All students learn French in Y7, 8, 9 and it is an option at GCSE. Other languages are available to learn at lunchtimes and students with English as an Additional Language are encouraged to take an early GCSE in their native language. Since 2014 there has been a regular lunchtime Chinese class.
At Key Stage 3 (Y7-9) the following topics are learnt:
Personal information and descriptions
Likes and dislikes
Describing a town / local environment
Media – TV, cinema, internet, books
Planning and describing a visit
Past tense patterns
Future and past tenses
House and home
At Key Stage 4 (Y10-11) students expand on their previous learning in preparation for GCSE. The GCSE will be changing in 2016 to a linear course. Details of the current GCSE which will be used in June 2016 and June 2017 may be found here http://wjec.co.uk/uploads/publications/4470.pdf?language_id=1 .
The content and structure of the new GCSE is yet to be confirmed but current plans are as follows:
Students study all of the following themes on which the assessments are based.
Theme 1: Identity and culture
Theme 2: Local, national, international and global areas of interest
Theme 3: Current and future study and employment
GCSE Exams (from 2018)
There will be 4 exams at the end of Y11, all at either foundation or higher tier and each worth 25%. These are:
A very wide range of learning methods take place in MFL lessons and students will be able to work individually, with a partner, in groups and in the language lab.
Students will also be exposed to some cultural aspects of the countries where French is spoken. They will be encouraged to research the way people live in these communities and draw comparisons with their own lifestyle. Lessons are designed not just to support the learning of the language, but to develop students who are effective linguists with a set of transferable skills that would support them in the learning of any language.
To support independent learning, students have regular spelling tests, some of which will be online.
In Y7-9 students have a level chart in their books which is used to record and monitor progress. At the end of every module, students will self and peer assess and then make targets for the next module. Assessment tasks are used at regular intervals to plot student progress, with formal assessments taking place twice a year where students are tested in exam conditions in listening, speaking, reading and writing.
In Y10-11, work is marked where possible using GCSE grades. There are mock exams using the previous year’s papers at the end of Y10 and before Christmas in Y11.
How you can help your child
Be positive about language learning.
Help your child learn their vocabulary.
Encourage them to find out about other languages, countries and cultures.
Use websites at home such as www.linguascope.com , www.duolingo.com , www.thisislanguage.co.uk , www.languagesonline.org.uk , www.lightbulblanguages.co.uk
Benefits of language learning
Better job prospects
Brain health – recent studies have shown linguists are less likely to suffer from Alzheimer’s in later life
Improved first language knowledge – learning a foreign language helps understanding of how a native language works
Better understanding of the world
Improved memory skills
Staff who teach Modern Foreign Languages at La Mare de Carteret High School :
Mrs T. Kincaid – Head of Department
Mrs A. Alves
We have high expectations for all our children and young people
The MFL curriculum enables them to become:
are we trying
|Responsible citizens||Effective contributors||Successful learners||Confident Individuals|
Examples of how the curriculum enables student’s to achieve these characteristics:
| By researching other parts of the world where French is spoken and looking at different cultures and beliefs, students can compare their everyday lives with citizens of different countries. |
In the Summer Term Y9 French and Geography students do a joint project on Haiti resulting in a fundraiser for Bridge2Haiti.
|The MFL curriculum teaches students to communicate in different ways and settings, for example with surveys, role plays and presentations.|
They work in teams, pairs and individually. Successful language learners can take risks and see what works, knowing instinctively what sounds right and what looks right; they are aware of the relationship between sound and spelling.
|Literacy and communication skills are key areas of the MFL curriculum. By promoting literacy and communication and teaching how to link prior learning to new contexts, MFL lessons include many essential transferable skills. |
The use of technology is also an important area of the MFL curriculum and contributes to independent learning.
|The MFL curriculum allows learners to make connections and classify words and structures to help them learn more efficiently.
Students can achieve success in different skills; listening, speaking, reading and writing and are encouraged to develop confidence in communicating in a foreign language.