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25-33 Bow Road, London, E3 2AE0208 981 1131

Modern Foreign Languages

In MFL, we aim to develop life-long language learners, through teaching that is creative and engaging, and strives to challenge and inspire all students. The study of a language is an essential component in preparing young people for life in the twenty-first century. It develops a range of transferrable skills that will enable students to become successful in any chosen field, including communication, listening, understanding, adaptability, problem solving and analytical thinking. Students will learn to communicate with people from another country and culture, and in so doing develop global understanding and international mindedness.

We believe that all students should be able to achieve exceptional outcomes irrespective of their starting point, and that learning should be accessible to all. The high level of collaboration between staff means that students have the same learning experience regardless of the class they are in.

In KS3 we aim to:

  • Develop an interest in learning other languages and stimulating curiosity about other languages
  • Encourage students’ confidence in another language
  • Develop students’ awareness of cultural differences in other countries

In KS4 we additionally aim to:

  • Equip students with the tools to communicate in a variety of contexts, beyond those explicitly taught
  • Deepen students’ understanding of the target language culture

In KS5 we additionally aim to:

  • Develop fluency in the target language
  • Introduce greater cultural, political and historical understanding through the study of literature and film

We achieve this by:

  • Teaching languages in a way that is enjoyable and stimulating
  • Immersing students in a target language classroom
  • Rewarding efforts to communicate spontaneously in the target language
  • Developing students’ listening, speaking, reading and writing skills
  • Fostering students’ ability to work independently
  • Preparing students for the next stage in language learning at all levels

These aims are delivered through classroom teaching and learning, but in addition we aim to offer all students the opportunity to visit either France or Spain at least once in their school careers, giving them access to learning experiences in an authentic context. 

KEY STAGE 3 

In Year 7, students are offered the choice of studying French, Spanish. They can also attend Bengali club after school, to prepare them to choose it as an option at GCSE, should they so wish. 

Successful language learning has always stemmed from a wide knowledge base of vocabulary and grammatical structures. Our schemes of work focus on developing the breadth and depth of pupils’ competence in listening, speaking, reading and writing. Pupils will be able to understand and communicate personal and factual information that goes beyond their immediate needs and interests, developing ideas and justifying points of view orally and in writing. We aim to develop students’ spontaneity, independence and accuracy.

The ability to apply and manipulate this knowledge is fundamental to students’ achievement. Student knowledge will be assessed in lessons using formative assessment and formally at the end of each unit of work using summative tests. 

Grammar and vocabulary

  • use of a variety of tenses (Present, past, future)
  • giving and justifying opinions
  • accuracy in grammar and spelling

Linguistic competence

  • understand a variety of spoken and written original or adapted material
  • initiate and develop conversations and cope with unfamiliar language
  • speak coherently and confidently

 

KEYSTAGE 3 OVERVIEW AND ASSESSMENT FRENCH-SPANISH

TERM & THEME YEAR 7 

Autumn Term 1 and 2

All about me

  • Learning the alphabet and numbers
  • Learning the numbers
  • Being able to present key details about yourself (age, birthday, favourite colour)
  • To describe in details your school equipment
  • To talk about your family members

 

Assessment

Listening, reading, writing, speaking assessments taking places in line with GCSE requirements.

Spring Term and 2

 

Description

  • To describe yourself or someone physically
  • Being able to talk about your personality or someone else’s
  • To talk about the weather
  • To talk about where you live in details and where you would like to live
  • To give opinions about where you live

 

Assessment

Listening, reading, writing, speaking assessments taking places in line with GCSE requirements.

Summer Term 1 and 2

Film Project 

Film project

  • Learning about the cultural context of a film
  • Speculating about the story and the characters
  • Watching a film in target language
  • Describing the characters
  • comparing different school systems
  • Writing a film review

 

TERM & THEME YEAR 8 

Autumn Term 1 and 2

Free-time activities 

  • Saying what sports you play
  • Being able to give opinions about sports
  • Giving opinions about what you do in your free time
  • Being able to say what you do not do in your free-time
  • Giving information about what other people do in their free-time

 

Assessment

Listening, reading, writing, speaking assessments taking places in line with GCSE requirements

Spring Term 1 and 2

Holidays

  • To be able to say where you went on holiday, how you travelled, who you went with and when you went
  • To be able to say what you did on holiday using the past tense
  • To describe the weather using the past tense
  • Giving opinions about your holiday
  • Being able to say where you would like to go on holiday

 

Assessment

Listening, reading, writing, speaking assessments taking places in line with GCSE requirements

Summer Term 1 and 2

School 

  • Learning school subjects
  • To say which subjects you like and don’t like and why
  • To compare subjects
  • To describe a day in the past at school
  • To describe your teachers

 

Assessment

Listening, reading, writing, speaking assessments taking

 

TERM & THEME YEAR 9 

Autumn Term 1 and 2 

My Area

  • To be able to say where you live in detail
  • To be able to say what there is and what there is not in your area
  • To give justified opinions of your area
  • To say what you would like in your area
  • To say what you would like to do in your area

 

Assessment

Listening, reading, writing, speaking assessments taking

Spring Term 1 and 2

Jobs

  • To be able to say what you will study for GCSE
  • Saying if you will go to university and justify your choices
  • Talking about your future career
  • Talking about your ideal partner
  • Describing your preferred lifestyle choice

 

Assessment

Listening, reading, writing, speaking assessments taking places in line with GCSE requirements

Summer Term 1 and 2

Film Project 

  • Learning about the cultural context of a film
  • Speculating about the story and the characters
  • Watching a film in target language
  • Describing the characters
  • Talking about the jobs in the film
  • Writing a film review

ENRICHMENT OPPORTUNITIES AT KEYSTAGE 3

  • Y7 and 8 trip to Boulogne
  • Real lives exams for Year 9 students
  • E-twining opportunity for students in Year 8/9
  • Languages ambassadors programme
  • French / Spanish touring play

USEFUL WEBSITES, RESOURCES, REVISION MATERIALS AND EXEMPLAR WORK

KEY STAGE 4 

KS4 revisits many of the topics seen at KS3, but in greater depth. These topics draw on the students’ immediate experience of their daily lives. Revisiting topics in this way encourages retention of the vocabulary and structures and a greater ease of manipulation of language. In KS4 students revisit the key grammar of KS3 (present, perfect and near future tenses) but with a wider range of infinitives, and in addition further tenses are taught. Students meet a number of further complex structures receptively, which are then taught productively at KS5.

As at KS3, student knowledge will be assessed in lessons using formative assessment and formally at the end of each unit of work using topic based tests or past papers.

Grammar and vocabulary

  • use of a variety of tenses (Present, perfect, near future, simple future, imperfect.)
  • describing and narrating events
  • increasing accuracy in grammar and spelling

Linguistic competence

  • understand a variety of spoken and written original or adapted material, including literary texts
  • initiate and develop conversations with spontaneity
  • speak coherently and confidently, and at increasing length

 

KS4 OVERVIEW AND ASSESSMENTS

KS4 FRENCH YEAR 10 YEAR 11

Autumn Term 1

 

Who am I?

  • Describing yourself
  • Describing your best friend and explaining what makes a good friend
  • Describing family relationships
  • Making plans for the weekend
  • Describing an evening out with friends
  • Describing your role model

Holidays

  • Describing holidays
  • Describing your ideal holidays
  • Booking a hotel room
  • Ordering in a restaurant
  • Booking travel tickets
  • Discussing travel preferences
  • Negotiating prices in a market
  • Discussing problems on holiday

Autumn Term 2

 

Who am I?

  • Describing yourself
  • Describing your best friend and explaining what makes a good friend
  • Describing family relationships
  • Making plans for the weekend
  • Describing an evening out with friends
  • Describing your role model

School Life

  • Giving subject preferences
  • Describing your school
  • Comparing schools in the UK and France
  • Giving opinions of school rules
  • Describing extra-curricular school life
  • Discussing a school trip you have been on

Spring Term 1

 

Free Time

  • Saying what sports you play and explaining why doing sport is important
  • Describing your activities on the internet, and discussing the dangers of the internet
  • Giving music preferences
  • Comparing your current reading habits to when you were younger
  • Describing TV watching habits

The world of work

  • Discussing different careers and which pathway attracts you
  • Explaining the value of speaking another language
  • Applying for summer jobs
  • Case study: a job in the tourism industry

Spring Term  2

 

Festivals and Celebrations

  • Describing your daily life
  • Explaining what you eat
  • Describing a recent birthday
  • Explaining what you wear for different occasions
  • Describing a festival or celebration that is important to you

Wider world

  • Talking about the global issues that concern you
  • Talking about current environmental issues
  • Describing what you do to protect the environment
  • Talking about shopping choices you can make to help the planet
  • Talking about volunteering work you have done
  • Talking about global events

Summer Term 1

 

My Area

  • Describing where you live
  • Discussing the advantages and disadvantages of your region
  • Understanding and giving directions
  • Asking for and understanding information in a tourist office
  • Describing a local project that you have participated in

Revision 

Summer Term 2

 

My Area

  • Describing where you live
  • Discussing the advantages and disadvantages of your region
  • Understanding and giving directions
  • Asking for and understanding information in a tourist office
  • Describing a local project that you have participated in
 

EXAMINATION  BOARD AND WEIGHTINGS

Edexcel French GCSE

  • Listening – 25%
  • Reading – 25%
  • Writing – 25%
  • Speaking – 25%
KS4 SPANISH YEAR 10  YEAR 11
Autumn Term 1

Holidays

  • Describing holidays
  • Giving holiday preferences
  • Describing a past holiday
  • Reserving a hotel room
  • Dealing with problems

My area

  • Describing where you live
  • Discussing the advantages and disadvantages of your region
  • Understanding and giving directions
  • Asking for and understanding information in a tourist office
  • Describing a local project that you have participated in
Autumn Term 2

Holidays

  • Describing holidays
  • Giving holiday preferences
  • Describing a past holiday
  • Reserving a hotel room
  • Dealing with problems

Festivals and Celebrations

  • Describing your daily life
  • Explaining what you eat
  • Describing a recent birthday
  • Explaining what you wear for different occasions
  • Describing a festival or celebration that is important to you
Spring Term 1

School

  • Giving subject preferences
  • Describing your school
  • Comparing schools in the UK and Spain
  • Giving opinions of school rules
  • Describing extra-curricular school life
  • Discussing a school trip you have been on

The world of work

  • Discussing different careers and which pathway attracts you
  • Explaining the value of speaking another language
  • Applying for summer jobs
  • Discussing gap years
Spring Term 2

Friends and family

  • Describing yourself
  • Describing your best friend and explaining what makes a good friend
  • Describing family relationships
  • Making plans for the weekend
  • Describing an evening out with friends
  • Describing your role model

Wider world

  • Talking about the global issues that concern you
  • Talking about current environmental issues
  • Describing what you do to protect the environment
  • Talking about shopping choices you can make to help the planet
  • Talking about volunteering work you have done
  • Talking about global events
Summer Term 1

Free time

  • Saying what sports you play and explaining why doing sport is important
  • Describing your activities on the internet, and discussing the dangers of the internet
  • Giving music preferences
  • Comparing your current reading habits to when you were younger
  • Describing TV watching habits
Revision
Summer Term 2

Free time

  • Saying what sports you play and explaining why doing sport is important
  • Describing your activities on the internet, and discussing the dangers of the internet
  • Giving music preferences
  • Comparing your current reading habits to when you were younger
  • Describing TV watching habits
 

EXAMINATION BOARD AND WEIGHTINGS 

Edexcel Spanish GCSE

  • Listening – 25%
  • Reading – 25%
  • Writing – 25%
  • Speaking – 25%
KS4 BENGALI YEAR 10 YEAR 11
Autumn Term 1

Who am I?

  • Describing yourself
  • Describing your best friend and explaining what makes a good friend

Describing your family

  • Describing a family member and his/her personality
  • Describing family relationships
  • Making plans for the weekend
  • Describing an evening out with friends/ family
  • Dealing with family issues

 

In addition, You will learn all the letters of the Alphabet and use of vowel signs  and some general vocabulary during this term

Holidays

  • Describing  different destinations and plan holidays
  • Describing your ideal and past holidays
  • Booking a hotel room, travel tickets
  • Discussing travel preferences
  • Discussing problems on holiday/dealing with problems
  • Giving holiday preferences
  • Describing a past holiday
  • Reserving a hotel room

 

Learn the use of joint letters
Autumn Term 2

Who am I?

  • Describing yourself
  • Describing your best friend and explaining what makes a good friend

Describing your family

  • Describing a family member and his/her personality
  • Describing family relationships
  • Making plans for the weekend
  • Describing an evening out with friends/ family
  • Dealing with family issues

 

In addition, You will learn all the letters of the Alphabet and use of vowel signs  and some general vocabulary during this term

My area

  • Describing where you live
  • Discussing the advantages and disadvantages of your region
  • Understanding and giving directions
  • Asking for and understanding information in a tourist office
  • Describing a local project that you have participated in

 

Spring Term 1

Free time

  • Describing various free time activities and talk about preferences
  • Saying what sports you play and explaining why doing sport is important
  • Giving music preferences
  • Describing Cinema and TV preferences
  • Talk about Bengali music, drama and musical instruments

Modern Technology in everyday life

  • Describing your activities on the internet, and discussing the dangers of the internet
  • Advantage and disadvantage of using computer, mobile phone etc.
  • Advantage and disadvantage of using social media

School Life

School

  • Giving subject preferences
  • Describing your school
  • Comparing schools in the UK and Bangladesh
  • Giving opinions of school rules
  • Describing extra-curricular school life
  • Discussing a school trip you have been on

 

The world of work

  • Discussing different careers and which pathway attracts you
  • Applying for summer jobs
Spring Term 2

Festivals and Celebrations

  • Describing your daily life
  • Explaining what you eat
  • Describing a recent birthday
  • Explaining what you wear for different occasions
  • Describing a festival or celebration that is important to you
  • Describing Eid, and other Bangladeshi celebrations and talk about own experiences
  • Compare Bengali and English New Year celebration
  • Talk about marriage and partnership

Wider world

  • Talking about the global issues that concern you
  • Talking about current environmental issues
  • Describing what you do to protect the environment
  • Talking about shopping choices you can make to help the planet
  • Talking about volunteering work you have done
  • Talking about global events

 

 

  • Revision
Summer Term 1

Healthy/unhealthy living lifestyle

  • Describing fruits and vegetable : shape, taste and  giving preferences
  • Buying fruits and vegetables and negotiating prices in a market
  • Describing healthy and unhealthy foods
  • Importance of exercise and physical activities
  • Ordering in a restaurant
  • Compare lifestyle before and now
  • Describing various illnesses 
  • Social issues i.e. drugs , alcohol, homelessness  and  its affect in the society  and  discuss solutions

Revision 

Summer Term 2

Healthy/unhealthy living lifestyle

  • Describing fruits and vegetable : shape, taste and  giving preferences
  • Buying fruits and vegetables and negotiating prices in a market
  • Describing healthy and unhealthy foods
  • Importance of exercise and physical activities
  • Ordering in a restaurant
  • Compare lifestyle before and now
  • Describing various illnesses 
  • Social issues i.e. drugs , alcohol, homelessness  and  its affect in the society  and  discuss solutions
 

EXAMINATION BOARD AND WEIGHTINGS 

  • Listening – 25%
  • Reading – 25%
  • Writing – 25%
  • Speaking – 25%

ENRICHMENT OPPORTUNITIES AT KEYSTAGE 4

  • Residential trip to Paris
  • Bangla drama visits
  • Languages Ambassadors programme
  • E-twining opportunity for students in Year 10

USEFUL WEBSITES, RESOURCES, REVISION MATERIALS AND EXEMPLAR WORK 

French/Spanish 

Bengali 

  • Quizlet for vocabulary practice: 

            www.quizlet.com/MrsShamsad and www.quizlet.com/CFGSBengali

 

KEY STAGE 5 

The A-level specification builds on the knowledge, understanding and skills gained at GCSE. It constitutes an integrated study with a focus on language, culture and society. It fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society. The content is suitable for students who wish to progress to employment or further study, including a modern languages degree.

The approach is a focus on how French-speaking society has been shaped, socially and culturally, and how it continues to change.

In the first year, aspects of the social context are studied, together with aspects of the artistic life of French-speaking countries. In the second year further aspects of the social background are covered, this time focusing on issues such as life for those on the margins of French-speaking society as well as looking at the positive influences that diversity brings.

Students also study aspects of the political landscape in a French-speaking country, looking at immigration from the political perspective and at the way in which political power is expressed through action such as strikes and demonstrations. Teenagers and the extent to which they are politically engaged looks towards the future of political life in French-speaking society. Students will develop their knowledge and understanding of themes relating to the culture and society of countries where French is spoken, and their language skills. They will do this by using authentic spoken and written sources in French.

 

 Students will develop their language knowledge, understanding and skills through:

• using language spontaneously to initiate communication; ask and answer questions; express thoughts and feelings; present viewpoints; develop arguments; persuade; analyse and evaluate in speech and writing, including interaction with speakers of French

• applying knowledge of pronunciation, morphology and syntax, vocabulary and idiom to communicate accurately and coherently, using a range of expression – including grammar

• using language-learning skills and strategies, including communication strategies such as adjusting the message, circumlocution, self-correction and repair strategies

• listening and responding to spoken passages including some extended passages from a range of different contexts and sources, adapted as necessary, covering different registers and types, including authentic communication involving one or more speakers

• reading and responding to a variety of texts including some extended texts written for different purposes and audiences drawn from a range of authentic sources, including contemporary, historical and literary, fiction and non-fiction texts, adapted as necessary

• understanding the main points, gist and detail from spoken and written material

• inferring meaning from complex spoken and written material, including factual and abstract content

• assimilating and using information from spoken and written sources

• summarising information from spoken and written sources, reporting key points and subject matter in speech and writing

• translating an unseen passage from French into English

 

Students must also study either one book and one film or two books. They must appreciate, analyse and be able to respond critically in writing in French to the work they have studied.

 In addition, students will:

• develop research skills in French, demonstrating the ability to initiate and conduct individual research on a subject of personal interest, relating to the country or countries where French is spoken

• identify a key question or subject of interest and select relevant information in French from a range of authentic sources, including the internet

• use information to illustrate knowledge and understanding of the research subject

• analyse and summarise research findings, elaborating on key points of interest, as appropriate, through oral presentation and discussion.

• translating an unseen passage from English into French.

 

KS5 OVERVIEW AND ASSESSMENTS 

KS5 FRENCH YEAR 12 YEAR 13 
Autumn Term 1

Aspects of French-speaking society: current trends

  • To study the changing nature of family
  • To study cyber-society
  • To study the place of voluntary work

Aspects of French-speaking society: current issues

  • To explore the positive feature of a diverse society
  • To discuss life for the marginalised people
  • To discuss how criminals are treated
Autumn Term 2

Film study:

La Haine

Book study:

  • No et Moi
Spring Term 1

Artistic culture in the French-speaking world

To discuss a culture proud of its heritage

  • To discuss contemporary Francophone music
  • To discuss  cinema: the 7th art form

Aspects of political life in the French-speaking world

  • To discuss teenagers: the right to vote and political commitment
  • To discuss strikes and demonstrations and who holds the power
  • To explore politics and immigration
Spring Term 2

Artistic culture in the French-speaking world

To discuss a culture proud of its heritage

  • To discuss contemporary Francophone music
  • To discuss  cinema: the 7th art form

Independent Research Project:

Students will have to choose a topic and produce a presentation based on their independent research as part of their speaking exam. Time will be allocated weekly to do so.

Summer Term 1

Grammar:

  • Adjective agreement
  • Verbs
  • Numerals
 
Summer Term 2

Beginning of book study:

  • No et Moi
 

EXAMINATION BOARD AND WEIGHTINGS

AQA

  • Paper 1: Listening/Reading/Writing – 50%
  • Paper 2: Writing -20%
  • Paper 3: Speaking -30%

USEFUL WEBSITES, RESOURCES, REVISION MATERIALS AND EXEMPLAR WORK

Kerboodle 

Please contact us at - MFL@central.towerhamlets.sch.uk

 

WHO IS IN THE TEAM?

All the teachers are dynamic teachers and languages specialists with native fluency.

Ms. L. Berson, Key Stage Coordinator for MFL/ Joint Head of MFL Faculty

Ms. E. Macpherson, Joint Head of MFL Faculty

Ms. C. Luino , Teacher of MFL

Ms. R. Ramirez - Riley,   Teacher of Spanish

Ms. S. Shamsad, Teacher of Bengali

Mr. J-F Darmon-Shimamori, Teacher of French and Spanish

Ms. L. Coriolles, Teacher of  French and Spanish

Ms. J.  Imanache-Winslow, Teacher of French and Spanish