Overview

The language programme of study will 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.

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KS3 Intent Statement

MFL serves a cultural and linguistic purpose in that it exposes students to foreign language and culture, therefore promoting global citizenship and curiosity to travel.
The curriculum builds on any prior learning at KS2 by reinforcing vocabulary, basic grammar and pronunciation.
The KS3 curriculum allows students to explore diverse topics and more complex grammar, allowing them to express themselves in a foreign language.
The curriculum sequences knowledge and skills, builds on prior learning and enables students to widen their understanding, knowledge and use of a variety of language competencies. It also serves to enrich students’ use of their mother tongue through comparison of the language and culture of another country. The organisation of the topics studied at key stage 3 moves the learner from understanding and giving personal information to forming opinions on wider issues on both a local and global scale.
Differentiation, particularly for SEND, should enable all learners to reach their full potential.
The curriculum is challenging for the most able as it deals with topics requiring higher order thinking, such as rights and responsibilities, the environment and important global issues.
The curriculum promotes skills transferable to a wide range of careers, equipping learners to study and work in or with other countries.
Now that the political context is settling down, residential trips to France and Spain are planned for year 9. These will enable learners to put their learning into context and provide them with the experience the culture of the country studied.

Year 7

The content of the course has been structured across five themes:

• Describing yourself
• Describing your free time activities
• Describing your schoolbr> • Describing your family and friends
• Describing your townbr>

Year 8

The content of the course has been structured across five themes:

• Describing your holidays in the past
• Describing your use of technologybr> • Talking about mealtimes.
• Inviting someone to go outbr> • Talking about plans for the summer

Year 9

The content of the course has been structured across five themes:

• Talking about things you like
• Describing jobs and future career
• Describing healthy lifestyle
• Talking about environmental issues
• Describing a trip to Madridbr>

Overview

The course aims to ensure that all pupils understand and respond to spoken and written language from a variety of sources. It will enable students to speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say. Student will also be capable of writing at varying length, for different purposes using the variety of grammatical structures that they have learnt.

KS4 Intent Statement

MFL serves a cultural and linguistic purpose in that it exposes students to foreign language and culture, therefore promoting global citizenship and curiosity to travel.
The curriculum builds on prior learning at KS3 by revisiting many of the same topics in order to deepen knowledge and increase linguistic and grammatical sophistication.
The GCSE curriculum allows students to 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.
The curriculum sequences knowledge and skills, builds on prior learning and enables students to widen their understanding, knowledge and use of a variety of language competencies. It is also serves to enrich students’ use of their mother tongue through comparison of the language and culture of another country. The organisation of the topics studied at key stage 4 promotes critical thinking on a wide range of issues which go beyond their own cultural experience and sets them up as intercultural citizens.
Differentiation, particularly for SEND, should enable all learners to reach their full potential.
The curriculum is challenging for the most able as they are expected to be able to manipulate language both for purpose and audience.
Careers: the aim is to develop language-learning skills both for immediate use and to prepare them for further language study and use in school, higher education or employment.

Qualification Details

Exam Board: Edexcel
Qualification Title: Spanish
Qualification Specification Code: Pearson Edexcel Level 1 / Level 2 GCSE (9 – 1) in Spanish (1SP0)
Qualification Webpage: Click here to visit the Edexcel webpage for the specification.

Why should I study this course?

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils ‘curiosity and deepen their understanding of the world. It will also provide opportunities for the students to communicate for practical purpose and equip them to study and work in other countries.

What knowledge and/or skills will I need?

You will need to have studied this language at school before in order to continue it to GCSE.

What will I study in this qualification?

The content of the course has been structured across five themes:

• Identity and culture
• Local area, holiday and travelbr> • School
• Future aspiration, study and work
• International and global dimension

How will I be assessed?

The MFL GCSE consists of four externally examined papers based on the following skills: listening, speaking, reading and writing.

Paper 1: Listening and understanding in Spanish (Foundation tier or Higher tier).
Paper 2: Speaking in Spanish (Foundation tier or Higher tier).
Paper 3: Reading and understanding in Spanish (Foundation tier or Higher tier).
Paper 4: Writing in Spanish (Foundation tier or Higher tier).

Possible Career Paths

• Translator
• Interpreter
• Secondary school teacher
• Broadcast journalist
• Diplomatic service officer
• English as a foreign language teacher
• International aid/development worke
r • Logistics and distribution manager
• Marketing executive
• Private tutor
• Sales executive

Overview

The course has been designed to give you a profound understanding of Spanish. Not only will you understand more about the mechanics of the language (grammar, vocabulary), but also how people live and use language on a daily basis. All this will be taught by looking at newspapers, books, magazines, television, film and, of course, textbooks. You will do some work in our language laboratory and will also have one hour per week of intensive speaking work with the Spanish Assistant. The course covers aspects of Hispanic Society, Multiculturalism, Artistic Culture, Political life in the Hispanic world, and literary texts and films. The cultural works studied are La Casa de Bernarda Alba by Federico García Lorca and El Laberinto Del Fauno by Guillermo Del Toro.

KS5 Intent Statement

The A-level curriculum builds on the knowledge, understanding and skills gained at GCSE. It constitutes an integrated study with a focus on language, culture and society. It fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society. The content is suitable for learners who wish to progress to employment or to further study, including a modern languages degree. The approach is a focus on how French/Spanish-speaking society has been shaped socially and culturally and how it continues to change. In the first year, aspects of the social context are studied, together with aspects of the artistic life of Spanish-speaking countries. In the focusing on matters associated with multiculturalism. Students also study aspects of the political landscape including the future of political life in the French/Hispanic world by focusing on young people and their political engagement. Students will develop their knowledge and understanding of themes relating to the culture and society of countries where French/Spanish is spoken, and their language skills. They do this by using authentic spoken and written sources in Spanish. The literary texts and films studied offers opportunities to link with the themes. In Spanish the play La casa de Bernarda Alba is linked to the sub-theme Modern and Traditional Values while the film El laberinto del fauno is connected to the sub-theme Monarchies and Dictatorships. In French Tartuffe is linked to the sub-theme of Political Life, while La Haine is linked to aspects of Politics and Immigration.

They appreciate, analyse and become able to respond critically in writing in French/Spanish to the work they have studied, including a critical appreciation of the concepts and issues covered and a critical and analytical response to features such as the form and the technique of presentation.

Through the Individual Research Project, learners develop research skills in French/Spanish, demonstrating the ability to initiate and conduct individual research on a subject of personal interest, relating to the country or countries where French/Spanish is spokensecond year further aspects of the social background are covered, this time

Qualification Details

Exam Board: AQA
Qualification Title: Spanish
Qualification Specification Code: 7692
Qualification Webpage: Click here to visit the AQA webpage for the specification.

Entry Requirements

Standard Sixth Form entry requirements

What will I study in this qualification?

The summary of components is as follows:

• Social issues and trends

• Political and artistic culture

• Grammar

• Option topics covering literary texts and film

Possible Career Paths

Languages can be studied as a standalone subject at university, or as a combined degree with a huge variety of subjects, including Business, Mathematics, Economics, Law and International Relations. It is possible to study one, two or three languages in a degree, and any language can be studied from scratch or continued from GCSE or A-Level standard. Language degrees prepare learners for careers related to the subject such as Translation, Interpretation and Teaching, but are also in demand for pathways such as Law, International Relations or Banking.