Modern Foreign Languages Curriculum Overview
Here at Sandhill View Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success. We want our students to enjoy the challenges that learning offers.
Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.
The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. The MFL curriculum is planned to enable all students to develop:
- Communication skills
- An ability to manipulate language
- Problem solving and enquiry
- Intercultural awareness
- Opportunities for further study or application of language learning
Throughout our programmes of study, every attempt is made to make explicit links to careers and the world of work. In addition to subject specific links, we aim to explicitly reinforce the skills and aptitudes which support employers say are important in the workplace;
- Aiming high, staying positive and resilience
- Communication skills (listening, speaking, presenting)
- Teamwork and problem solving,
- Creativity and thinking skills
- Self-management and leadership
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates.
Sequence and structure
Our curriculum is split into Key Stage 3 (years 7, 8 and 9) and Key Stage 4 (10 and 11).
Key Stage 3 Curriculum
Our Key Stage 3 MFL Curriculum includes the following areas of study:
KS3 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 7 French All about me All about me Me and my world School Free time Olympics project KS3 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 8 French Holidays / Near future tense Daily routine and town Past tense Media Food Shopping and clothes Year 8 German Holidays / Perfect tense Holidays / Perfect tense Media / Future tense Health Health Teenage life! KS3 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 9
School Jobs Free time and hobbies Media and technology Holidays Young people in society Year 9 German Family and relationships House and home Food and drink Media and music Jobs Environment
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.
Key Stage 4 Curriculum
Our Key Stage 4 Curriculum
At Key Stage 4 students follow the AQA GCSE specification for French/German.
(Amended recovery curriculum due to missed teaching time in 2019-20)
KS3 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 10 French Free time and media Free time and media Routine and celebrations Routine and celebrations Home and region Home and region Year 10 German Free time and media Free time and media Family and relationships Home and region Home and region Travel Year 11 French Holidays School The world of work Global issues Revision and exams Revision and exams Year 11 German Holidays The world of work Global issues Revision Revision and exams Revision and exams
How does our Curriculum cater for students with SEND?
Sandhill View is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all of our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)
Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.
Specific approaches which are used within the curriculum areas include:
- A focus on expanding core vocabulary and building sentences and texts.
- Clear links with literacy skills and strategies used in the students’ first language.
- Access to a Higher Level Teaching Assistant with MFL qualifications to support with in-class and small group interventions.
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. More specifically within the teaching of MFL, we:
- Provide revision materials to support pupils when preparing for assessments.
- Offer regular intervention sessions to support learners in making good progress.
- Offer time and space to complete homework outside of lesson time.
- Ensure access to any trips or visits is made possible for all students.
How do we make sure that our curriculum is implemented effectively?
The MFL curriculum leader is responsible for designing the MFL curriculum and monitoring implementation.
The MFL leader’s monitoring is validated by senior leaders.
Staff have regular access to professional development/training to ensure that curriculum requirements are met.
Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.
Curriculum resources are selected carefully and reviewed regularly.
Assessments are designed thoughtfully to assess student progress and also to shape future learning.
Assessments are checked for reliability within departments and across the Trust.
We maintain strong links with Southmoor Sixth Form to promote opportunities for further study of languages beyond GCSE
We make clear links to the world of work when discussing careers and life beyond secondary school as part of the GCSE specification.
The MFL department contributes to whole school events and activities to promote the transferable skills developed through language learning and their application to the work of work.
How do we make sure our curriculum is having the desired impact?
- Examination results analysis and evaluation
- Termly assessments-analysis and evaluation meetings
- Lesson observations
- Learning walks
- Work scrutiny
- Regular feedback from Teaching Staff during department meetings
- Regular feedback from Middle Leaders during curriculum meetings
- Pupil Surveys
- Parental feedback
- Evaluation of staff CPD and student events