Modern Foreign Languages

“If you talk to a man in a language he understands, that goes to his head. If you talk to a man in his language, that goes to his heart”

Nelson Mandela
Brief Introduction

Meet the team

Overview of KS3

Overview of KS4

Quotes from students

Enrichment opportunities

Examples of outstanding work

Welcome to the Languages department, where we teach French at present, but hope to offer another language soon as we are growing and becoming more popular. We offer students challenges to deepen their knowledge of language and expand their appreciation of different cultures. We provide varied interests through collaborative activities that range from Listening, Reading, Writing, Speaking and Translating. We expose students to grammar, authentic texts, poetry, songs...etc No surprise that employers value these skills, as our students will grow in confidence and develop their communication skills!

The team consists of 2 language teachers:
Mrs. N Harris-Jukes – Director of Languages
Mr. Y Berland – Head of Modern Foreign Languages

In years 7 and 8, we study a range of subjects that allow students to express their opinions on relevant topics such as likes, dislikes, personal introduction...etc

In year 9, we prepare students for GCSE 9-1 AQA.

“I really enjoyed doing French GCSE. The lessons were always very active and I felt I have learnt loads over the last 2 years.”
“GCSE French has increased my confidence. It can be a challenge but we always got support”

Students are invited to attend enrichment sessions after school. There is also a French, and more recently a combined humanities trip abroad on offer to students in Years 9 and 10.

Come to room 21, where you can see film reviews and work from past students.

“Many employers nowadays expect to recruit people who have practical skills in understanding and in speaking and writing foreign languages”

The Guide to Languages and Careers

Overview of KS3

Throughout Key Stage 3, we aim to build on the language skills that students have learnt throughout Key Stage 2. We develop students listening, speaking, reading and writing skills together with actively promoting cultural awareness. We utilise a wide variety of authentic resources, including video and podcasts, together with online resources to support student learning.


Overview of KS4


(Years 9/10/11)


Theme 1

Theme 2

Theme 3

Identity & Culture

Local, national, international & global areas of interest

Current & future study and employment



Topics being  studied:

Topic 1:

Me, my family and friends

·         Relationships with family and friends

·         Marriage/partnership

Topic 1:

Home, town, neighbourhood and region


Topic 1:

My studies



Topic 2:

Technology in everyday life

·         Social media


Topic 2:

Social issues:

·         Charity/voluntary work

·         Healthy/unhealthy living

Topic 2:

Life at school/college



Topic 3:

Free-time activities:

·         Music

·         Cinema and TV

·         Food and eating out

·         Sport

Topic 3:

Global issues:

·         The environment

·         Poverty/homelessness


Topic 3:

 Education post-16



Topic 4:

 Customs and festivals in French-speaking countries/communities


Topic 4:

Travel and tourism


Topic 4:

Jobs, career choices and ambitions




Help is at hand!  Please encourage your son or daughter to attend intervention sessions. The aim of the classes is to improve the quality of students’ French speaking and writing by additional practice in pairs and teacher support; help with homework or additional reinforcement of vocabulary and/or grammar points. Students will be given the opportunity to attend additional revision sessions after school.

Our Resources:

It is vital that students learn vocabulary and practise the skills of reading and listening and writing regularly. Speaking is the hardest skill to practise independently and we will focus on this in class.

Students are encouraged to work independently on the following resources: : students have a username and password for this website and can practise learning all the vocabulary for GCSE – they should practise at least 30 minutes a week. You can check their score when they are on-line at home. : a website full of fun interactive activities based on the topics we study. : students have access to the digital textbook we use in class and can use a huge wealth of resources, interactive and worksheets, as well as listening materials.

I recommend that students look at what we have done in class after or before each lesson in order to consolidate the vocabulary and structures learnt in lessons.


How can you help your Son or Daughter:

GCSE French requires lots of independent practice. The following list represents a list of ‘top tips’, collated from past students and from my own teaching experience.  Please encourage your son or daughter to try as many of these as possible - you will be able to help improve their spoken and written French by working with them on some of the exercises below, even though you may not know much French yourself.


·         Preparing for a few minutes every day is much better than cramming at the last minute – this technique won’t work in a foreign language. ‘Little and often’ is definitely the best strategy.

·         Write ‘sound effect’ revision cards to help you pronounce language correctly.

·         Write a list of key words or phrases on post-it notes, display them prominently and use them to test yourself regularly.

·         Think of unusual or quirky ways of remembering words or sounds, e.g. “le meilleur” (the French word for ‘the best’) sounds like ‘Mayor’…who likes to be the best etc. etc.

·         Rank phrases according to difficulty: spend more time on the language which needs more practice.

·         Write the first letter of each word of a particularly impressive phrase on paper and try to say it in full – this could work for paragraphs of text/speech also.

·         Work with a partner, to help each other with written accuracy or pronunciation.

·         In speaking work, use ‘lead in’ words (e.g. “par exemple…” or “en plus…”) to link and expand your language.

·         When revising a bank of answers to questions, practise the answer to the first question first, then questions one and two, then questions one, two and three etc. in order to build up a bank of answers.

·         Focus on the formation of tenses (past, present and future) and opinions/reasons to achieve at least a Grade 4

Course Organisation:

GCSE Grades 9-1


What is assessed?

Understanding and responding to different types of spoken language

  How it is assessed?

Written exam: 35 minutes  (Foundation Tier), 45 minutes (Higher Tier)


Foundation and Higher Tier

Section A – questions in English, to be answered in English or non-verbally

Section B – questions in French, to be answered in French or non-verbally


What is assessed?

Communicating and interacting effectively in speech for a variety of purposes

How it is assessed?

7–9 minutes (Foundation Tier) + preparation time

10–12 minutes (Higher Tier) + preparation time


The format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the Photo card and different stimulus materials for the Role-play.


What is assessed?

Understanding and responding to different types of written language

How it is assessed?

 Written exam: 45 minutes (Foundation Tier),

1 hour (Higher Tier)


Foundation and Higher Tier  Section A – questions in English, to be answered in English or non-verbally

Section B – questions in French, to be answered in French or non-verbally 

Section C – translation from French into English (a minimum of 35 words for Foundation Tier and 50 words for Higher Tier)


What is assessed?

Communicating effectively in writing for a variety of purposes

 How it is assessed?

Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)


Question 1 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions

Question 2 – open-ended writing task (student responds to two compulsory detailed bullet points, producing approximately 150 words in total) – there is a choice from two questions

Question 3 – translation from English into French (minimum 50 words)