional and modern values (describe the various types of 21st century Spanish family and how these differ from the family model of the past, understand the religious history of Spain and discuss changes in the influence of the church, trends in marriage and civil partnership, same sex marriage). 

Students are expected to provide detailed information using key facts, statistics and give arguments for and against a point of view on these issues backing up their ideas with facts. 

Alongside, we will start the book study: La Casa de Bernarba Alba. The choice of the book is relevant to the topics studied in Y12: family values, religion, the role of women in society. The students will read through and start analysing Act 1,2 and 3 focusing on characters and figures of speech as well as writing essay skills. 

The content that is interleaved is continuing to provide both positive and negative points of views of a range of issues, backed by facts and figures and to provide solutions to each issue raised. 

The challenge is that in Y12 students are asked not only to use the target language with more accuracy and greater manipulation but also are asked to remember facts, dates, laws and statistics to justify their point of views (as opposed to simple opinions as in KS3/GCSE). 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for A level MFL. This topic on traditional and modern values allows us to continue to hone students’ exam skills through a variety of exercises covering listening, reading, writing, translation and speaking skills and embed the grammar and key structures necessary to be successful in the exam. We will also reinforce key grammar points studied at GCSE level to start a solid grammatical foundation that will allow the students to build onto it. 

Why now?  Following the topic of the influence of the idols where we analysed the influence that Hispanic celebrities from different types of media have on the wider Spanish speaking society, understanding the traditional values versus the modern values and how religion has impacted the Spanish society was a logical continuation.  

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and completing research class presentations. They will also continue to manipulate key grammar points and go in greater depth than they did at GCSE.  

All students will access the topic by getting differentiated exercises and outcomes or extended time to complete tasks. They will also have one-on-one 1 hour session with our language assistant where they can review specific content or grammar not understood. 

Core knowledge:  Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. The students have access to the Kerboodle platform (which is the online interactive version of the class textbook we use) to regularly review vocabulary and grammar. However, it is to ne noted that there is no prescribed list of vocabulary (as in GCSE), which means that the more students read, listen to and use Spanish authentic resources (podcast, learning website, reading news articles, watch youtube -music, films on Netflix/amazon prime etc…) the more ready and successful they will be for their assessment or exams. 

Useful websites for additional listening practice/grammar practice/keeping updated with Spanish news: 

https://www.rtve.es/radio/nomadas/ 

https://elpais.com/podcasts/ 

https://cadenaser.com/podcast/j 

https://www.hoyhablamos.com/category/podcast-aprender-espanol/ 

Grammar: 

Use the imperfect and imperfect continuous tenses /Use the preterite tense /Use the imperfect and preterite tenses together 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They be able to memorise the vocabulary and key facts and statistics on that particular topic.  

They be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can complete quizzes (in English) on the topic studied that tests their knowledge of key facts and statistics. They will also achieve at least 55% in their end of unit assessment. 

Learning checkpoints and assessment: 

Weekly verb-tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Weekly speaking session and verbal feedback from our language assistant on the progress made learning their answers for the speaking exam (PLC) /Termly formative feedback on written work /End of unit summative assessment in the format of their AS papers (same time of exercises and challenge) /Verbal feedback and modelling in class 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about two topics:  

• Immigration: learn about the history of immigration in Spanish speaking countries, discuss the positive and negative aspects of immigration and discuss what problems illegal migrants might face. 
• Racism: describe and discuss racist and xenophobic attitudes in the Spanish-speaking world, understand and discuss measures to combat racism and their effectiveness and look at existing legislation against racism. 

Students are expected to provide detailed information using key facts, statistics and give arguments for and against a point of view on these issues backing up their ideas with facts. 

The content that is interleaved is continuing to provide both positive and negative points of views of a range of issues, backed by facts and figures and to provide solutions to each issue raised. 

The challenge is that in Y13 students are asked to discuss topics that are more controversial/political, and they need to research, understand and present different points of view than their own. 

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for A level MFL. We are starting with the History of Immigration (to enable the students to fully understand who the Spanish people are, where they come from and how the country has been built on diversity. We then look into some of the issues that result from immigration, such as racism and xenophobic attitudes and how to combat them. 

Why now?  

The Y13 topics are a lot more politically focused and starting with immigration and politics is a great way to give better context to the other 5 topics that are studied in Y13. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and completing research class presentations. They will also continue to manipulate key grammar points and go in greater depth than they did at GCSE.  

All students will access the topic by getting differentiated exercises and outcomes or extended time to complete tasks. They will also have one-on-one 1 hour session with our language assistant where they can review specific content or grammar not understood. 

Core knowledge:  

Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. The students have access to the Kerboodle platform (which is the online interactive version of the class textbook we use) to regularly review vocabulary and grammar. However, it is to ne noted that there is no prescribed list of vocabulary (as in GCSE), which means that the more students read, listen to and use Spanish authentic resources (podcast, learning website, reading news articles, watch youtube -music, films on Netflix/amazon prime etc…) the more ready and successful they will be for their assessment or exams. 

Useful websites for additional listening practice/grammar practice/keeping updated with Spanish news: 

1. https://www.rtve.es/radio/nomadas/ 
2. https://elpais.com/podcasts/ 
3. https://cadenaser.com/podcast/j 
4. https://www.hoyhablamos.com/category/podcast-aprender-espanol/ 

Grammar: 

Review the present tense /Revise the imperfect and preterite tenses /Use compound tenses/ Improve use of nouns and adjectives /Use the conditional tense / Use future tenses 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They be able to memorise the vocabulary and key facts and statistics on that particular topic.  

They be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can complete quizzes (in English) on the topic studied that tests their knowledge of key facts and statistics. They will also achieve at least 55% in their end of unit assessment. 

Learning checkpoints and assessment: 

Weekly verb-tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Weekly speaking session and verbal feedback from our language assistant on the progress made learning their answers for the speaking exam (PLC) /Termly formative feedback on written work /End of unit summative assessment in the format of their AS papers (same time of exercises and challenge) /Verbal feedback and modelling in class 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about two topics and the Film study:  

- Living together: different cultures, education & religions: students will better understand and describe the different ways cultures integrate in the Hispanic society and the issues surrounding the integration of different cultures within the sphere of education as well as the coexistence of various religions in the Hispanic world. 

- Monarchy and dictatorship: Franco: students will better understand the impact of the civil war and life under Franco’s dictatorship, they will be able to describe the transition from dictatorship to monarchy and other dictatorships in Latin America, particularly in Panama, Chile and Argentina. 

Alongside, we will start the Film study: El laberinto del Fauno. The choice of the film is relevant to the topics studied in Y13 Term 2 (dictatorship of Franco and importance of religion). We will study the historical and social context (the period of time in which the movie takes place). 

Students are expected to provide detailed information using key facts, statistics and give arguments for and against a point of view on these issues backing up their ideas with facts. 

The content that is interleaved is continuing to provide both positive and negative points of views of a range of issues, backed by facts and figures and to provide solutions to each issue raised. 

The challenge is that in Y13 students are asked to discuss topics that are more controversial/political and they need to research, understand and present different points of view than their own.  

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for A level MFL.  We continue where we left it in Term 1 where we learnt about immigration and colonisation and the impact in today’s society through racist and xenophobic attitudes in the Spanish-speaking World. 

Why now?  

Following on from immigration and racism, we will now look into what shaped Spain as it is today: monarchy, dictatorship, religion and culture. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and completing research class presentations. They will also continue to manipulate key grammar points and go in greater depth than they did at GCSE.  

All students will access the topic by getting differentiated exercises and outcomes or extended time to complete tasks. They will also have one-on-one 1 hour session with our language assistant where they can review specific content or grammar not understood. 

Core knowledge:  Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. The students have access to the Kerboodle platform (which is the online interactive version of the class textbook we use) to regularly review vocabulary and grammar. However, it is to ne noted that there is no prescribed list of vocabulary (as in GCSE), which means that the more students read, listen to and use Spanish authentic resources (podcast, learning website, reading news articles, watch youtube -music, films on Netflix/amazon prime etc…) the more ready and successful they will be for their assessment or exams. 

Useful websites for additional listening practice/grammar practice/keeping updated with Spanish news: 

https://www.rtve.es/radio/nomadas/ 

https://elpais.com/podcasts/ 

https://cadenaser.com/podcast/j 

https://www.hoyhablamos.com/category/podcast-aprender-espanol/ 

Grammar: 

How to form and use prepositions, how to use direct/indirect pronouns, revise the preterite tense, form and use the imperfect subjunctive, use a sequence of tenses 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They be able to memorise the vocabulary and key facts and statistics on that particular topic.  

They be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can complete quizzes (in English) on the topic studied that tests their knowledge of key facts and statistics. They will also achieve at least 55% in their end of unit assessment. 

Learning checkpoints and assessment: 

Weekly verb-tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Weekly speaking session and verbal feedback from our language assistant on the progress made learning their answers for the speaking exam (PLC) /Termly formative feedback on written work /End of unit summative assessment in the format of their AS papers (same time of exercises and challenge) /Verbal feedback and modelling in class 

What?

What are we learning? What’s interleaved? What’s challenging?

We are learning about two topics and the Film study:  

-Young people, employment and politics: students will better understand and discuss the importance of politics (why their attitudes towards politics is changing) and the role and ways in which of young people attempt to shape their country (and the type of society they would want to live in) and law making decisions ( how the unemployment situation is affecting them). 

Alongside, we will continue the Film study: El laberinto del Fauno.  We will focus on studying the characters and the themes. 

Students are expected to provide detailed information using key facts, statistics and give arguments for and against a point of view on these issues backing up their ideas with facts. 

The content that is interleaved is continuing to provide both positive and negative points of views of a range of issues, backed by facts and figures and to provide solutions to each issue raised. 

The challenge is that in Y13 students are asked to discuss topics that are more controversial/political and they need to research, understand and present different points of view than their own.  

Why?

Why do we need to deliver this (vision statement)? Why now? 

We need to deliver this as it is part of the core knowledge for A level MFL.  We continue where we left it in Term 2 where we learnt about living together and tolerance of cultures, education and religions whilst trying to understand what shaped Spain into the society it is today by looking at its difficult past: monarchy and dictatorship and the influence it had on religion, education and tolerance. 

Why now?  

Following on looking into what shaped Spain as it is today: monarchy, dictatorship, religion and culture (Term 2), we are now looking into its impact on young people, employment and today’s politics and activism with young people. 

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

They will achieve by reading a range of texts (including literary texts), listening and transcribing from a variety of texts, translation to and from target language, spontaneous speaking and completing research class presentations. They will also continue to manipulate key grammar points and go in greater depth than they did at GCSE.  

All students will access the topic by getting differentiated exercises and outcomes or extended time to complete tasks. They will also have one-on-one 1 hour session with our language assistant where they can review specific content or grammar not understood. 

Core knowledge:  Grammar and vocabulary are the core elements to successfully communicate both in written and spoken contexts as they are transferable to any context. The students have access to the Kerboodle platform (which is the online interactive version of the class textbook we use) to regularly review vocabulary and grammar. However, it is to ne noted that there is no prescribed list of vocabulary (as in GCSE), which means that the more students read, listen to and use Spanish authentic resources (podcast, learning website, reading news articles, watch youtube -music, films on Netflix/amazon prime etc…) the more ready and successful they will be for their assessment or exams. 

Useful websites for additional listening practice/grammar practice/keeping updated with Spanish news: 

https://www.rtve.es/radio/nomadas/ 

https://elpais.com/podcasts/ 

https://cadenaser.com/podcast/j 

https://www.hoyhablamos.com/category/podcast-aprender-espanol/ 

Grammar: 

Revision of  the preterite tense and the imperfect subjunctive, use a sequence of tenses 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

They be able to memorise the vocabulary and key facts and statistics on that particular topic.  

They be able to read, listen, translate, write and speak about the issues, causes and solutions related to these topics. 

They know they have done well because they can complete quizzes (in English) on the topic studied that tests their knowledge of key facts and statistics. They will also achieve at least 55% in their end of unit assessment. 

Learning checkpoints and assessment: 

Weekly verb-tenses tests /Fortnightly vocabulary tests (in class or via www.quizlet.com /Weekly speaking session and verbal feedback from our language assistant on the progress made learning their answers for the speaking exam (PLC) /Termly formative feedback on written work /End of unit summative assessment in the format of their AS papers (same time of exercises and challenge) /Verbal feedback and modelling in class