Languages
Through our Language curriculum in Sale Grammar, we aim to develop a lifelong love of another language, an understanding of different cultures and the confidence to be able to contribute and communicate in the future, within a different language. Whilst consolidating reading and writing skills, we emphasise the importance of cultural insight, always reinforcing a positive 
attitude to language learning and to other cultural perspectives. We want our students to use and experience 
authentic language in practical situations and as a result of this, we use a variety of approaches to develop language skills, including new technologies to enhance our delivery of the curriculum, all of which are aimed at improving confidence and competence within the language. We encourage our students to take part in our extra-curricular opportunities as well as enriching the whole school experience of languages by becoming a Language Student Leader.
Our aim in MFL is for the students to:
- Develop their ability to communicate confidently and coherently in speech and writing, conveying what they want to say with increasing accuracy
- Express and develop thoughts and ideas spontaneously and fluently
- Listen to and understand clearly articulated, standard speech at near normal speed
- Deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts
- Acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts
- Develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken
- Be encouraged to make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge
- Develop language learning skills both for immediate use and to prepare them for further language study and use in school, higher education or in employment
- To provide first-hand experience of foreign language and culture via trips and use
- To use constantly TL in lessons
MFL context and purpose at KS3
Teaching should focus on developing the breadth and depth of pupils’ competence in listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary. It should enable pupils to understand and communicate personal and factual information that goes beyond their immediate needs and interests, developing and justifying points of 
view in speech and writing, with increased spontaneity, independence and accuracy. It provides suitable preparation for further study.
Pupils should be taught to:
- Implement grammar and vocabulary in their lessons
- Identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied
- Use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate
- Develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues
- Use accurate grammar, spelling and punctuation. Linguistic competence
- Listen to a variety of forms of spoken language to obtain information and respond appropriately transcribe words and short sentences that they hear with increasing accuracy
- Initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address
- Express and develop ideas clearly and with increasing accuracy, both orally and in writing speak coherently and confidently, with increasingly accurate pronunciation and intonation read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material
- Read literary texts in the language [such as stories, songs, poems and letters], to stimulate ideas, develop creative expression and expand understanding of the language and culture languages.
MFL context and purpose at GCSE
- GCSE specifications will require students to understand and use language across a range of contexts, appropriate to their age, interests and maturity levels
- Students will be expected to use language for a variety of purposes and with a variety of different audiences, including for personal, academic and employment related use
- Students will make use of appropriate social conventions, including informal and formal address and register, as relevant to the task and language
studied - Students will be expected to understand different types of spoken language, including recorded input from one or more speakers in public and social settings and recorded material from authentic sources and the media, appropriate to this level
- Students will be expected to understand different types of written language, including relevant personal communication, public information, factual and literary texts, appropriate to this level
- Language contexts will be organised in a specified number of broad themes, addressing relevant matters relating to:
- identity and culture
- local, national, international and global areas of interest
- current and future study and employment
- Literary texts can include extracts and excerpts, adapted and abridged as appropriate, from poems, letters, short stories, essays, novels or plays from contemporary and historical sources, subject to copyright 4
- The content, contexts and purposes of a GCSE specification in a modern foreign language will provide an appropriate foundation for A level study and a suitable preparation for higher education or employment.
MFL context and purpose at KS5
The study of a modern language is understood to be an interdisciplinary subject offering the same cognitive and academic advantages as other disciplines. In addition to high level practical language skills, the content of AS and A level in modern languages provides depth of knowledge, understanding and intercultural competence and fosters a range of transferable skills such as communication skills, critical thinking, autonomy, resourcefulness, creativity, and linguistic, cultural and cognitive flexibility; all of which are of value to the individual, to wider society, to higher education and to employers. The content has been designed to be of relevance to students of all disciplines, whether they intend to progress to further study in the subject or not.
Our aim is to ensure that all students:
- Enhance their linguistic skills and promote and develop their capacity for critical thinking on the basis of their knowledge and understanding of the language, culture and society of the country or countries where the language is spoken
- Develop control of the language to convey meaning, using spoken and written skills, including an extended range of vocabulary, for both practical and intellectual purposes as increasingly confident, accurate and independent users of the language
- Develop their ability to interact effectively with users of the language in speech, listening, reading and writing, including through online media
- Develop language learning skills and strategies, including communication strategies to sustain communication and build fluency and confidence through critical and analytical thinking
- Engage critically with intellectually stimulating texts, films and other materials in the original language, developing an appreciation of sophisticated and creative uses of the language and understanding them within their cultural and social context
- Develop as independent researchers when working on their Individual Research Project (IRP)
- Are prepared with the knowledge and transferrable skills to enable them to succeed beyond A Level MFL
Job Opportunities
Job opportunities for competent linguists are numerous and diverse. From website designing to interpreting and from teaching to MI6 operations, engineering, global businesses - and those with global aspirations - think very highly of foreign language speakers and are prepared to pay for them accordingly. On average, MFL graduates earn 8% more than anyone else whilst often travelling the world.
MFL Competitions
We run many competitions for students to get involved in:
- Year 7 Spelling Bee
- Year 9 Translation Bee
- Mother tongue other tongue
- A Level translation competition
- Vocab express
Extra Curriculum
In order to support and enhance the teaching of MFL at Sale Grammar, the Faculty organises a wide range of extra-curricular activities. In previous years, students have had the chance to participate in visits abroad ( Spain and France ) and we have managed to secure a pen friend exchange with a French school.
- Spanish Newsletter ( all year groups)
- French Newsletter( all year groups)
- Y11 Sp & Fr Tutorials
- Spanish Film Club KS5
- French Film Club KS5
During lock down, students were challenged to build some iconic French and Spanish landmarks using materials around their homes. below are a few examples from the students. 
Students enjoy making and trying Spanish dishes
MFL Staff
Mrs M. Rodriguez Sanchez : Curriculum Leader of MFL (Teacher of Spanish)
Mrs K. Cooper: Teacher of French
Ms Z. Robb: Teacher of French in charge of Students leaders.
Mrs E. Stephenson: Teacher of French & Spanish
Mrs S. Lancake: Teacher of Spanish ( ITT Mentor)
Ms E. Williams: Teacher of Spanish
Mrs L. Holden: Teacher of Spanish (Part- Time 0.4)
There are 6 full time members of staff and one part time all of whom are subject specialists. We also employ Foreign Language Assistants to work with students in small groups to practise their speaking and listening skills. We have an ITT Mentor
The MFL Faculty is well equipped, with six classrooms and a dedicated ICT suite.
In our area, there is a small French & Spanish library and each class has a full set of bilingual dictionaries. MFL teachers regularly use the Lang Lab to enliven their lessons and to practise listening skills and a variety of languages software.
MFL Successes
Throughout the year, the MFL Faculty participates in a variety of national and regional competitions. We have been national winners a few times of the Spelling Bee and also our Spanish and French Sixth Formers participate in the Sheffield University Translation Competition in which we have won on 2 occasions. Mother Tongue other Tongue is another successful prize that we have managed to secure a few times with students’ poems published in books.
Students in Y7, prepare a Spanish & French Christmas carol to be perform in the school Christmas concert.
We have many students who have gone onto study languages at Cambridge and Oxford Universities.
SEND Support
MFL staff work hard to ensure that pupils of all abilities are encourage to do well and we do not disqualify any students from languages. We work closely with the SEND department and have an MFL SEND Link who attends regular meetings in order to provide appropriate support for the rest of the staff and students in every lesson and the work of every student is monitored closely. Where extra help is needed, a variety of additional support is provided: we enlarge worksheets, provide worksheets in specific colours for dyslexia or colour-blind students.
Key Stage 3 Learning Objectives French
Year 7 French
| Module |
Context |
Knowledge & Skills |
|
Module 1: Bonjour |
meeting and greeting people, formally and informally name, age, birthday – self and other, ask as well as respond months, days and dates classroom instructions and questions the alphabet
|
Asking and responding to questions using Comment? Quel? Quand? Introduction to verbs in the 1st and 2nd person singular. Introduction to Qu/Ans patterns 2→1 Numbers →31 Introduction to grapheme/ phoneme links: oi (toi, mademoiselle) silent s, qu = k, ier, Possessive adjective mon/ton Introduction to informal register Accents Et Strategies for memorising/learning To use French in the classroom |
|
Module 2: En Classe |
Classroom objects Working in the classroom Requesting, and responding to requests Identifying Classroom instructions and questions Games: le pendu; O & X’s; pelmanism, Kim’s game; bingo; Je suis allé(e) au marché; la pomme empoisonnée, dictionary challenge Classroom objects Working in the classroom |
Nouns: gender and number Indefinite article Adjective agreement and position Yes/No questions – asking and responding Informal with teeny intro to formal register Avoir (1st/2nd person singular) and Il y a Negatives: ne…pas Strategies for memorising vocabulary Using a dictionary i) to find gender; ii) to look up unfamiliar words, iii) to extend own vocabulary. Grapheme/phoneme links: un/une, silent ‘t’, u , è, ‘y’, ‘ai’ , ‘eur’, ‘ou’, able, qu = k Accents é, è Liaisons les étudiants/étudiantes Asking and responding to questions using C’est/Ce sont de quelle couleur? Combien de? Use and respond to French in the classroom Numbers up to 50 Reinforce social skills: s’il te/vous plaît/merci/de rien/désolé(e)/je m’excuse Develop visual/aural memory Use questions to initiate and develop conversation C’est/Ce sont Introduction to talking about someone else Expo 1 page 117 Lire 1b Il a/Elle a |
|
Module 3: J’ai |
Other people Describing self, family & pets. |
Talking about self; talking about others. Question/answer patterns: 3 → 3; 2 → 1 Asking questions Singular and plural nouns Gender Adjectives: agreement and position. Indefinite article and its omission. Negative: ne … pas Il/Elle est Ils/Elles sont to describe and identify Use of ‘et’ and ‘mais’ Possessive adjectives mon/ma/mes; ton/ta/tes; son/sa/ses. Avoir/Être – singular, present tense Strategies for memorising Grapheme/phoneme links: ar: (parents) ère:(père, mere) œr: Using a dictionary I) to find gender; ii) to look up unfamiliar words; iii) to extend own vocabulary. Develop visual/aural memory Use questions to initiate and develop conversation. Intensifiers: très; assez; un peu |
|
Module 4: Je suis |
Other people Describing self and family Nationality and country of origin |
Talking about self; talking about others. Question/answer patterns 3→ 2; 2→1 Asking and responding to questions Adjectives of nationality Adjectives: agreement and position Negative: ne … pas ;ne… ni….ni être – present tense venir – present Use of être to describe and identify Strategies for memorising Use questions to initiate and develop conversation Intensifiers; très; assez; un peu Countries where French is spoken European countries Interrogatives; d’où; quoi; quelle? Correct use of capital letters for countries/nationalities Grapheme/phoneme ais (français; anglais;) ien (italien etc) gn(Allemagne, etc) Use of pattern & cognates |
|
Module 5: Les loisirs |
Sport Leisure Interests & hobbies
|
Ask and understand questions about interests and leisure activities Express likes and dislikes, combining aimer with a/noun or an infinitive. Frequency and sequence Definite article The infinitive Negatives: ne …pas ; ne …jamais Je fais/Je joue Je joue au/je joue du 1st person singular, present tense Using a dictionary i) to find infinitives, ii) to find information about the infinitive – to begin to use verb tables. de & definite article: du/des à + def article au(x) Developing ideas Noun endings & Gender Giving reasons |
Year 8 French
| Module |
Context |
Knowledge & Skills |
|
Module 6: L’Ecole |
School Daily routine in school. Leisure activities Clothes Time
|
Expressing opinions and giving reasons. Telling the time. Asking and responding to questions using A quelle heure? Quelle? Qu’est-ce que? Pourquoi? Negatives: ne … pas Question/ Answer patterns Er verbs, present tense. Adjectives Definite Article – plurals opinion vocab j’aime etc Grapheme phoneme link ique; ais; th; Time phrases Frequency & sequencing Use a dictionary to extend personal vocabulary. |
|
Module 7: A table |
Food and drink Likes, dislikes and preferences Following and preparing recipes Buying food Bars and restaurants (Christmas Food) Meals Health and Lifestyle
|
Time phrases: frequency Expressions of quantity Disjunctive pronouns: Pour moi, etc Likes, dislikes and preferences Large numbers for weights and prices Imperative Il faut; je dois Immediate future Je voudrais plus de and moins de+ noun Comparatives Impersonal expressions: C’est important, etc Present tense Question/answer patterns Using nouns as adjectives: jus d’orange; un sandwich au fromage ie ending for shops; application of pattern Generic characteristics of recipes and menus Giving instructions: imperatives; infinitives; devoir;il faut; il est necessaire de …) The partitive article with food Social skills through language. Cultural differences in food and eating habits. Appropriate use of dictionary/glossary Strategies for dealing with the unknown and the unexpected. |
|
Module 8: La maison |
Description of homes: location; rooms; furniture Towns Daily activities Mealtimes and food |
Location Ordinal numbers Prepositions for precise location Present tense: 1st person plural Definite and indefinite articles – correct use Agreement and position of adjectives Il (n’)y a (pas) (de) Adjectives and prepositions to develop description Using a glossary/dictionary Contractions with def art Possessive adjective: notre Nouns – gender and plurals Negative: ne … pas, ne …jamais Sequence and frequency Time Possession: de Introduction to the partitive article with food Re-using and adapting previously learnt language Using a dictionary to extend vocabulary |
|
Module 9: On fait des projets |
Leisure and entertainment Activities with friends and family Weather and seasons Invitations Messages |
apply knowledge of verb paradigms substitute words and phrases from memory use cognates to aid understanding strategies for dealing with the unfamiliar identify ways to learn rules use more detail – developing longer sentences read for information adapt language state preferences and give reasons make notes and use reference materials modal verbs, pouvoir, vouloir, devoir immediate future, including negative and interrogative use sequence and frequency describing the weather present time v future time verb categories the infinitive verbs in the dictionary question/answer patterns social skills working with language patterns linking finite verbs to an infinitive (ext) strategies for coping with the unexpected |
|
Module 10: Ma journeé |
Daily routine House chores School Leisure
|
Reflexive verbs. Present tense. Appropriate use of time phrases. Asking and responding. Time. Interrogatives: Quand? A quelle heure? Où? Apply knowledge of verb paradigms. Substitute words and phrases from memory. Express simple opinions. Express simple reasons. Strategies for memorizing. Use verb tables for support as appropriate. Recognise the infinitive of a reflexive verb. Adapt previously learnt language. Understand and use language from longer texts. Use detail to extend sentences. Use reference materials appropriately. Il faut / devoirto express obligation Infinitive construction after devoir Infinitive construction with a reflexive verb – 1st singular only |
Year 9 French
|
Module |
Context |
Knowledge & Skills |
|
Module 4.1: Me, my family and friends |
Identity Family members Physical Appearance Character & Personality |
Formation of Regular, Irregular & Reflexive verbs, Present & Imperfect. Using verb tables to support accuracy Use of the Imperfect tense to communicate ‘used to’ Use être with adjectives Regular & irregular adjectives Intensifiers with an adjectives Possessive adjectives |
|
Module 4.2: Travel & Tourism |
Types of holiday/trip, destinations, holiday activities, opinions, preferences, advantages/disadvantages, booking accommodation and transport |
Formation of Regular, Irregular & Reflexive verbs, Perfect and Imperfect Using verb tables to support accuracy Sequencing words, expressions and phrases Weather expressions with ‘faire’ Complex Opinion markers Complex reasons Intensifiers |
|
Module 4.3: Future Plans & Ambitions |
Career choices, education, marriages, children, plans, ideal jobs and reasons for choices. |
regular verbs: aimer (conditional/simple future) irregular verbs: être/avoir (immediate future, simple future, conditional) devenir (simple future and immediate future) vouloir (conditional) positive and negative constructions using verb tables: simple future and conditional Finite verbs + infinitive constructions |
|
Module 4.15: Festivals in France and French speaking countries
|
French life & routines. Local customs. Festivals in France and French speaking countries. |
Revision Perfect & Imperfect tenses of Regular & Irregular verbs. Effective use of verb tables to ensure accuracy. Revision of time phrases in the Past. Revision of numbers. Understand and communicate gist and detail in longer accounts. |
Key Stage 3 Learning Objectives Spanish
Year 7 Spanish
| Module |
Context |
Knowledge & Skills |
|
Module 1: Hola |
meeting and greeting people, formally and informally name, age, birthday – self and other, ask as well as respond months, days and dates classroom instructions and questions the alphabet
|
Asking and responding to questions using ¿Cómo? ¿Qué? ¿Cuándo? ¿Cuántos? Introduction to verbs in the three singular forms. Introduction to Qu/Ans patterns 2→1/3→3 Numbers →31 Introduction to grapheme/ phoneme links: h + vowel (hola, hasta, hay) consonant + u + vowel (cuanto, cuantos, buenos, muy, luego cuatro) j (junio julio, jueves) z (diez, marzo) Possessive adjective mi/tu/su Introduction to formal / informal register The differences between talking about oneself and talking about others Punctuation: ¿ ¡, and accents Introduction to the negative no Y Strategies for memorising /learning Using Spanish in the classroom |
|
Module 2: En Clase |
Classroom objects Working in the classroom Requesting, and responding to requests Identifying Classroom instructions and questions Games: el Ahorcado; O & X’s; pelmanism, Kim’s game; picture bingo; Fui al Mercado; Escribe una lista; Happy Families etc.
|
Nouns: gender and number Indefinite article Adjective agreement and position Yes/No questions – asking and responding Formal and informal register Tener (present singular paradigm) and hay Negatives: no and nada Strategies for memorising vocabulary Using a dictionary i) to find gender; ii) to look up unfamiliar words, iii) to extend own vocabulary. Grapheme/phoneme links: v [nueve, diecinueve, veinte]; ñ [mañana, años, castaño] Asking and responding to questions using ¿De qué color es/son? ¿Cuántos? Use and respond to Spanish in the classroom Numbers up to 50 Reinforce social skills: por favor/gracias/de nada/lo siento Develop visual/aural memory Use questions to initiate and develop conversation Es/son |
|
Module 3: Tengo |
Other people Describing self, family & pets. |
ï Talking about self; talking about others. Question/answer patterns: 3 → 3; 2 → 1 Asking questions Singular and plural nouns Gender Adjectives: agreement and position. Indefinite article and its omission. Negative: no Es/Son to describe and identify Use of ‘y’ and ‘pero’ Possessive adjectives mi/mis; tu/tus; su/sus. Tener – singular, present tense Strategies for memorising Grapheme/phoneme links: que/qué [qu is ALWAYS k, never kw: ¿qué tal; pequeño] rr (pelirrojo; perro) Using a dictionary I) to find gender; ii) to look up unfamiliar words; iii) to extend own vocabulary. Develop visual/aural memory Use questions to initiate and develop conversation. Intensifiers: muy; bastante; algo |
|
Module 4: Soy |
Other people Describing self and family Nationality and country of origin |
Talking about self; talking about others. Question/answer patterns 3→ 2; 2→1 Asking and responding to questions Adjectives of nationality Adjectives: agreement and position Negative: no; ni….ni Ser – present tense Use of ser to describe and identify Strategies for memorising Use questions to initiate and develop conversation Intensifiers; muy; bastante; algo Countries where Spanish is spoken European countries Interrogatives; ¿De dónde; Cuál; Cómo? Correct use of capital letters for countries/nationalities Grapheme/phoneme ia (Alemania; Austria; Francia; etc) Use of pattern & cognates |
|
Module 5: El ocio |
Sport Leisure Interests & hobbies
|
Ask and understand questions about interests and leisure activities Express likes and dislikes, combing gustar with a/noun or an infinitive. Frequency and sequence Definite article The infinitive Negatives: no; nunca Practico/juego Juego/toco 1st person singular, present tense Using a dictionary I) to find infinitives ii) to find information about the infinitive – to begin to use verb tables. a & definite article: al Developing ideas Noun endings & Gender Giving reasons Omission of Subject Pronouns |
Year 8 Spanish
|
Module |
Context |
Knowledge & Skills |
|
Module 6: El insti |
School Daily routine in school. Leisure activities Clothes Time |
Expressing opinions and giving reasons. Telling the time. Asking and responding to questions using ¿A qué hora? ¿Qué? ¿Cómo? Negatives: no Question/ Answer patterns Singular Forms of AR verbs, present tense. Adjectives Definite Article – plurals Gustar – singular & plural Grapheme phoneme link ía (biología; geografía; tecnología) Time phrases ‘De’ & definite article: del Frequency & sequencing Use a dictionary to extend personal vocabulary. |
|
Module 7: A comer |
Food and drink Likes, dislikes and preferences Following and preparing recipes Buying food Bars and restaurants (Christmas Food) Meals Health and Lifestyle |
Likes, dislikes and preferences Large numbers for weights and prices Imperative Hay que; tener que Suelo + infinitive Immediate future Quisiera Más and menos + noun Comparatives Impersonal expressions: es importante, etc Present tense Question/answer patterns Using nouns as adjectives: zumo de naranja; bocadillo de queso ia ending for shops; application of pattern Generic characteristics of recipes and menus Giving instructions: imperatives; infinitives; deber; tener que; hay que; es necesario…) Social skills through language. Cultural differences in food and eating habits. Appropriate use of dictionary/glossary |
|
Module 8: En casa |
Description of homes: location; rooms; furniture Towns Daily activities Mealtimes and food |
Location Ordinal numbers Prepositions for precise location Present tense Definite and indefinite articles – correct use Agreement and position of adjectives Ser and estar Hay Adjectives and prepositions to develop description Using a glossary/dictionary Contractions with def art Possessive adjective: nuestro Nouns – gender and plurals Negative: no, nunca Sequence and frequency Time Possession: de Re-using and adapting previously learnt language Using a dictionary to extend vocabulary Using Verb tables |
|
Module 9: Haciendo planes |
Leisure and entertainment Activities with friends and family Weather and seasons Invitations Messages |
apply knowledge of verb paradigms substitute words and phrases from memory use cognates to aid understanding strategies for dealing with the unfamiliar identify ways to learn rules use more detail – developing longer sentences read for information adapt language state preferences and give reasons make notes and use reference materials modal verbs, poder, querer, tener que immediate future, including negative and interrogative use sequence and frequency describing the weather present time v future time verb categories the infinitive verbs in the dictionary question/answer patterns social skills working with language patterns linking finite verbs to an infinitive (ext) strategies for coping with the unexpected |
|
Module 10: Rutina Diaria |
Daily routine House chores School Leisure |
Reflexive verbs. Present tense. Appropriate use of time phrases. Asking and responding. Time. Interrogatives: ¿Cuándo? ¿A qué hora? ¿Dónde? Apply knowledge of verb paradigms. Substitute words and phrases from memory. Express simple opinions. Express simple reasons. Strategies for memorizing. Use verb tables for support as appropriate. Recognise the infinitive of a reflexive verb. Adapt previously learnt language. Understand and use language from longer texts. Use detail to extend sentences. Use reference materials appropriately. Tener que to express obligation Infinitive construction after tener que Infinitive construction with a reflexive verb – 1st singular only |
Year 9 Spanish
|
Module |
Context |
Knowledge & Skills |
|
Module 4.1: Me, my family and friends |
Identity Family members Physical Appearance Character & Personality |
Formation of Regular, Irregular & Reflexive verbs, Present & Imperfect. Verb tables to support accuracy The Imperfect tense to communicate ‘used to’ ser & estar with adjectives Regular & irregular adjectives Intensifiers with an adjective Possessive adjectives - short form |
|
Module 4.2: Travel & Tourism |
Types of holiday/ trip, destinations, holiday activities, opinions, preferences, advantages/disadvantages of certain types of holidays |
Formation of Regular, Irregular & Reflexive verbs, Perfect and Imperfect Use of the Imperfect tense to describe places Using verb tables to support accuracy Sequencing words, expressions and phrases Weather expressions with ‘hace’ Complex Opinion markers Complex reasons Intensifiers |
|
Module 4.3 Future Plans & Ambitions |
Career choices, further and higher education, marriages, children, plans, ideal jobs and reasons for choices. |
Formation of regular verbs, Future & Conditional Formation of irregular verbs, Future & Conditional [poner; valer; venir; tener; salir; poder; saber; querer; hacer; decir; + habrá & habría] Use verb tables effectively to ensure accuracy Infinitive constructions [ TAG + INFINITIVE ] Understand and explain reasons for choices |
|
Module 4.15 Festival in Spain and the Hispanic countries |
Spanish life & routines. Local customs. Festivals in Spain and Hispanic speaking countries. |
Revision Preterite & Imperfect tenses of Regular & Irregular verbs. Effective use of verb tables to ensure accuracy. Revision of time phrases in the Past. Formation of the Perfect Tense. Revision of numbers. Understand and communicate gist and detail in longer accounts. |
Key Stage 4 Learning Objectives
|
Exam Board |
AQA |
|
Assessed by |
Written examinations Non-examination assessment - Oral examination |
Overview
In the two years remaining prior to the GCSE examination we hope that students will continue to develop their competence as language users in a wide variety of contexts and situations, and that they will acquire skills which will serve them well beyond the classroom. The course builds on work done in Key Stage 3, and students are consistently encouraged to use more complex structures and a wider variety of tenses. All four skills – listening, speaking, reading and writing - are equally emphasised at all stages. Students will gain confidence in using the spoken language and the fluency and accuracy of their written work will improve. Much reading and listening is based on authentic texts so as to foster genuine skills.
Homework is an integral part of the course and the manner of its completion is an important indicator of a student’s commitment and attainment.
By the end of Year 10 it is expected that most students will cope successfully with Foundation-tier papers and be prepared to attempt some Higher-tier tasks, even though these may still seem challenging.
In Year 11 the remaining specification topics are covered and students are increasingly afforded opportunities to practise their skills under examination conditions.
Learning a language is a rewarding and enjoyable experience, but it is also hard work. Successful students need to be committed and willing to work, both in lesson time and at home.
Key Stage 5 Learning Objectives
10 top reasons to learn another language
- You don't just learn the subject; you fall in love with it.
- English is not enough! The world has become a much smaller place. Its really important that you learn to speak and understand other people no matter where they are from.
- You can travel all over the world and feel like a true local.
- Languages are the perfect way to meet new people, immerse yourself in new cultures and make a difference to who you are.
- Speaking another language really makes you stand out from the crowd and you'll be able to work anywhere in the world.
- Learning a foreign language can help you understand your own language.
- you develop four key skills that are vital for any learning; listening, reading, speaking and writing.
- you have tons of fun learning about a wide range of topics.
- They're good for you! speaking more than one language increases your brain capacity and you have better memory too.
- It's an impressive achievement to speak a foreign language - one your friends and family will envy and employers will love!
Studying Modern Foreign Languages at SGS
Both languages follow the AQA specification which is well established and well regarded.
AS Spanish and French
In year 12 you will study highlights of artistic culture, which may include regional identity, music, cinema and the cultural heritage of past civilisations. You will study a text or a film. You will develop your language skills in the context of French and Spanish speaking communities and countries, and the issues and influences which have shaped them. You will study technological and social change.
As topics in Spanish and French:
- ASPECTS OF SOCIETY: e.g Family: cyberspace; Voluntary work; Equal rights; Modern and Traditional Values.
- ARTISTIC CULTURE: Culture Heritage; Modern day idols; Contemporary music and cinema; Regional Identity.
A Level Spanish and French
You will prepare for three examinations at the end of Year 13, one oral and two written. The A-Level examinations will include the topics studied in year 12. You will study a text and a film, and you will complete an individual Research Project.
A-Level topics in Spanish and French:
- ASPECTS OF SOCIETY (2): A Diverse Society - Integration, immigration and Racism; Life for the Marginalised; The Treatment of Criminals.
- POLITICAL LIFE: Young People and Politics; Popular Movements and Protests: Monarchies, Republics and Dictatorships.
Successful Language Students are:
- Exceptionally motivated, hardworking and well organised.
- Interested in the country and people whose language they study.
- Welcome the challenge of thinking for themselves and formulating opinions through reading and discussion.
- Willing to play an active part in lessons conducted in Spanish or French
- Committed to spending time in Spain or France
Language learning is hugely rewarding, but it demands commitment, determination and consistent application. If you embark on this course of study, you should be willing to invest heavily in your own success.
Our Students Say:
"The language learning community is an incredible team to be a part of" Freya Tewnion 13M
"Learning a language at this school is especially fulfilling due to the enthusiastic and supportive staff" Evie Smith 13G
" A language is one of the most useful A-Levels you can have. Be prepared for hard work, but work that will be rewarding" Sara Inacio 13M
"It's very useful subject, especially if you want to travel" Rachel Gleave 13G