Modern Foreign Languages.

At Holywell School, our vision is to inspire a lifelong interest in languages and cultures, enabling all pupils to develop the knowledge, confidence and independence to communicate effectively in French or German.

We believe that learning a foreign language broadens horizons, develops cultural awareness and opens doors to further education, employment and experiences beyond the classroom.

Our Modern Foreign Languages curriculum is ambitious, inclusive and carefully sequenced. It is designed to ensure that all pupils, regardless of their starting points, acquire secure foundations in language learning and progressively develop their ability to understand and communicate in another language.

Our curriculum is underpinned by the principles of Language-Driven Pedagogy (LDP), placing phonics, vocabulary and grammar at the heart of language learning.

Through a cumulative and research-informed approach, we aim to develop pupils who can:

• Understand and produce spoken and written language with increasing accuracy, fluency and independence.
• Apply their knowledge of phonics, vocabulary and grammar to familiar and unfamiliar contexts.
• Develop confidence and enjoyment in learning a foreign language.
• Appreciate the diversity of cultures, traditions and perspectives across French- and German-speaking communities.
• Build the linguistic foundations necessary for continued language learning and success at GCSE and beyond.

All pupils study French or German as part of our core curriculum, with opportunities to explore an additional language through our Options structure.

Our Approach to Teaching Languages

At Holywell School, we use the Language-Driven Pedagogy (LDP) schemes of work to deliver a carefully sequenced, knowledge-rich Modern Foreign Languages curriculum.

Our approach is based on the understanding that successful language learning requires pupils to develop secure knowledge of how a language sounds, the words it uses and how those words are combined to communicate meaning.

Rather than teaching language as a series of isolated topics or memorised phrases, our curriculum systematically builds pupils' linguistic knowledge, enabling them to understand and create an increasingly wide range of sentences independently.

Our curriculum is structured around three essential and interconnected strands.

Phonics

Pupils develop a systematic understanding of the relationship between sounds and spelling in French or German.

Through explicit teaching and regular practice, pupils learn to recognise, pronounce and transcribe sounds accurately. This enables them to approach unfamiliar vocabulary with greater confidence and supports their development in listening, speaking, reading and writing.

Vocabulary

Pupils are taught carefully selected, frequently occurring vocabulary that provides a foundation for effective communication.

New vocabulary is introduced systematically and revisited regularly, allowing pupils to strengthen their recall and apply familiar language in increasingly varied contexts.

By developing secure knowledge of high-frequency words, pupils become less reliant on memorised responses and increasingly able to express their own ideas.

Grammar

Pupils develop an understanding of how language works through the explicit and progressive teaching of grammatical structures.

They learn to recognise patterns, manipulate language and construct sentences with increasing accuracy and complexity.

Grammar is introduced in manageable steps and revisited throughout the curriculum, allowing pupils to build on existing knowledge and communicate more independently.

A Carefully Sequenced Curriculum

Our LDP schemes of work ensure that learning is cumulative, with new knowledge building upon what pupils have previously been taught.

Phonics, vocabulary and grammar are integrated throughout the curriculum rather than taught as disconnected elements.

Lessons provide opportunities for explicit instruction, modelling, guided practice, retrieval and independent application.

Listening, speaking, reading and writing are developed through regular, purposeful practice, enabling pupils to apply their linguistic knowledge across different contexts.

This approach supports pupils in moving from recognising and reproducing familiar language towards understanding and generating increasingly complex language independently.

Assessment

Assessment is an integral part of teaching and learning in Modern Foreign Languages.

Our approach focuses on assessing the specific phonics, vocabulary and grammatical knowledge that pupils have been taught.

Formative assessment takes place regularly through questioning, retrieval activities, listening and reading tasks, and opportunities for spoken and written production. This enables teachers to check understanding, identify misconceptions and adapt teaching accordingly.

Summative assessment provides opportunities for pupils to demonstrate their growing knowledge and ability to apply language independently across listening, speaking, reading and writing.

Assessment is cumulative, reflecting the carefully sequenced nature of our curriculum and helping teachers identify where further practice, reinforcement or challenge may be required.

Our aim is not simply to assess how much language pupils can recall, but how securely they understand and can apply their linguistic knowledge.

Inclusion and Equal Opportunities

We are committed to ensuring that all pupils can access, enjoy and succeed in learning a foreign language.

Our carefully structured curriculum supports pupils through explicit instruction, manageable learning steps, regular practice and opportunities to revisit previously taught knowledge.

We aim to provide appropriate support and challenge so that pupils with different starting points and learning needs can make progress and develop confidence.

Through language learning, we also encourage pupils to challenge stereotypes, appreciate cultural diversity and develop positive attitudes towards people from different backgrounds.

Cultural Understanding and Enrichment

Cultural understanding is an important aspect of our MFL curriculum.

Through their study of French or German, pupils gain insights into the lives, traditions, celebrations and perspectives of people in countries where these languages are spoken.

We aim to develop pupils' curiosity about the wider world and encourage them to recognise both similarities and differences between cultures.

Enrichment opportunities further support pupils' enthusiasm for languages and help them recognise the relevance of language learning beyond the classroom.

Curriculum Progression

Key Stage 2 – Building the Foundations

At Key Stage 2, pupils begin developing the essential linguistic knowledge required to learn French or German successfully.

Our LDP approach establishes secure foundations in phonics, high-frequency vocabulary and fundamental grammatical structures.

Pupils learn how sounds relate to written language, acquire frequently used words and begin combining these words to understand and produce simple sentences.

Through carefully sequenced activities, pupils develop confidence in listening, speaking, reading and writing.

Regular opportunities for retrieval and practice help secure their learning and prepare them for the next stage of language development.

Alongside their linguistic development, pupils are introduced to aspects of French- and German-speaking cultures, fostering curiosity and enthusiasm for language learning.

By the end of Key Stage 2, we aim for pupils to have developed a secure foundation of linguistic knowledge that they can build upon confidently in Key Stage 3.

Key Stage 3 – Developing Knowledge and Independence

At Key Stage 3, pupils continue studying their chosen language, building directly upon the knowledge developed at Key Stage 2.

The curriculum systematically extends pupils' understanding of phonics, vocabulary and grammar, enabling them to understand and produce increasingly complex language.

Previously taught knowledge is regularly revisited and combined with new learning to strengthen long-term retention and develop fluency.

Pupils become increasingly confident in manipulating grammatical structures, expressing ideas and applying their knowledge across a wider range of contexts.

Through listening, speaking, reading and writing, pupils develop greater accuracy, independence and flexibility in their use of language.

Cultural learning continues to deepen their understanding of French- and German-speaking communities.

By the end of Key Stage 3, we aim for pupils to have developed a substantial and secure foundation of linguistic knowledge, preparing them for the increased demands of GCSE study.

Key Stage 4 – Applying and Extending Linguistic Knowledge

At Key Stage 4, pupils build upon the phonics, vocabulary and grammar acquired during earlier key stages as they prepare for the Edexcel GCSE French or German examinations.

Our approach remains focused on the cumulative development of linguistic knowledge, with pupils learning to apply familiar and increasingly sophisticated language across the contexts required by the GCSE specification.

Pupils extend their knowledge of vocabulary and grammatical structures, developing the accuracy, range and independence required to communicate effectively.

The GCSE themes provide meaningful contexts in which pupils apply their linguistic knowledge rather than simply learning lists of topic-specific phrases.

These themes include:

• My personal world
• Lifestyle and wellbeing
• My neighbourhood
• Media and technology
• Studying and my future
• Travel and tourism

Through regular practice and retrieval, pupils consolidate previously taught knowledge while developing the ability to understand and respond to increasingly demanding spoken and written material.

Pupils are encouraged to use their knowledge flexibly and independently, expressing opinions, describing experiences and communicating ideas with growing sophistication.

Our aim is for pupils to leave Key Stage 4 as confident, capable language learners equipped for further study, employment and communication in an increasingly interconnected world.

Edexcel GCSE French and German

GCSE French

What is GCSE French?

Knowledge of French is not just another GCSE grade – it is a concrete and demonstrable life skill, like being able to drive a car or touch-type, and it is a skill highly-valued by employers. French is spoken on five continents, in over 40 countries, including two G8 countries, it’s one of the six official languages of the UN, and it’s one of the most common languages found on the Internet. Studying French will not only develop your language skills, it will improve your social skills, expand your cultural knowledge, and allow you to experience a sense of achievement.

What skills will I develop?

GCSE French teaches you communication skills, adaptability and cultural awareness. Learning how to interact with speakers of another language means you are less likely to be stuck in one mode of thinking.  It can help you see things from a range of perspectives, develop your problem-solving skills, and make you more adaptable, resourceful and creative. Learning French, you will develop language-learning skills both for immediate use and to prepare you for further language study and use in school, higher education or employment.

What syllabus will I follow?

We follow the Edexcel syllabus for French. The objective of the Edexcel course is to enable pupils of all abilities to develop their confidence and language skills in a variety of contexts.

What will the course look like?

Assessment is set in the context of these themes.

• My personal world
• Lifestyle and wellbeing
• My neighbourhood
• Media and technology
• Studying and my future
• Travel and tourism

How will I be assessed?

The course is 100% final exam and each skill area (listening, speaking, reading and writing) will be worth 25%. Skills are assessed at Foundation (grades 1-5) or Higher Tier (grades 4-9).

What jobs or further courses of study might this lead to?

There are many opportunities to travel or work with organisations abroad where some knowledge of French is a clear advantage: interpreter, teacher, translator, journalist, sales executive, marketing executive, tour manager, editor to name but a few!

The range of combined degrees and further education courses involving French is limitless – from accountancy to theatre studies with French. Many universities even offer funding for students to continue or extend their French knowledge by travelling or working abroad during the long vacations

If I need additional support, what can I access?

It is extremely important for pupils to have access to a bilingual dictionary and/or reference material on the internet to assist them with language homework. Revision guides are also available and class teachers will inform you about support sessions.

GCSE German

What is GCSE German?

Knowledge of German is not just another GCSE grade – it is a concrete and demonstrable life skill, like being able to drive a car or touch-type, and it is a skill highly-valued by employers. Germany remains the largest single export market for British goods outside of the USA, and Europe's largest economy – with a GDP of more than €3.5 trillion – continues to defy the Eurozone downturn. With three German-speaking countries, it is also Europe’s second most-spoken language. With this in mind, it's no surprise that UK companies want to hire employees who know their umlauts from their eszetts. Studying German will not only develop your language skills, but it will also improve your social skills, expand your cultural knowledge, and allow you to experience a sense of achievement.

What skills will I develop?

GCSE German teaches you communication skills, adaptability and cultural awareness. Learning how to interact with speakers of another language means you are less likely to be stuck in one mode of thinking.  It can help you see things from a range of perspectives, develop your problem-solving skills, and make you more adaptable, resourceful and creative. You should develop language-learning skills both for immediate use and to prepare you for further language study and use in school, higher education or employment.

What syllabus will I follow?

We follow the Edexcel syllabus for German. The objective of the Edexcel course is to enable pupils of all abilities to develop their confidence and language skills in a variety of contexts.

What will the course look like?

Assessment is set in the context of these themes.

• My personal world
• Lifestyle and wellbeing
• My neighbourhood
• Media and technology
• Studying and my future
• Travel and tourism

How will I be assessed?

The course is 100% final exam and each skill area (listening, speaking, reading and writing) will be worth 25%. Skills are assessed at Foundation (grades 1-5) or Higher Tier (grades 4-9). The use of dictionaries is not permitted in any exam.

What jobs or further courses of study might this lead to?

There are many opportunities to travel or work with organisations abroad where some knowledge of German is a clear advantage: interpreter, teacher, translator, journalist, sales executive, marketing executive, tour manager, editor to name but a few!

The range of combined degrees and further education courses involving German is limitless e.g. law, music, philosophy, history or English could all be combined with German. Many universities even offer funding for students to continue or extend their German knowledge by travelling or working abroad during the long vacations.

If I need additional support, what can I access?

You should have access to a bilingual dictionary, either online or in a paper version, at home. Your class teacher will inform you about revision guides and about support sessions offered.

Department Members

Mrs D Morey – MFL Subject Leader

Mrs L Nowak Boccard - French Teacher