MFL - French and Spanish

Studying GCSE French or Spanish is exciting!  It will help you continue to develop confident, effective communication skills in the language and a good understanding of the culture of countries and communities where French or Spanish is spoken. It will develop your interest in, and enthusiasm for, language learning.  It will encourage you to consider the study of the language in a broader context and develop the skills that are sought after by both universities and employers alike.

Languages are an integral part of day-to-day life.  In a multilingual global society, there is everything to be gained from learning and speaking another language.

No one ever regrets the time spent learning to speak another language and you will often hear adults say that they wish they could speak a second language.

25% Listening, 25% Reading, 25% Writing and 25% Speaking exams.

French or Spanish combines well with any subject. Students who study French or Spanish often speak of the enjoyment they gain from language lessons and are aware that they are developing a lifelong skill. 

Languages work brilliantly as a subject on their own at A level or university if you would like to specialise, or combine them with other subjects.  Universities look very favourably on students who want to study languages. Languages allow students to work or study abroad, even if they are not your main subject.

Jobs and professions related to French and Spanish include: translator, interpreter, tourism, hospitality, researcher, broadcast journalist, diplomatic service officer, international development worker, teacher, patent examiner, tour manager, international buyer or seller, travel writer, actor, gaming developer.

Students we have taught languages to in the past have gone on to do the most exciting things.  One of them has even gone on to be a translator for the United Nations.

It is undeniable that speaking more than one language and having good cultural awareness is an enormous asset for almost any business.

All careers can be enhanced by the ability to speak languages.  A language can make your job more exciting, more varied and will give you more opportunities to travel, experience new things, meet new people and even get well paid!.

Year 7 

Students are introduced to Spanish and French phonics, spelling and sentence building, excellent models of written and spoken language. They learn to replicate excellent language by reading aloud, doing micro-listening activities, listening for comprehension of meaning, dictations with emphasis given to accuracy of spelling and accents, writing short passages, translations into and from the foreign language, and reading comprehensions. Students are encouraged to compare English with Spanish and French through literal vs “accurate” translation to observe the differences between the languages and rehearse the speaking skill with peer speaking and teacher-led practice, asking and answering questions and orally sight translating into Spanish and French. 

Half Term 1 and 2– Section 1 Family and personal information 

Students learn essential classroom language and vocabulary around the topic of Family and personal information (name, age, family, countries, numbers to 20, verbs to live and to be called) to be able to introduce themselves and their families. Great focus is given to reading, pronunciation, phonics awareness, accuracy in spelling and sentence building. Students are exposed implicitly to grammar on possessive adjectives, prepositions, gender and count agreement and subordinate clauses.

Half Term 3 – Section 2 Description of looks and personality in Spanish and Hobbies in French.

The previous Section is revisited and retrieved to ensure retention of previous knowledge. Students learn new vocabulary around the topic of Description of looks and personality in Spanish (colours, personality adjectives, describing looks, expressing opinions, verb to be) and  Hobbies in French (free time activities, expressing opinions, frequency words). Students are exposed implicitly and explicitly to affirmative and negative statements, use of adverbs, use of frequency words and adjective agreement. 

Half Term 4 – Section 3 Description of looks and personality in French and Clothing in Spanish.

Previous sections are revisited and retrieved to ensure retention of previous knowledge. Students learn new vocabulary around the topic of Clothing in Spanish (colours, clothing items, expressing opinions, verb to wear) and Description of looks and personality in French (colours, personality adjectives, describing looks, expressing opinions). More sophisticated translation practice is embedded in lessons around affirmative and negative statements, expanding sentences with subordinate clauses, gender and count agreement.

Half Term 5 – Section 4 Clothing in French and Holidays in Spanish 

Previous sections are revisited and retrieved to ensure retention of previous knowledge. Students learn 

new vocabulary around the topic of Holiday in Spanish (verbs to travel and visit, simple past tense and present perfect, means of transport) and Clothing in French (colours, clothing items, expressing opinions, verb to wear). More sophisticated translation practice is embedded in lessons around affirmative and negative statements, expanding sentences with subordinate clauses, gender and count agreement.

Half Term 6 - Consolidation work and cultural and film studies 

Consolidation of topics and grammar previously introduced, especially in consolidating students’ independent language production in a spoken and written form. 

Cultural and film studies: students are shown a popular French/Spanish film that is popular, relatable and funny.

Great attention is given to further develop more accurate pronunciation and gain confidence in reading familiar and unfamiliar language and mastering accuracy in spelling. Students learn to read longer passages and produce longer pieces of writing. They learn to translate accurately by paying attention to different verb formation, noun and adjective positions and correctly using gender and count agreement. 

Students’ vocabulary builds up along with sophistication of language used and ability to extend sentences justifying their opinions.    

Half Term 1 and 2 – Section 5 Holidays in Spanish and Hobbies and My Town in French 

All previous Sections are revisited and retrieved to ensure retention of previous knowledge.

In Spanish students learn to talk about their holidays in more detail, detailing seasons, weather, expressing opinions and introducing reasons for their preferences. 

In French students learn to talk about their hobbies using the imperfect tense; compare their hobbies in the present tense; describe their town and compare to other towns and detailing places of interests. 

Half Term 2 and 3 – Section 6 Holidays in French and 6 and 7 Food and drinks in Spanish

Previous Sections are revisited and retrieved. 

In Spanish students learn to describe dishes, talk about food and drinks, shop for food and drinks, ask for prices and numbers beyond 20. 

In French students learn vocabulary around the topic of Holidays and attention is given to the identification of the three time frames. Students explore the formation of the near future and simple past, to talk about their past and future holidays.

Half Term 4 and 5 - Selection 7 and 8 on Places in Town in French and Section 8 on Future plans in Spanish

All previous Sections are revisited and retrieved.

In Spanish students learn to talk about their future plans; the full conjugation of the verb to visit in the near future; how to form and read higher numbers to tell date of birth; places of interest and famous people from the Spanish speaking world. 

In French students learn to describe their town in more detail, learn vocabulary around all places in town, month of the year, day of the week and tell the time. 

Half Term 6 Consolidation work and cultural and film studies 

Cultural and film studies: students are shown a popular French/Spanish film.

Writing and speaking practice continue in lessons consolidating all the learning.  

Students are exposed to more complex grammar and will learn in detail several grammar points. Great attention is given to translation into Spanish and learning different tenses, expressing opinions, enriching sentences with fronted adverbial, adjectives, frequency words, introducing subordinates, confidently comparing opinions with affirmative and negative statements and justifying opinions. Students continue to be exposed to excellent models of written and spoken language and will practise the listening, reading, speaking and writing skills in each lesson.   

Half Term 1 and 2 Family and Travel

Students learn vocabulary around the topic of Family and Travel (name of countries, family members, weather, places of interest, means of travel etc.). Some grammar points are explicitly taught, especially for the present and imperfect tense and the near future formation. Near future, future subjunctive, present perfect and conditional tense are also  introduced for 1st singular and plural forms. Students will explore the use of possessive adjectives, conjunctions, use of articles, adverbs, adjectives and frequency words to enrich and extend their sentences. 

Half term 3 and 4 Technology in everyday life 

Students learn vocabulary around the topic of Technology in everyday life (use of technology, free time activities etc.). Same grammar points covered in HT1 continue to be explored along with the use of pronouns.   

Half Term 5 and 6 Hobbies and Free time activities

Students learn vocabulary around the topic of Hobbies and free time (sports, eating out and going out). Students gain more confidence in writing short passages about the use of technology in their free time in the three time frames. Students will more confidently produce spoken and written language, expressing opinions and providing reasons. Same grammar points covered in HT 1 and 2 continue to be explored and mastered.

Cultural and film studies: students are shown a popular French/Spanish film.

Students continue to be exposed to more complex grammar but also a greater amount of vocabulary. Great attention is given to the four skills of MFL which translate into the four GCSE papers. Students handle longer reading comprehension, more complex listening comprehensions and get used to describing photos and are able to have dialogues around familiar topics they have seen since Year 9.  They learn to answer an open question in writing, producing pieces of around 150 words on the topics covered. 

Half Term 1 Sport, food and healthy living

Students learn to talk about the sports they like doing in complex extended sentences, detailing times of the day, days of the week, places in town, introducing advantages and disadvantages of keeping fit and eating healthily. Students continue to be exposed to complex language, with a range of several tenses and can identify and use three time frames with confidence.  

Half Term 2 Home and local area 

Students learn to describe their home, their town and local area, places in town and express their preferences on where to live and their ideal home. Students learn the simple past tense and explore the difference with the imperfect tense. 

Half Term 3 Shopping 

Students learn to talk about shopping, recounting a story using the simple past tense, learn how to ask and tell prices, make comparisons and express someone else’s opinion. 

Half Term 4  School 

Students learn to talk about the subject they study in school, to express their preferences around studies and school life and give reasons for their opinions. They continue to master the use of several grammar points, including negative statements, use of conditional, object pronouns and several tenses.  

Half Term 5 and 6  Daily Routine

Students learn to talk about their daily routine in great detail, with great emphasis given to the use of reflexive verbs. They have plenty of opportunities to rehearse exam style questions in lessons for the four skills of MFL, learning the format of the exam. During exam seasons, they have the opportunity to experience a 1:1 speaking exam. 

Students continue to be exposed to more complex grammar and to be explicitly taught complex language. Students will be able to identify and express themselves in three time frames, they will be able to use present, simple past, imperfect, near future, simple future, conditional, present perfect and other grammar structures. Vocabulary intensifies and so does the sophistication of translations. Great attention is given to accurate use of language, especially to verb endings, syntax and use of tenses, but also encouraging production of longer sentences and expressing opinions, talking about someone else and justifying opinions. A great focus is given to exam skills and strategies for each paper as per AQA GCSE specification. 

Half Term 1  School and future plans

Students learn to talk about their school rules, school life in comparison with France and Spain. They learn to discuss their future plans after their studies, their aspirations and their ideal jobs. They learn modal verbs. 

Half Term 2  Health 

Students learn to talk and discuss healthy and unhealthy living and lifestyles. Students learn some forms of the subjunctive tense to build if clauses. 

Environment, Poverty and Homelessness

Students learn to talk about the environment and social issues such as homelessness and poverty.  Students learn the present perfect tense.

Half Term 3 Relationships, Voluntary Work and Employment

Students learn to talk about relationships with their family members and relatives, their friends, loved ones and discuss their opinions on marriage and having a family in the future. They continue to further learn to discuss their future ideal employment and voluntary work. They learn the simple future and conditional tense. 

Half Term 4  Travel, Tourism & Festivals

Students learn to talk about travelling and getting to know places of interest. They learn about Spanish and French Festivals and famous places of interest in Spanish and French speaking countries.

Half Term 5 & 6 

Exam preparation and revision 

Half Term 1 and 2

Modern and traditional values (Los valores tradicionales y modernos)

Modern day idols (La influencia de los ídolos)

Grammar

Why we sequence the scheme of work this way

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

Half Term 3 and 4

Cyberspace (El ciberespacio) 

Spanish regional identity (La identidad regional en España) 

Grammar

Why we sequence the scheme of work this way

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

Half Term 5

Equal rights (La igualdad de los sexos) 

Cultural heritage (El patrimonio cultural) 

Film study: El Laberinto del Fauno

Grammar

Why we sequence the scheme of work this way

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation. Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

At this stage students have learnt enough vocabulary and grammar so that they can begin to critically study the film, el Laberinto del Fauno

Half Term 6

Equal rights (La igualdad de los sexos)

Cultural heritage (El patrimonio cultural) 

Film study: El Laberinto del Fauno

Literature: La Casa de Bernarda Alba

Grammar

Why we sequence the scheme of work this way

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

At this stage students have learnt enough vocabulary and grammar so that they can begin to critically study the play, la Casa de Bernarda Alba

Half Term 1

Immigration (La inmigración) 

Today’s youth, tomorrow’s citizens (Jóvenes de hoy, ciudadanos del mañana) 

Film study: El Laberinto del Fauno

Literature: La Casa de Bernarda Alba

Grammar

Why we sequence the scheme of work this way

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation. Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

Students continue in depth study of the film and play, developing their analytical skills.

Half Term 2

Racism (El racismo) 

Monarchies and dictatorships (Monarquías y dictaduras)

Film study: El Laberinto del Fauno

Literature: La Casa de Bernarda Alba

Grammar

Why we sequence the scheme of work this way

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

Half Term 3

Integration (La convivencia)

Popular movements (Movimientos populares)

Film study: El Laberinto del Fauno

Literature: La Casa de Bernarda Alba

Grammar

Why we sequence the scheme of work this way

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

Students continue in depth study of the film and play developing their analytical skills.

Half Term 4 and 5

Consolidation and Exam preparation

Why we sequence the scheme of work this way

Revision of year 12 and 13 content and focus on explicit skill development in readiness for exams.

Half Term 6 - Exams