KS4 MFL (Modern Foreign Languages)

Module 1 - My Studies/Life At School

Core declarative knowledge: What should students know?

  • To describe subjects, teachers, facilities, rules, uniform, timetable, extra-curricular, daily routine.
  • To make comparisons and justify opinions, for example about subjects, use of technology, teachers etc.
  • To know differences in the school system in UK and Spanish speaking countries.
  • To use the past tense to talk about primary school
  • Grammar:

    • Using a variety of negatives
    • Using the neuter article: lo
    • Using indefinite articles: cada, otro, todo, mismo, alguno
    • Using quantifying articles: muchos, varios, algunos, unos, pocos
    • Using impersonal verbs (se debe)
    • Using desde hace + present tense
    • Forming adverbs from adjectives (tristemente)
    • Forming and answering questions (key question words e.g. como/que/donde)
    • Form the imperfect tense

Core procedural knowledge: What should students be able to do?

  • Students will apply declarative knowledge to be able to answer the following questions:

    • What do you study? What’s your school like? What are the teachers/uniform like? What was your primary school like?
  • Students will apply knowledge to complete a GCSE Role Play assessment as well as translation and written tasks.
  • They will also use declarative knowledge to be able to successfully answer reading and listening comprehension tasks.

Links to prior learning (to be made explicit and tested)

  • Articles
  • Adjectival agreement
  • Comparatives/superlatives
  • Ordinal numbers e.g. segundo.tercero
  • Present tense conjugation and pronouns
  • Use of the infinitive
  • Vocab – days, dates, times, colours, clothes, sports, daily routine, technology , conjunctions
  • Pronunciation/phonics – e.g. vowels/double ll/j/v
Module 2 - Education, Post-16/Jobs, Career Choices & Ambitions

Core declarative knowledge: What should students know?

  • To use the future tense to explain job preferences – including charity work, gap year
  • To justify future plans (e.g. to help others/to earn money)
  • To use the past tense to give details on a part time job/work experience – when/where/pay/tasks/opinion of people and place
  • Grammar:

    • Using possessive adjectives
    • Using lo and lo que
    • Using tener phrases (tener la intencion/tener suerte)
    • Using the near future tense
    • Using the past tense (imp/pret)
    • Two-verb structures QUERER, TENER la intención de,ESPERAR, PENSAR,
    • IR a + infinitive
    • Subjunctive present after cuando (future meaning)

Core procedural knowledge: What should students be able to do?

  • Students will apply declarative knowledge to be able to answer the following questions:
  • What are you going to study next year? What are you going to do after your studies? What did you do on work experience?
  • Students will apply knowledge to complete a GCSE Writing, Listening and Reading paper.
  • They will be able to succeed in the writing paper with a good understanding of the markscheme (e.g. cover all bullet points/range of tenses and opinions)
  • They will use cognates, context and common sense to deal with unfamiliar language
  • They will apply common suffixes to work out unfamiliar language
  • They will be able to make deductions in reading and listening

Links to prior learning (to be made explicit and tested)

  • To give opinions, make comparisons and justify reasons.
  • To confidently use the present tense, including irregular verbs
  • Negatives, comparisons, superlatives and question words
Module 3 - Home, Town, Neighbourhood & Region

Core declarative knowledge: What should students know?

  • Explaining different types of houses and areas
  • Saying where things are in your house (furniture/rooms/floors)
  • Talking about ameneties in your area
  • Discussing advantages/disadvantages of living in countryside/city
  • Grammar:

    • Verbs – uses of ser and estar (focus on es/esta difference)
    • Negatives – ningun and ninguna
    • Agreement – feminine/masc nouns
    • Locative adverbials and prepositions”
    • Using al/a la and del/de la correctly
    • Using demonstrative adjectives and pronouns (este/ese/aquel)
    • Using possessive pronouns (Mio/tuyo/suyo – como es el tuyo?)
    • Applying previous knowledge of imperfect/conditional tense to this topic
    • Expressions of sequence (e.g. despues de)

Core procedural knowledge: What should students be able to do?

  • Students will apply declarative knowledge to be able to answer the following questions:

    • Where do you live? What is there in your area? Describe your house.
    • What are the benefits of living in the city?
  • Students will apply their knowledge into a GCSE Photo Card Speaking assessment as well as a Listening assessment.
  • Other skills they’ll be able to do:

    • Building on formulation of questions – include adonde/a quien/ en que etc.
    • Identifying different tenses in questions (como era tu pueblo hace veinte anos)
    • Listening for tenses using verbs and time phrases to spot the tense

Links to prior learning (to be made explicit and tested)

  • Meaning and use of hay
  • Recap of the position and agreement of adjectives
  • Recap lo bueno/malo de…
  • Recap quantifiers e.g. todo/cada/alguno
  • Recap question words
  • Recap key adjectives and forming negatives
  • Recap basic vocab – seasons, numbers, colours, nationalities
  • Meaning and use of mi(s) and tu(s)
  • Comparatives/Superlatives
  • Basic negations
Module 4 - Social Issues: Charity/Voluntary Work/Poverty/Homelessness/Environment

Core declarative knowledge: What should students know?

  • To describe the role of volunteering and describe opinions of supporting charities
  • To discuss poverty and homelessness
  • To describe environmental problems, what you are worried about and how to reduce, reuse, recyle.
  • To describe natural disasters (deforestation, forest fires..) and ways to help after a natural disaster.
  • Grammar:

    • Using reflexive constructions such as se debe, se puede + infinitive
    • Third person singular and plural

Core procedural knowledge: What should students be able to do?

  • Students will apply declarative knowledge to be able to answer the following questions:

    • What is the role of a volunteer? How do they support in international sporting events? What are common environmental problems? How can we help save the environment? What are common natural disasters? How can we help after a disaster?
  • Students will apply their knowledge into a GCSE Reading and Writing assessment
  • Other skills they’ll be able to do:

    • Apply strategies to approach unfamiliar language know to watch out for words that change the meaning e.g. poco
    • Understand the True/False/Not mentioned style questions

Links to prior learning (to be made explicit and tested)

  • Secure lexicon of infinitive verbs
  • Countries/areas
  • Se puede/se debe + infinitive
  • Expressions of sequence
  • Structures from M2 on Jobs e.g. espero trabajar/ayudar a los demas
  • Superlatives
Module 5 - Free Time: Sport/TV/Music/Cinema

Core declarative knowledge: What should students know?

  • To know a range of sports, music genres, books, TV programmes and types of films.
  • To give opinions, time frequency and weather
  • To describe free time activities in the past
  • Grammar:

    • Si clauses
    • Using the verb ‘soler’ in at least 2 tenses
    • Imperfect: in weather expressions with estar, hacer
    • Preterite tense

Core procedural knowledge: What should students be able to do?

  • Students will apply declarative knowledge to be able to answer the following questions:

    • What did you do last weekend? What is your favourite______? Why? How often do you…?
  • Students will apply their knowledge into a GCSE General Conversation Speaking and Listening Assessment.

Links to prior learning (to be made explicit and tested)

  • Vocabulary for Sports, Cinema and TV.
  • Secure knowledge of singular regular preterite formation (AR, ER, IR)
Module 6 - Customs & Festivals/Travel & Tourism

Core declarative knowledge: What should students know?

  • To describe a past holiday – destination, accomodation, weather, activities, local celebrations, what made it memorable/disastrous
  • To describe a range of special days/festivals/ events – what you usually do to celebrate and an example in the past
  • To explain the importance of holidays and describe future holidays and dream holidays
  • Grammar:

    • Preterite tense, including reflexive verbs
    • Using preterite and imperfect together.
    • To use si clauses e.g. si fuera posible
    • To develop understanding of perfect tense

Core procedural knowledge: What should students be able to do?

  • Students will apply declarative knowledge to be able to answer the following questions:

    • Where did you go last year on holiday? What was your most memorable holiday? What did you do? What didn’t go well? Why are holidays important?
    • What would be your dream holiday? How do you celebrate festivals/special days? What Spanish festival would you like to participate in?
  • Students will apply their knowledge into a GCSE Writing/Reading assessment
  • To apply knowledge to role play scenarios – hotel booking/complaints/directions/shopping etc.
  • Developing greater complexity in spoken and written accounts of past events or experiences (antes de/después de haber /mientras/desde hace/acabar de)

Links to prior learning (to be made explicit and tested)

  • Recap daily routine for holiday pupose and compare
  • Recap all tenses – Secure singular present, preterite and imperfect
    formation for regular and key irregular verbs
  • Recap weather phrases using hacer