Modern Foreign Languages
MFL curriculum and assessment
From the very first day of year 7, French and Spanish lessons at HABS give students the opportunity to communicate in the target language (whether they want to hand out the books or help their friend!) by independently manipulating the language taught. Through an embedded focus on grammar teaching, pupils develop a strong understanding of the application of grammatical rules to produce accurate language. Furthermore, by mastering productive skills, pupils are able to speak and write French and Spanish that contains a wide range of sophisticated structures. Teaching includes exposure to debate and evaluative language which allows pupils to balance an argument by considering positive and negative points of view. Linguists at HABS also develop long-term problem solving skills through the mastery of receptive skills. Pupils learn how to tackle unfamiliar and challenging target language in order to elicit meaning. All of these skills are developed through a rich and varied curriculum which includes exciting topics relating to Hispanic and Francophone culture.
1. R1 Linguists use the context to infer the meaning of a word.
I cannot use the TL words I understand to make a sensible guess of the meaning of a word I don't know.
I can use the TL words I understand to make a sensible guess of the meaning of a word I don't know.
2. R2 Linguists break down unfamiliar words.
I do not know the definition of basic word groups nor the features of these words in TL.
I can identify a noun, verb and adjective in TL.
I can identify different types of words in TL and explain the features of these words.
I can immediately identify which family a word belongs to including verb tense. I use the start, middle or end of a word to successfully work out its meaning.
3. R3 Linguists accurately transcribe the target language.
I cannot transcribe the TL
I can transcribe isolated and simple cognates.
I can transcribe words after they have been repeated several times. I do not know the TL alphabet securely.
I can sometimes transcribe unfamiliar vocabulary to understand what is being said. I know most of the TL alphabet securely however vowels take me longer to decipher.
I can accurately transcribe unfamiliar and challenging language to understand what is being said. I know the TL alphabet securely.
4. P1 Linguists explain their ideas clearly.
I cannot produce nor explain my ideas.
I can produce simple ideas.
I can develop my responses to communicate basic information. I occasionally explain, justify or develop my ideas.
I can develop my responses to communicate some information. I explain, justify or develop some ideas.
I can develop my responses to communicate quite a lot of information. I explain, justify or develop most ideas.
I can fully develop my responses to communicate a lot of information clearly by explaining, justifying or developing each point.
5. P2 Linguists give a balanced account.
I cannot give a balanced account.
I can communicate positive and negative ideas or viewpoints.
I can explain positive and negative viewpoints.
I can identify two sides of an issue and explain them.
I can compare and contrast two sides of an issue.
I can successfully evaluate two sides of an issue from varying viewpoints.
6. P3 Linguists use a wide range of language.
I can use basic cognates.
I can produce basic language.
I can produce TL that is repetitive. I occasionally attempt to use complex structures and sentences.
I can produce TL with only some repetition and I attempt to use a variety of complex structures within extended sentences.
I can produce TL with little repetition and a variety of connectives and sophisticated language and grammar.
I can produce TL with no repetition. There is a very wide variety of connectives, sophisticated language, broad vocabulary and complex grammatical structures.
7. P4 Linguists accurately manipulate verbs.
I cannot yet conjugate the present tense or I am not aware of doing so.
I can identify an infinitive and am aware that this is the starting point for all verb tenses.
I can produce TL that contains one tense accurately conjugated in response to a stimulus or trigger.
I can produce TL that contains two tenses accurately conjugated in response to a stimulus or trigger.
I can produce TL that contains three or more tenses accurately conjugated in response to a stimulus or trigger.
I can conjugate the full spectrum of tenses spontaneously and accurately across all verb subjects.
8. T1 Linguists accurately translate from and into the TL.
I cannot translate the TL.
I can translate isolated cognates.
I can identify basic word groups (noun, verb, adjective) and translate them successfully.
I can translate short sentences using my knowledge of vocabulary to help me translate unfamiliar words.
I can translate full sentences and hypothesise about meaning by applying grammatical knowledge of English and TL.
I can translate an extended piece of language by dissecting sentences and analysing and applying grammatical knowledge of English and TL.
Summary of content
In Year 7 MFL students will learn how to communicate key information about themselves and those around them, including mood, third person description, and a consideration of what identity means. Pupils build on this ability to communicate by learning about food and art in Spain and France compared to England in order to develop their cultural awareness and appreciation.
In year 8 MFL students will continue to develop their knowledge and understanding of grammar through topics relating to healthy living including the Olympics and sport. Pupils will master language relating to the world around them with a module on London and through the millionaire module, pupils begin to use their creativity to manipulate verbs in order to hypothesise about how their life would change if they won the lottery.
In year 9 students’ focus turns to wider global themes around the environment, water supply and education. These engaging topics allow pupils to use their language in broader yet more challenging contexts. Grammatical understanding is honed by further study of new technology where pupils consider and comment upon life in the past without technology and a future school run by robots. By the end of year 9, pupils have a solid vocabulary and grammar base to enable them to embark successfully on the GCSE course.
In year 10 and 11 students follow the AQA GCSE Languages course. Over the two years, pupils will consecutively spend two half terms covering a chosen topics followed by a half term focusing upon the productive skills (speaking and writing) in the context of these topics. This allows pupils to consistently consolidate these challenging skills in preparation for the linear exams at the end of year 11.
In the first year, students cover the followings themes:
• Youth (family, friends, social media, studies and school life)
• Maturity (marriage, education post-16, jobs and ambitions)
• Local context (home, town and local environmental issues)
• Global context (travel and tourism, customs in French/Spanish speaking countries, global environmental issues)
In the second year, students cover the following themes:
• Positivity (sport, healthy living, achievements, charity and volunteer work)
• Negativity (unhealthy living, illness and injury, and school rules).