Modern Foreign Languages Ethos

In the MFL department we aim to ignite pupils’ curiosity, understanding and tolerance of cultures and languages that are different to their own, preparing them to be ready and equipped to function in today’s global, diverse society. Our focus is to equip the pupils with the linguistic competences and social awareness to communicate effectively in a variety of situations (across a broad range of topical themes.) We aim to develop their self-confidence and powers of expression both orally and written and, most important of all, to do this by making language learning an enjoyable experience for all students. We create a supportive environment in which pupils know that making mistakes is an essential part of learning. We encourage them to identify patterns, to apply and recycle previously learnt rules and language to new contexts and above all to be resilient. We examine the foreign language and culture to identify similarities and differences to improve pupils’ knowledge.

We believe in the importance of phonics in underpinning the pupils’ confidence, particularly orally and aurally, in addition, the development of language learning skills, rather than a pure focus on content, is essential. Pupils will access a wide range of stimuli to build their confidence and resilience in listening to and reading authentic materials. High levels of accuracy will be promoted across all skill areas.

Our department consists of 2 full time specialists, each with their own dedicated classroom, with the SENCo, also a linguist, delivering some language lessons at KS3. We teach two languages. French is taught across the cohort in Year 7. In Year 8 approximately 85% of children start German as a second language before we give them the opportunity to specialise in a language in Year 9. At KS4, pupils can continue to study their language of choice as a GCSE option.

We have links with Worcester University which includes the hosting of a MFL trainee teacher in the department and a Year 9 Language Day delivered by the University's trainee MFL teachers. 

​We have run many successful trips to France and Germany, in addition to giving the students the opportunity to attend language promotion and support courses offered in the local area.  At the moment we offer a Year 9 trip to Paris and each year we take all of Year 8 to the German Christmas Market in Birmingham. Both trips continue to be very popular.


Key stage 3


Our Key Stage 3 curriculum is stimulating and challenging in preparation for the rigours of GCSE and future language learning. In Year 7 pupils are initially taught in mixed ability groups until the second half term, then they are set in two different bands. This format continues in Year 8. In Year 9 pupils are set according to their language choices and linguistic abilities.

Year 7 French

Pupils receive 5 hours of French per fortnight. We base our course on the Clic 1 and Studio 1 textbooks, supplemented with our own resources.

Our primary aims in Year 7 are correct, confident pronunciation and a gradual introduction to grammar, so that all pupils, whatever their previous experience, enjoy a very positive introduction to MFL at secondary school. The first half term is a transitional term, revisiting the KS2 MFL work. This enables pupils to boost their confidence, whilst also allowing them to fill in any gaps in their knowledge. We develop language learning skills alongside knowledge of the language.

Term Topic
Autumn Term

Mon Monde et Le Monde - personal details, countries, nationalities, animals, family, physical description

Au Collège - subjects, likes & dislikes, reasons, preferences, school day, time & timetables, comparisons of different subjects and schools

Spring Term Mon Quartier - house, rooms, areas, opinions, reasons, weather
Summer Term

Ma Famille- family, physical description

Mes Passe-temps - sports, hobbies, technology

They also cover some or all of the following grammar points: subject pronouns, gender, the definite and indefinite articles, phonics, key structures, opinions, adjectival agreement, possessive adjectives, the present tense of key irregular verbs AVOIR / ÊTRE/FAIRE/ALLER, and regular –ER, -IR, -RE verbs, simple prepositions, question formation, use of negative structure (ne ..pas / ne ..jamais), how to extend sentences and the near future tense.

Assessment details

Pupils are assessed during and/or at the end of each module in 4 skills: Listening, Speaking, Reading and Writing. We assess their progress by using the Pearson Progression Steps, which inform the Success Criteria for each Personalised Learning Pathway. They will acquire grammatical understanding which will permeate all skill areas.

Year 8

In Year 8 pupils have 3 lessons of French and 2 lessons of German per fortnight. We base our French course on the Studio 2 textbook and we follow the Stimmt 1 textbook for German, supplementing each course with our own resources.

Year 8 French

Term Topic
Autumn Term

Ma Routine - discuss

Tu veux sortir - making suggestions, agreeing, disagreeing, asking for directions, revising places in town, comparisons and prepositions

Spring Term À Paris - past holidays and visits, souvenir shopping, opinions
Summer Term

À Table - food & drink, comparing typical dishes, eating out


Year 8 German

Term Topic
Autumn Term Meine Welt und ich - personal details, numbers, alphabet, personality
Spring Term Familie und Tiere - family members, physical descriptions, pets, birthdays
Summer Term Freizeit - sports, hobbies, technology

Year 9

In Year 9 most pupils’ study either French or German for 5 lessons per fortnight. Some pupils follow a Key Skills course, with some French language input. The French course is based on the Studio 3 and 4 textbooks whilst the German course is based on the Stimmt 2 and 4 textbooks.

Year 9 French

Term Topic
Autumn Term

Ma vie sociale d'ado - earning money, technology use, buying clothes, music and music festivals

L'avenir - hopes and dreams, why learn a language

Spring Term

Bien dans sa peau- daily routine, illnesses, healthy eating, keeping fit

Notre Monde - environmental issues

Summer Term

First GCSE topic - Qui suis-je? revision of family, physical descriptions and characteristics.

Family relationships, role models, night out with friends

La Télé et Les Films -TV, cinema and films

Year 9 German



Autumn Term

Meine Stadt und Umgebung - where you live, what there is in your town, directions, house and rooms. Focusing on future tense, key structures

Meine Ferien - weather, travel, accommodation, past tense

Spring Term

Bist du gesund - daily routine, illnesses, healthy eating, keeping fit

Die Umwelt - environmental issues

Summer Term

First GCSE Topic - Auf in die Schule - subjects, school rules, celebrating success, school trips, school uniform

Die Medien - TV, cinema and films, reading, technology, music festival

key stage 4


Pupils can choose either French or German at Key Stage 4, which they study for 5 lessons per fortnight.

Exam Board: EDEXCEL       Grade range:  9 – 1

There are two tiers of entry:

- Foundation level grade 5-1                                                                      - Higher level grade 9-4

 Terminal examination (100%)

Students will be building on the skills and knowledge gained during their KS3 French / German Studies. The focus is on continuing to inspire a love for language and different cultures, by developing grammatical knowledge, language learning skills and an ability to use transactional language.


GCSE Course Details: During their two year course, the students will study a range of relevant contemporary and cultural themes. Each theme is broken down into topics and sub-topics.

All topics must be studied in the context of both the students’ home country and that of countries and communities where French / German is spoken.

Theme: Identity and culture         Topics: Who am I? daily life, cultural life
Theme: Local area, holiday, travel  

Topics: Holidays, Travel and Tourist Transactions, Town, Region and Country

Theme: School  Topics: What school is like, School Activities
Theme: Future aspirations, study and work  

Topics: Using Languages beyond the classroom, Ambitions, Work 

Theme:  International and global dimension 

Topics: Bring the World Together, Environmental Issues  


Students will be examined in 4 skills, which each carry equal weighting (25%). The exams will all take place at the end of the course in Year 11, thus the controlled assessment element, which had previously been a significant part of the assessment for French and German GCSE, has been removed.

The skills are as follows:

Listening – In the Foundation paper, Section A is set in English thus the instructions are in English and Section B is set in French/German. In the Higher paper, Section A is set in French/ German thus the instructions are in French/German and Section B is set in English.

Speaking – both Foundation and Higher papers consist of 3 tasks. Task 1 is a role play, task 2 has questions based on a picture stimulus and task 3 is a conversation based on two themes. The first theme is based on the topic chosen by the student in advance of the assessment. The second theme is allocated by the exam board.

Reading - Students are assessed on their understanding of written French/ German across a range of different types of texts, including advertisements, emails, letters, articles and literary texts. Students must answer all questions in each of the three sections:

Section A is set in English. The instructions to students in English.

Section B is set in French/German. The instructions to students in French/ German.

Section C includes a translation passage from French/German into English with instructions in English.

Writing - Students are assessed on their ability to communicate effectively through writing in French/German for different purposes and audiences. Students are required to produce extended responses of varying lengths and types to express ideas and opinions in French/German.

The instructions to students are in French/German. Word counts are specified for each question.

Students must answer all questions.

Foundation tierthree extended response questions and one translation into French/German.

Higher tiertwo extended response questions and one translation into French/German.

Y10 French 

The GCSE French course is based on the Studio 4 for Edexcel (9-1), using the higher or foundation books as appropriate.

Term Topic
Autumn Term

Le temps des loisirs - sport, leisure and technology and sporting/cultural events

Jours ordinaires, jours de fête - daily life, food habits, special occasions, comparing and contrasting festivals and celebrations

Spring Term De la ville à la campagne - area, weather and community projects
Summer Term Le grand large - holidays, hotels, restaurants, holiday disasters

Y11 French 

Term Topic
Autumn Term

Au collège - discuss and compare school and school life in Britain and Francophone countries, school rules

Un oeil sur le monde - problems facing the world, environmental issues and concerns, ethical shopping, volunteering, international events e.g. Olympic Games etc

Spring Term

Bon travail - jobs, work preferences, future plans and importance of language learning


Summer Term Revision

Year 10 German

The GCSE German course is based on the Stimmt 4 for Edexcel (9-1), using the higher or foundation books as appropriate.

Term Topic
Autumn Term

Zeit für die Freizeit - sport and leisure, celebrations and festivals

Menschliche Beziehungen - relationships, weekend activities, role models, comparing life as a child and now

Spring Term Willkommen bei mir - house and home, food and drink, daily routine, social media and technology
Summer Term

Ich liebe Wien -  transport and hotel bookings, accommodation, directions, shopping and


Y11 German



Autumn Term

Im Urlaub und Zuhause - holiday destinations, weather, holiday experiences and plans, places where people live, advantages and disadvantages of areas

Eine wunderbare Welt - festivals and events, problems facing the world, environmental issues and concerns, ethical shopping, volunteering, international events e.g. Olympic Games etc

Spring Term

Rund um die Arbeit - jobs, work preferences, future plans and importance of language learning


Summer Term





  • Talk to your child about what they are learning in lessons, perhaps asking them to teach you what they have been studying, as this is a great way to embed their learning.
  • Encourage them to complete their homework on time and ask for further support if needed.
  • Encourage your child to use his/her grammar book, vocabulary lists and a French dictionary when completing homework. CAUTION – using the dictionary for every word is NOT what your child should be doing, nor should they be using a translation site. All the words and structures needed to complete a task will be in their grammar book, textbooks or supporting sheets
  • If a learning homework has been set, we expect students to know what the new vocabulary means, how it is pronounced and how it is spelt. Asking your child to explain is a great way to aid their understanding.
  • Use  / for pleasure to search for relevant, current issues that interest them.



Here are some useful websites to support language learning at Key Stage 3

 In addition, these websites might be useful at Key Stage 4