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Stewards Academy

Stewards Academy

Science Specialist

French

Subject Intent

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Aims

The overarching aim for MFL is to develop the breadth and depth of pupils’ competence in listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary. It should enable pupils to understand and communicate personal and information that goes beyond their immediate needs and interests, developing and justifying points of view in speech and writing, with increased spontaneity, independence and accuracy. It should provide suitable preparation for further study.  The national curriculum for languages aims to ensure that all pupils:

  • understand and respond to spoken and written language from a variety of authentic sources
  • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
  • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
  • discover and develop an appreciation of a range of writing in the language studied

 

 

Key Stage 3

In KS3, pupils are taught either French or Spanish and they have four lessons a fortnight. In Year 7 pupils are taught in mixed ability groups. In Year 8, pupils are set in accordance to their ability.

 

Year 7

Year 8

Autumn 1

La rentrée

My life

T’es branch(é)

My hobbies

Autumn 2

Mon temps libre

My free time

Paris je t’adore

Describing a town

Spring 1

En classe

Life at school

Chez moi, chez toi

Describing where I live

Spring 2

Ma vie de famille

Family and friends

Mon identité

My identity

Summer 1

En ville

Describing a town

Quel talent?!

My future ambitions and aspirations

Summer 2

Révision

Revision

Révision

Revision

Key Stage 4

GCSE MFL at Stewards begins in Year 9. Pupils follow the AQA GCSE French/Spanish specification. The course develops pupils’ ability to understand and communicate in the foreign language they are studying. Pupils will learn the key elements of French/Spanish grammar as well as a range of vocabulary. They will then be able to manipulate the vocabulary and structures they have learnt and apply them to a variety of contexts. Throughout their GCSE studies, there will be opportunities for pupils to develop their understanding of the culture of French/Spanish speaking countries

Pupils study the following themes, these will be assessed in Year 11:

GCSE French/Spanish has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Pupils must take all four question papers at the same tier in order to achieve a grade.

 

What's assessed:

How it's assessed:

Questions:

Paper 1: Listening

•25% of GCSE

Understanding and responding to different types of spoken language

Written exam:

 

35 minutes (Foundation Tier), 45 minutes

(Higher Tier)

 

40 marks (Foundation Tier), 50 marks

(Higher Tier)

Foundation Tier and Higher Tier

Section A: questions in English, to be answered in English or non-verbally

Section B: questions in French, to be answered in French or non-verbally

(Each exam includes 5 minutes’ reading time of the question paper before the listening stimulus is played.)

Paper 2: Speaking

 

•25% of GCSE

 

Communicating and interacting effectively in speech for a variety of purposes

 

Non-exam assessment

7–9 minutes (Foundation Tier) + preparation time

10–12 minutes (Higher Tier) + preparation time

60 marks (for each of Foundation Tier and Higher Tier)

 

Foundation Tier and Higher Tier

The format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the Photo card and different stimulus materials for the Role-play. The timings are different too:

Role-play – 15 marks

(2 minutes at Foundation Tier; 2 minutes at Higher Tier)

Photo card – 15 marks

(2 minutes at Foundation Tier; 3 minutes at Higher Tier)

General conversation – 30 marks

(3–5 minutes at Foundation Tier; 5–7 minutes at Higher Tier)

Paper 3: Reading

•25% of GCSE

 

Understanding and responding to different types of written language

 

Written exam:

45 minutes (Foundation Tier),

1 hour

(Higher Tier)

 

60 marks (for each of Foundation Tier and Higher Tier)

Section A – questions in English, to be answered in English or non-verbally

Section B – questions in French, to be answered in French or non-verbally

Section C – translation from French into English (a minimum of 35 words for Foundation Tier and 50 words for Higher Tier)

 

Paper 4: Writing

•25% of GCSE

 

 

Communicating effectively in writing for a variety of purposes

 

Written exam:

 

1 hour

(Foundation Tier),

 

1 hour 15 minutes (Higher Tier)

 

50 marks at Foundation Tier and 60 marks at Higher Tier

 

Foundation Tier:

Question 1 – message (student produces four sentences in response to a photo) – 8 marks

Question 2 – short passage (student writes a piece of continuous text in response to four brief bullet points, approximately 40 words in total) – 16 marks

Question 3 – translation from English into French (minimum 35 words) – 10 marks

Question 4 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks

Higher Tier:

Question 1 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks

Question 2 – open-ended writing task (student responds to two compulsory detailed bullet points, producing approximately 150 words in total) – there is a choice from two questions – 32 marks

Question 3 – translation from English into French (minimum 50 words) – 12 marks