The learning of Modern Foreign Languages serves a cultural and linguistic purpose in that it exposes students to foreign language and culture, therefore promoting global citizenship. Through studying a GCSE in a modern foreign language, students should develop their ability and ambition to understand and communicate with native speakers. The study of a modern foreign language at GCSE should also broaden students’ horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world.
Explicit teaching of vocabulary and core phrases takes place in all years. Complexity of vocabulary and structure increases throughout the course
Key Stage 3
At Key Stage 3 our students will:
Key Stage 4
Through studying a GCSE in a modern foreign language, students should develop their ability and ambition to understand and communicate with native speakers. The study of a modern foreign language at GCSE should also broaden students’ horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world.
At Key Stage 4 our students will:
Vocabulary
Explicit teaching of vocabulary, core phrases and grammar takes place in all years. Complexity of vocabulary, structures and grammar increases throughout the course.
All topics will have a topic overview which clearly explains to students what they need to know, why they are learning it, how they will be assessed, the key vocabulary they will be taught during the unit and how this links to prior and future learning.
Enrichment
Students will study French and German in years 7 and 8 and then select either French or German in Year 9. For those students wishing to learn both French and German through to GCSE we offer a Twilight option so that we can cater for dual linguists.
Year 10 French Curriculum Plan
Year 11 French Curriculum Plan
Students will study French and German in years 7 and 8 and then select either French or German in Year 9. For those students wishing to learn both French and German through to GCSE we offer a Twilight option so that we can cater for dual linguists.
Year 10 German Curriculum Plan
Students have the option of choosing Spanish GCSE during our Pathways process.
Year 9 Spanish Curriculum Plan
Year 10 Spanish Curriculum Plan
Students have the option of choosing Italian GCSE during our Pathways process.
Core structures are repeated through spaced learning. Sentence builders help SEND access the vocabulary and structures for the unit of work. Knowledge Organisers have vocabulary and structures in each topic. Where possible, wall displays support students with key vocabulary and phrases.
When planning lessons, we use pupil passports and IEP documents to ensure our pupils individuals needs are known about and correct strategies/resources are used. We have annotated seating plans- teachers are aware of SEND needs of pupils in their classes.
During department meetings book scrutiny we check a range of pupils’ progress including SEND. We check that SEND are making progress in comparison to non SEND pupils.
We respond to changes to pupil passports on Class Charts when Learning Mentors, HoY, SEND Department indicate they have been updated. Teachers update seating plan with information if appropriate.
Within the classroom we have a set seating plan to enable us to easily identify pupils with SEND. We have annotated seating plans- teachers have considered where SEND pupils are seated. RADAR strategy.
We ensure SEND can begin the DIN task by setting simple, clear instructions. Teachers can prioritise the pupils who might need additional help to get started.
We use the Learning at Pilton routines and behaviour expectations so pupils know what to expect. All pupils benefit from clear routine from class to class. This will globally help the pupils with diagnosed and undiagnosed ASD.
We welcome pupils and oversee their entry into the classroom to ensure a positive start. Each lesson is a fresh start if pupils have not met classroom expectations in a previous lesson.
We ensure we take cognitive load into account. Core structures are repeated through spaced learning. Handouts are given to avoid excessive copying from the board. Sentence builders help SEND access the vocabulary and structures for the unit of work. KOs have vocabulary and structures in each topic. Wall displays support students with key vocabulary/phrases.
We use learning at Pilton techniques to engage all pupils; including, 100%, radar, and circulation to ensure all pupils understand the task. We check SEND pupils have understood the task and can start work promptly.
We work closely with language TAs to support pupils with additional needs in the classroom and for small group work with the TA.
When questioning, we use a variety of techniques e.g. targeted differentiated questioning, SEND pupils may be asked to repeat an answer back, use support sheets, have extra thinking time, pair-share.
During independent tasks we circulate consistently, looking to identify misconceptions or opportunities to give 1-2-1 support. Seating plans ensure SEND pupils can be easily targeted by the teacher/TA for support. Teachers circulate when students complete short independent tasks.
When a teacher is aware of a particular need over a period of time, communication with SENDCo/tutor/HoY takes place.
When given written teacher feedback all pupils have WWW/EBI comments that are tailored to them individually. Pupils are given time and support by the teacher/TA to complete DIRT tasks in the classroom.
We use AfL to inform our next lesson. We use a variety of checks during a lesson to check understanding e.g. questioning, whiteboard activities, and the teacher will retain exercise books to check between lessons.
