Curriculum Statement - Languages
Powerful Knowledge in Languages
Modern and ancient Languages provide a way of transcending cultural barriers, allowing students to see their world from a different viewpoint. It prompts them to question what is ‘normal’, fosters their curiosity and deepens their understanding of the world as a rich and diverse place filled with different customs, perspectives, history, arts, literature and ways of communicating.
It also affords students the chance to understand the codes which exist behind languages and how these might interplay, or be at odds with English. They will be able to recognise that rules and patterns exist throughout languages and that these may well be influenced by the impact of culture. Students can start to build a more powerful understanding of their own language through questioning how we put together words, sentences and text.
One particularly powerful skill which is developed in language learning is the ability to speak and think simultaneously in a foreign language. Students are challenged to respond without preparation in discussions in class and this leads to them forming strong oracy skills.
Speak First – Students are learning how to communicate in another language and this begins with speech. Students will build up a level of confidence which allows them to respond naturally to each other and their teacher, being comfortable using the taught language, aiming to achieve excellent pronunciation. Students are exposed to little or no English during lessons so that students are immersed in the sounds and nuances of the target language as well as hearing new language modelled to them by their teacher.
Creative Contexts – We want students to learn a language through a range of compelling contexts which will take them beyond their previous experiences and engage them through creative themes. Students learn language through contexts such as Fairy Tales, The Rainforest, Artists, Architects and Writers, Festivals, Mysteries and Film amongst others.
Scaffolding the Learning – Language does not exist in isolation. Students must understand how language is built, and connected together, and the foundations they do this on must be firm. The curriculum in languages has been carefully devised so that grammar is sequenced according to prior learning meaning that students are given the ability to master key concepts at every stage of their journey. Patterns are exposed so that students can take ownership of their language learning and develop the ability to become both flexible and creative with their language.
Retrieval practice – This is at the heart of our language learning methodology. The skill of speaking and thinking simultaneously only develops when students are able to successfully store and retrieve information from their long-term memory. Out-of-lesson learning, alongside well-planned retrieval in lessons, enables students to frequently access past vocabulary and concepts and this eradicates the need for rote learning or cramming. This allows them to truly become speakers, and writers, of a language.
Co Curriculum enrichment
Whilst we want students to achieve the very best examination results, our Languages curriculum goes beyond what is examinable. It is vital that students have the opportunity to experience as many of the different sides to learning a language as possible. In order to support this, we offer a range of enrichment opportunities both within and outside of lessons. These include poetry, debating and spelling competitions, opportunities to explore festivals and traditions in other countries, language taster sessions in new languages, visits abroad to the countries where the taught languages are spoken, visiting speakers from universities and the opportunity to mentor and teach younger students.
In Year 7, students focus on developing speaking and listening skills in French, Spanish or German through the contexts of life as an alien, festivals, theme parks and the rainforest, then gradually begin to develop reading and writing skills as they progress through the year.
There is a focus on identifying, and building on, patterns of language upon which they will base future learning. Students learn how to express opinions and give details, as well as using and understanding past, present and future tenses.
In Year 8, students systematically cover the key grammar areas in French, Spanish or German over the course of the year and continue to cover Key Stage 3 content through creative contexts such as art, culture, famous landmarks, technology and countries in the French/German/Spanish speaking world. Students consolidate and build on structures learned in Year 7 to express opinions and ideas in a more sophisticated way.
In Year 9, students build on the grammar covered in Year 8 and continue to develop their Speaking, Listening, Reading and Writing skills through key GCSE contexts such as the environment, social issues, work and schools through the discovery of literature and film. Much emphasis is placed on developing essential skills required for the GCSE exam, such as translation of prose and writing extended answers in the foreign language to unprepared questions.
Students may pick from a further modern foreign language qualification at KS4.
Students may study French, German or Spanish. All courses follow the AQA GCSE specification.
Further detail is available on the exam board website below