Modern Foreign Languages
Subject Intent
Our vision for our students is that they develop the skills and confidence to consider themselves “global citizens”. We want our students to understand other countries and cultures so that they are open to new experiences. With our KS3 curriculum, we will take our students through a journey to discover who they are; we want them to understand what their local community means to them and finally how they can become part of a world characterised by international links and intercultural connections; linguistic skills are crucial for employment and careers, as proficiency in a foreign language enhances career opportunities.
Key Stage 3 Overview
Year 7
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Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
Basics Key Words & Concepts
Assessment Criteria Students will understand short spoken/written passages of very familiar language and pick out the main points; take part in simple, short conversations; write simple, short phrases from memory and with simple opinions; they can write 3 sentences with help. Career/Transferable Skills Communication Skills:
Critical Skills:
Teamwork:
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Family & Friends Key Words & Concepts
Assessment Criteria Students will understand the main points and simple opinion from short spoken/written passages; answer simple questions and give basic information, can adapt phrases to say something different; write 3- 4 sentences, can alter phrases I already know. Career/Transferable Skills Communication Skills:
Critical Skills:
Teamwork:
Self-Management:
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Free time Key Words & Concepts
Assessment Criteria Students will understand longer spoken/written passages and pick out main points and some detail; take part in conversations (with support) giving information and simple opinions, can apply most regular phonetic rules; write 3 or 4 sentences on a familiar topic, they can use simple opinions and connectives and also reference the future. Career/Transferable Skills Communication Skills:
Critical Skills:
Teamwork:
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Year 8
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Spring Term |
Summer Term |
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Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
School and Careers Key Words & Concepts
Assessment Criteria Students will understand longer spoken/written passages and pick out main points and some detail; take part in conversations (with support) giving information and simple opinions, can apply most regular phonetic rules; write 3 or 4 sentences on a familiar topic, they can use simple opinions and connectives and also reference the future. Career/Transferable Skills Communication Skills:
Critical Skills:
Teamwork:
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Town Key Words & Concepts
Assessment Criteria Students understand longer spoken/written passages and pick out main points and some detail; take part in conversations (with support) giving information and simple opinions, can apply most regular phonetic rules; write 3 or 4 sentences on a familiar topic, they can use simple opinions and connectives and reference future. Career/Transferable Skills Communication Skills:
Critical Skills:
Self-Management:
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Healthy Living Key Words & Concepts
Assessment Criteria Students will recognise if people are talking about future OR present events and recognise opinions; take part in short conversation (3 exchanges) from memory, they can give opinions and use some connectives, can speak about future OR past as well as present; edit and redraft my work, can write longer passages giving information and opinions and write about present OR future. Career/Transferable Skills Communication Skills:
Critical Skills:
Teamwork:
Digital:
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Year 9
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Spring Term |
Summer Term |
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Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
Technology and Media Key Words & Concepts
Assessment Criteria Students will recognise if people are talking about future OR present events and recognise opinions; take part in short conversation (3 exchanges) from memory, they can give opinions and use some connectives, can speak about future OR past as well as present; edit and redraft my work, can write longer passages giving information and opinions and write about present OR future. Career/Transferable Skills Communication Skills:
Critical Skills:
Teamwork:
Digital:
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Travel and Tourism Key Words & Concepts
Assessment Criteria Students will recognise if people are talking about future OR present events and recognise opinions; take part in short conversation (3 exchanges) from memory, they can give opinions and use some connectives, can speak about future OR past as well as present; edit and redraft my work, can write longer passages giving information and opinions and write about present OR future. Career/Transferable Skills Communication Skills:
Critical Skills:
Teamwork:
Digital:
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Customs and Festivals Key Words & Concepts
Assessment Criteria Students will recognise if people are talking about future OR present events and recognise opinions; take part in short conversation (3 exchanges) from memory, they can give opinions and use some connectives, can speak about future OR past as well as present; edit and redraft my work, can write longer passages giving information and opinions and write about present OR future. Career/Transferable Skills Communication Skills:
Critical Skills:
Teamwork:
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Key Stage 4 Overview
Year 10
Specifications we follow:
Year 10 - AQA GCSE Spanish (8692))
The specification covers three distinct themes. These themes apply to all four question papers. Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/ communities where Spanish is spoken.
Theme 1: People & Lifestyle
Topic 1: Heathy Living
Topic 2: Education & Work
Topic 3: Identity & Relationships
Theme 2: Popular Culture
Topic 1: Free Time Activities
Topic 2: Customs & Festivals & Celebrations
Topic 3: Celebrity Culture
Theme 3: Communication & the World around us
Topic 1; Media & Technology
Topic 2: Environment & where I live
Topic 3: Travel & Tourism
Autumn Term |
Spring Term |
Summer Term |
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Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
Healthy Living and Lifestyle |
Environment and Where I Live |
Media and Technology |
Free Time Activities |
Customs, Festivals and Celebrations |
Education and Work |
Year 11
Specifications we follow:
Year 11 - AQA GCSE Spanish (8698)
The specification covers three distinct themes. These themes apply to all four question papers. Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/ communities where Spanish is spoken.
Theme 1: Identity and Culture
Topic 1: Me, my family and friends
- Relationships with family and friends
- Marriage/partnership
Topic 2: Technology in everyday life
- Social media
- Mobile technology
Topic 3: Free-time activities
- Music
- Cinema and TV
- Food and eating out
- Sport
Topic 4: Customs and festivals in Spanish-speaking countries/communities
Theme 2: Local, national, international and global areas of interest
Topic 1: Home, town, neighbourhood and region
Topic 2: Social issues
- Charity/voluntary work
- Healthy/unhealthy living
Topic 3: Global issues
- The environment
- Poverty/homelessness
Topic 4: Travel and tourism
Theme 3: Current and future study and employment
Topic 1: My studies
Topic 2: Life at school/college
Topic 3: Education post-16
Topic 4: Jobs, career choices and ambitions
Year 11
Autumn Term |
Spring Term |
Summer Term |
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Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
Local, national, international & global areas of interests |
Current & Future study and employment |
Revision |
Additional Curriculum Information
Intent
Our vision for our students is that they develop the skills and confidence to consider themselves as “global citizens”. We want our students to understand other countries and cultures so that they are open to new experiences. With our KS3 curriculum, we will take our students through a journey to discover who they are; we want them to understand what their local community means to them and finally how they can become part of a world characterised by international links and intercultural connections; linguistic skills are crucial for employment and careers, as proficiency in a foreign language enhances career opportunities.
Assessment Impact
We feel that our students should be given the opportunity to always try their best to demonstrate their skills in MFL. In order to cater for all our students, we design assessments to check their listening, reading, speaking and writing abilities.
We recognise that, while all students should be challenged, some might need more support. For this reason, we produce vocabulary tests, mid-module assessments and end of module assessments that are differentiated by tasks in order to cater for each individual.
SEND and Most Able Students
We have high aspirations for all of our students. Regardless of ability, we always aim to challenge our students while scaffolding and producing relevant resources to meet their needs.
Following the school policy, most able students are added to the Most Able and Talented list for our curriculum area. In lessons, students will be specifically encouraged to extend their writing and speaking activities and develop a more sophisticated vocabulary.
We have put the following strategies in place to ensure that we cater for all of our students:
- specific seating plans
- differentiated resources and outcomes
- reading and recording information about individual students to inform planning
- frequent differentiated vocabulary tests and retrieval practices
- scaffolding for writing tasks
- access to intervention
Homework
At the end of each sub-topic, students are given a reading or writing homework to complete. If students are struggling with a concept, as part of intervention, they might be given extra work to take home. Students are regularly given vocabulary to learn or revise to prepare for the following lesson.
Beyond the curriculum
Students have access to online learning platforms, which are free and can be accessed at school and from home:
These allow our students to improve their linguistics skills but also give them the opportunity to investigate other languages.
As Spanish has become the main language offered at Key Stage 3, we offer a French club after school for KS3 students who studied French in primary school and would like to continue at Jarrow School. This could lead some of our students to choose to study two languages at KS4 and become dual linguists.
Literacy & Subject Specific Vocabulary
Key words and structures are introduced, drilled and revised every lesson. The importance of correct spelling, punctuation and grammar is emphasised in all MFL lessons and students are given the opportunity to improve their literacy skills by making SPaG corrections after each piece of assessed written work.
Students are given the opportunity to read out loud in lessons to improve comprehension and pronunciation.
Unit 2: 20th Century Depth Studies
Section A The Roaring 20s: USA 1919-1929
Section B Depression and the New Deal: The USA, 1929-1941
Section C War in Vietnam, 1964-1975