“Coming together is a beginning; keeping together is progress; working together is success” Henry Ford

In the MFL Department we are committed to ensuring that all students have the best possible learning experience.

Languages are part of the cultural richness of our society and the world in which we live and work. In the MFL Department we support all students to appreciate different countries, cultures, communities and people. We are committed to giving students the ability to understand and communicate in another language; a lifelong skill for education, employment and leisure. Learning languages will help students to develop their communication skills and will also support the development of literacy skills in the students’ own language.

We set high expectations for all and encourage students to have a positive attitude towards learning languages. We reward students who participate well and seek to encourage all to be confident and resilient. Within the department we endeavour to develop skills as well as knowledge – skills such as problem solving, decision making, teamwork, leadership and communication. We are committed to building good relationships with all students and as a team we constantly reflect on and refine our own practice and share with others, ensuring all students have the best possible learning experience.

Careers:

You should study MFL if you are pursuing a career in as a translator, interpreter,  teacher, international business, international banking, media & publishing, tourism & leisure, finance, law, sales & marketing, international organizations and many more!

Curriculum:

French and Spanish 2017 – 2018

In both French and Spanish, students study the AQA syllabus:

http://www.aqa.org.uk/subjects/languages/gcse/french-8658 

http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698 

Revision Resources:

http://www.bbc.co.uk/schools/gcsebitesize/french/

http://www.bbc.co.uk/schools/gcsebitesize/spanish/

http://www.linguascope.com/

http://www.lightbulblanguages.co.uk/

Extra-Curricular Opportunities:

Please refer to our Twitter feed and the school app for updates on:

– Revision Classes (every Thursday)

  1. Exam dates

9th April 2018 – 11th May 2018 Exam for GCSE French/Spanish Paper 2 Speaking Tier F/H

15th May 2018 Exam for GCSE French Paper 1 F
Start time: am, duration: 35m

Exam for GCSE French Paper 1 H
Start time: am, duration: 45m

15th May 2018 Exam for GCSE French Paper 3 F
Start time: am, duration: 45m

Exam for GCSE French Paper 3 H                                                                                         Start time: am, duration: 1h

18th May 2018 Exam for GCSE French Paper 4 F
Start time: am, duration: 1h

Exam for GCSE French Paper 4 H
Start time: am, duration: 1h 15m

06th June 2018 Exam for GCSE Spanish Paper 1 F
Start time: am, duration: 35m

Exam for GCSE Spanish Paper 1 H
Start time: am, duration: 45m

06th June 2018  Exam for GCSE Spanish Paper 3 F
Start time: am, duration: 45m

Exam for GCSE Spanish Paper 3 H
Start time: am, duration: 1h

14th June 2018 Exam for GCSE Spanish Paper 4 F
Start time: am, duration: 1h

Exam for GCSE Spanish Paper 4 H
Start time: am, duration: 1h 15m

  1. Assessment resources

Sample papers can be found at http://www.aqa.org.uk/subjects/languages/gcse/french-8658/assessment-resources

  1. Assessment objectives
  • AO1: Listening – understand and respond to different types of spoken language.
  • AO2: Speaking – communicate and interact effectively in speech.
  • AO3: Reading – understand and respond to different types of written language.
  • AO4: Writing – communicate in writing.

Assessment objective weightings (foundation and higher)

 

  1. Examination details

Students may be entered for either Foundation Tier or Higher Tier but they must enter at the same tier for all four skills.

Paper 1: Listening – 25% of the marks

-Foundation Tier 40 marks; 35 minutes (including 5 minutes’ reading time)

-Higher Tier 50 marks; 45 minutes (including 5 minutes’ reading time)

  • The test will be studio recorded using native speakers speaking in clearly articulated, standard speech at near normal speed.
  • Different types of spoken language will be used, using familiar language across a range of contemporary and cultural themes.
  • Students will be given five minutes’ reading time at the beginning of the test to give them time to read the questions.
  • An example will be provided in the question paper only where it is necessary to indicate to students how a particular question should be answered.
  • Each item will be heard twice and pauses for students to answer will be built into the test.
  • Students will be allowed to make notes at any time during the test.
  • Access to dictionaries is not permitted at any time during the test.

Foundation Tier and Higher Tier

In Section A, students’ understanding of spoken language will be tested by a range of question types in English, requiring non-verbal responses or responses in English. In Section B, students’ comprehension will be tested by a range of question types in French/Spanish, requiring non-verbal responses or responses in French/Spanish. The tests will contain some items which are common to both tiers.

The responses will be assessed according to a detailed mark scheme; the appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding, even though the response may contain some errors in the quality of language used. The test at both tiers will consist of a variety of short and longer spoken pieces of language, involving some more complex language later in the test, which will not place an undue burden on memory at any time. Students will be required to identify the overall message, key points, details and opinions from items such as announcements, short conversations, instructions, news bulletins and telephone messages, together with some material which will be longer and will include reference to the relationship between past, present and future events. These items will include authentic sources, suitably adapted and abridged. They will also be required to deduce meaning from more abstract material, including short narratives. They will hear more extended spoken text where they will recognise and respond to key information, themes and ideas by answering questions, extracting information and evaluating and drawing conclusions.

Paper 2: Speaking – 25% of the marks

A window of up to five weeks will be timetabled for the test, during which schools/colleges will be free to test their students at any time. The window will be timetabled to run in April and May. The teacher may open the speaking test materials up to three working days in advance of the first day of the specified test period in order to prepare for conducting the tests. The Teacher’s booklet will contain a Speaking test sequence chart which will show which Role-play and Photo card each student must be allocated and which themes will be covered in the General conversation part of the test. Access to dictionaries is not permitted at any time during the test or the supervised preparation time. Instructions for the test are in English. All questions are in French. Students will be allowed to make notes, on an Additional answer sheet, during their supervised preparation time and take them into the exam room to use during the test. There is no restriction on the number of words or the material (eg conjugated verbs) which the notes may contain. They must hand the notes in to the teacher-examiner immediately before the General conversation part of the test. The notes must be stored under secure conditions until results day, after which they must be disposed of.

The test is conducted and audio-recorded by the teacher and marked by an AQA examiner.

Foundation Tier and Higher Tier – 60 marks

Foundation Tier: students will attend one session of 7–9 minutes (and supervised preparation time of 12 minutes).

Higher Tier: students will attend one session of 10–12 minutes (and supervised preparation time of 12 minutes).

The format of the test will be the same for each tier and will consist of three parts.

  • Role-play (15 marks)

Based on a stimulus card, to be prepared by the student immediately before the test during their preparation time. Students will carry out one role-playing situation (approximately two minutes at Foundation Tier and two minutes at Higher Tier). The Role-play card will allow students to answer questions and convey information, using and adapting language for new purposes. Students will respond to unexpected questions and use repair strategies to sustain communication. They will also ask a question.

  • Photo card (15 marks)

Based on a stimulus card, to be prepared by the student immediately before the test in the supervised preparation time. Students will discuss one Photo card (approximately two minutes at Foundation Tier and three minutes at Higher Tier). Teachers will ask five prescribed questions based on the Photo card. Three of these five questions will be printed on the student’s card.

  • General conversation (30 marks)

The teacher will conduct a conversation based on the two themes which have not been covered on the Photo card (between three and five minutes at Foundation Tier and five and seven at Higher Tier). A similar amount of time should be spent on each theme. The student will choose the first theme; the second theme is the remaining theme which has not been covered in the Photo card part of the test. This ensures that aspects of all three themes are covered in the Speaking test.

The General conversation allows the student to take part in a conversation, asking and answering questions and exchanging opinions. The student will also convey information and narrate events coherently and confidently and use and adapt language for new purposes. They will be able to speak spontaneously, responding to unexpected questions, points of view or situations and sustain communication by using repair strategies. They will initiate and develop conversations and discussion to produce extended sequences of speech. They will make creative and more complex use of language, as appropriate, to express and justify their own thoughts and points of view.

All three parts of the test will allow students to demonstrate appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events. They will also allow students to use accurate pronunciation and intonation so as to be understood by a native speaker.

Paper 3: Reading – 25% of the marks

Foundation Tier 60 marks; 45 minutes

Higher Tier 60 marks; 1 hour

  • Different types of written language will be used, including relevant personal communication, public information and factual and literary texts.
  • An example will be provided in the question paper only where it is necessary to indicate to students how a particular question should be answered.
  • Access to dictionaries is not permitted at any time during the test.

Foundation Tier and Higher Tier

In Section A, students’ understanding of written language will be tested by a range of question types in English, requiring non-verbal responses or responses in English.

In Section B, students’ comprehension will be tested by a range of question types in French, requiring non-verbal responses or responses in French.

In Section C, there will be a translation from French into English (a minimum of 35 words at Foundation Tier and 50 words at Higher Tier).

The tests will contain some items which are common to both tiers. Responses will be assessed according to a detailed mark scheme; the appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding, even though the response may contain some errors in the quality of language used.

The test will consist of a variety of short and longer written texts, involving some more complex language later in the test. Students will be required to identify the overall message, key points, details and opinions from items such as instructions, public notices and advertisements, together with some material which will be longer, such as extracts from brochures, guides, letters, newspapers, magazines, literary texts, email and websites. These will include reference to the relationship between past, present and future events. These items will include authentic sources, suitably adapted and abridged. Literary texts will include a mix of contemporary and historical sources. Students will also be required to deduce meaning from a variety of written texts, including some unfamiliar language and short narratives. They will be presented with longer texts where they will be required to recognise and respond to key information, themes and ideas. They will demonstrate understanding by being able to scan for particular information, organise and present relevant details. They will draw inferences and recognise implicit meaning.

Paper 4: Writing – 25% of the marks

  • Access to dictionaries is not permitted at any time during the test.
  • All instructions are in English. All questions are in French.

Foundation Tier

50 marks; 1 hour

Students are required to write in French.

  • Question 1 (8 marks)

A message which demonstrates students’ ability to write short sentences using familiar language in a familiar context.

  • Question 2 (16 marks)

A short passage which demonstrates students’ ability to write a short text, using simple sentences and familiar language accurately, to convey meaning and exchange information. Students are expected to write approximately 40 words but, provided the tasks set are completed, the number of words is not important.

  • Question 3 (10 marks)

A translation from English into French, requiring a minimum of 35 words. This demonstrates students’ ability to convey key messages accurately and to apply grammatical knowledge of language and structures.

  • Question 4 (16 marks)

A structured writing task which demonstrates students’ ability to produce clear and coherent text of extended length, to present facts and express ideas and opinions. They also make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events. They are required to manipulate the language, using and adapting a variety of structures and vocabulary, using appropriate style and register. The requirement to use formal or informal address will vary year on year. Students are expected to write approximately 90 words but, provided the tasks set are completed, the number of words is not important. They choose either Question 4.1 or 4.2. This question is common to Higher Tier Question 1.

Higher Tier

60 marks; 1 hour 15 minutes

Students are required to write in French.

  • Question 1 (16 marks)

A structured writing task which demonstrates students’ ability to produce clear and coherent text of extended length, to present facts and express ideas and opinions. They also make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events. They are required to manipulate the language, using and adapting a variety of structures and vocabulary, using appropriate style and register. The requirement to use formal or informal address will vary year on year. Students are expected to write approximately 90 words but, provided the tasks set are completed, the number of words is not important. They choose either Question 1.1 or 1.2. This question is common to Foundation Tier Question 4.

  • Question 2 (32 marks)

An open-ended writing task which demonstrates their ability to make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince. They should use appropriate style and register. The requirement to use formal or informal address will vary year on year. Students are expected to write approximately 150 words but, provided the tasks set are completed, the number of words is not important. They choose either Question 2.1 or 2.2.

  • Question 3 (12 marks)

A translation from English into French, requiring a minimum of 50 words. This demonstrates students’ ability to convey key messages accurately and to apply grammatical knowledge of language and structures.