Durham Local Authority KS3 Project 1998 to Present Day
In 1997-98, the Department of Modern Foreign Languages was invited to join a Local Authority working party to define and develop the teaching of MFL (predominantly French) across the county. The working party initially examined the philosophies, approaches and strategies of the National Literacy and Numeracy Projects as models to explore for equivalences in MFL. On completion of phase 1, the working party had developed and proposed the following:
- Core curriculum for years 7 – 9 including technical terms, grammar, pronunciation and spelling, key structural language and dictionary and study skills.
- Rubrics or task instructions to cover in KS3.
- Definition of progressive grammatical expectations for learners in years 7, 8 and 9.
- Summary of functions at KS3.
- Half-Termly planning sheet.
- Lesson/Weekly planning sheet.
- Teaching approaches within a lesson framework for good MFL practice identifying and defining 8 clear steps to learning.
- Support methods and strategies for the 8 steps based on good/successful MFL teaching and learning.
Project schools implemented the new MFL (French) syllabus from September 1998. Crucial work was initially with year 7. However, years 8 and 9 were fully integrated into the project but required additional support as a result of possible gaps in prior knowledge.
The working party continued to meet throughout 1998 – 9 to monitor progress, identify problems and work out solutions. As a subject team at Wellfield, we mirrored the work of the working party to develop a grammar framework which continues to underpin our teaching and learning of languages at Wellfield and which has prepared us and our students better for the increased demands for GCSE through the national GCSE reform.
We have continued to review and evaluate our Scheme of Learning and Progress and update, amend or improve it as required. This current Scheme of Learning and Progress is the 10th edition. Although responsive to the developments at GCSE, our schemes continue to uphold the philosophy of the initial project but have evolved to respond to the development of How Language Works, the cross-curricular requirements for Literacy, Numeracy, IT, the development of Thinking skills and the diverse needs of our pupils. The new approach for sets 1 and 2 students who opt for one of two languages after an initial module in both, is focused predominantly on the acquisition and manipulation of grammar. This is particularly important in preparation for the new GCSE specification with the Speaking and Writing exams which now include translation.
This SoLP is a working document, subject to constant evaluation and should never be considered a finished product. We continue to develop new approaches, methods and resources to support our students in making outstanding progress over 5 years.
updated June 2017
Philosophy & Vision
Languages teachers at Wellfield support the belief expressed in the National Curricula of both 2008 and 2014 that languages have a distinctive contribution to make to personal development which is a vital part of the key stage 3 curriculum. Through our Schemes of Work, in response to the MFL programme of study, we provide opportunities for sequences of lessons with learning outcomes and teaching approaches that support personal development.
You can find out more about the importance of Modern Foreign Languages on our website.
You can view or download the German Learning Schemes by clicking the links below:
German – Year 7 Introduction Module (Pre Option)
German – Year 7 Single Language Unit (Scheme)
German – Year 8 Single Language Unit (Scheme)
German – Year 9 to 11 GCSE AQA (Scheme)
German – GCSE AQA (Long Term Plan in Lessons)
You can view or download the French Learning Schemes by clicking the links below:
French – Year 7 Introduction Module (Pre Option)
French – Year 7 Single Language Unit (Scheme)
French – Year 8 Single Language Unit (Scheme)
French – Year 9 to 11 GCSE AQA (Scheme)
French – GCSE AQA (Long Term Plan in Lessons)
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