Subjects

Modern Foreign Languages

Overview for Year 7

We are passionate about language learning at Soar valley and we want all our students to enjoy communicating in other languages. In Year 7, we build into our Curriculum language learning techniques whereby our students learn about the origins of words and sounds and build upon the languages we already know via the topics we teach. Phonics feature heavily at the start of the course so that learners have a good command of the spoken word. A variety of resources are used to engage our students, including a large selection of online textbooks, CDs, DVDs and photocopiable and digital resources in addition to our own teaching materials. We also have native French speakers in the department and German specialists, which gives the children an added bonus to their language acquisition

Three-quarters of our students study French throughout KS3, with the remaining quarter studying German. Year 7 students are taught in their mixed ability tutor groups and are set from Year 8 onwards. This helps to develop confidence and a ‘’can do’’ attitude at a very early stage.

Units of Work Covered in Year 7: MFL

Term One

Term Two

Term Three

Myself and family

House and Home

School

Greetings – hello, how are you, etc…

  • Name
  • Alphabet – how is that spelt etc…
  • Classroom instructions
  • Items in pencil case
  • Age/ Numbers – 1-13/1-20/ 1-61
  • Birthday – days of the week, months, names for Traditional Holidays: Christmas/ Easter/ Halloween/ All Saints; and seasons
  • Colours – my favourite colour etc..
  • Likes and dislikes + simple reasons
  • Pets (consolidate colours)
  • Introduction to family members
  • Personality traits – self and family
  • Physical descriptions and qualifiers : assez/ très/ un peu/ pas du tout …
  • Jobs – masc/fem versions of jobs – and places of work

1.  Location: where you live: town/country/part of country – seaside etc.

2. Type of house

3. Rooms in house + where they are situated

4. Bedroom description

5. Furniture

6. Household chores

  • type of school

  • how you get there – means of transport

  • subjects

  • favourite subjects, etc ..

  • opinions + reasons, including qualifiers

  • teachers

  • time ( revisit numbers – consolidate 1-60, teach 60 t0 70/ up to 100)

  • running of the school day

  • daily routine

 


What parents can do to help:

The student’s exercise book is the biggest helping point for parents and students. Any piece of homework given, will work on the premise that the work will have been covered in class first and all the support needed for the student is already in the exercise book.

. Parents can help by ensuring that all homework pieces are done on time and to a good standard, and by helping our students with their vocabulary learning at home via games, etc. Our students love to showcase their knowledge in the foreign language; an opportunity to show off their knowledge outside the classroom would be welcome.

. We subscribe to a variety of languages websites. If parents could encourage their child to spend 10 minutes a day on the vocabulary learning games, this would help tremendously with their child’s foreign language acquisition as well as developing independent learning skills.

www.linguascope.com
www.zut.org.uk
www.klar.org
www.samlearning.com
www.languagesonline.org.uk

Overview for Year 8

In year 8 students continue to study the language which they were allocated in year 7. As they enter the second year of their language learning course, we begin to introduce them to a wider range of language structures and vocabulary as they continue to further acquire and hone sophisticated language learning skills.

Whilst the topic areas that are covered in French and German remain the same for both languages, there is a different grammatical focus as each language is different.

As students become more independent language learners, they are exposed to more literary texts and authentic materials to place their learning in context. We continue to learn through interactive activities, group work, songs, stories and poems as a means of build up confidence with and enjoyment of the subject.

In Year 8, we set our student according to ability to maximize their potential in achieving. Setting allows for pupils individual needs to be met quickly and with sensitivity, ensuring that confidence in students’ own ability is built up quickly to allow for engagement and enjoyment in the subject long-term.


Units of Work Covered in Year 8:

Term One

Term Two

Term Three

Food, clothes, shopping & festivals

Sports and Leisure

Holidays

1. Introduction to food and drink vocabulary, to include:-

a)types of food according to mealtimes;

b)eating habits as defined by

i)preferences – revision and extension of opinion words, phrases and verbal structures;

ii)life choices – vegetarian versus meat-eater: advantages and disadvantages of these on body and purse strings;

iii)religious observance – when and why, etc.

c)ingredients and quantities needed for certain recipes, to include maybe:-

i) a traditional/ national/ favourite dish;

ii) a birthday cake;

iii) low-fat versus full-fat versions of recipes (think Indian dishes and oils and butters) – impact on taste and waistline.

d) shopping for food items – transactional vocabulary and structures needed for dialogues.

2. Introduction to food items, to …

a) reinforce like/dislike words/phrases/verbal  structures taught with food;

b) buying clothing items for a particular event – birthday, party, wwyw school day, - hence providing further consolidation of transactional vocabulary and structures;

3. Description of a celebration, e.g. Diwalhi, Bonfire Night, Halloween, Christmas : le réveillon and all the French Christmas traditions, - to include:-

a) typical foods eaten and beverages taken on these occasions;

b) items of clothing worn and why on these occasions, if applicable;

c) compare a current celebration to a past celebration to ensure tense manipulation skills.

1.  Introduction to Free time Activities  with particular focus on:-

a) activities with jouer;

b) activities with faire;

c) activities with aller;

d) Activities where the verb defines the activity, e.g. je nage.

e) Introduction to time phrases + activities.

2. Introduction to weather phrases and seasons, to include their impact on choice of free time activities.

KEYWORD: quand …

3. The FUTURE TENSE.

a) re-visit NEAR FUTURE  - je vais + infinitive;

b) formal introduction to the simple future tense, aka the proper future tense

c) Link this grammatical point to the above topics.

KEYWORD : s’il …. Je ferai/ je jouerai/j’irai.

4. EXTENSION: Revisit and consolidate the PERFECT TENSE.

 

 

 

 

  • Saying WHEN you went on holiday – revise days, months, seasons
  • WHERE you went  - countries, towns
  • WHO WITH – members of family and friends
  • HOW LONG  - time phrases
  • MEANS OF TRANSPORT used – why, to include advantages and disadvantages of each
  • ACCOMMODATION – reasons for choosing it, - to include PREPOSITIONS + PLACES in town, e.g. opposite the…, next to the … -
  • IMPACT OF WEATHER on holiday choice and activities chosen
  • HOLIDAY ACTIVITIES – touristy things
  • BENEFITS OF HOLIDAYS –why go on holiday at all
  • EXTENSION : IDEAL HOLIDAY


What parents can do to help:

The student’s exercise book is the biggest helping point for parents and students. Any piece of homework given, will work on the premise that the work will have been covered in class first and all the support needed for the student is already in the exercise book.

Parents can help by ensuring that all homework pieces are done on time and to a good standard, and by helping our students with their vocabulary learning at home via games, etc. Our students love to showcase their knowledge in the foreign language; an opportunity to show off their knowledge outside the classroom would be welcome.

We subscribe to a variety of languages websites. If parents could encourage their child to spend 10 minutes a day on the vocabulary learning games, this would help tremendously with their child’s foreign language acquisition as well as developing independent learning skills.

www.linguascope.com
www.zut.org.uk
www.klar.org
www.samlearning.com
www.languagesonline.org.uk


Overview for Year 9

By the time students begin their third year of language learning with us, we will have created by this time enquiring and independent learners who are equipped to successfully pursue a GCSE course in either French or German.

We continue to develop the work from Year 7 and 8 to fully prepare our students for the demands of the new GCSE Curriculum, and indeed life. However, we still place importance on learning through interactive activities which develop students’ confidence in the Target Language, films, ICT work, and studying authentic materials. Our focus now becomes in instilling solid language manipulation skills in our students via sound grammatical knowledge, idiomatic structures and phrases, sophisticated structures which allow our students to have full ownership of what they wish to say in the foreign language without having to resort to pre-learnt chunks of text.

We want learners to appreciate that they can place language they have already learnt in new contexts to produce varied work at longer lengths and for different audiences. This becomes, ultimately, the driving force in their enjoyment of the subject.

Setting: Students carry on in year 9 in the setted group format. In some cases, a more refined setting approach is used to allow each student to reach their full potential, particularly if evidence shows that the student would perform better in a different ability group.

Units of Work Covered in Year 9:

Term One

Term Two

Term Three

Health And Fitness

Media

Cultural/Town

1. Suggestion to start this unit: Start with what you did during the summer holidays, ending with ‘’I fell ill’’ – means of linking previous learning to new learning in this unit – 3 lessons should be enough!

2. Introduction to parts of the body.

3. Saying what hurts – since when, why, including injuries due to sports activities/ freetime activities.

4. going to the doctor’s and exploring possible causes of illnesses – physical as well as psychological – tummy ache as a means of not going to school!

 

5. Treatment for illness.

6. Food choices and impact on body (healthy eating). Look at our environment: is it conducive to a healthy lifestyle with all the adverts for fast food and the pressures of such stressful and busy lifestyles. Readymade meals, anyone? Canteen food? Healthy Schools Award?

7. Resolutions/ keeping fit – what you need to do to keep a physically and mentally fit body – stress busters etc…

 

1. Introduction of TV programmes – personal response to, - revisit numbers, time, days of the week, time of day.

2. types of film at the cinema and talking about a visit to the cinema – likes/dislikes/preferences – describe a favourite film or a recently watched film.

3. Types of books – advantages/ disadvantages of reading a book – purpose? Why do we read books?

4. Media 

– the Internet – how it has modernised how we look for information, Intrusion on privacy? Hidden dangers? Easy to access.

5. Music – types of music – personal response to - the power of music on our physical wellbeing.

 

 

 

 

  • Cultural Topic  project in foreign language
  • Places in town – directions/ buying things in different shops/ exchanging things – transactional vocabulary for new GCSE


What parents can do to help:

The student’s exercise book is the biggest helping point for parents and students. Any piece of homework given, will work on the premise that the work will have been covered in class first and all the support needed for the student is already in the exercise book.

Parents can help by ensuring that all homework pieces are done on time and to a good standard, and by helping our students with their vocabulary learning at home via games, etc. Our students love to showcase their knowledge in the foreign language; an opportunity to show off their knowledge outside the classroom would be welcome.

We subscribe to a variety of languages websites. If parents could encourage their child to spend 10 minutes a day on the vocabulary learning games, this would help tremendously with their child’s foreign language acquisition as well as developing independent learning skills.

www.linguascope.com
www.zut.org.uk
www.klar.org

www.samlearning
www.languagesonline.org.uk