Bishop Challoner

Catholic Secondary School

Modern Foreign Languages

Broad Aims for the teaching of Foreign Languages at Bishop Challoner Catholic Secondary School

Given the wider opportunities for living, working and travelling abroad, the importance of foreign language learning cannot be denied.  It provides not only the basis for greater opportunity for our pupils, but is also in itself a stimulating intellectual experience which provides a challenge at every level.

The reasons for teaching Foreign Languages in school are identified as follows:

  • to develop the ability to use the languages effectively for purposes of practical communication;
  • to form a sound base of the skills, language and attitudes required for further study, work and leisure;
  • to offer insights into the culture and civilisation of the countries where the language is spoken: to celebrate differences and similarities;
  • to develop an awareness of the nature of language and language learning;
  • to provide enjoyment and intellectual stimulation;
  • to encourage positive attitudes to foreign language learning and to speakers of foreign languages and a sympathetic approach to their cultures and civilisations;
  • to promote learning skills of a more general application, eg. Analysis, memorising, drawing of inferences;
  • to develop pupils’ understanding of themselves and their own culture.

Aims and Methodology

The Department aims to equip pupils at an appropriate level, with communication skills taught within a structured, topic-based framework.

Communication is of paramount importance and all strategies must be geared to that prime objective.  The Department has agreed to maximise the use of the target language as the primary means of communication during lesson time.  In addition, visits to France, Spain, and other extra-curricular activities, give pupils the opportunity to facilitate their language acquisition.

It also accepts that an awareness of the structures and mechanisms of the target language is an essential aim for those pupils capable of attaining it.  Consequently, the deeper learning of the grammar of the target language for more able pupils is strongly encouraged.

In brief, the aims of the Department are those listed in any good expression of the aims of communicative language learning such as those of the GCSE syllabus and National Curriculum guidelines.

Pattern of Provision

In Year 7, all pupils study French in mixed ability groups. Spanish is introduced for the more linguistically able pupils as a second foreign language, from the beginning of Year 8.  Movement on merit between bands is an ever-present possibility for all pupils from Year 8 upwards.

The majority of KS4 pupils pursue one language (EBacc), with the exception of Gifted and Talented pupils in the current Year 11 who have attained French GCSE standard in Year 10 and are in the course of completing Spanish GCSE this year.

Internal assessments covering all four AT areas are completed 3 times every year in KS3.

Courses and Key Content

The principal materials currently in use are ‘Métro’, ‘Salut!’, ‘French AQA’ Oxford, ‘Listos’ and ‘Spanish AQA’ Oxford.

The Department has a wide range of ancillary materials, such as ‘Boardworks’ but we mainly develop our own resource banks in both languages, with are subject to continuous revision and development.

KS3

METRO 1 and SALUT!

Year 7

Autumn Term one  
Bienvenue
Greetings, pencil case items, classroom language, spelling, special days and dates, colour and adjectival agreement, masculine and feminine.

Autumn Term two/Spring Term one
Toi et Moi
Where I live, nationality, brothers and sisters, pets, appearance, personality, plurals, key verbs.

Spring Term two/Summer Term one
Au Collège 
School subjects, telling the time, timetable, school day, uniform, technological terms, more key verbs, introducing regular –er verbs, possessive adjectives, adjectival agreement.

Summer Term two 
Mes Loisirs

Sports, opinions, free-time activities, weekend, weather, introducing negatives, introducing regular –ir verbs.

Year 8

Autumn Term one
Chez moi

House, bedroom, town, activities, review –er verbs, 3rd person singular, -re verbs, the verb ‘être’.

Autumn Term two/Spring Term one
Les vacances 
Holidays location, holiday activities, places around town, buying souvenirs, ordering a snack, the verb ‘aller’, the simple future tense, how to say ‘to’.

METRO 2 and SALUT!

Spring Term two/Summer Term one
Salut! 
Talking about yourself, talking about someone else, activities after school, where you go and what you do in the evening, a special day out, conjugating infinitives, manipulating 1st and 3rd person singular, review possessive adjectives, modal opinions.

Summer Term one/two
Ma vie; famille et copains
Talking about what you do in the morning, getting up and going to bed, clubs, arranging to go out, going to the cinema, family, descriptions, parts of face and body, explaining illness, reflexive verbs, 24 hour clock, 1st person plural. 

Year 9

Autumn Term one
A table! 

Breakfast, lunch, shopping for food, shops and places around town, eating out, how to say ‘some’, quantities.

Autumn Term two
Une semaine à Paris!

Arranging a visit, travelling there, discovering Paris, talking about what you have done, review the simple future tense, the perfect tense.

EXPO 3

Spring Term one/two 
L’avenir 

Planning what you will do, talking about future careers, why languages are important, the future tense, using ‘quand’ with the future tense, connectives in complex sentences.

Summer Term one/two 
Ça t’intéresse?
Discussing what is on TV, talking about films, describing your routine, talking about what you read, direct object pronouns, perfect tense of reflexive verbs, Les Choristes.

KS4

Spanish ab initio

Year 10

Autumn Term one
Me presento

Greetings, classroom language, spelling, numbers, introducing myself, days and dates, masculine, feminine, plural, present tense regular verbs, reflexive verbs, dictionary use nouns and conjugation in the present tense, Mi Vida Loca episodes 1 – 7.

Autumn Term two
Mi familia y amigos 

Describing myself, describing others, physical appearance, personality, relationships, future plans, pets, countries, nationality, opinions, radical changing verbs, simple future, continuing dictionary skills, Mi Vida Loca episodes 8-13.

Spring Term one/two 
Mi colegio 

Describing school, buildings, teachers, subjects, opinions, future plans, extra-curricular activities, weekends, future tense, modal verbs, Mi Vida Loca episodes 14-19.

Spring Term two/Summer Term one
En forma 
Healthy and unhealthy lifestyles and their consequences, sports, healthy eating, good and bad habits, review present tense and reflexive verbs and future tense, Mi Vida Loca episodes 19-22.

Summer Term two 
Pasatiempos y media 

Hobbies, views about music, money, shopping, opinions on fashion, comparing activities now and in the past, advantages and disadvantages of new technology, possessive pronouns, preterite tense, imperfect tense.

 Year 11

Autumn Term one
Mis vacaciones

Where you went, how you got there, what you did during the day/evenings, where you would like to go in the future, where you normally go, review preterite/imperfect and future tenses, imperatives, exclamations, review modal verbs.

Autumn Term two
Mi casa, mi ciudad y el medioambiente 

Special occasions and celebrations, describing home, neighbourhood and town, comparing life in a hispanohablante country, talking about threats and dangers to the environment, conservation and recycling, eco-tourism, environmental initiatives, the subjunctive, comparatives, pluperfect tense.

Spring Term one/two  Examination preparation

French

Year 10

Autumn Term one
En forme

Healthy and unhealthy lifestyles and their consequences, sports, healthy eating, good and bad habits, review present tense and reflexive verbs and future tense.

Autumn Term two/spring term one
Je me présente et je vous présente ma famille
Greetings, classroom language, spelling, numbers, introducing myself, days and dates, describing myself, describing others, physical appearance, personality, relationships, future plans, pets, countries, nationality, opinions, radical changing verbs, simple future, masculine, feminine, plural, present tense regular verbs, reflexive verbs, dictionary use nouns and conjugation in the present tense.

Spring Term two/summer term one
Les passetemps et les médias
Hobbies, views about music, money, shopping, opinions on fashion, comparing activities now and in the past, advantages and disadvantages of new technology, possessive pronouns, preterite tense, imperfect tense.

La vie à l’école
Describing school, buildings, teachers, subjects, opinions, future plans, extra-curricular activities, weekends, future tense, modal verbs.

Summer Term two 
Mes vacances 

Where you went, how you got there, what you did during the day/evenings, where you would like to go in the future, where you normally go, review preterite/imperfect and future tenses, imperatives, exclamations, review modal verbs.

 Year 11

Autumn Term one
Chez moi et aux alentours

Special occasions and celebrations, describing home, neighbourhood and town, comparing life in a Francophone country, comparatives, pluperfect tense.

Autumn Term two
Notre Monde
 
Talking about threats and dangers to the environment, conservation and recycling, eco-tourism, environmental initiatives, the subjunctive, comparatives, pluperfect tense.

Spring Term one/two  Examination preparation

AQA examination guide for French and Spanish

20% Listening examination Year 11

20% Reading examination Year 11

30% Writing controlled assessment Year 10 and Year 11

30% Speaking controlled assessment Year 10 and Year 11

Developing Cultural Awareness

As a Department, we believe that the learning of a Modern Foreign Language cannot be seen in isolation.  It is set within a framework of real situations which enable the pupil to develop positive attitudes to Foreign Language Learning and to speakers of foreign languages, and a sympathetic approach to other cultures and civilisations.  These insights offered into the culture and civilisation of other countries will also enable the pupils to come to a better understanding and appreciation of their own culture, language and civilisation.

With this in mind, all pupils will have regular opportunities to:

  • come into contact with native speakers through many educational trips abroad organized both in and out of the MFL Department.  We specifically focus annually on our French exchange programme which intends to give pupils the opportunity to live with and communicate with peers in a different country, learn about other peoples and cultures, as well as developing their linguistic skills;
  • identify with experiences of people of different cultures through educational visits.  For example, involvement in language conference days and Gifted and Able pupils’ days (Language Challenges), EMTAS connections (Language Awareness Day and Young Interpreters Scheme), Europa visit;
  • work and exposure to authentic materials;
  • learn the use of social conventions, eg. forms of address and greetings.  This should be achieved in every lesson which starts and finishes with a formal greeting, and in which basic classroom language is conducted in the Target Language;
  • identify with people of different cultures through role-play, TV, etc.

Facilities

All Departmental classrooms are equipped with interactive whiteboards. 

The Department also has access to the excellent facilities of the Information Technology Area and the Library.

Staffing

Currently, the Department is staffed by four Modern Foreign Language teachers and an LSA: Pam Corrigan, HoD (French and Spanish), Lucile Leroyer (French and Spanish with responsibility for primary liaison), Line Wallace (French), Aurélie O’Sullivan ( French and Spanish), Bridie Stanway (English and French) and Sofía Martínez-Coombs (LSA Spanish and French).

Areas of Development

This year the Department is furthering the development of primary liaison links and we have taken responsibility of attaining International Schools Status for the school.  We are also continuing to develop our strong links with EMTAS with a focus upon our EAL learners through, for example, the Young Interpreters Scheme.