Quick Links

Quick Links

MODERN FOREIGN LANGUAGES

 

Language is not a genetic gift, it is a social gift. Learning a new language is becoming a member of the club – the community of speakers of that language.

-- Frank Smith

Contact

Head of MFL: Mrs K Cowburn - cowburnk@harpergreen.net 

Subject overview

At Harper Green School, we believe that learning a foreign language is a liberation from insularity and provides an opening to other cultures. Many of our young people come to us from households who have a first language that is not English, and we are proud of the rich diversity of language and culture that grows from our shared experience. 

The high-quality languages education that we offer fosters our young people's curiosity and deepens their understanding of the world.

Our teaching enables students to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It provides opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

 Key Stage 3 overview

 All of our students will have access to learning another language. We currently teach Spanish, one of the languages identified by the British Council as being most needed in the post-Brexit world.

 

Year 7

Half Term 1 and 2

Half Term 3 and 4

Half Term 5 and 6

So who do you think we are?

My school 

My free time activities

This unit consolidates common vocabulary and constructions to enable students to strengthen their confidence, resilience and spontaneity in all four linguistic skills (reading, writing, speaking and listening).

 

Students are able to apply a different tense to their independent work. Through the focus on independent speaking and writing, we are creating competent language learners.

 

Skills and Knowledge:  

  • Revision of introducing myself.
  • Numbers 1-31
  • Age
  • Months
  • Days of the week
  • Dates
  • Birthday
  • Family members
  • Pets
  • Talking about my family-who is in it
  • Revision of colours
  • Physical description-hair and eyes
  • Adjectives that describe personality
  • To describe my personality
  • To describe what members of my family are like (appearance and personality)
  • Connectives

 

GRAMMAR KNOWLEDGE

  • Revision of adjectival agreement
  • Conjugation of Tener in the present tense (irregular verb)
  • Conditional tense to talk about which pet/s I would like in the future

This unit of work builds the basics and foundations of common vocabulary and constructions that inspire language learning.

 

Students build their confidence and spontaneity in reading, writing, speaking and listening, as well retrieving any knowledge gained at KS2.

 

Students will develop the bank of common vocabulary that is used in the Spanish classroom.

 

Skills and Knowledge: 

  • Classroom commands
  • Classroom objects, including equipment
  • Subjects
  • School facilities
  • Describing what my school is like (facilities and adjectives)
  • School uniform
  • Colours
  • Justifications
  • Expressing and justifying my opinion on school subjects, school and uniform

 

GRAMMAR KNOWLEDGE

  • Negatives
  • Adjectival agreements
  • Singular and plural rule
  • Masculine and feminine rule
  • Conjugation of the present tense: ar/er/ircommon verbs
  • Connectives
  • Present tense of haber-hay

In this unit, students are encouraged to find ways of communicating what they want to say through discussion, asking questions and continually improving the accuracy of their pronunciation and intonation.

 

Students will be able to express and justify their point of view on a range of topics, as well as introducing the use of different tenses in their independent work.

 

Skills and Knowledge: 

  • Sports
  • Hobbies
  • What I do in my free time
  • Present tense-conjugation of Jugar (irregular verb)

  •  

    Present tense conjugation of Practicar

  •  

    Negatives

  •  

    Revision of opinions

  •  

    Revision of justifications

  •  

    Express and justify my opinion on sports and hobbies

  •  

    HIVE/JCB-high frequency verbs

  •  

    Television programs

  •  

    Film genres

  •  

    Introduction to Spanish popular film

  •  

    To talk/describe a film I have seen recently (past tense)

  •  

    To talk about what I watch on television and talk about film

  •  

    Express and justify my opinion on television and film

  •  

    Time phrases

  •  

    Connectives

  •  

    Simple future tense-voy +infinitive

  •  

    Future weekend plans

 

GRAMMAR KNOWLEDGE

  • Revision of common verbs (ar/er/ir)
  • Preterit tense -stock phrases hive/jcb to talk about what I did last weekend
  • Conjugation of the immediate future tense to talk about my plans for next weekend
  • Revision of the conditional tense to talk about what I would like to do next weekend
  • Revision of adjectival agreements
  • Revision of negatives

Assessment: 

  • Learning checkpoint  (lesson 9)
  • Learning checkpoint (lesson 14)
  • Learning checkpoint(lesson 21)

 

Assessment: 

  • Learning checkpoint (lesson 8)
  • Learning checkpoint (lesson 13)
  • Learning checkpoint (lesson 18)
  • Full examination in January 2022 - Students will be assessed on the topics studied during Term 1. 

 

Assessment: 

  • Full examination in June 2022 - Students will be assessed on the topics studied during Term 2 and 3. 

Year 8

Half Term 1 and 2

Half Term 3 and 4

Half Term 5 and 6

Location, Location, Location

Food and drink

Technology in the modern world

This unit builds on the knowledge and skills taught in year 7.

Students have the opportunity to strengthen their oracy, listening, reading and written skills through extended, independent tasks and the use of authentic materials in the target language. 

 

Students will become more proficient in Spanish and gain an understanding of how other languages work.

 

Students have the opportunity to investigate an Hispanic city and compare the differences that exist with the town they live in.

 

Skills and Knowledge:  

  • Countries

  • Places in a town

  • Adjectives that describe my town

  • Talking about where I live

  • Expressing and justifying my opinion on where I live

  • Weather - understanding written and spoken forecasts

  • Asking where something is located

  • Understanding and giving directions to find the way

  • Explain where I would like to live in the future

  • Investigate an Hispanic city and understand what life is like there

  • Understand how to communicate with others via a role play

  •  

 

GRAMMAR KNOWLEDGE

  • Identifying the imperfect tense of haber and ser.

  • Use the conditional - me gustaria plus verb to talk about where I would like to live in the future

In this unit, students gain the cultural capital needed for success as they explore food, drink, meal times and typical Spanish dishes. 

 

Students have the opportunity to gain an understanding of the differences that exist when compared to meal times and diet in the UK. 

 

Common vocabulary is consolidated and structures are revisited from previous topics in order for students to speak, listen, read and write in a range of tenses with confidence and spontaneity.

 

Skills and Knowledge: 

  • Food

  • Drink

  • Revision of opinions

  • Justifications linked to food and drink

  • Revision of time phrases

  • Talking about meal times in the UK and comparing them to those in Spain

  • Negatives

  • Talk about what I ate/drank yesterday using the imperfect tense

  • Talk about what I will eat/drink to stay healthy using the immediate future tense

  • Independent research into typical Spanish tapas dishes

  • Independent research on cultural differences at meal times in Spain

  • Ordering food and drink in a café/restaurant

  • Explaining that something is wrong in a café/restaurant

  • Strengthening general conversation skills. 

     

GRAMMAR KNOWLEDGE

  • Conjugation of the preterit tense-comer and beber

  • Revision of the immediate future tense

  • Revision of the conditional structure - me gustaria plus verb to explain what new food I would like to eat.

Knowledge and skills are embedded and consolidated so students can communicate effectively in a variety of forms.

 

Students are able to use the present, past and future tense accurately, confidently and independently.

 

Skills and Knowledge: 

  • To identify a variety of apps

  • To identify different forms of technology

  • Talk about different apps I use

  • Talk about how I use technology and how I have used it in the past

  • Introduction of the preterit tense-regular ar verbs

  • What new technology I would like to try

  • Revision of opinions

  • Revision of justifications

  • Revision of common verbs-ar/er/ir

  • To explain the advantages and disadvantages of technology

     

     

 

GRAMMAR KNOWLEDGE

  • Revision of how to conjugate the present tense, using regular verbs

  • Revision of how to conjugate the preterit tense so I can explain how I have used technology.

  • Revision of the immediate future tense to explain how I will use technology.

Assessment: 

  • Learning checkpoint  (lesson 16)
  • Learning checkpoint(lesson 21) 

Assessment: 

  • Full examination in January 2022 - Students will be assessed on the topics studied during Term 1. 

 

Assessment: 

  • Full examination in June 2022 - Students will be assessed on the topics studied during Term 2 and 3.

 

Year 9

 

Half Term 1 and 2

Half Term 3 and 4

Half Term 5 

Half Term 6

School life

A tale of two cities

Fiesta, Fiesta Language Mastery

 In this unit, students continue to consolidate and gain a deeper understanding of different structures and tenses developed in years 7 and 8.

 

Students will demonstrate spontaneity, fluency and confidence.

 

Students will be able to speak and write at length independently, as well as having the opportunity to work with marking criteria and use this to critically analyse their own work and that of their peers.

 

Students are reminded how to use a range of strategies to effectively tackle questions in all four linguistic skills (reading, writing, speaking and listening).

 

Skills and Knowledge:  

  • To talk about subjects I study

  • To identify higher level opinion phrases

  • To express and justify my opinion on subjects

  • To describe the facilities in my school

  • To describe my teachers

  • To discuss the best and worst things about my school 

  • To understand what school life is like in Spain and compare to that in the UK

  • To describe my school uniform

  • To express my opinion on my school  uniform

  • To discuss school rules 

  • To discuss clubs and explain what clubs I have tried out in the past using the imperfect tense

  • To talk about my plans for college and university

 

GRAMMAR KNOWLEDGE

  •  

  • Use of es/son

  • Adjectival agreement

  • Revision of negative

     

  • Revision of connectives

     

  • Intro to dado/ya que/como

     

  • Lo mejor/lo peor

     

  • Se debe

     

  • Hay que

    Preterite and imperfect tense of HIVE/JCB verbs

  •  

     

    Introduction to future structures -Espero/Quiero/Quisiera/Tengo la intecion de

     

  • Revision of HIVE/JCB verbs

     

  • CROATIAN

In this unit students continue to consolidate and gain a deeper understanding of different structures and tenses and demonstrate spontaneity, fluency and confidence.

 

Students will be able to speak and write at length independently.

 

There is a continued emphasis on developing the use of strategies to effectively tackle questions in all four linguistic skills (reading, writing, speaking and listening).

 

Students have the opportunity to again work with marking criteria and use this to critically analyse the work of their peers.

 

Skills and Knowledge: 

  • To understand what major cities exist in Spain
  • To describe the capital of Spain, Madrid
  • To describe Barcelona 
  • To make comparisons between a Spanish city and Manchester/London
  • At the tourist info office
  • Planning what to do in a Spanish city (future tense)
  • At the lost property office
  • Asking where things are located (retrieval)
  • Understanding the way (retrieval)
  • To talk about my daily routine
  • To compare my daily routine to that of someone who lives in Spain 

GRAMMAR KNOWLEDGE

  • Revision of Hay/No hay

  • Revision of imperfect tense - haber and ser

  • Revision of future structures - Espero/Quiero/Quisiera/Tengo la intencion de

  • CROATIAN

In this unit, students will develop an understanding and appreciation of festivals in Hispanic countries.

 

Students will gain a deeper understanding of life in Spain and other countries where Spanish is spoken, as well as specific language related to the festivals we will study.

 

Students will understand why festivals are an important part of daily life in Spain and where their origins originate from.

 

This unit will broaden student horizons and foster transferable skills such as confidence, communication, problem solving and creativity.

 

Skills and Knowledge: 

  • To understand what La Tomatina is, its origins and how it is celebrated.

  • To understand what La fiesta de San Fermin is, its origins and how it is celebrated.

  • To understand what Las Fallas is, its origins and how it is celebrated.

  • To research a Hispanic festival and explore its origins and how it is celebrated.

  •  To understand and use a range of subject specific vocabulary to talk about different festivals and describe them.

     

  • To express my personal opinion on festivals I have studied.

     

     

 

In this unit, students continue to consolidate and gain a deeper understanding of different structures, tenses and grammar points.

 

They will demonstrate spontaneity, fluency and confidence in their language learning.

 

 Skills and Knowledge: 

  • To understand why languages are valuable in modern day life
  • To understand how I can use languages in my future
  • To understand what it means to be a global citizen

GRAMMAR KNOWLEDGE

  • CROATIAN
  • Higher opinion phrases
  • Revision of justifications
  • Revision of negatives
  • Revision of connectives plus higher level phrases - dado/ya que/como
  • Revision of regular common verbs - hive/jcb
  • Preterite tense of hive/jcb verbs
  • Immediate future tense - hive/jcb verbs
  • Revision of future structures-Espero/Quiero/Quisiera/Tengo
  • Conditional tense

Assessment: 

  • Learning checkpoint  (lesson 4)
  • Learning checkpoint (lesson 12) 
  • Learning checkpoint (lesson 21) 

Assessment: 

  • Full examination in January 2022 - Students will be assessed on the topics studied during Term 1. 

Assessment: 

  • Full examination in June 2022 - Students will be assessed on the topics studied during Term 2 and 3.

 Key Stage 4 overview

At Key Stage 4, students can choose to continue to study Spanish by selecting it as a GCSE option. 

A GCSE in Spanish gives an excellent springboard for further languages study Post-16. It supports students who wish to complete the English Baccalaureate (EBacc) suite of qualifications. The EBacc is a set of subjects at GCSE that keeps young people’s options open for further study and future careers.

Even for students who do not wish to embark on further study of Spanish post-16, language skills are highly valued and sought after by employers, who recognise the broad skillset that young people develop as they learn a second (or third!) language.

 

Please look at the Eduqas specification for more information about the Spanish GCSE course content

 

 

 Year 10

 Please note that there are current adaptations to our curriculum to reflect our response to the Covid-19 pandemic. 

Half Term 1

Half Term 2

Home, Locality and Transport 

Customs, Traditions and Celebrations

 

 

Skills and Knowledge: 

  • To describe my home (rooms, size)

  • To express and justify my opinion on my home

  • To talk about my town and region (facilities, what it is like)

  • To express and justify my opinion on my town

  • To describe what my town was like in the past using the imperfect tense

  • Make comparisons to the past and present using the imperfect tense

  • To recall weather phrases

  • To understand detailed weather forecasts on the radio and in newspapers using authentic materials

  • To talk about where I would like to live in the future (using a range of future stems) and why

  • To identify different types of transport

  • To explain how I travel to school

  • To express and justify my opinion on different modes of transport

  • To buy train/tram tickets

     

GRAMMAR KNOWLEDGE

  • Revision of Hay/No hay

  • Revision of imperfect tense - haber and ser

  • Revision of future structures - Espero/Quiero/Quisiera/Tengo la intencion de

  • CROATIAN

Skills and Knowledge: 

 

  • To express my opinion on a range of food and drink.
  • To talk about food and drink in a variety of tenses.
  • To talk about meal times.
  • To understand how meal times differ in Spain and compare the differences to those in the UK.
  • To understand a typical Spanish menu
  • To order food and drink in a café/restaurant confidently.
  • To make a complaint in a café/restaurant.
  • To describe a celebratory day/ meal.
  • To talk about a special day I would like to plan

 

GRAMMAR KNOWLEDGE

  • Higher level opinions
  • Justifications
  • Revision of connectives plus higher level phrases-dado/ya que/como
  • Present tense (Comer/Beber)
  • Quiero/Quisiera/Voy a tomar
  • Preterite and imperfect tense (HIVE/JCB verbs)
  • Revision of future structures-Espero/Quiero/Quisiera/Tengo la intencion de
  • Conditional tense (Comer/Beber/Preferir)

Assessment: 

  • Learning checkpoints - lesson 15

 

Assessment: 

  • Learning checkpoints - lesson 6 and 18
  • Full examination in January 2022 - Students will be assessed on the topics studied during Term 1. 

 

Half Term 3 and 4

Half Term 5 and 6

Global Sustainability

World of work and Career and Future plans

Skills and Knowledge: 

  • To talk about environmental issues and their impact on the planet.
  • To discuss global environmental issues
  • To discuss different forms of pollution.
  • To express and justify my point of view on environmental issues.
  • To talk about how I help the environment and what I should do in the future.
  • To describe what others should do in the future to help local/global issues
  • To discuss social issues.
  • To discuss immigration and express my point of view on it.

 

GRAMMAR KNOWLEDGE

  • Hay/No hay
  • Higher level opinions
  • Justifications
  • Revision of connectives plus higher level phrases-dado/ya que/como
  • Se debe/No se debe
  • Se deberia/No se deberia
  • Lo peor/lo major
  • Verbs-desenchufar/tirar/usar/reciclar/apagar/malgastar

 

Skills and Knowledge: 

 

  • To talk about different jobs
  • To talk about part time jobs
  • Talk about the advantages and disadvantages of part time work.
  • To talk about money I earn and what I spend it on.
  • To talk about my personality and what personal qualities I possess in preparation for work.
  • To talk about work experience
  • To understand job advertisements in Spanish.
  • To apply for a job via a formal letter of application.
  • To prepare for a job interview.
  • To compose my CV in Spanish.
  • To develop formal writing skills.
  • To develop my general conversation skills.
  • To understand how to conjugate the subjunctive with “cuando”.
  • To discuss my future aspirations. 

 

GRAMMAR KNOWLEDGE

  • Formal letter application language
  • Language appropriate when creating a CV
  • Questions in the Usted form
  • Revision of HIVE/JCB verbs
  • Formation of Subjunctive with cuando
  • Preterite tense
  • Imperfect tense
  •  Revision of future structures-Espero/Quiero/Quisiera/Tengo la intencion de
  • Conditional tense
  • Present tense (Trabajar/Ser/Tener)
  • Numbers
  • Adjectival agreement
  • Preterite tense (HIVE/JCB verbs)
  • Imperfect tense

 

Assessment: 

  • Learning checkpoints 

Assessment: 

  • Learning checkpoints 
  • Full examination in June 2022 - Students will be assessed on the topics studied during Term 2 and 3. 

 

 

 Year 11

 

 

Half Term 1

Half Term 2

Half Term 3

Half Term 4 onwards

 Health and Fitness

Technology and Social Media

 Holidays and Tourism

There is no newly taught content at this point in the course.

 

Much of HT4 will be spent preparing for the speaking examination.

 

Class teachers will tailor content to meet the needs of their learners.

 

Skills and Knowledge:  

  • To identify parts of the body.
  • To talk about illness and injury and be able to discuss this with a doctor.
  • To understand what suitable remedies to take when ill or injured
  • To discuss how I keep fit and healthy
  • To advise others how to keep fit and healthy and recommend what they should do
  • To talk about what I will do to keep fit and healthy in the future
  • To talk about what I ate/drank yesterday (retrieval-already have knowledge)

 

GRAMMAR KNOWLEDGE

  • Me duele/en
  • Singular/Plural
  • time frames-…dias/una semana/un mes etc
  • Tiene que/Hay que
  • Present tense of HIVE/JCB verbs
  • Se debe/no se debe
  • Se deberia/no se deberia + verb
  • Future tense-voy a +verb
  •  Revision of future structures-Espero/Quiero/Quisiera/Tengo la intencion de
  • Preterite tense
  • Imperfect tense
  • CROATIAN

Skills and Knowledge:  

  • To identify different parts of a computer
  • To discuss different social media platforms and explain how I use them
  • To discuss the impact social media has on people today
  •  To express and justify my point of view on social media
  • To discuss the positives and negatives of social media
  • To talk about how I have used social media recently
  • To explain what types of technology I would like to try in the future

 

 

GRAMMAR KNOWLEDGE

  • Present tense-HIVE/JCB verbs
  • Preterite tense-HIVE/JCB verbs
  • Imperfect tense-HIVE/JCB verbs
  • Higher level opinions
  • Justifications
  •  Revision of connectives plus higher level phrases-dado/ya que/como
  • Es/son
  • Adjectival agreement
  • Future tense-voy a + verb
  • Verbs-including HIVE/JCB verbs
  • Revision of future structures-Espero/Quiero/Quisiera/Tengo la intencion de
  •  CROATIAN
  • Conditional tense

Skills and Knowledge: 

  • To recall countries
  • To talk about different types of holidays and express my personal preference
  • To describe a recent holiday I have been on in detail
  • To discuss the positive and negative impact of tourism
  • To book a hotel room confidently
  • To make a complaint in a hotel
  • To explain where I would like to visit in the future and why
  • To understand airport/train station announcements
  • To find facilities in an airport/train station
  • To buy tickets-airline/train

 

GRAMMAR KNOWLEDGE

  • Numbers
  • Plurals
  • Higher level opinions
  • Justifications
  • Revision of connectives plus higher level phrases-dado/ya que/como
  • Present tense
  • Preterite tense-HIVE/JCB verbs
  • Imperfect tense
  • Future tense-voy a +verb
  • Revision of future structures-  Espero/Quiero/Quisiera/Tengo la intencion de
  • Conditional tense-HIVE/JCB verbs
  • Donde esta/an
  • CROATIAN

Assessment:

 

  • Learning checkpoint - lesson 11

Assessment:

 

  • Learning checkpoint - lesson 5 
  • Full Pre-Public Examination (PPE) in late November/early December 2022. This will be a GCSE paper and students will receive full diagnostic feedback afterwards.

 

 Assessment:

 

  • Learning checkpoints
  • Full Pre-Public Examination (PPE) in March 2022. This will be a full mock examination series, helping students to get a "practice run" at the GCSE examination, along with full diagnostic feedback afterwards.