Key Stage 3 Co-Ordinator:
Ms Miriam Page
All pupils learn French at KS3 for two periods a week. There is no setting in MFL and all groups are mixed ability but work is differentiated.
Some pupils at the end of year 8 will choose to study one Language French or Turkish encouraged to continue to AS/A2 (AQA).
Our aim is to equip pupils not only with a wide range of vocabulary, but also with an understanding of how a Language is constructed so that they can begin to use it creatively and independently during KS3, building upon and extending this skill at KS4 and A level. There is a strong cultural awareness element embodied in our work which is delivered through the main curriculum and through extra-curricular activities
All lessons must be based on the curriculum map designed for the teaching group.
In order to maintain consistency of teaching across the groups , one member of staff will be responsible to produce a set of lesson for each week including a do it now task ‘ maintenant’, the date the weather and LO ,a grammar point, drilling of vocabulary, practice of the 5 skills and a differentiated homework with a mark scheme including a WWW and EBI feedback through a tick list. Lessons must be available the week before so teachers can adapt the resource to their group ppt template is available on the shared area under the correct group and week.
The skills are described and included in the curriculum map of each year group.
Teachers must promote them every lesson. At the end of each half-term student must have their record sheet signed when they have meet the criteria over a period of time.
Books, files and marking
Pupils KS3 are issued with exercise books at the beginning of each year and are expected to keep them in a neat, graffiti-free condition throughout the year. Sixth form students are to provide their own files and dividers and are similarly instructed on how to organise them.
Pupils are expected to bring all books and files to every lesson. Exercise books are usually collected in on a weekly basis, although at particularly busy or disrupted times of year this may be less frequent. Work is marked in accordance with the whole school ‘effort and achievement grades marking ‘ policy.
All work in files and exercise books should be headed with the date/weather in target language and title/objective. Students must complete the ‘do it now/ maintenant activity’ as per school policy. It is important that pupils keep a record of all the work they complete to give a sense of progression and to aid revision. This does not mean that every speaking activity must be duplicated in writing but each one should be noted in some way. For example, it may be a waste of precious lesson time to write out a heading, date and set of answers for a listening task that will result in pupils having pages of ‘1=c, 2=f, 3=b’ lists in their books. Instead pupils could write a short sentence describing an activity, either as a plenary activity or as prep: ‘Listening exercise p32, practised key structure je suis, tu es, il est’; ‘We made role plays on buying food in a café based on the dialogue p75. The best 5 words I learnt are…’
Assessment, reporting and target setting
Formal assessment takes place regularly throughout the year in accordance with curriculum map. Results should be recorded on the appropriate spreadsheet in the ‘assessment’ folder in the Faculty shared area folder. Students will need to complete new target sheets after each assessment.
Informal assessment (grammar and vocabulary tests etc.) should be conducted regularly and at the class teachers’ discretion.
KS3 pupils have two allocated homework fortnightly. It is the normal expectation that at least one homework per fortnight will be used for formal written work, the other for vocabulary or grammar learning, reading, informal writing, or other appropriate tasks. There is some flexibility, according to circumstances. In the earliest stages of learning a language, for example, written assignments may be considered less productive.