Modern Foreign Languages

Strategic Intent for Modern Foreign Languages Department

To develop a curriculum which:

• Is thoughtfully sequenced, using research into how pupils learn, so they are inspired to learn new material in a meaningful manner and develop their understanding. This will be relevant to their age and stage of development.

Spanish lessons are sequenced in such a way that they build upon one another. To further pupils’ interest and fascination with languages, lessons not only have a language focus but also highlight the cultural elements of learning languages. This builds pupils’ understanding of the Spanish speaking world and the history of these places. The similarities and differences between English and Hispanic cultures are also highlighted throughout the curriculum.The scheme of learning makes links to prior knowledge, whether it be from the previous lesson, everyday knowledge or a previous key stage.Our schemes are built in a way that pupils can see the importance of learning a language and where languages can take them in their future careers.

• Links new subject knowledge to prior experiences so building cognitive pathways and associations.

Each lesson will start by recapping and retrieving some vocabulary from previous lessons. Also, independent learning tasks will focus on the consolidation of new vocabulary. The practice of recycling language and reminding pupils of prior learning will give pupils confidence and the skills to connect their learning and become better language learners.

• Is relevant to the young people in our locality.

Schemes of learning will where appropriate reflect the area. This could be home town, food and drink and free time topics focusing on discussing what Bootle or Liverpool have to offer. This will highlight the similarities and differences between young people in our country and those of the Spanish speaking world. It will also help pupils to expand their horizons and aspirations for future travel.

• Emphasises and reinforces the use of technical language and adventurous vocabulary.

High level structures and grammar points are used, as appropriate with all year groups. The curriculum also encourages pupils to think about the use of technical and adventurous vocabulary in English.Year on year we will recycle and build on the phrases mastered. This will allow pupils to show flare and creativity. Retrieval of grammar points and high-level structures will be central to all schemes of learning and extended writing tasks and speaking tasks will carry the expectation of pupils incorporating this into their work.

• Builds in opportunities for fluency practise and repetition to improve retrieval and so deepen understanding, which is essential to strengthen learning.

Our new curriculum will encourage and make time for our pupils to develop their use of the target language in every lesson in a safe, open and risk-taking environment.This will support pupils in gaining independence in language learning and foster confidence in manipulating language to fit new contexts.

• Has assessment for learning at its core, using a range of feedback strategies to develop pupils’ metacognition and so move their learning forward.

All teachers will use a variety of forms of feedback in lessons. This includes formal written feedback with next steps to improve, peer/ self assessment, whole class feedback sheets, use of success criteria and mark schemes and live feedback to show the standards expected. This range of feedback will allow pupils to identify what they are doing well and how they can improve their work. Pupils will be challenged to spot common mistakes in their own work, using purple pen to correct and move on from errors. Specific grammar errors will be picked up on and revisited to ensure pupils are secure in their learning before moving on. As teachers we will coach our learners empowering them to be able to assess both their own work and the work of their peers confidently and effectively.

• Gives our pupils the knowledge, skills and understanding to be healthy, safe and responsible young adults.

Lessons will incorporate elements of healthy lifestyle and the global issues that challenge our world by addressing the culture differences and similarities between us and the Spanish speaking world. We will teach our pupils to be respectful and understanding of people from other cultures and backgrounds.This will be most evident in the topic areas of food, lifestyle, youth culture, free time, social issues and the environment.

Curriculum Principles

• We prioritise depth of knowledge of knowledge.

The grammar points studied are appropriate for each year group and the range of complexity in grammatical structures will increase over KS3. Present, past and future tenses are the focus in KS3 and mastering these tenses in at least the 1^st and 3^rd person forms are essential at KS3. KS4 will focus on other tenses and consolidation of other parts of speech as well as adventurous grammatical structures. Pupils will understand how they can transfer tenses, different grammatical structures, vocabulary and idioms to other topics.

• We give sufficient time to English and mathematics to ensure that pupils have the essential skills needed for life and so that they can demonstrate academic excellence across the full range of subjects.

We have high expectations for literacy and support standard English teaching through the teaching of Spanish. We revise the grammar structures and apply rules consistently whilst reflecting on the differences and similarities in English.The department will continue with their drive to improve pupils’ literacy skills by consistently getting them to correct spelling, grammar, verb formations and accents using purple pen.Pupils can confidently do this through the use of the MFL specific literary code. Teachers will also address common mistakes in lessons to ensure pupils do not continue to make the same mistakes.

We will continue to provide opportunities for pupils to develop their numeracy skills through various aspects of the curriculum.At KS3 pupils are taught how to tell the time in Spanish.Furthermore, they learn about the currency of the Spanish speaking world and know how to use quantities effectively.Pupils consolidate these skills at KS4 as well as being able to recognise and form high numbers.

• We build cultural capital in our pupils in order for them to develop a sense of identity and pride in their local community and excel in the wider world.

Across both key stages we build in lesson activities that broaden pupils’ horizons and show them life in Spanish speaking countries around the world. We link the similarities and differences back to life in Liverpool to demonstrate how connected the world is.Furthermore, by teaching pupils about other cultures they will have a better understanding and appreciation of their own culture.

• We believe that Spanish is crucial in forming well-rounded and confident young people.

At KS3 we aim to promote pupils’ creativity in their use of language and imagination. Speaking skills are developed to help pupils be spontaneous and flexible in dealing with unexpected questions. Pupils’ communication skills are developed allowing them to be confident speakers, readers, listeners and writers. Pupils also perform roleplays throughout KS3 and KS4.

Pupils will also be provided with the opportunity to learn about Spanish and Latin America architecture and art.

• We make learning relevant.

We make learning relevant by teaching our pupils transferable skills.Pupils can transfer their knowledge of vocabulary and grammatical structures to different topics.All pupils understand the importance of learning a language and the opportunities it provides.Pupils are provided with the essential vocabulary and grammar they need to converse in Spanish.Furthermore, they have a sound knowledge of the Hispanic world enabling them to understand and respect other cultures and beliefs.

• We thread careers information and Personal Development through all aspects of our curriculum ensuring that pupils have suitably high aspirations for themselves and their community.

We exploit all opportunities to provide careers information to ensure pupils are aware of the advantages of learning a language and where it can take them in their future career.Pupils have the opportunity to hear directly about university courses and from people in language specific jobs through guest speakers.

Personal Development is central to our teaching and we often start lessons by learning about Spanish speaking destinations or festivals. This real-world focus hooks their interest and develops their appreciation and understanding of the cultural differences around the world.

• We have timely intervention for pupils who are below their chronological reading age, have weak writing skills and weak numeracy skills.

All teachers within the department consult the SEN register to become familiar with reading ages.This enables effective differentiation which ensures all pupils are completing tasks suited to their ability.

We consistently reinforce basic numeracy through the teaching of time, currency and quantities.

• We uphold the core principle that, ‘Reading is Power’.

Reading is one of the main core skills that language learning develops. Pupils are exposed to a wide variety of texts e.g. literary, magazine articles, reviews etc. from which they have to garner information.Furthermore, pupils are actively encouraged to proof read their work to check for mistakes and are taught the skills required to ‘read like a linguist’.

• We have high expectations of our pupils and use our Communication Charter to develop articulate and confident young people, who can communicate effectively through the spoken and written word.

All staff within the department model the use of correct English, not only in the classroom but around school, setting a good example for pupils to mirror.Good literacy skills are promoted as pupils are given the opportunity to correct their mistakes using their purple pen.Grammar lessons not only teach Spanish grammar, but provide pupils with a greater understanding of their own language.Communication skills are encouraged and further developed in their speaking lessons.

• We use opportunities for cross-curricular work to develop transferable skills and to allow pupils to see the links across a range of areas.

We will continue to use the cross-curricular workshops as an opportunity to discuss with colleagues what we are covering within our subject.It is also used as an opportunity to address common literacy mistakes in all subjects.

Course Content

Key Stage 3 Pathways: We cover the following topics at KS3:

Year 7

• All about me
• Family and descriptions
• Relationships
• House and home
• Work

Year 8

• Free time
• Food and drink
• Holidays
• Fashion
• Daily routine

Year 9

• Entertainment and Leisure
• Technology and Social Media
• School and future plans
• My local area

Key Stage 4 Pathways:Many pupils will choose to study GCSE Spanish from Yr10 on a two-year course. We cover the following topics at KS4.

Year 10

Lifestyle

• Free time and leisure

Spain & Spanish Speaking Countries

• Local & regional features and characteristics
• Transport

Current Study

• School/College life
• School/College studies

World of Work

• Work experience & part-time jobs
• Skills and personal qualities

Jobs & Future Plans

• Applying for work/ study
• Career plans

Spain & Spanish Speaking Countries

• Holidays & Tourism

Year 11

Youth Culture

• Self, family and relationships
• Marriage

Identity & Culture – Customs and Traditions

• Festivals and celebrations

Global Sustainability

• Environment
• Social Issues

Identity & Culture – Health and Fitness

• Leading a healthy life
• Social Pressures

Identity & Culture – Technology in everyday life

• Social media
• Mobile Technology

Revision of all topics

Enrichment

MFL provides a wide range of enrichment activities which aim to broaden our pupils’ knowledge of the wider world and supports them to develop important life skills.Pupils have the opportunity to try different Spanish foods at KS3.At KS4 pupils visit an authentic Spanish restaurant to have tapas and to practise conversing with the waiters in Spanish. Also, pupils in KS4 experience a Spanish A level taster class to promote further language study.Furthermore, as part of our pupil’s enrichment, we also have guest speakers from universities to highlight the advantages of learning a foreign language.Pupils also have the chance to hear from people who have a career in languages and learn about the opportunities it brings.

Personal Development, Behaviour and Welfare

The Modern Foreign Language Department actively promotes all pupils’ spiritual, moral, social and cultural development by encouraging pupils to look outside their own culture as part of their language study. This helps pupils to not only gain an understanding of other cultures from around the world but gives them a greater appreciation of their own unique culture. Furthermore, as a department we support the school ethos of “Excellence in the heart of the community” through the promotion of high personal standards, increased confidence and improved self-discipline for all pupils.

At Hillside High School, the purpose of Personal Development is to develop pupils who are

• Confident young people who are able to live safe, healthy and fulfilling lives

MFL teachers encourage pupils to feel safe and be confident young people particularly when speaking in the target language.

• Responsible citizens who make a positive contribution to society

Pupils are encouraged to treat others and the school environment with the utmost respect. In classes they follow set routines and lesson rules. They are encouraged to participate fully in lessons and respect the views and answers of their peers.

• Aspiring young people who are equipped with the knowledge and skills needed to beable to make informed choices about their futures

Pupils are advised of the long-term benefits of language learning and the wide range of career opportunities available.

Lessons always begin in a routinely manner with members of the department meeting their classes outside their doors. Teachers within the department have very high expectations resulting in pupils taking pride in their work.

Individual class teachers are encouraged to take ownership of the behaviour of pupils within their lessons. This includes making phone calls home to parents and carrying out break/lunch time detentions.The MFL department follow the whole school behaviour for learning policy to ensure the safety of pupils. The Subject Leader monitors the referral system to ensure that any behavioural issues are dealt with quickly and effectively in conjunction with the class teacher.

An ethos of celebration surrounding attitude to learning remains a focus; as a result, a large majority of pupils have a positive attitude to learning.

You can find more granular detail of each of our three whole school curriculum intent strands, Knowledge Led, Reading is Power and Diverse Opportunities here:

P​arents and pupils will find the following Journey of Knowledge overviews useful as they outline the core content to be learnt in each KS3 unit:

Year 7 Journey of K​nowledge

Y​ear 8 Journey of Knowledge

Y​ear 9 Journey of Knowledge