Modern Foreign Languages
Curriculum Area Leader: Mrs A Forrester
The Modern Foreign Languages Department at Coppice School aims to encourage students to develop the skills and confidence to consider themselves ‘global citizens’ who belong to a multicultural, mutually respectful world. Students increase their cultural capital by building knowledge of other countries, their languages and cultures and as a result are more open to new experiences and have a more profound understanding of their own language and culture.
Learning Environment & Resources
The MFL department is situated in the Communications Zone. There are three teaching rooms, one of which includes access to computers, as well as a trolley of 30 iPads which are available to enhance learning in the classroom.
The Department has developed a wide range of activities for use with the interactive whiteboards available in each teaching room. A range of specialist software titles is available for use in lessons and for revision purposes. Many resources have been produced “in-house” for use exclusively by our students, and we have invested in new course materials across all year groups.
MFL teachers are available to students who want extra support/tuition at lunch times and after school. Intervention takes place after school when needed in order to increase confidence and help students to improve their skills.
Key Stage 3
Students follow a programme of study to develop skills in the areas of Listening, Speaking, Reading and Writing, providing a solid foundation for the GCSE course. The course is supported by a range of materials including the Allez textbook and other online resources. Topics covered include: Family, Food and Drink, Hobbies, Holidays, the Media, New Technology, Jobs and Healthy Living.
Key Stage 4
Students at Key Stage 4 have two French lessons each week and follow a 3-year Eduqas GCSE course. Over the three years the course covers the three themes of: Identity & Culture (Me, my family and friends; Technology in everyday life; Free-time activities; Customs and festivals in target language countries/communities); Local, national, international and global areas of interest (Home, town, neighbourhood & region; Social issues; Global Issues; Travel and tourism) and Current and future study and employment (My studies; Life at school/college; Education post-16; Jobs, career choices and ambitions)
Alongside the curriculum content, students continue to improve their skills in listening, speaking, reading and writing which are separately assessed skills with equal weighting (25% per skill). Speaking exams consist of a role play, describing a photo, conservation questions.