GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

MFL - French and Spanish

We look to promote love and passion for languages from all students through excellent teaching.

Head of MFL  Ms M Thompsett M.Thompsett@glynschool.org
Deputy Head of MFL Mrs L Lucas L.Lucas@glynschool.org

 

Why study this subject?

Studying GCSE French or Spanish is exciting!  It will help you continue to develop confident, effective communication skills in the language and a good understanding of the culture of countries and communities where French or Spanish is spoken. It will develop your interest in, and enthusiasm for, language learning.  It will encourage you to consider the study of the language in a broader context and develop the skills that are sought after by both universities and employers alike.

Is it right for me at GCSE?

Languages are an integral part of day-to-day life.  In a multilingual global society, there is everything to be gained from learning and speaking another language.

No one ever regrets the time spent learning to speak another language and you will often hear adults say that they wish they could speak a second language.

 

How is this course assessed?

25% Listening, 25% Reading, 25% Writing and 25% Speaking exams.

 

 

Further Education Opportunities

French or Spanish combines well with any subject. Students who study French or Spanish often speak of the enjoyment they gain from language lessons and are aware that they are developing a lifelong skill. 

Languages work brilliantly as a subject on their own at A level or university if you would like to specialise, or combine them with other subjects.  Universities look very favourably on students who want to study languages. Languages allow students to work or study abroad, even if they are not your main subject.

 

Career Opportunities

Jobs and professions related to French and Spanish include: translator, interpreter, tourism, hospitality, researcher, broadcast journalist, diplomatic service officer, international development worker, teacher, patent examiner, tour manager, international buyer or seller, travel writer, actor, gaming developer.

Students we have taught languages to in the past have gone on to do the most exciting things.  One of them has even gone on to be a translator for the United Nations.

It is undeniable that speaking more than one language and having good cultural awareness is an enormous asset for almost any business.

All careers can be enhanced by the ability to speak languages.  A language can make your job more exciting, more varied and will give you more opportunities to travel, experience new things, meet new people and even get well paid!.

Year 7 sequence of lessons

Half Term 1 - Pronunciation (phonics, alphabet, accents), classroom language, personal information (name, age, family, countries)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Essential classroom language and personal information - questions and answers- introduced and practised so that these become automised

Introduction to longer text to be broken down and exploited during the  year. Section 1) - personal information (name, age, family, countries) - implicit focus on grammar - possessive adjectives, prepositions, gender/sing./plural agreement, subordinate clauses.

 

Half Term 2 - Freetime, likes and dislikes (present and imperfect tense)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Section 2) and 3) of text exploited - Travel, activities on holidays and transport (present tense and preterite [past] tense)

Section 1) revisited.

 

Half Term 3 - Geography, likes & dislikes, more holiday activities and weather

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Section 4) of text exploited - Geography, likes & dislikes, more holiday activities and weather

Travel (perfect and future tense) and adjectival agreement.

Section 1), 2) & 3) revisited.

 

Half Term 4 - Spanish/French food and drink.  Healthy foods, shopping for food and drink,  colours, opinions on Spanish/French food (placement of adjectives and agreement).

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Section 5) of text exploited - Spanish/French food and drink.  Healthy foods, shopping for food and drink, colours, opinions on Spanish/French food (placement of adjectives and agreement)

Section 1), 2), 3), 4) revisited.

 

Half Term 5 - Spanish/French culture - famous painters 

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Section 6) of text exploited - 

Spanish culture/French - famous painters 

Section 1), 2), 3), 4), 5) revisited.

Adaptation of original text

“Speaking workout” added to classroom routines.

 

Half Term 6 - Cultural and film studies 

To show a French/Spanish film that is popular, relatable and funny.

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Writing and speaking on the to incorporate all the structures and vocabulary from original text {sections 1) - 6)}

“Speaking workout” as classroom routine.

 

 

Year 8 sequence of lessons

Half Term 1 - Pronunciation (phonics, alphabet, accents), classroom language, personal information (name, age, family, numbers, countries). Travel, activities on holidays and transport (present tense and preterite [past] tense.

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English and Spanish through literal vs “accurate” translation.

Essential classroom language and

 personal information - questions and answers- introduced and practised so that these become automised.

Introduction to longer text to be broken down and exploited during the  year. Section 1) - personal information (name, age, family, countries) - implicit focus on grammar - possessive adjectives, prepositions, gender/sing./plural agreement, subordinate clauses.

Travel, activities on holidays and transport (present tense and preterite [past] tense)

 

Half Term 2 - Geography, likes & dislikes, more holiday activities and weather. Spanish/French Food and drink. Healthy foods, shopping for food and drink,  colours, opinions on Spanish/French food (placement of adjectives and agreement).

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Geography of Spain, likes & dislikes, more holiday activities and weather

Spanish/French food and drink. Healthy foods, shopping for food and drink,  colours, opinions on Spanish/French food (placement of adjectives and agreement) Sections 1), 2) & 3) revisited.

 

Half Term 3 - Spanish food and drink.  Healthy foods, shopping for food and drink,  colours, opinions on Spanish food (placement of adjectives and agreement).

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Spanish/French food and drink.  Healthy foods, shopping for food and drink,  colours, opinions on Spanish/French food (placement of adjectives and agreement)

Section 1), 2), 3), 4), & 5) revisited.

Adaptation of original text

“Speaking workout” added to classroom routines

Shopping role plays - buying food and souvenirs.

 

Half Term 4 - Spanish culture - famous painters 

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Learn about Spanish/French culture - famous painters 

Section 1), 2), 3), 4), 5) revisited.

Writing - based on original text.

 

Half Term 5 - Holidays and tourism in various other Spanish/French speaking countries (present, past and future tenses)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Learn about other Spanish/French speaking countries, their cultures, foods.  Holiday and tourist activities, transport and weather in francophone countries using present, past and future tense.

Writing incorporating holiday and original text vocabulary and grammar.

 

Half Term 6 - Cultural and film studies

To show a Spanish/French film that is popular, relatable and moving.

Learn about Spanish/French customs and to consider opinions on traditions and customs in Spain/France.

 

Year 9 sequence of lessons

Half Term 1 - Travel and tourism, family and relationships

GCSE topic - “holidays” already familiar to year 9 as taught at end of year 8 and “family” covered in year 7.  Facilitates retrieval practice and some confidence when starting GCSE option. Focus on pronunciation to develop confidence in reading familiar and unfamiliar French language.

Lots of listening and speaking to support this development.

Study text focused on “1st group” of verbs (regular -ar verb)  in various tenses (present, imperfect, future, subjunctive) and together with “complex structures”.

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

 

Half Term 2 - Travel and tourism, family and relationships

Focus on pronunciation to develop confidence in reading familiar and unfamiliar French language.

Lots of listening and speaking to support this development.

Study text focused on “1st group” of verbs (regular -ar verb) in various tenses (present, imperfect, future, subjunctive) and together with “complex structures”

Comparison of English through literal vs “accurate” translation.

Text adapted using similar verbs in various tenses and with “complex structures”

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

 

Half Term 3 - Mobile technology, social media and hobbies

GCSE topic - tends to “interest” students and is easily relatable.  Vocabulary is generally well-remembered, increasing confidence and motivation.

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Study text focused on “2nd group” of verbs (regular -er and -ir verbs) and in various tenses (present, imperfect, future, subjunctive, past tense - passe compose) and together with “complex structures”

Comparison of English through literal vs “accurate” translation.

Text adapted using similar verbs in various tenses and with “complex structures”

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

 

Half Term 4 - Mobile technology, social media and hobbies

Focus on pronunciation to develop confidence in reading familiar and unfamiliar French language.

Lots of listening and speaking to support this development.

Study text focused on “2nd group” of verbs (regular -er and -ir verbs) in various tenses (present, imperfect, future, subjunctive, past tense - passe compose) and together with “complex structures”

Text adapted using similar verbs in various tenses and with “complex structures”

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

 

Half Term 5 - Home, neighbourhood and region, customs and festivals

GCSE Topic.

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Study text focused on “3rd group” of verbs (irregular verbs) in various tenses (present, imperfect, future, subjunctive, past tense - passe compose) and together with “complex structures”

Text adapted using similar verbs in various tenses and with “complex structures”

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

 

Half Term 6 - Home, neighbourhood and region customs and festivals and exam preparation and revision.

Year 10 sequence of lessons

 

Half Term 1 - Home, neighbourhood and region, customs and festivals

GCSE topic - “holidays” already familiar to year 9 as taught at end of year 8 and “familiy” covered in year 7.  Facilitates retrieval practice and some confidence when starting GCSE option. Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text focused on “1st group” of verbs (regular -ar verb)  in various tenses (present, imperfect, future, subjunctive) and together with “complex structures”.

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

 

Half Term 2 - Home, neighbourhood and region, customs and festivals

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Home, neighbourhood and region, customs and festivals and environment focused on “3rd group” of verbs (irregular verbs) in various tenses (present, imperfect, future, subjunctive, past tense - preterite) and together with “complex structures”

Text adapted using similar verbs in various tenses and with “complex structures”

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity.

 

Half Term 3 - My studies, life at school and education post 16, family and relationships

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Study text on My studies, life at school and education post 16, family and relationships focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

 

Half Term 4 - Education post-16, jobs, career choices and ambitions

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Study text on Education post-16, jobs, career choices and ambitions,  focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

 

Half Term 5 - Jobs, career choices and ambitions, charity work, poverty and homelessness.  Marriage and partnerships

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Jobs, career choices and ambitions, charity work, poverty and homelessness, marriage and partnerships focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs)

 

Half Term 6 - Exam preparation and revision

 

Year 11 sequence of lessons

Half Term 1 - Sport, food, healthy and unhealthy living, hobbies (shopping, eating out)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Sport, food, healthy and unhealthy living, hobbies (shopping, eating out) focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

 

Half Term 2 - Sport, food, healthy and unhealthy living, hobbies (shopping, eating out)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Sport, food, healthy and unhealthy living, hobbies (shopping, eating out) focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

 

Half Term 3 - Travel and tourism, customs and festivals, home, neighbourhood, region and environment

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Travel and tourism, customs and festivals, home, neighbourhood, region and environment focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

 

Half Term 4 - Travel and tourism, customs and festivals, home, neighbourhood, region and environment, charity work, poverty and homelessness

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Travel and tourism, customs and festivals, home, neighbourhood, region and environment, charity work, poverty and homelessness focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

 

Half Term 5&6 - Exam preparation and revision

Year 12 sequence of lessons - Spanish

Subject

Half Term 1 

Half Term 2 

Half Term 3 

Half Term 4 

Half Term 5

Half Term 6

 

Modern and traditional values (Los valores tradicionales y modernos) 

 

Modern day idols (La influencia de los ídolos) 

 

Grammar

Modern and traditional values (Los valores tradicionales y modernos) 

 

Modern day idols (La influencia de los ídolos) 

 

Grammar

Cyberspace (El ciberespacio) 

 

Spanish regional identity (La identidad regional en España) 

 

Grammar

Cyberspace (El ciberespacio) 

 

Spanish regional identity (La identidad regional en España) 

 

Grammar

Equal rights (La igualdad de los sexos) 

 

Cultural heritage (El patrimonio cultural) 

 

Film study: El Laberinto del Fauno

 

Grammar

Equal rights (La igualdad de los sexos)

 

Cultural heritage (El patrimonio cultural) 

 

Film study: El Laberinto del Fauno

 

Literature: La Casa de Bernarda Alba

 

Grammar

Why we sequence the scheme of work this way

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

At this stage students have learnt enough vocabulary and grammar so that they can begin to critically study the film, el Laberinto del Fauno

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

At this stage students have learnt enough vocabulary and grammar so that they can begin to critically study the play, la Casa de Bernarda Alba

Year 13 sequence of lessons - Spanish

Subject

Half Term 1 

Half Term 2 

Half Term 3 

Half Term 4 

Half Term 5

Half Term 6

 

Immigration (La inmigración) 

 

Today’s youth, tomorrow’s citizens (Jóvenes de hoy, ciudadanos del mañana) 

 

Film study: El Laberinto del Fauno

 

Literature: La Casa de Bernarda Alba

 

Grammar

Racism (El racismo) 

 

Monarchies and dictatorships (Monarquías y dictaduras)

 

Film study: El Laberinto del Fauno

 

Literature: La Casa de Bernarda Alba

 

Grammar

Integration (La convivencia)

 

Popular movements (Movimientos populares)

 

Film study: El Laberinto del Fauno

 

Literature: La Casa de Bernarda Alba

 

Grammar

Consolidation and Exam preparation

Consolidation and Exam preparation

Consolidation and Exam preparation

Why we sequence the scheme of work this way

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

Students continue in depth study of the flim and play, developing their analytical skills.

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

Students continue in depth study of the flim and play developing their analytical skills.

Content from the AQA specification is divided by 2 teachers.

Students combine previous knowledge with new knowledge to continue to develop the skills of listening, speaking, reading, writing and translation.  Grammatical structures are interleaved throughout in order that students become accurate Spanish speakers and writers.

Students continue in depth study of the flim and play developing their analytical skills.

Revision of year 12 and 13 content and focus on explicit skill development in readiness for exams

Revision of year 12 and 13 content and focus on explicit skill development in readiness for exams

Revision of year 12 and 13 content and focus on explicit skill development in readiness for exams