‘So with yourselves; if you in a tongue utter speech that is not intelligible, how will anyone know what is said? For you will be speaking into the air. There are doubtless many different languages in the world, and none is without meaning; but if I do not know the meaning of the language, I shall be a foreigner to the speaker and the speaker a foreigner to me.’ Corinthians 14:9-11

Our Vision and Intent

Modern Foreign Languages are for life and contribute to our mutual understanding, a sense of global citizenship and personal fulfilment- the knowledge of our language and culture as well as that of others enables global communication at the highest and most effective level.

We believe that competency in a foreign language unlocks the technological, enterprise and vocational abilities which enhance the employability skills of our pupils. We want to create and develop enthusiastic and independent learners. We are committed to establishing a learning environment that encourages pupils to feel confident about taking risks and developing informed opinions about the world around them. Our curriculum focuses on learning, rather than teaching; we want pupils to reflect on and enhance their skills, ask questions and enjoy challenge. There will be plenty of opportunities to independently extend their skills beyond the classroom and therefore prepare for life. Through the four key skills of listening, reading, speaking and writing, we want our pupils to be able to express themselves in another language by rigorously teaching the key vocabulary and structures in an enjoyable and dynamic way.  In particular, we believe that the skills of listening and speaking are vital to successful communication. The understanding of grammar also helps the learner to understand how our language functions. It exposes pupils to more advanced and exciting vocabulary and helps to make links between different languages around the world.

We want learners to have a deeper understanding and respect for others and their communities, just as our House Saints and God teach us. We want our pupils to be reflective learners and understand that mistakes are an important part of learning, success and education. The open environment in our classrooms allows pupils to grow in confidence and not feel intimidated in speaking out in front of the class.

Our vision is to provide education in MFL that enables all learners to be more confident to express themselves, find challenge in itself rewarding, think more deeply and show kindness and empathy towards other cultures and people.

 

  • We believe that competency in a foreign language unlocks the technological, enterprise and vocational abilities which enhance the employability skills of our pupils.
  • We want learners to have a deeper understanding and respect for others and their communities, just as our House Saints and God teach us.
  • We want to create and develop enthusiastic and independent learners. We are committed to establishing a learning environment that encourages pupils to feel confident about taking risks and developing informed opinions about the world around them.
  • Our curriculum focuses on learning, rather than teaching; we want pupils to reflect on and enhance their skills, ask questions and enjoy challenge. There will be plenty of opportunities to independently extend their skills beyond the classroom and therefore prepare for life.
  • Through the four key skills of listening, reading, speaking and writing, we want our pupils to be able to express themselves in another language by rigorously teaching the key vocabulary and structures in an enjoyable and dynamic way.  In particular, we believe that the skills of listening and speaking are vital to successful communication. The understanding of grammar also helps the learner to understand how our language functions. It exposes pupils to more advanced and exciting vocabulary and helps to make links between different languages around the world.
  • In line with our School Mission, we want to create an environment of welcome, love and respect for each member of our learning family, for our local and global communities, we want to develop the unique gifts and talents of all, striving for excellence in everything we do.
  • Our curriculum reflects the school’s context through the interconnectedness of all learning within a Christian interpretation of the world and an understanding of European and worldwide values as well as British values that integrate into our Christian ethos.
  • We strongly advise our feeder primary schools to follow a Scheme of Work in French but our curriculum design is for all learners at different stages. We start with an unusual topic – town and country – but the skills we teach are the same for all topics.
  • In five years of teaching MFL we want all our learners to develop in confidence and use language in a more fluent and independent way without resorting to the use of modern technology. We interleave and consolidate the teaching of grammar in the form of key verbs and tenses so that pupils can create their own sentences and begin to develop autonomy.
  • Lesson planning and development are accessible to all learners. We apply more emphasis on different skills in accordance with the strengths of different learners. We explore not only the language but also the culture, people and literature of that country.

 

Progression Models

 

Literacy (including subject vital vocab)

When we teach a foreign language at secondary school, we are working with learners who have already have learning processes in place because they are older and have been in education for a few years. This can boost transferable skills and knowledge that many learners have not yet managed to grasp in English, because we refer often to the grammar (building blocks) of a language which, in turn, helps learners to understand their own language and how it works much more clearly. There is a strong emphasis on spelling and grammatical accuracy that can be applied to our own language. We go back to basics and this is helpful in understanding literacy in a more complete way.

How foreign language learning supports English literacy (or reading, writing and communication as it appears in the new Ofsted framework)- Rachel Hawkes. There are five key areas:

1. Strategies for accurate spelling, memorising and retention of new vocabulary
We teach how important it is to be `active' when you learn. Looking at a list of words for 10 minutes is unlikely to produce lasting retention. This 
memory strategies resource will help learners to practise these sorts of activities in the lessons.
2. Making links (word families)
We break down the sounds of words into syllables to facilitate pattern-building and to focus on accurate spelling. This 
phonics resource is an example of one strategy also used in KS2 literacy. We also often draw attention to links between vocabulary in English and the foreign language. This increases learners' English vocabulary too as they often do not know the English equivalent of these words. We also often use tasks that focus explicitly on breaking syntax down into its component parts - adjectives - verbs – nouns
3. Key reading skills - skimming, scanning etc.
"Do teachers remind pupils of important core skills - for examples how to skim a text to extract the main elements of its content quickly or to scan a text for information about a key word or topic?" 
4. Research and reference skills - focus on written accuracy and the importance of checking
5. Marking for accuracy and for quality of language

Click here for our Subject Vital Vocab 

Revision/supporting materials 

We follow the EDEXCEL specification. The following apps and guides will help you.

We subscribe to the following for extended practice of listening, reading and vocabulary training:

Pearson Active Learn

Linguascope

GCSE POD

These websites are useful to consolidate, embed and further learning:

Quizlet

GCSE Bitesize

Duolingo

Seneca

Revision guides can be purchased to help you

Careers and progression

Skills for your CV

Here are some of the skills you should have acquired:

  • communication, including reading, writing and speaking foreign languages
  • gathering, assessing and interpreting information
  • leading and participating in discussions and groups
  • conveying meaning precisely
  • presentation
  • responding to others – from discussions in oral classes
  • attention to detail
  • boost in personal confidence and independence
  • listening to other people
  • resilience
  • problem solving

The following job roles would enable you to draw on the communication and problem solving skills developed during your studies. Further qualifications or training are likely to be required. Some of these careers would make direct use of your language skills:

  • charities administrator
  • commissioning editor
  • consultant
  • human resources officer
  • interpreter
  • investment analyst
  • journalist
  • logistics/distribution manager
  • management accountant
  • marketing manager (social media)
  • public relations officer
  • secondary school teacher
  • solicitor
  • tourism officer
  • tourist information manager
  • translator

Extra curricular/ Enrichment

Spanish club

MFL Film club