We aim to develop

Students’ ability to converse in French and German both accurately and with confidence. Language listening and speaking exercises are designed for students to extend their vocabulary and ultimately autonomously improve their communication, pronunciation and fluency. Role plays are conducted in pairs; students also participate in small discussion groups and converse with a native speaker or with a highly competent Sixth Form Linguist, either on a one-to-one or in cluster groups in the target language. Part of our Extended Learning strategy is to encourage students to read texts independently and to write their response to a set task. We also aim to promote students’ independent learning and enjoyment of the language across all Key Stages, by using interactive language software which can also be accessed from home.

Curriculum

Students are taught in sets. French is the first language learnt in Year Seven. German is introduced in Year Eight and both languages are studied until the end of Year Nine at least. Students follow the Métro and Logo suite of textbooks and at Key Stage Three, accompanying workbooks which support further personalised learning and stretch and challenge linguists with extensions.

The study of a Modern Foreign Language is optional at Key Stage Four. However, there are several students who choose to study both French and German to GCSE examination level. At Key Stage Four, students follow the Edexcel exam specifications. They complete the written coursework option rather than sit the final written exam, and students choose to take the reading, listening and oral exams either at Foundation or Higher Tier. Pupils can mix and match tiers depending on their ability for each skill.

Key Stage Three themes include personal description, numbers, time, days, dates, months and special occasions, countries and nationalities, school subjects and equipment, colours and description, personal opinions, the weather and seasons, the home, family and pets, food and drink, daily routine, sports and hobbies, holidays, accommodation and transport, visiting the doctor and describing ailments, keeping fit and healthy, shopping and spending money, and asking for directions around the town. The department is also very committed to providing linguists with CLIL teaching resources and pedagogy, which are a more advanced and cognitive method of learning. We are also very keen on stretching students with past G.C.S.E Papers in the Spring of Year Nine, in order to respond to the linguists’ appetite for improvement and attainment.

At Key Stage Four, students continue to develop their use of the present past and future tenses, and they express themselves more fully using the conditional and possibly subjunctive tenses. Students consolidate their existing knowledge and understanding of Key Stage Three topics and now cover a wider variety. Topics at Key Stage Four, include describing household tasks, spending and saving pocket money, describing work experience, past events, communicating by telephone, email and letter, discussing future plans with regard to Sixth Form study and Higher Education, identifying the advantages and disadvantages of where you live, coping with car breakdowns and accidents, dealing with teenage problems, describing relationships with friends and family, and suggesting ways of tackling environmental issues. Pupils also respond very well to incorporating media related topics.

At AS and A2 , linguists follow the AQA syllabus. They are required to develop autonomous learning and critical skills, and they conduct individual research on topics including family and other relationships, the media, future study and career plans, environmental, health and global issues, and they assimilate background information for the study and understanding of literary texts. The significance of thinking skills, background subject knowledge and the ability to construct an argument is reflected in the weighting of the AS and A2 examination.

Extra-Curricular

We run a popular and successful annual exchange programme to Germany (Schifferstadt) for students in Years Nine and Ten which is well supported by both students and parents. Trips to Berlin and Paris are offered to Sixth Formers. Further trips to either Paris or and Southern areas of France are also highly regarded for Key Stage Four.

Language Support

The Modern Languages Department works closely with the Learning Support Department, and Teaching Assistants play an active role in supporting students in their language learning.

Staff