MFL

Intent Statement

A core aspect of why MFL is so key to students is the cultural awareness it unlocks. Many students may not realise how widely and fantastically varied the world outside of Daventry, Northamptonshire and Britain can be. By exposing students to different cultures through the medium of different languages and the cultural practices that accompany them, students are empowered to make choices of what kind of society they want to live in through contrasts with other options. Communicating using the different languages rather than just learning about other countries not only has in-built centuries of cultural development, but also invites students to deconstruct what they want to communicate and reconstruct using the different rules and grammars of, in our case, French and German. Really evaluating what they are trying to communicate again empowers students to think more reflectively about their own usage of English and how best to say what they want to say.

We offer two languages at the Parker, both of which will benefit students:

German

Sharing linguistic roots with English there are many cognates and similar words, pronunciation is more straightforward as the phonics are more consistent and although there are many grammatical rules there are few exceptions. Simple words can be compounded to make very descriptive new words which is not only fascinating but highly logical. Germany has a strong influence within the European Powerhouse in the field of engineering, a passion for the environment (renewable energies) and holds a strong economic position within the EU.

French

The language shares many word roots with English as they both stem from Latin, this can help students develop their vocabulary and France has a rich cultural heritage, which enables students to broaden their general knowledge.  France’s cultural offerings are not only within Europe but have also been incredibly influential across the globe.

Rationale on ordering of topics for KS3 (Year 7 cycle upwards for their Year 8)

Across KS3 students learn topics which are relevant to their everyday life. In Year 7, students start with studying areas which are more fact based as this enables them to focus on the new vocabulary and structures rather than having to also having to create points of view.

FRENCH

Year 7

We start Year 7 with “About me”. This topic introduces/consolidates prior learning with numbers up to 60, the French alphabet, colours and school items. They learn to state and understand basic opinions using the “I” form and simple connectives.  We take the opportunity to increase cultural awareness by studying some French artists where students are encouraged to state an opinion and describe the colours used.

We then continue with the “Family” in which they are introduced to vocabulary to describe family members, pets, personality and appearance. Students are able to gain confidence by reporting facts that they know (such as how family members look) through new language and vocabulary. We review plural forms, gender and numbers.

We continue with “School”, in which we build on last term’s grammar, review numbers. This topic is chosen as it enables us to bring in time, the description of daily routine and learning how to justify opinions using reasoning.  We practise forming and answering questions and to substantiate opinions through usage of a broader range of adjectives. We are also able to expand horizons and global awareness by looking at the similarities and differences between French and English school systems.

In “Hobbies” we recycle our preferences, opinions and reasons. They will also learn how to conjugate a regular present tense “er” verb and to use time phrases. Being able to decline a verb enables students to develop their range of communication as they can now talk about others and their habits rather than focussing on just their own experiences and the use of time phrases gives them the possibility to comment on regularity.

The “Home” topic is introduced next, enabling students to describe where they live and to give their opinion. This is a logical progression from “About Me” as we are developing from self towards environmental awareness and the examination and expression of opinion. This will be further developed as we move towards “town” as we are expanding the physical environment to encompass features of the wider world.  Student activities cover rooms, prepositions and the practice of adjectival endings and positioning.

“Town” follows “Home” allowing students to fully describe their surroundings and their point of view about where they live. They review forming negatives, giving opinions and reasons using connectives. They are able to state what there is and is not in their town, follow basic directions and state future aspirations using “je voudrais” + infinitive.

Year 8

In Year 8, we take time at the start of the year to consolidate grammar and vocabulary learning from last year; effective language learning requires constant revision and repetition so that phrase and construction become more autonomous

The first new topic is “Holidays”. To improve our cultural awareness, we learn about famous landmarks in Paris and their significance. We review days of the week, time phrases and opinion phrases. We introduce countries, accommodation, activities, weather and basic tourist attraction information, such as opening times and prices. We extend our grammatical learning by introducing “aller” and the perfect tense using “avoir” and “etre”.It is a useful area to make use of time phrases for the purpose of describing remembrance and a sequence of events.

In “Free time” we cover reading, TV, film and internet usage. Students consolidate the methods for giving opinions and reasons, present tense endings, negatives, time phrases and time. Students are able to describe what they have done recently by using the perfect tense and to give opinions in the imperfect tense. We practise using “aller” and “faire” in all present conjugations and introduce regular “ir” and “re” verb endings.

In “My identity”, students learn to describe their relationships with others as well as clothing items and personal preferences. Students can give reasons for their clothing choices for different occasions and weathers. They practise adjectival agreement and positioning, the near future tense, “si”, ”quand” and “ça me donne/rend” are introduced as justifications.

Within “Food and drink”, we introduce food and beverage items, quantities, café dialogue phrases and key cookery instructions. This enables students to be able to follow a basic recipe and to order items from a café or restaurant. They will practise plural forms, definite and indefinite articles and “je voudrais” . Students learn the partitive article, are introduced to “il faut” and the imperative form.

Within the “Environmental” topic, we consider both global issues, such as natural disasters, and also evaluate current strategies for protecting the environment, such as recycling.  Within this module the vocabulary is specific and challenging. The key new structures are “on peut” and “pour” + infinitive.

We finish the year with a cultural topic in which we consider the French revolution, study paintings by French artists and film.    French cinema is thought to be a fundamental of French culture.   This study enables students to encounter grammar in context and to develop their vocabulary of conversational language and to see French in use – freed from the confines of the linguistic construct in textbooks.

Year 9

In Year 9, we spend the first few lessons revisiting key vocabulary and structures we have covered so far.   Before we embark upon further study it is always advisable to recall the foundations – to ensure that they are firmly established.

In “Social life”, students are encouraged to think about their own everyday internet usage and recall events. They continue to master present and past tenses. Time phrases, opinions and reasons are revisited and developed further. They also review “making arrangements” – asking and responding to invitations using modal verbs and the near future tense.

In “Health”, students learn to discuss illness, healthy eating and the importance of staying healthy. In this topic they review negatives, opinions, “a” + the definite article, “il faut”, and food and drink items. They learn parts of the body, “depuis” + present tense to describe habits and “je crois” is introduced as a means of stating a viewpoint. During this topic, we aim to reflect on our own lives and contemplate changes to improve personal wellbeing.

“Jobs” introduces students to different professions and occupations. They will be able to identify the individual tasks appropriate to the jobs covered. Students are able to express preferences for their future and to explain their rationale. By using the conditional tense or modal verbs, they are able to both explore and explain possibilities. The imperfect tense is introduced to describe previous habits and views.

In “Holiday”, we review and build on vocabulary studied last year. We discuss past, regular and future holidays including activities. We also review reflexive verbs, question forms and the conditional tense (“je voudrais”,” j’aimerais” and “ce serait”). We introduce the pronoun “y” and practise asking questions using inversion. Students will report problems they have encountered and also describe their dream holiday.

In “Who am I”, students build on their descriptions of others and relationships. Students review common irregular verbs in the present tense (“faire”, “aller”, “avoir” and “etre”), possessive adjectives and reflexive verbs. Time is spent reviewing verb tenses- present, imperfect and near future. They consider the importance and impact of role models, different personality traits and how to describe past events.

GERMAN

Year 7

We start Year 7 with “About me”. This topic starts by introducing greetings, numbers up to 100, the German alphabet, colours and school items. We introduce the concept of three genders of nouns, common German phonics, the definite and indefinite article and the nominative and accusative case in context.

We then continue with the “Family” in which they are introduced to vocabulary to describe family members, pets, personality and appearance. Students are able to gain confidence by reporting facts that they know (such as how family members look) through new language and vocabulary. We introduce possessive pronouns and sein. We review plural forms, gender and numbers.

In “Hobbies” we recycle our preferences, opinions and reasons. They will also learn how to conjugate a regular present tense verb and to use time phrases. Being able to decline a verb enables students to develop their range of communication as they can now talk about others and their use of free time including their life on line rather than focussing on just their own experiences and the use of time phrases gives them the possibility to comment on frequency.

We continue with “School”, in which we build on last term’s grammar and review numbers. This topic is chosen as it enables us to bring in the time concept, to facilitate the description of daily routine and practising the justification of opinions using reasoning. We introduce further rules of word order using weil or denn in subordinate clauses.  We practise forming and answering questions and to further substantiate opinions through the usage of a wider range of adjectives. We are able to identify school rules.

The “Home” topic is introduced next, enabling students to describe where they live and to give their opinion. This is a logical progression from “About Me” as we are developing from just the concept of self towards examination of surroundings and environmental awareness.   We are also developing the skills of examination and comparison to be able to form, substantiate and express personal opinion. This will be further developed as we move towards “town” as we are expanding the physical environment to encompass features of the wider world.  Student activities cover rooms, prepositions and the practice of adjectival endings

“Town” follows “Home” allowing students to fully describe their surroundings and their thoughts about where they live. They review forming negatives, giving opinions and reasons using connectives. They are able to state what there is and is not in their town, follow basic directions and state future aspirations using “ich möchte” + infinitive.

Year 8

In Year 8, we take time at the start of the year to consolidate grammar and vocabulary learning from last year; effective language learning requires constant revision and repetition so that phrase and construction become more autonomous.

The first new topic is “Holidays”. We review days of the week, time phrases and opinion phrases. We introduce places in town, countries, accommodation, activities, transport, weather. We extend our grammatical learning by introducing the perfect tense using “haben” and “sein”.It is a useful area to make use of time phrases for the purpose of describing remembrance and a sequence of events. We are able to identify and communicate some problems encountered on holiday.

In “Media” we cover reading, TV, film and screen time. Students consolidate the methods for giving opinions and reasons, present tense endings, negatives, time phrases and time. Students are able to describe their preferences and to giving opinions We practise using modal verbs and introduce the concept of the dative case.

In “Clothing” we learn to identify specific items and associated adjectives. They can describe their school uniform and give their opinion of it. We review weather and discuss why certain items of clothing are more suitable for various weather conditions and occasions. By reviewing past clothing purchases students consolidate the use of the past tense, adjectives and reasoning for their choices.

In the topic “Food and drink” we introduce food and beverage items and the use of “essen, trinken” and “nehmen”.   We discuss mealtimes, café dialogue phrases, key cookery instructions and eating for healthy living. This enables students to be able to follow a basic recipe and to order items from a café or restaurant or make a selection from a food counter or to identify ingredients required by a recipe. They will practise plural forms, definite and indefinite articles and “ich möchte” and “ich würde gern”. Students also learn the imperative form.  We develop cultural awareness by exploring German cuisine and national dishes.

Within the “Environmental” topic, we consider both global issues, such as natural disasters, and also evaluate current strategies for protecting the environment, such as recycling.  Within this module the vocabulary is specific and challenging. The key new structures are “man kann” and “um zu” + infinitive.    We also review the German commitment to recycling and environmental protection by examining the wider use of public transport and use of solar and other forms of renewable energy.   We also explore the effectiveness of the concept of the “Pfand” to encourage the collection of drink containers for recycling.

We finish the year with a cultural topic in which we study German festivals, famous German people and German food and drink.    A fundamental of German culture is sport and we will look at some famous sportsmen and women and create individual profiles for people such as Steffi Graf, Thomas Muller, Manuel Neuer and Sebastian Vettel.   This study encourages students to look at grammar in context and to develop their vocabulary of conversational language and to see German in everyday life in contrast to the restrictions inherent in language textbooks.

Year 9

In Year 9, we spend the first few lessons revisiting key structures and high frequency vocabulary that have been covered so far to ensure that concepts are more firmly established.

In “Health”, students learn to discuss illness, healthy eating and the importance of staying healthy. In this topic they review negatives, opinions, the definite article, “man muss”, and food and drink items. They learn parts of the body, simple illnesses and medical complaints.   We will use “seit” + present tense to describe personal lifestyle.   We will learn appropriate phrases and grammatical construction to explain issues to a medical professional or to seek advice from a pharmacist.   We reflect upon our own way of living and consider possible changes to improve personal wellbeing.

“Relationships” In this module we review the present tense, past tense and reflexive verbs.   We consider the different types of family unit and social relationships.  We revisit the vocabulary for individual family members, to describe relationships, to identify and discuss personal role models, and to recount personal experiences.

“Jobs” introduces students to different professions and occupations. They will be able to identify the individual tasks appropriate to the jobs covered. Students are able to express their preferences and future aspirations and to explain their rationale. By using the conditional tense or modal verbs, they are able to both explore and explain possibilities by considering different places of work and the specific range of abilities required for different roles. The imperfect tense is introduced to describe previous habits and views.

In “Rights and responsibilities”, students begin by discussing age restrictions and justifying their opinions. They are able to contrast current and past viewpoints and habits and are able to discuss small changes which can make a difference globally. The key grammar features reviewed in this topic are the structures “man kann” and “um…zu”, and word order across three tenses (Time Manner Place and conjunctions). We introduce formation of superlative adjectives.

“School” in this topic students begin by reviewing school subjects, items of school uniform and equipment. We are able to describe a typical school day and discuss school rules and compare and contrast the UK school system with that of Germany.  We also consider the evaluation of personal achievement and consider the resolution of problems and how small changes can affect personal performance.  We review word order (inversion, coordinating and subordinating conjunctions), question forms, modal verbs, forming the future tense.

 

High-Level Plan

French

TermY7Y8Y9
1Basic information
1. Greetings
2. Alphabet
3. Age and birthdays
4. Likes and dislikes
5. Pencil case items
Mop up module

Mop up module
2My family
1. Pets
2. Colours
3. Family members
4. Personality
5. Physical description
6. Describing self and others
Holiday
1. Countries and locations
2. Paris and landmarks
3. Activities + weather
4. What you did (opinions)
5. Tourist attraction information
6. Future and dream holidays
Social life
1. Social media
2. Opinions of others
3. Making arrangements
4. Describing a date
5. Describing and event
3School
1. Subject and opinion
2. Timetable
3. School day
4. Daily routine
5. Comparison of schools
Free time
1. TV
2. Films
3. Reading
4. Internet usage
5. Past activities
Health
1. Body parts+ where hurts
2. Sport + exercise
3. Healthy eating/living
4. Resolutions
5. Describing your health
4Hobbies
1. Computer and phone usage
2. Sports + weather
3. Activities (faire)
4. Preferences
5. Other people’s interests
My identity
1. Personality
2. Relationships
3. Clothing
4. Weather and occasions
Jobs
1. Job types
2. Places of work
3. Job tasks – advantages and disadvantages
4. Dream job
5. Chores + pocket money
5Home
1. Where you live
2. Rooms
3. Furniture
Food and drink
1. Food and drink items
2. Quantities
3. Meals
4. Recipes
5. French food
6. Café dialogue
Holidays
1. Review countries+ activities
2. Accommodation
3. Activities and opinions
4. Dream holiday
5. Problems on holiday
6. Tourist attractions
6Town
1. Places in town
2. Directions
3. Where you go
4. What you can do
5. Invitations
Environment
1. Environmental issues
2. How to help
3. Environmental solutions

French culture
1. French revolution
2. French artists
3. World geography
4. Film study

Who am I
1. Family members
2. Places in town + activities
3. What makes a good friend
4. Family relationships
5. Making arrangements
6. Describing a day
7. Role models

German

TermY7Y8Y9
1Basic Information

1. Greetings
2. Alphabet
3. Numbers to 100
4. Age and birthdays
5. Favourite things
6. Pencil case items
Mop up moduleMop up module

Health

1. Body parts
2. Illness
3. At the pharmacy/doctor's
4. Food
5. Healthy living
6. Resolutions

Relationships

1. Family members
2. Relationships
3. Role models
4. Experiences
5. Inspirations
6. Discussing personal achievements

Jobs

1. Job types
2. Places of work
3. Desirable qualities
4. Advantages/disadvantages of roles
5. Dream job
6. Chores & pocket money

Rights and responsibilities

1. Age restrictions
2. What is more important
3. Comparing life now and then
4. A better world
5. Making a change

School

1. School items
2. School uniform
3. Subjects and opinion
4. School day & comparing and contrasting
5. School rules
6. Success and achievement
7. Resolutions and how to improve
2My family

1. Pets
2. Colours
3. Family members
4. Personality
5. Physical description
Holiday

1. Town
2. Travel
3. Accommodation
4. Weather
5. Activities
6. Problems
3Hobbies

1. Sports
2. Leisure activities
3. Activities and time phrases
4. Mobile and computer usage
Free time

1. Films
2. TV
3. Reading
4. Screen time
4School

1. Subject and opinion
2. Timetable
3. Describing teacher
4. Daily routine
5. School rules
Clothing

1. Clothing
2. Describing clothing
3. School uniform
4. Dressing for occasions
5. What you bought & why
5Home

1. Where you live
2. Rooms
3. Furniture
Food and drink

1. Food and drink items
2. Mealtimes
3. Traditional food
4. Cafe dialogue
5. Recipes
6. Healthy lifestyles
6Town

1. Places in town
2. What you can do
3. Transport
4. Directions
5. Future plans
6. Invitations
Environment

1. Environmental issues
2. How to help/environmental solutions

German culture

1. German festivals
2. Berlin Wall
3. German food and drink

 

Medium-Term Plans

French

Year 7 – Unit 1

Year 7 – Unit 2

Year 7 – Unit 3

Year 7 – Unit 4

Year 7 – Unit 5

Year 7 – Unit 6

Year 8 – Unit 1

Year 8 – Unit 2

Year 8 – Unit 3

Year 8 – Unit 4

Year 8 – Unit 5

Year 8 – Unit 6

Year 9 – Unit 1

Year 9 – Unit 2

Year 9 – Unit 3

Year 9 – Unit 4

Year 9 – Unit 5

 

German

Year 7 – Unit 1

Year 7 – Unit 2

Year 7 – Unit 3

Year 7 – Unit 4

Year 7 – Unit 5

Year 7 – Unit 6

Year 8 – Unit 1

Year 8 – Unit 2

Year 8 – Unit 3

Year 8 – Unit 4

Year 8 – Unit 5

Year 8 – Unit 6

Year 9 – Unit 1

Year 9 – Unit 2

Year 9 – Unit 3

Year 9 – Unit 4

Year 9 – Unit 5

 

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