Languages
Intent
The study of Modern Foreign Languages offers both linguistic and cultural enrichment, introducing students to new languages and global perspectives. This exposure fosters a sense of international awareness and nurtures skills for global citizenship. By pursuing a GCSE in a modern foreign language, students enhance their confidence and competence in communicating with native speakers, as well as expand their understanding of diverse cultures and worldviews.
Throughout the course, vocabulary and essential phrases are explicitly taught across all year groups, with increasing complexity in language and grammatical structures as students' progress. At Tavistock College, we offer both French and Spanish.
Further information
Key Stage 3
When students arrive in Year 7, they will be allocated either French or Spanish and continue with this language until Year 9, or beyond if they opt to study a language. During Key Stage 3, students have three hours a fortnight. Students will:
- Reinforce foundational language knowledge acquired in Key Stage 2, focusing on pronunciation (phonics), essential vocabulary, grammar basics, and practical communication using the sentence-builder approach.
- Engage with a wide range of themes and grammatical concepts that enable them to express their ideas in the target language.
- Draw comparisons between their native language and the foreign language, developing an appreciation for other cultures.
- Reach their full learning potential through adaptive teaching methods that offer appropriate levels of challenge and support. Students use a sentence builder booklet every lesson which offers scaffolding and stretch whilst promoting independence.
Key Stage 4
At GCSE level, students receive six hours a fortnight. Students continue to:
- Build upon the skills and topics introduced in Key Stage 3, revisiting and extending them to achieve greater fluency and grammatical accuracy.
- Deepen their linguistic understanding by exploring how language functions and by expanding their vocabulary, allowing for independent use of the language in more complex and varied situations.
- Prepare thoroughly for their final assessments through targeted practice of exam skills.
Key Stage 5
At KS5, in their ten hours of lessons, students deepen their language skills and cultural understanding through the study of authentic texts, films, and contemporary issues, while developing fluency and independence.
- Study advanced grammar, vocabulary, and real-world topics including politics, society, and culture.
- Complete an Individual Research Project (IRP) on a subject of their choice.
- Study a book and a film in the target language in depth.
- Build confidence for university, careers, and international opportunities.
Vocabulary development
In every year group, vocabulary, key phrases, and grammar are explicitly taught. The complexity of language grows incrementally as students advance through the curriculum. Each unit includes a clear overview outlining:
- The key knowledge and vocabulary students will acquire
- The purpose of the unit
- Assessment methods
- How the content connects to previous learning and supports future topics
Curriculum Plans
Curriculum time allocation
KS3 - 3 hours a fortnight
KS4 - 6 hours a fortnight (option)
KS5 - 10 hours a fortnight (option)
SEND Learner Experience in Languages
Planning - NEED TO REDO
When planning lessons, we use all SEND information documents available; Individual Learning Plans, EHCP documents and reading age scores to ensure a sound knowledge of individuals' needs and that appropriate resources are used to support learning. The seating plan is carefully organised and a class plan is completed for every class.
Work scrutiny is used to prioritise students with SEND and assess how effectively progress is being made. If not, we make reasonable adjustments to their experience based on the information we hold and liaise with the SENDCo where appropriate.
When planning our schemes of work, we ensure that we create a curriculum in which there is a clear revisiting of topics, subjects or themes throughout the course. This ensures a deepening of skills and knowledge, with each successive encounter building on the previous one.
- Retrievals used to reinforce learning
- Clear learning journey with ‘know it, link it, say it’
- Explicit teaching of vocabulary
- Explicit modelling using guided practice
- Time for deliberate practice.
Before each lesson - REDO
We ensure that each class has a set seating plan for their lesson to enable us to identify SEND students and deliver timely support.
Moreover, directorate meetings have a standing SEND point on the agenda where discussions take place to identify and plan for individual needs.
Entry routine - REDO
We welcome the students into the classroom, using thresholding, ensuring all students feel recognised. We use routine and procedure to establish common expectations, e.g the retrieval task is always on the board or, where appropriate, printed out and on desks.
During teaching
We use the Tavistock College Charter to ensure consistency of experience.
Resources are created to ensure all students can access the lesson.
'3,2,1, STAR behaviours’ and tracking are used to ensure all students understand and engage with the task.
We pre-warn students when we are about to cold-call for questions.
After each lesson
We use the evidence seen in student books to inform our planning of the next lesson.
After each assessment
We use the evidence seen in student work to inform our planning of the next lesson. We have a reteach lesson where misconceptions and common errors are clarified and explained.
Data analysis includes a focus on SEND students.
Reading and literacy in Languages
Subject contact
Tracy Mcaulay