St Cuthbert Mayne School Curriculum Map 2020-2021
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
St Cuthbert Mayne School Curriculum Map 2020-2021
Department: MFL
Department Intent and overview
The MFL curriculum at STCM is designed to be stimulating, engaging and challenging to all students from the first
lesson, regardless of their background in language learning. Students come to the school from a variety of primary
schools and MFL contexts – including bilingual students at native-speaker level, those who have studied significant
amounts of French, those who have studied a language other than French and those who might have studied hardly
any foreign language at all. We aim to create language learners who are:
● enthusiastic linguists who see for themselves the point of the subject, whether they intend to pursue languages
or not;
● resilient, independent and intellectually curious;
● confident enough to communicate in the Target Language;
● aware of the culture of countries where the Target Language is spoken and respectful of differences between this
culture and their own;
● used to learning through the study of authentic materials;
● confident in manipulating grammar and aware of the similarities and differences between grammar in the Target
Language and in English;
● able to apply language in new contexts;
● ready and able to progress to the next stage of their language learning;
● proud of their linguistic achievements.
/Key Stage 3 Curriculum Summary
During each half-term students study an integrated, thematic topic that combines an aspect of French culture or
history with the core vocabulary and grammar that they might be expected to know at this key stage. Innovative
teaching and a focus on authentic resources and realia (no textbooks!) put real life at the heart of what we teach and
shows students that there is an immediate and relevant purpose to their learning. It gives them a reason to
communicate.
Instead of teaching letter names (which has been shown to be a barrier to fluent and accurate decoding) and analysing
grapheme-phoneme correspondences as they occur, synthetic phonics is taught explicitly and systematically in every
lesson, and vocabulary-learning homework, rather than being topic based, focuses on spelling patterns. Teaching
synthetic phonics helps with reading out loud (pronunciation) and spelling (reinforcing the links between how words
are pronounced and spelt). Having no link between encoding and decoding is known to have a negative effect on the
ability to spell accurately. Research indicates that children learning to read aloud and to spell in MFL by traditional
methods are forced into the position of a “dyslexic reader” because they are not given the tools they need to transfer
from the written to the spoken word. Why should MFL teaching methods not keep pace with those in our native
language?
/Year 7 Autumn Term 1
Topic / Unit Bonjour! Dans mon sac Quel âge as-tu? Bon En classe Les couleurs
anniversaire!
- Greetings and - Classroom - Numbers - Classroom - Colours
foundations of equipment - Days and language
transactional months
language
Knowledge - Pronouns je - Gender - avoir: j’ai, tu as - Ordinal - The definite - Position of
(Content covered) and tu - The indefinite - avoir to give numbers article: le / la / adjectives
article: un / une ages les - Agreement of
●Bonjour! - The acute ●lundi - Regular plurals adjectives
●Comment accent ●oui ●mardi - Expressing ’s including blanc
t’appelles-tu? ●un ●mercredi by using de and marron
●Salut! ●un / une ●deux ●jeudi
●Je m’appelle … ●un livre ●trois ●vendredi ●le / la / les ●la couleur
●Au revoir. ●Qu’est-ce que ●quatre ●samedi ●le tableau ●blanc(he)
●Ça va? c’est? ●cinq ●dimanche blanc ●bleu(e)
●je, tu ●un cahier ●six ●janvier ●Regardez … ●gris(e)
●Oui, ça va bien, ●un portable ●sept ●février ●la chaise ●marron
merci. ●C’est … ●huit ●mars ●C’est le … de … ●noir(e)
●merci ●une ●neuf ●avril ●la porte ●orange
●Bof! Pas mal. calculatrice ●dix ●mai ●Écoutez … ●rose
●non ●une règle ●onze ●juin ●la fenêtre ●vert(e)
●Non, ça ne va ●J’ai … ●douze ●juillet ●le professeur ●C’est une règle
pas. ●un carnet de ●treize ●août ●Ouvrez … verte.
textes ●quatorze ●septembre ●Prenez … ●Dans mon sac,
●un sac ●quinze ●octobre ●la table j’ai …
●Comment ça ●seize ●novembre ●le
s’écrit? ●dix-sept ●décembre rétroprojecteu
●un crayon ●dix-huit ●anniversaire r
●un stylo ●dix-neuf ●le premier ●Fermez …
●Ça s’écrit … ●vingt ●C’est quand, ●Il y a …
●une gomme ●Quel âge as-tu? ton
/●une trousse ●J’ai ... ans. anniversaire?
●l’alphabet ●Mon
anniversaire,
c’est le cinq
mai.
Skills - pronunciation - apply grammar - pronunciation - memorising - knowledge of - previous
and intonation - use a range of and intonation - previous language knowledge
- ask and answer vocab / - initiate / knowledge- - listen for gist - listen for gist
questions- structures- use sustain adapt - pronunciation - pronunciation
initiate / sustain language within conversations- previously-learn and intonation- and intonation-
conversations the classroom sounds and ed language adapt adapt
- use a range of etc. writing - apply grammar previously-learn previously-learn
vocab / - communicate - apply grammar - use a range of ed language ed language
structures in pairs etc. - use a range of vocab / - spoken and - sounds and
- different vocab / structures written writing
countries / structures - use language language - apply grammar
cultures - use language within the - sounds and - use a range of
- communicate within the classroom etc. writing vocab /
in pairs etc. classroom etc. - communicate - apply grammar structures
- communicate in pairs etc. - use a range of - communicate
in pairs etc. vocab / in pairs etc.
structures
- use language
within the
classroom etc.
- communicate
in pairs etc.
Assessment Formative: Formative: Formative: Formative: Formative: Formative:
- Recall / recap - Recall / recap - Recall / recap - Recall / recap - Recall / recap - Recall / recap
starters starters starters starters starters starters
- KO tests - KO tests - KO tests - KO tests - KO tests - KO tests
- student-led - student-led - student-led - student-led - student-led - student-led
corrections corrections corrections corrections corrections corrections
/Summative: Summative: Summative: Summative: Summative: Summative:
- Listening & - Listening & - Listening & - Listening & - Listening & - Listening &
Reading (passive Reading (passive Reading (passive Reading (passive Reading (passive Reading (passive
skills) skills) skills) skills) skills) skills)
Gatsby 4 (Linking curriculum Emphasise the Emphasise the Emphasise the Emphasise the Emphasise the Emphasise the
learning to careers) importance of importance of importance of importance of importance of importance of
GATSBY BENCHMARK 4 succeeding in succeeding in succeeding in succeeding in succeeding in succeeding in
English and English and English and English and English and English and
maths and maths and maths and maths and maths and maths and
supporting supporting supporting supporting supporting supporting
development in development in development in development in development in development in
these areas these areas these areas these areas these areas these areas
Case studies of Case studies of Case studies of Case studies of Case studies of Case studies of
successful successful successful successful successful successful
linguists linguists linguists linguists linguists linguists
Make clear how Make clear how Make clear how Make clear how Make clear how Make clear how
language study language study language study language study language study language study
now can benefit now can benefit now can benefit now can benefit now can benefit now can benefit
all no matter all no matter all no matter all no matter all no matter all no matter
what their what their what their what their what their what their
future pathway future pathway future pathway future pathway future pathway future pathway
Year 8 Autumn Term 1
Topic / Unit Mon Cartable Salut! Mon album de Au boulot Où Quel temps
famille habitent-ils? fait-il?
- Studying and - Describing self - Jobs - Weather and
adapting a and others - Infinitives and - Directions free-time
poem family members and countries activities
/Knowledge The poem Mon - using je and tu - The pronouns - using - Using depuis - verb forms
(Content covered) Cartable by - je and tu forms il and elle masculine and with the
Pierre Gamarra of être and - -er verbs feminine forms ●le nord pronoun on
avoir (infinitive and of nouns ●j’habite - aller: on va
Reading, - use of avoir singular forms) - omission of the ●le sud - faire: on fait
understanding, with age indefinite article ●j’ai - the
translating, and ●adorer with job names ●l’est connectives
adapting the ●je m’appelle ●aimer - être: singular ●tu viens d’où? quand and si
poem ●grand(e) ●détester forms ●l’ouest
●j’habite ●collectionner ●je viens de…. ●Quel temps
●petit(e) ●écouter ●un métier ●le centre fait-il?
●j’ai … ans ●habiter ●au chômage ●il / elle vient ●faire du skate /
●les cheveux ●jouer ●il / elle est + job de… ski / vélo
blonds / bruns ●manger ●dans ●de … ●il fait chaud /
/ ●parler ●un(e) coiffeur / ●depuis froid
●j’ai ●regarder coiffeuse ●l’Angleterre ●jouer aux
●noirs / roux ●travailler ●un bureau ●ici cartes
●je suis ●je, tu, il, elle ●un(e) ●l’Écosse ●il y a du vent /
●les yeux bleus / ●la famille électricien / ●un an brouillard /
gris / marron / ●le père électricienne ●l’Irlande du soleil
verts ●la mère ●un collège Nord ●regarder la télé
●j’adore ●le frère ●un(e) infirmier / ●un mois / des vidéo
●actif(active) ●la soeur infirmière ●du Pays de ●il y a des
●je déteste ●le beau-père ●un hôpital Galles orages
●amusant(e) ●la belle-mère ●un(e) ●rester à la
●Comment ●le demi-frère mécanicien / maison
t’appelles-tu? ●la demi-sœur mécanicienne ●il neige / pleut
●intelligent(e) ●papa ●un magasin ●aller au café /
●Où habites-tu ? ●maman ●un(e) ouvrier / cinéma
●sportif(sportiv ouvrière ●et
e) ●un restaurant ●puis
●Quel âge as-tu? ●un professeur ●mais
●sympa ●une usine ●quand
●Tu as …? ●un(e) secrétaire ●parce que
●timide ●un(e) serveur / ●si
●Tu es …? serveuse
/●Tu es ●un(e) vendeur /
comment? vendeuse
Skills - apply - knowledge of - knowledge of - identify - listen for gist - listen for gist
knowledge, language language patterns - ask and - pronunciation
skills and - listen for gist - listen for gist - knowledge of answer and intonation
understanding - ask and answer - skim and scan language questions - ask and answer
from other questions - pronunciation - listen for gist - initiate / questions
subjects and / or - initiate / and intonation - ask and answer sustain - initiate /
general sustain - sounds and questions conversations sustain
knowledge conversations writing - apply grammar - apply conversations
- identify - sounds and - apply grammar - use a range of grammar - sounds and
patterns writing - use a range of vocab / - use a range of writing
- knowledge of - communicate vocab / structures vocab / - apply grammar
language in pairs etc. structures - communicate in structures - use a range of
- dictionary - make links with - communicate pairs etc. - communicate vocab /
skills English in pairs etc. - make links with in pairs etc. structures
- make links with English - communicate
English - language for a in pairs etc.
range of
purposes
Assessment Formative: Formative: Formative: Formative: Formative: Formative:
- Recall / recap - Recall / recap - Recall / recap - Recall / recap - Recall / recap - Recall / recap
starters starters starters starters starters starters
- KO tests - KO tests - KO tests - KO tests - KO tests - KO tests
- student-led - student-led - student-led - student-led - student-led - student-led
corrections corrections corrections corrections corrections corrections
Summative: Summative: Summative: Summative: Summative: Summative:
- Listening & - Listening & - Listening & - Listening & - Listening & - Listening &
Reading (passive Reading (passive Reading (passive Reading (passive Reading Reading (passive
skills) skills) skills) skills) (passive skills) skills)
/Gatsby 4 (Linking curriculum Emphasise the Emphasise the Emphasise the Explicit Emphasise the Emphasise the
learning to careers) importance of importance of importance of discussion of importance of importance of
GATSBY BENCHMARK 4 succeeding in succeeding in succeeding in jobs / career succeeding in succeeding in
English and English and English and paths English and English and
maths and maths and maths and maths and maths and
supporting supporting supporting Emphasise the supporting supporting
development in development in development in importance of development in development in
these areas these areas these areas succeeding in these areas these areas
English and
Case studies of Case studies of Case studies of maths and Case studies of Case studies of
successful successful successful supporting successful successful
linguists linguists linguists development in linguists linguists
these areas
Make clear how Make clear how Make clear how Make clear how Make clear how
language study language study language study Case studies of language study language study
now can benefit now can benefit now can benefit successful now can benefit now can benefit
all no matter all no matter all no matter linguists all no matter all no matter
what their what their what their what their what their
future pathway future pathway future pathway Make clear how future pathway future pathway
language study
now can benefit
all no matter
what their future
pathway
/Year 9 Autumn Term 1
Topic / Unit Introduction to À la télé ce soir On va au Je suis comme Tu aimes la Le week-end
the enrichment cinéma? ça lecture? dernier
aspect of the - Television
module: programmes - Cinema and - Describing self - Reading - Last weekend
film and others
- Planets & The - Planets & The - Planets & The - Planets & The
Solar System Solar System - Planets & The - Planets & The Solar System Solar System
Solar System Solar System
Knowledge Introduction to - Present tense - Present tense - Present tense - Perfect tense - Perfect tense:
(Content covered) the planets in –er verbs of aller of avoir and of –er verbs some irregular
French (singular) (singular) être (singular) forms
●un magazine
Awareness of ●une comédie ●un film de ●j’ai, tu as, il / de football ●j’ai écouté
planet name ●je regarde science-fiction elle / on a ●j’ai acheté ●samedi dernier
etymologies and ●un jeu télévisé ●une / deux / ●les yeux bleus / ●un magazine ●j’ai joué
classical ●j’adore fois par marron / gris / de musique ●samedi matin
associations ●une série semaine verts pop ●j’ai mangé
●je préfère ●un film ●les cheveux ●j’ai écouté ●dimanche
Awareness of ●une série d’horreur courts / longs / ●un magazine après-midi
ESA and policière ●souvent mi-longs / féminin ●j’ai regardé
scientific ●je n’aime pas ●un film policier frisés / blonds / ●j’ai joué ●dimanche soir
advances ●une émission ●rarement bruns / noirs / ●une BD (bande ●j’ai retrouvé
musicale ●un film d’action roux dessinée) ●le soir
How it will link ●je déteste ●de temps en ●je suis, tu es, il / ●j’ai mangé ●j’ai bu
to the core topic ●une émission temps elle / on est ●un livre ●ensuite
de sport ●un film d’arts ●algérien(ne), d’horreur ●j’ai fait
●j’achète martiaux anglais(e), ●j’ai regardé ●puis
●une émission ●tous les écossais(e), ●un livre de ●j’ai lu
de week-ends français(e), Harry Potter ●après
science-fiction ●une comédie gallois(e) ●j’ai retrouvé ●j’ai vu
●je joue ●je vais, tu vas, il ●irlandais(e), ●un livre de
●une émission / elle / on va irlandais(e), science-fiction
/de télé-réalité ●un dessin québécois(e), ●mon auteur
●j’écoute animé tunisien(ne) préféré
●j’aime ●une histoire
(beaucoup) d’amour
●je mange
Skills - apply - memorising - listen for gist - identify - knowledge of - memorising
knowledge, - previous - apply grammar patterns language - skim and scan
skills and knowledge - use a range of - memorising - listen for gist - write clearly
understanding - listen for gist vocab / - listen for gist - pronunciation and coherently
from other - adapt structures - adapt and intonation- - sounds and
subjects and / or previously - make links with previously sounds and writing
general learned English learned writing - apply grammar
knowledge language - use a range of language - apply grammar - communicate
- knowledge of - communicate resources - apply grammar - communicate in pairs etc.
language in pairs etc. - language for - communicate in pairs etc. - use more
- memorising - make links with interest / in pairs etc. complex
English enjoyment - use more language
complex - language for a
language range of
purposes
Assessment Formative: Formative: Formative: Formative: Formative: Formative:
- Recall / recap - Recall / recap - Recall / recap - Recall / recap - Recall / recap - Recall / recap
starters starters starters starters starters starters
- KO tests - KO tests - KO tests - KO tests - KO tests - KO tests
- student-led - student-led - student-led - student-led - student-led - student-led
corrections corrections corrections corrections corrections corrections
Summative: Summative: Summative: Summative: Summative: Summative:
- Listening & - Listening & - Listening & - Listening & - Listening & - Listening &
Reading (passive Reading (passive Reading (passive Reading (passive Reading (passive Reading (passive
skills) skills) skills) skills) skills) skills)
/Gatsby 4 (Linking curriculum Links to STEM Emphasise the Emphasise the Emphasise the Emphasise the Emphasise the
learning to careers) pathways importance of importance of importance of importance of importance of
GATSBY BENCHMARK 4 succeeding in succeeding in succeeding in succeeding in succeeding in
Emphasise the English and English and English and English and English and
importance of maths and maths and maths and maths and maths and
succeeding in supporting supporting supporting supporting supporting
English and development in development in development in development in development in
maths and these areas these areas these areas these areas these areas
supporting
development in Case studies of Case studies of Case studies of Case studies of Case studies of
these areas successful successful successful successful successful
linguists linguists linguists linguists linguists
Case studies of
successful Make clear how Make clear how Make clear how Make clear how Make clear how
linguists language study language study language study language study language study
now can benefit now can benefit now can benefit now can benefit now can benefit
Make clear how all no matter all no matter all no matter all no matter all no matter
language study what their what their what their what their what their
now can benefit future pathway future pathway future pathway future pathway future pathway
all no matter
what their
future pathway
/Key Stage 4 Curriculum Summary
Year 10 Autumn Term 1
Topic / Unit
Knowledge
(Content covered)
Skills
Assessment
Gatsby 4 (Linking curriculum
learning to careers)
GATSBY BENCHMARK 4
/Year 11 Autumn Term 1
Topic / Unit
Knowledge
(Content covered)
Skills
Assessment
Gatsby 4 (Linking curriculum
learning to careers)
GATSBY BENCHMARK 4
/Key Stage 5 Curriculum Summary
Year 12 Autumn Term 1
Topic / Unit
Knowledge
(Content covered)
Skills
Assessment
Gatsby 4 (Linking curriculum
learning to careers)
GATSBY BENCHMARK 4
/Year 13 Autumn Term 1
Topic / Unit
Knowledge
(Content covered)
Skills
Assessment
Gatsby 4 (Linking curriculum
learning to careers)
GATSBY BENCHMARK 4
/You can also read
