Curriculum Intent Statement for MFL
At Chase Terrace Academy we aspire for all of our pupils to achieve greater things than they ever thought possible. We pride ourselves on being a warm and welcoming school that places community at the heart of everything we do. Our ambitious curriculum is enriching and inclusive, providing challenge and breadth for all. This empowers our pupils to become compassionate, confident and creative individuals who are resilient, respectful and equipped with a desire to take up a fulfilling role in society and the wider world.
In order to support these values, we strive to provide a broad and ambitious Modern Languages curriculum which is rich in knowledge and skills, develops self-efficacy and promotes diversity and tolerance of other cultures. Knowledge in languages allows pupils to view their world from a different viewpoint and embrace the fact that the world is a rich and diverse place. It also gives them the chance to understand the patterns that underpin languages, thus gaining a more powerful insight into their own language as well as the one they are learning. We want to foster an enjoyment of language learning and raise awareness of the advantages that it can have on personal and working lives.
Our curriculum is designed to allow coverage of four key skill areas – listening, speaking, reading and writing – giving pupils the opportunity to use receptive and productive language skills for communication in the real world, for their immediate needs, interests and beyond. Pupils will gain a secure understanding of the key grammatical concepts required to manipulate language effectively. We also aim to develop their confidence to access new and unfamiliar language through the use of skills brought about by the explicit teaching of phonics and sound patterns. Our pupils will work towards becoming fluent and spontaneous speakers of MFL who can demonstrate tenacity.
We enrich our curriculum by providing pupils the opportunity to correspond with speakers of the foreign language they are studying and to visit the country where the language is spoken. We also explore appropriate authentic materials such as songs, literary extracts and films.
“Without language one cannot talk to people and understand them; one cannot share their hopes and aspirations, grasp their history, appreciate their poetry or savour their songs,”
Nelson Mandela.
| French | |
| Year 7 | Curriculum Implementation Plan |
| Knowledge Organisers | |
| Autumn Term | |
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| Year 8 | Curriculum Implementation Plan |
| Knowledge Organisers | |
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| Year 9 | Curriculum Implementation Plan |
| Knowledge Organisers | |
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| Year 10 and Year 11 (For existing AQA specification) | Curriculum Implementation Plan |
| Knowledge Organisers | |
| Theme 1: Technology in everyday life | |
| Theme 1- Me, my family and friends | |
| Theme 1 – Customs and Celebrations | |
| Theme 2- Social and Global Issues | |
| Theme 2- Local Area | |
| Theme 2- Travel and Tourism | |
| Theme 3- World of Work | |
| Theme 3- Current and future studies | |
| Year 10 and 11 (For new Edexcel specification) | |
| Unit 1 Tu as du temps à perdre | |
| Unit 1 Tu as du temps à perdre 2 |
| German | |
| Year 7 | Curriculum Implementation Plan |
| Knowledge Organisers | |
| Autumn Term | |
| Spring 1 | |
| Spring 2 | |
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| Year 8 | Curriculum Implementation Plan |
| Knowledge Organisers | |
| Autumn 1 | |
| Autumn 2 | |
| Spring 1 | |
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| Year 9 | Curriculum Implementation Plan |
| Knowledge Organisers | |
| Autumn 1 | |
| Autumn 2 | |
| Spring 1 | |
| Spring 2 | |
| Summer 1 | |
| Summer 2 | |
| Year 10 and Year 11 (For existing AQA specification) | Curriculum Implementation Plan |
| Knowledge Organisers | |
| Theme 1 – Section A | |
| Theme 1 – Section B | |
| Theme 1 – Section C | |
| Theme 1 – Section D | |
| Theme 2 – Section A | |
| Theme 2 – Sections B and C | |
| Theme 2 – Section D | |
| Theme 3 – Sections A, B and C | |
| Theme 3 – Section D | |
| Year 10 and 11 (For new Edexcel specification) | Knowledge Organisers |
| Unit 1 Zurück zur Schule Knowledge Organiser | |