Modern Languages


Modern Foreign Language Department Staff

Mr D Voisin - Head of Department / Responsibility for Literacy
Mrs S Harris - Teacher of Modern Foreign Languages (part time)
Mrs A Maguire - Teacher of Modern Foreign Languages (part time)
Mr J Pickup - Teacher of Modern Foreign Languages (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.

Examination Course - French

Subject Title:Board:Subject Code:Qualification:Course DetailsCourse Specification
FrenchAQA8658GCSE (9-1)Link to Course DetailsLink to Course Specification


Key Stage 4 GCSE French Curriculum Overview:

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).

Examination Course - Spanish

Subject Title:Board:Subject Code:Qualification:Course DetailsCourse Specification
SpanishAQA8698GCSE (9-1)Link to Course DetailsLink to Course Specification


Key Stage 4 GCSE Spanish Curriculum Overview:

Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/communities where Spanish is spoken.

Identity and culture

Topic 1: Me, my family and friends
Relationships with family and friends

Topic 2: Technology in everyday life

Social media
Mobile technology

Topic 3: Free-time activities

Cinema and TV
Food and eating out

Topic 4: Customs and festivals
in Spanish-speaking countries/communitiese

Local, national, international and global areas of interest

Topic 1: Home, town, neighbourhood and region

Topic 2: Social issues
Charity/voluntary work
Healthy/unhealthy living

Topic 3: Global issues
The environment

Topic 4: Travel and tourism

Current and future study and employment

Topic 1: My studies

Topic 2: Life at school/college

Topic 3: Education post-16

Topic 4: Jobs, career choices and ambitions


Useful Links: