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Curriculum Statement: MFL

Core values

Our curriculum is underpinned by our core values;


Curriculum intent

The core aim of the MFL department is to facilitate every individual in developing a life-long love of language learning in our pupils.  We aim to equip pupils with the knowledge and skills they need to succeed and thrive in language learning and strive to help every pupil to reach their full potential by encouraging and inspiring them with quality, fun and engaging lessons using authentic resources as well as making links with pupils from other countries.

Our core motivation is to establish and then build on each pupils’ skills and confidence so that they can become resilient learners, who are able to express their thoughts and ideas in another language and respond to its speakers both in speech and writing.  Through robust, modern and creative teaching and learning strategies, we create a foundation for learning further languages, equipping pupils to study and work in other countries in addition to using their foreign language skills for business/work purposes in their home country.  We promote the values of using languages to make international connections socially as well as through professional channels.

Through our vibrant, inclusive classrooms and exposure to an understanding of other countries, we encourage pupils to have an appreciation and tolerance of other cultures and communities, as well as developing an appreciation of the diversity of the United Kingdom.  We strive to provide opportunities for participation in a broad range of linguistic and cultural educational experiences as well as provide opportunities for individuals to communicate for practical purposes.  As a department, we are committed to promoting equality and integrating this into teaching and learning.

Secure developments and achievements

Build the skills in the curriculum to enable students to undertake an MFL GCSE.

Prepare students for “life beyond Pewsey Vale”

In our curriculum, we study the topics. “Jobs”, “Careers”, “Skills and Qualities”.  We encourage the study of a language as a facilitator to A level study.

We review opportunities available to languages students and MFL speakers.

Promote active community involvement

Year 6 transition day

Year 5 taster day

European Day of Languages activities

Links with schools in France and Germany

Language Scholars

EDL quiz at Marlborough College

Year 7 French Curriculum Map

Year 8 German Curriculum Map

Year 9 German Curriculum Map 

GCSE German Curriculum Map

KS4 German Curriculum Map


Curriculum implementation 

Through transition

Year 5 and 6 taster sessions and transition days.

Through nurture provision (Individual needs)

We use Bronze Silver Gold outcomes to support our learners to take steps to success in each lesson.  Diamond and Crown Jewels outcomes are used for stretch and challenge.

We focus on keywords and phrases and use visuals to help pupils to commit these to memory.

We start small and build.  Students are given a framework e.g. a simple sentence and are taught skills such as pairing so that they gain confidence in breaking apart and rebuilding phrases and sentences.  Kinesthetic and active tasks are differentiated to help all students progress.

We liaise with support staff to ensure the best support for students.

Through enrichment

Planning a trip (showing students places to visit, transport, food, culture as part of planned teaching).

Experience French/German food and drink by running a French/German café/food tasting during lessons.

Extra-curricular provisions such as Spanish club and international film club

Providing opportunities to correspond with speakers of the foreign language and offering a visit to France or Germany in order to use the language and experience the culture

Exploring authentic materials such as poems, songs, stories, online texts/video clips

Acknowledging festivals, traditions and customs which are relevant to the countries where the target language is spoken

The annual celebration of European Day of Languages to support diversity and culture

Giving pupils who speak another language at home opportunities to teach a taster session in their language to small groups or and year 5 and 6 taster days

Offering intervention sessions to encourage pupils to show independence and willingness to improve

Holding year group and key stage competitions to encourage pupils to be part of the school community

Through teaching, learning & assessment

We will achieve this by striving to deliver outstanding languages lessons, which are well structured, engaging and relevant to learners.

The schemes of learning link to the current GCSE specification.  We use topical resources, authentic resources, exam board publications (Teachit, AQA Success at GCSE Writing).

Schemes of learning are regularly reviewed in department meetings in view of the timetable or student interest.  We can focus on particular aspects of topics when an opportunity arises e.g. music, songs, video clips).

We assess at the end of each topic, typically this is termly.

We promote an engaging learning environment that supports independent learners, promotes curiosity and underpins stable and challenging learning and teaching.

Through promoting literacy

By using our “Marking codes for MFL” document, we aim to encourage pupils to take responsibility for correcting errors in spelling punctuation and grammar. Literacy mats are used on tables in lessons, as well as in books to show the correct spelling of specific Tier 3 language.

Through homework

The homework ranges from vocabulary learning to individual tasks such as preparing a writing answer.  Homework is an opportunity to consolidate learning from lessons but also an opportunity for independent learning (e.g. a research topic), or further reading.  Homework particularly offers the opportunity to make use of IT as part of revision (Quizlet, BBC Bitesize, video clips etc).

Curriculum impact

The impact of the school’s curriculum is measured through several means:

  • Outcomes for students at KS3 and GCSE in Y11
  • Progress and attainment data for current year groups
  • Destinations data
  • Attendance data
  • Behaviour logs
  • Engagement in enrichment activities
  • Student voice
  • Progress towards the Gatsby benchmarks
  • Learning walks and observations
  • Work scrutiny
  • Dept meetings and minutes
  • KS4 uptake
  • SENd and DP data
  • Summative/Formative assessment
  • Excellent behaviour and attitude to learning in lessons
  • Students taking pride in their work and the presentation of it
  • Curriculum accessible to all
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