Mrs C Vincent
Mrs M D'Anterroches-Widger
“The limits of my language are the limits of my world.” Ludwig Wittgenstein.
Modern Foreign Languages are an important part of our young people’s education. They allow pupils to discover other cultures. Learning languages contributes to mutual understanding and a sense of global citizenship. At King Edward VI High School we believe that pupils should have the opportunity to study a language as there are many clear personal, cultural, social and career benefits in being able to communicate with confidence in another language. We aim to provide a curriculum that ensures that pupils;
What do we teach?
Key Stage 3
Our curriculum is based on the key skills of listening, speaking, reading and writing. Each of these skill areas are practised, consolidated, reinforced and assessed on a regular basis.
We want students to be able to confidently communicate in French and we encourage our pupils to use the target language as much as possible in lesson time. To develop fluency and confidence we have incorporated sentence builders and knowledge organisers into our KS3 schemes of work.
To engage students and develop enthusiasm in French we ensure that we use enriching and stimulating material, including target language songs, film and authentic texts. This also helps are students build their cultural capital as it offers immediacy and authenticity to the MFL learning experience.
To ensure pupils can use grammar and vocabulary to communicate we have developed schemes of work that regularly revisit and build on existing knowledge. In lessons we make explicit links to English and other foreign languages’ grammatical structures and vocabulary to help pupils recall key grammar and vocabulary.
Students are encouraged to choose a language at KS4. We offer the French AQA GCSE course starting in Year 10. In KS4 we encourage students to participate in the Staffordshire- Limousin exchange programme and each year a number of students take up this opportunity. Extra support for students is available on a weekly basis after school where students are split into ability groupings so more targeted interventions can be given.