SubjectsModern Foreign Languages

Our Curriculum Intent

We believe that learning a language is an invaluable skill, which helps develop communication skills, self-confidence and a different way to look at the world through others’ eyes. It is a life skill, which is valued by employers and which teaches resilience, adaptability, tolerance and instils a degree of awareness and understanding of other people’s opinions and different cultures. Our vision is thus closely interwoven with that of the Academy, with a clear focus on realising the students’ potential and having ‘life in all its fullness’ through developing strong communication skills, a curiosity regarding the language and culture of other countries and deepen their understanding of the world around them.

The curriculum for Modern Foreign Languages aims to ensure that students:

• become passionate about learning a new language and can communicate with confidence, fluency, spontaneity and enthusiasm

• develop communication skills to understand and respond to language, both in writing and in speech and are able to give and justify different points of view

• discover elements of the culture of the countries where the language they are learning is spoken

• understand the relevance and importance of language skills in everyday life

• achieve their best in the language they are studying and take pride in their work

Speaking is prioritised within the Modern Foreign Languages curriculum as a means of building strong communication skills and as a basis upon which writing skills can then be developed. Our curriculum is shaped by our Academy vision, inspired by John 10:10, so from Year 7, students are immersed in a range of topics which provide them with the opportunity to express their ideas on both personal and factual subjects but also challenge them to learn about more difficult and intricate issues. This breadth of study at Key Stage 3 has been chosen to foster a linguistically rich environment of communication and self-expression, in line with the core values of the Academy, as well as providing the groundwork for the topics studied at Key Stage 4.

We thrive for the students to develop a sense of curiosity about how languages function and to foster a thirst for more knowledge. The wide range of topics covered and original materials used ensures that the curriculum maximises students’ progress by offering challenges for the more able and support for pupils who need it and the SEND pupils. We build on the knowledge acquired from the learning in Key Stage 2, and we intend in our curriculum design to ensure that all students are able to access their lessons and also be sufficiently challenged by them. Our focus on repetition of knowledge and practising exam skills is intended to support all students in making good progress.

We aim to raise the pupils’ interest to take both languages for GCSE to expand their understanding of languages, grammar and culture for both languages. We are keen for the students to study and learn either language in another country or use their language skills for practical purposes or as a skill to be used in a job.

Implementation

Each year of the curriculum is linked to the previous year in order to revisit and consolidate prior knowledge of grammar and vocabulary. The topics are taught in a logical progression to allow the students to build on their current knowledge and to be able to reflect on their own linguistic progress. Students will use a range of skills in lessons to develop the four skills needed to achieve a high level of fluency in each language and required at GCSE: speaking, writing, reading and listening. The activities and the authentic material used in lessons help the students to become involved and develop their linguistic skills as well as their ideas. They are able, through carefully constructed activities, to expand their understanding of each language and develop their understanding of grammar and knowledge of vocabulary.

We review, assess and adapt the topics studied and learning materials used in order to ensure that lessons are relevant to the pupils and best fit their learning needs. A positive culture of ‘having go’ has been introduced in all lessons and at all levels, as well as reinforcing the concept that ‘anyone can learn a language at their own level’. We use spaced repetition of key topic vocabulary and grammar in order to support students in making long-term progress in their learning, thereby aiming to reduce the burden on students’ working memory in lessons. Students are therefore given time to practise and revise in lessons and for homework to promote a culture of learning to maximise retention of knowledge in the long-term memory. We place emphasis on students completing smaller chunks of revision more frequently in order to encourage students to form good habits as independent learners. A reward system has been introduced and students are encouraged to take part in competitions and regular cultural challenges to introduce an element of fun and something different for the students to have a go at.

Assimilation of knowledge is assessed with regular formative assessments, whether by the teacher or by peers. Summative assessments are completed regularly for each of the four language skills – writing, reading, listening and speaking – and students are encouraged to reflect on their own learning and progress through feedback on these assessments. Students are then encouraged to use this feedback to inform their independent revision, and are taught how to use their knowledge in different contexts and how to use and adapt what they already know to decipher new vocabulary and grammar.

Impact

We have a consistent approach to learning and collaborate as a department to ensure that we share best practice. We regularly discuss the outcome of lessons and use mutual feedback to inform future planning. Formative and summative assessments are carried out regularly. We review and scrutinise the results as a department with a view to determining areas upon which to make particular improvement.

The department is on track to help support students in achieving their potential and in applying the skills learnt in languages to higher education and future careers.