Subject Pages
French
Modern Foreign Languages
The Modern Foreign Languages Department at Highworth Grammar School aims to foster an enthusiasm and passion in our students for languages. Students will be enriched with knowledge about each country’s culture and develop an appreciation of the importance of modern foreign languages in an increasingly globalised society. The provision of a stimulating learning environment, both in the classroom and through extracurricular activities, will develop resilient, confident, culturally curious students. Students will be equipped with practical skills and self belief so that they can learn a language successfully into adulthood.
Our MFL teachers work enthusiastically to deliver a broad and balanced curriculum to engage and challenge the students, so they are able to communicate confidently in another language. We provide opportunities for students to progress in the four main skills: reading, writing, listening and speaking. The study of grammar and linguistic structures also enhances knowledge of students' own languages. They practise a variety of skills which can be applied to a wide range of future pathways and career choices. We strive to lay the foundation of life-long learning to study a future language, or study and work in other countries.
Our MFL department raises the profile of language learning across the school through extra-curricular events such as the European day of Languages. Additionally, Highworth International Programmes (click here for more information) help prepare our students to compete and contribute in an increasingly interconnected world, building knowledge and understanding of: people and places; the issues which unite us; and the attitudes and behaviours required to become a responsible global citizen.
The curriculum is designed to:
- Create opportunities so that all students are engaged and challenged, whilst being supported to achieve their best
- Develop the students’ powers of oral communication and confidence in their chosen language, creating speaking opportunities to build confidence, spontaneity and a willingness to communicate
- Check understanding. We focus on a continuous dialogue between teachers and students - we use our questioning carefully, we use mini whiteboards and games/challenges to achieve this
- Achieve high levels of engagement and collaboration in lessons through pair and group work, including fun games and challenges
- Support retention of knowledge with regular review (daily, weekly, monthly)
- Present new material in small steps, providing models & scaffolds and through guided practice
- We also draw upon Conti’s teaching MFL principles of recall/repetition and pronunciation
- We also focus on students gaining cultural insights which are carefully embedded in our curriculum. We use a variety of resources, including authentic material and experiences by our native language teachers.
We encourage our students to:
- Have a positive and enjoyable attitude to learning languages that stays with them for life
- Build confidence so that they are prepared to ‘have a go’ and communicate willingly
- Develop linguistic skills and awareness of grammar, so that they can communicate effectively
- Develop personal qualities, such as politeness, perseverance, empathy, confidence and independence, through Speaking and Listening activities.
- Develop transferable learning skills, such as collaboration, initiative, creativity and 'thinking outside the box', which can be used in other subjects and future careers
- Develop their awareness of cultural differences and understand other perspectives to equip them as ‘Global Citizens’ who belong to a multicultural world
- Lay the foundation of life-long learning to study a future language, or study and work in other countries
- Apply their learning by reflecting on their own first language, exploring similarities and differences to develop an understanding of how language works.
French
French is a melodious language spoken by over 300 million people across 5 continents. Not only is France one of the world's largest economies, it is the top tourist destination, making proficiency in French a great asset in the international job market. French is the international language of cooking, fashion, perfume and dance. Shaped like a hexagon, there is something different to enjoy on every side from the elegant seaside resorts of the northern coast, the picturesque villages of the north-east, some of the highest mountains in Europe, the glorious sun-drenched south, gastronomic and surfing delights of the south-west to the Celtic culture of beautiful Brittany.
Staffing
|
Head of Department |
Mr H Nancey |
|
Teachers |
Mrs S Ferris |
|
Prefect |
Jess |
|
Ambassadors
|
Milly Y8 Ganika Y8 Lucy D Y8 |
Key Stage 3
Content
Year 7 students use Dynamo 1 textbooks, Year 8 students use Dynamo 2 textbooks and Year 9 students use Studio 3 textbooks. These are supplemented by authentic materials, links with France as well as trips and visits.
Students choosing French will embark on a stimulating and diverse course covering self, school, leisure and environment in addition to creative and cultural aspects of the language.
Assessment, Marking and Feedback
In Year 7, students will complete classwork and homework largely in exercise books, or produce display work on paper. Homework and written tasks will be marked and accompanied by a comment as necessary. In Years 7 to 9, verbal or written feedback is given and when appropriate, a W, M3, M2, M1 or E grade is awarded.
In addition, in Year 9, a mark scheme out of 16, (10 marks for content and 10 for language), is used as required. Vocabulary tests, Listening and Reading exercises completed in class will be given a raw mark.
Exceptional pieces of work will be rewarded with Positive Events. We embrace a variety of assessment techniques, including teacher, peer and self- assessment.
Key Stage 4
Content
Students use Studio 4 textbooks, which are very interesting and even more challenging! They take 4 units, listening, speaking, reading and writing at the end of Year 11 (25% each).
The 4 examinations can be taken at, either all Foundation, or all Higher level but the levels cannot be combined.
The GCSE focuses on 3 context areas:
Theme 1: Identity and culture;
Theme 2: Local, national, international and global areas of interest;
Theme 3: Current and future study and employment.
Assessment, Marking and Feedback
In Years 10 and 11, students will take greater responsibility for their note making, and will be given regular homework in order to prepare them adequately for assessment. Shorter tasks will be corrected and accompanied with a comment advising on steps for further progression. Extended tasks will be corrected, marked using the GCSE mark scheme, as appropriate, and accompanied with a target to enable access to the higher grades. Students will be given their own copy of the GCSE mark scheme, to which they are regularly encouraged to make reference. Occasionally, oral feedback may be given on an individual basis. We wholly support the principles of Assessment for Learning and continually seek opportunities to include self and peer-assessment and encourage students to reflect on their targets and review their own progress. Positive Events will be awarded as appropriate and for exceptional performance, postcards will be sent home.
Specification
Please click here for the AQA GCSE French specification
A Level
Content
The coursebook followed in French at Year 12 and Year 13 is Edexcel French. It is supplemented by grammar books for grammatical support and ideas for essay writing.
In Year 12, the course main topic areas are:
- changes in French society;
- political and artistic culture in French speaking countries.
In Year 13:
- immigration and multicultural French society;
- occupation and resistance.
Alongside these topics, as part of the course, students will also study a film and a literary text.
In order to support students’ learning, they will be attending a weekly session with a French language assistant to enhance their competence in the language.
There is also a selection of approximately 20 French films available for viewing from teachers and we also subscribe to a Mary Glasgow magazine “Chez Nous”!
Assessment, Marking and Feedback
Assessment objectives;
|
Paper |
Total for assessment objectives |
|
Paper 1: Listening, reading and translation |
40% |
|
Paper 2: Written response to works and translation |
30% |
|
Paper 3: Speaking |
30% |
In the Sixth Form, students will be assessed using the corresponding A Level mark scheme, and all work will be corrected and targets will be set as appropriate. Oral feedback will also be given regularly, as we find these 1:1 discussions lead to a greater understanding of the demands at a higher level. Extended written work will be regularly set and returned within two weeks, and positive events will be awarded as appropriate.
Specification
Please click here for the Edexcel A Level French specification
Reach Stars
Exam Support
Advice
Students will be given a handbook with a course outline for A Level with a list of vocabulary for GCSE.
Past papers
Please click here for the AQA GCSE French past papers and mark schemes
Please click here for the Edexcel A Level French past papers and mark schemes
Careers
Potential careers
- International Business and Marketing
- International Finance and Banking
- International and European Law
- International Property Sales and Development
- Science and Engineering
- Event Management and Catering
- Teaching, Tutoring or Lecturing
- Interpreting and Translating
- Tourism,
- Charity work
- Journalism
- Film and Music/Media
Alumni
Sophie Ball - Cambridge (Modern and Medieval French)
Amber Hurst - University of Reading (French and History)
Beatrice Keenan - Newcastle University (Modern Languages and Business Studies)
Sophie Major - University of Southampton (French and Linguistic).
Words of wisdom from our MFL alumni
Sarah Bigault, MA in Interpreting and Translating
When I was at school I thought: "everyone speaks English, so why should I learn another language?" Yet when it came to choosing GCSE and A level topics, I realised just how important languages are, and taking French and Spanish was the best decision I ever made. I have since fallen in love with language learning and am on my way to becoming an interpreter.
Although you are probably never going to use trigonometry in real life, you just have to accept that it's just something you have to do to do well in GCSE. However, speaking another language is something that helps you to do well in life. Here's how:
- It makes you more employable: these days it is not enough to speak one language. Many employers will prefer or even require knowledge of another language to consider you for a job.
- Speaking another language means that you can travel to another or many different countries and speak to the locals. This means experiencing the world through different cultures, languages, beliefs, religions etc.
- Interpreters and translators cannot work for the EU or the UN if they do not speak French - that rules out some pretty cool job opportunities!
- If you carry on languages to University level, you get to go on a year abroad! That was one of the best experiences of my life and shaped me into the person I am today.
I know that 'adult' life seems so far away for you (I'm not even sure if I'm in it yet!), but the decisions you make now can shape your future.
Extracurricular
Read about the French trip to Rue in June 2023 by clicking here.