MFL - Modern Foreign Languages
One language sets you in a corridor for life. Two languages open every door along the way - Frank Smith
The aim of the Modern Foreign Language faculty at DACA is to ensure that all students, regardless of social economic background and capabilities, engage and enjoy learning 2 languages.
All students in KS3 study French and Spanish to discover other cultures, traditions and lifestyles, appreciate and celebrate differences. Studying languages at Daca opens minds and horizons with the knowledge and cultural capital for students to be successful in their future life and career.
We aim at providing students with a stimulating learning environment where they can grow in confidence in communicating in French and Spanish and gain the knowledge to understand a wide variety of information in the languages studied. Depending on individual cultural heritage some students will develop the ability to communicate in 4 different languages.
Students with an additional language will hold a significant place in a very competitive job market and the global society.
“Learning a language is ‘a liberation from insularity and provides an opening to other cultures’. It helps to equip pupils with the knowledge and cultural capital they need to succeed in life. It encourages pupils to appreciate and celebrate difference.” (Curriculum research review series: languages – 07.06.2021)
Although only French and Spanish are taught in the Academy, the staff in the faculty has a wider wealth of knowledge and can support students in Catalan, German, Italian, Swedish, Polish and more!
Mr Laurent Charruau Director of Learning
Mrs Amanda Honor Teacher of MFL
Mrs Samantha Young Teacher of MFL
We aim to engender a love of learning, self-belief and aspiration through several intentions that are unpacked further. Those intentions are removing barriers to learning; developing knowledge and skills for learning in a range of subjects; developing personal attributes and to enrich students’ experiences and broaden their horizons.
Through our curriculum provision we intend to develop:
- Students’ knowledge and understanding of 2 languages.
- Students’ awareness of cultural aspects of French speaking countries and Spanish speaking countries, traditions and lifestyles and recognize the richness of cultural diversity.
- Sequences of learning which enables students to link new knowledge with existing knowledge coherently.
- Independent learning so that students become more independent in their use of the languages.
- Substantive knowledge of vocabulary and retention.
- Understanding of grammar and syntax to enable students to manipulate the language and communicate effectively and independently in writing and speech.
- Knowledge of phonics to develop students’ ability to communicate effectively.
- A curiosity towards language learning and other cultures including history, geography and cinematography in order to develop students as global responsible citizens.
- Students’ ability to communicate effectively and confidently in target language.
- an inspiration for students to continue with language learning and demonstrate how they can continue with language learning and its lifelong impact.
- An environment where students are engaged in the learning of a Language.
- An environment where students feel comfortable to communicate in another language than English.
- Thinking skills and approaches to problem solving.
- Ability to express opinions and points of view.
- Students’ tolerance of others and respect to ideas and opinions.
- Literacy skills by providing opportunities for developing reading, writing, speaking and listening skills.
Social and oracy skills through participation in group projects and through shared experiences
At Key Stage three, the curriculum is designed around the three pillars of phonics – vocabulary - grammar. Students learn to talk about themselves, their family and friends. They also study home and town, free time activities, clothes, school, technology and social media. Throughout Key Stage 3 students develop their linguistic ability, learning and using different time frames and extending sentences. From year 7, students are assessed in Listening, Reading, Writing and Speaking. They learn to write extended assessments in line with the GCSE specification and routinely develop their speaking skills in the Target Language in order to gain confidence.
Students develop learning strategies to improve on their retention of vocabulary and grammar concepts.
Students will learn aspects of the geography and the culture of some Target Language speaking countries. They will have the opportunity to discover cultural aspects of the countries though the study of 2 films in target language.
At KS4, students further develop the topics studied at Key Stage 3 with a wider range of vocabulary and more complexity to their language practice.
The themes covered at GCSE are Identity and culture, Local, national, international and global areas of interest and Current and future study and employment.
The MFL GCSE is exam based in all four skills; Listening, Reading, Writing and Speaking. Lesson time is used to prepare students for the exams and make them feel confident in using the language independently.
By studying a language at GCSE, students develop transferable communication and comprehension skills which will enable them to access a variety of further studies. It is an interesting subject; it is more than studying a language, it offers insights to other cultures, traditions and an understanding of international communities.
We will assess if we are having the positive impact we aim for through regular monitoring (for example book scrutinies and learning walks) to ensure we are leading to positive progress for all. The curriculum will be evident across all lessons and students will be able to articulate their learning confidently. This will also be reflected in student voice surveys, with students indicating that they are engaged and enjoying their MFL lessons.
Assessment data will be collected and utilised in a meaningful way, for example, to address misconceptions in learning and to target intervention to improve individual outcomes and monitor progress. In terms of planning for learning, data is used to ensure that lessons provide appropriate stretch and challenge to those who are most able and provides appropriate learning experiences to those that struggle to access particular aspects of the curriculum. This data will also be used to seek out and close gaps in students’ knowledge so that all students are able to make progress.
At the end of each academic year, we will review and reflect on how the curriculum is designed to ensure that students remember what they have been taught. This regular review cycle ensures that we have a curriculum pathway that promotes success for all learners and ensures that the MFL curriculum is appropriate and fully differentiated for all students.