Mrs C Davey
Head of Modern Foreign Languages
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Mrs N Woollacott
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Exam board: German -AQA French -AQA
The Modern Foreign Languages Department at South Molton Community College believes that it is increasingly important in our global society to learn a foreign language. Not only does it increase student’s awareness and understanding of the richness of our global society, but it also helps develop both their linguistic and thinking skills. We endeavour to make language learning an enjoyable and fulfilling part of the curriculum for our students and, by placing equal emphasis on all four skills of reading, writing, speaking and listening, encourage students of all abilities to achieve their own potential and recognise that language learning is attainable for all. The new emphasis on the need for a Modern Language is reflected in the new Ebacc requirements and our take-up is increasing steadily in Key Stage 4 accordingly. Students are encouraged to become independent learners by using the resources available to them and understanding how the languages are made up.
The Department is equipped with the latest technology to make learning interactive and motivating.
FRENCH & GERMAN
Examination Board: AQA
The new Modern Languages GCSE will be taught for the first time in September 2016 and sat in 2018.
We will be following the AQA exam board and their scheme of work which has been worked out by the exam board to teach all the content and skills you require and provided materials to help you learn.
The main change is that this exam is skills-based and not an exercise of memory, as has been the case with the current GCSE, which has proved challenging for those who find it hard to learn large chunks of work. This means that you have 2 years to concentrate on developing your skills and knowledge before having any exams which is a great improvement.
All your exams will be taken in Year 11 – there are no official assessments in Year 10, apart from those assessments your teacher will give you to assess your progress.
You will be studying 3 main themes: Identity and culture; local, national, international and global areas of interest; current and future study and employment.
You will be assessed under exam conditions on your listening, speaking, reading and writing skills and you will be entered for either the foundation tier for all papers or the higher tier for all papers. You will no longer be able to mix the tiers.
The Listening Paper – 35 mins for Foundation and 45 for Higher
You will be given 5 minutes before the recording to read through the questions.
Section A questions will be in English and section B in French/German.
The Speaking Assessment – 7-9 mins preparation time for Foundation and 10-12 mins for Higher
A role-play, a conversation about a photo card and a general conversation on a topic you’ve studied.
The Reading Paper – 45 mins for Foundation and 60 for Higher
Section A – questions in English, section B – questions in French/German and section C – translation from French/German into English.
The Writing Paper – 60 mins for Foundation and 75 mins for Higher
This consists of writing a message, a continuous passage, a translation into English and a longer continuous passage, depending on which tier you take.
Key Stage 3 French and German
Students will be taught French and German in year 7. At the end of year 7 they will be asked to specialise in one of these languages.
In French, year 7 & 8 students study the new 5th edition Tricolore 1 which follows the requirements of the new KS3 curriculum. German students follow Na Klar 1 and 2 in years 7 & 8 and Zoom in year 9. We teach students to use grammar and tenses from year 7 to encourage independence in using the language and spontaneity. A range of media, authentic reading and listening materials are used to develop students’ skills and cultural awareness. Phonics are taught from yr7 upwards in-line with the new curricular requirements. Creative writing is encouraged through a variety of activities, allowing students to write more independently.
We follow the school’s policy on using levels to report progress through termly progress reports. Students’ work is also marked with an effort grade, a positive comment and advice on how to improve their work. For many assessments, we use the materials from the courses we’re following.