“The limits of my language mean the limits of my world,” said Ludwig Wittgenstein.
At Hungerhill, the aspirational MFL curriculum ensures that our students are anything but limited in what they can achieve. Through our ‘Big Picture Tasks’, they are also able to see the real-life relevance of the language and understand links between their prior, current and future learning. Students here develop a strong understanding of both the language and culture of French or Spanish-speaking countries. In doing so, they develop excellent communication and interpersonal skills and an appreciation of the values of tolerance and respect for others. We also provide regular opportunities to recycle knowledge to ensure it is embedded, and to bridge gaps in knowledge identified by our assessments. Therefore, our students are prepared, both academically and personally, for a far wider range of opportunities in their further education, career and social lives.
Our curriculum will:
Develop the character of all students
Our aspirational, yet appropriately differentiated curriculum, develops students who are resilient and passionate language learners.
Students are taught the values of tolerance and respect for other cultures, to broaden their perspectives and prepare them for the opportunities and challenges of life. They are exposed to current, authentic texts, both within and outside of lessons to further stimulate their knowledge and understanding of different cultures and of a wider variety of language.
Students are expected to use the target language for routine conversations, and over time, become confident speakers of French or Spanish. Thus, they develop excellent communication and interpersonal skills required for success in life.
Ensure all students are literate and numerate
Students are encouraged to become inquisitive linguists, who are able to find links between languages, allowing understanding to be transferred between subjects.
Students develop a love of reading and are a taught a range of strategies to cope with increasingly challenging texts from a range of literary and non-fiction sources. This includes a variety of authentic materials, often sourced by our Foreign Language Assistants.
Students develop a sound understanding of French or Spanish grammar, which includes the ability to apply it in new contexts and understand a minimum of three tenses confidently.
Students have regular opportunities to develop their numeracy skills, often in real-life scenarios, such as ordering and checking bills in restaurants.
Build knowledge and aspirations of all students
Our engaging KS3 ‘Big Pictures’ ensure that students clearly see how their knowledge is developing throughout each unit of work. These also set their language learning in real life situations, making it more relevant to all and thus raising their aspiration to succeed.
Schemes of learning are coherently planned, following a consistent lesson structure with frequent opportunities to recycle knowledge, review learning and assess understanding. They also incorporate time to address gaps in knowledge identified through assessment, in a way which is tailored to the individual needs of students.
Students are provided with regular opportunities to showcase their achievements in MFL, for which they are praised and rewarded, thus increasing their aspiration to succeed.
Ensure all students have the secure foundations to progress into further education and employment
The MFL curriculum begins with an awareness of students’ KS2 MFL experience. Subsequently, it develops students’ linguistic knowledge as well as their confidence and communication skills to prepare them for Key Stage 5 and beyond.
Students are constantly provided with opportunities to build on their grammatical knowledge whilst recycling their knowledge of vocabulary and grammatical points in new contexts, to ensure that their knowledge is secure.
Develop cultural capital of all students
Students develop a strong awareness of the culture of French or Spanish-speaking countries through experience days, working with our Foreign Language Assistants, educational visits and the regular use of both paper-based and digital authentic materials.
Students are provided with a range of extra-curricular activities which allow them to further develop their linguistic competence and awareness of French and Spanish culture.
Mrs H Turner
|Main skills developed in Year 8:|
As well as focusing on the key MFL skills of listening speaking, reading and writing, we also ensure that pupils have the opportunity to learn about the culture and traditions of Spain and Spanish speaking countries around the world. We encourage students to see themselves as global citizens and think about their communication, presentation and interpersonal skills as well as contributing to cross-curricular literacy and numeracy. Students will have the opportunity to work in pairs, groups and individually and will be exposed to a vast range of learning styles and activities. They will be encouraged to peer and self-assess their work, reflecting on their own progress and how they can improve in the future, as well as responding to their teacher's feedback and guidance.
The importance of learning languages is also highlighted to students in terms of their future personal development and how valuable languages are in the real world for business and future employment. We have links with Sheffield University and other further education institutions, who at times send in language ambassadors to talk to pupils about the relevance of language learning in the wider world.
|How parents can help to support their child's learning in Year 8:|
Examination 100% - (four skill areas)
Students will be assessed in the following skill area:
Students will sit terminal exams in the four skill areas of Listening, Reading, Speaking and Writing - all of which will be equally weighted (25% per skill area). Students can choose to sit the papers at foundation level (with access to equivalent graced C-G) or higher (equivalent to grades A*-D) but must sit the same tier for all elements of the exam.
The Listening exam will require students to respond to questions and demonstrate an understanding of clear standard speech, noting details, opinions, past, present and future tenses and also deducing meaning from a variety of short passages.
The Speaking exam will involve communicating and interacting effectively in speech using accurate pronunciation and intonation to be understood by a native speaker. Students will take part in a short conversation, asking and answering questions, exchanging opinions, conveying information and narrating events to express and justify their own thoughts and points of view.
The Reading exam will require students to understand and respond to different types of written language (including authentic materials) to identify the overall message, key points, details and opinions (recognising the relationship between past, present and future events). A new skill will also be examined under the new specification - translation where students need to translate a short passage from the assessed language into English.
The Writing exam will involve writing short texts, using simple sentences and familiar language accurately to convey meaning and exchange information presenting facts, ideas and opinions appropriately for different purposes (to interest, inform or convince) and in different settings using a variety of vocabulary and grammatical structures, to describe and narrate with reference to past, present and future events. Translation of sentences and short texts from English into the assessed language to convey key messages accurately will also be examined on this paper.
Outline of Course Content:
GCSE specifications will require students to understand and use language across a range of topics, appropriate to their age, interests and maturity levels.
The topics covered include:
A new addition to the new specification is that authentic literary texts such as poems, letters, short stories, essays, novels or plays from contemporary and historical sources will be used in teaching. This will enhance students' intercultural understanding, promote language learning and develop a range of skills.
Careers using Spanish
Good at making yourself understood?
For a variety of jobs you have to be able to communicate in one or more foreign languages. The obvious examples are to work as a translator or interpreter, but there are many more. Some jobs need you to be completely fluent while for others, it's enough to be able to hold a basic conversation. Entry requirements vary from GCSEs to postgraduate qualifications
Some people wish to undertake a ‘gap year’ either before or after attending University. This often involves travelling overseas. To finance such a trip people during their travels often find temporary jobs whilst away, such jobs are frequently service and catering work however knowledge of a language can be very helpful in these circumstances
Many 6th forms offer language A levels, the most commonly offered at French, German and Spanish although others may be available. Ancient languages such as Latin may also be offered.
A very wide range of languages is offered by Universities. This includes the modern European languages but also languages traditionally associated with the Middle Eastern region and Asia. Mandarin Chinese is an increasingly popular University language choice.
Universities allow languages to be combined with a huge range of other subjects which can lead to some very interesting timetables and, of course, studying a language at University has traditionally included the opportunity for the student to spend a year abroad as part of the course.