Modern Languages

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Modern Foreign Language Department Staff

Mr D Voisin - Head of Department
Mrs S Harris - Teacher of Modern Foreign Language (part time)
Miss M Mouellef - Teacher of French (NQT)

More than just teachers in the wider sense of the term, we consider ourselves (and thrive to be seen by both colleagues and students) as linguists whose passion for language transcends the classroom. We are passionate about languages and experts in our subject. Beyond getting students to achieve good results in exams, we also want to share this passion and foster, through languages, a more thorough and more mature understanding of the world.


Key Stage 3 French Curriculum Overview:

By the end of Year 9, we expect pupils to be able to distinguish between the most common parts of speech. At the top end, they would have the ability to use or manipulate three tenses / time frames. Pupils would have also acquired a solid range of vocabulary across all the topics covered in years 7, 8 and 9. Through regular practice, students would increasingly be able to make routine use of the target language and use it in practical situations. Beyond the linguistic and grammatical aspect of the subject, learners would have a general appreciation of francophone culture, with some specific understanding of the differences and similarities per topic area. Pupils would now dismiss the most common stereotypes about the country / people and would manifest a genuine interest and curiosity with regard to the sociocultural aspects of the subject.


Key Stage 4 GCSE French Curriculum Overview:

AQA GCSE French (8658)
AQA GCSE French 8658 - Specification

By Key Stage 4, we want our students to possess and adeptly use a broad range of topic vocabulary. In terms of grammar, they would be able to manipulate three time frames / four tenses with reasonable ease and their understanding of the linguistic structures would enable them to be creative with their language and adapt to new situations. Students would also have a secure awareness and understanding of the culture the language originates from, developed consistently through a vast array of topics. They would display greater openness to ethnic or social differences and would have acquired a much deeper and more mature appreciation of cultures other than their own. Moreover, they would recognise the relevance of learning a language beyond a general linguistic context and appreciate how what they have learnt in the subject could benefit them in other domains (for instance in understanding their own language or culture).