Modern Foreign Languages

 
Subject philosophy  

The Faculty of Modern Foreign Languages is committed to the promotion of language learning, encompassing not only linguistic skills but also an awareness of the culture of the countries where the language is spoken.  This mirrors the aims and principles of the English National Curriculum at Key Stage 2 and Key Stage 3, the Cambridge IGCSE diploma for French and Mandarin, the Edexcel GCSE diploma for Spanish and French beginners at Key Stage 4 and the IB diploma at Key Stage 5.  It also seeks to equip students with the skills necessary to utilise their language skills outside of the School context.

 

The aims of the MFL Faculty are to:

 

• give students a taste and love for languages as early as Year 3,
• build on the literacy hour and framework for language teaching, which students are familiar with,
• seek links with other curriculum areas,
• gradually build up students’ active and passive vocabulary in their additional or foreign languages,
• vary teaching methods in order to best meet the needs of the various learning styles,                             
• reinforce key skills such as Numeracy and Literacy in the MFL context i.e. number games and the teaching of grammar,
• offer a supportive and motivational environment for language learning,
• endeavour to offer authenticity to language learning through penpals and               exchanges,
• develop the ability to use the language effectively for purposes of practical communication within the country of residence, where appropriate, and in all the countries where the language is spoken,
• form a sound base of the skills, language and attitudes required for further study, work and leisure,
• offer insights into the culture and civilisation of the countries where the language is spoken – this may include literature where appropriate,
• encourage fuller integration into the local community, where relevant,
• develop a fuller awareness of the nature of language and language learning,
• encourage positive attitudes toward foreign language learning and towards speakers of foreign languages and a sympathetic approach to other cultures and civilisations,
• provide enjoyment and intellectual stimulation,
• complement other areas of study by encouraging skills of a more general application (e.g. analysis, memorising, drawing of inferences).

 

 

Furthermore, the Faculty, in line with The British School Manila’s Mission and Vision, commits itself to provide for the emotional, creative and intellectual needs of all students by:
 

• encouraging students to think independently, acquire problem solving skills through the teaching of grammar, become team players through group work and become aware of a global society through exchanges with students of different backgrounds and the teaching of topics relevant to current issues, especially at IB Diploma level,
• encouraging students to set their own goals,
• encouraging students to reflect on their own learning styles,
• promoting the values of respect, honesty and kindness in the Faculty and encouraging students to think about their own cultures as well as those of others through comparisons between the target languages’ cultures and their own.

 

The Faculty also aims to provide a broad, balanced and challenging curriculum by teaching three languages at all levels of the senior school and two languages in the primary school.  The Faculty also offers a varied programme of extra-curricular activities to provide students with the opportunity to learn languages which are not on offer on the curriculum.

 

     
         
Curriculum overview

Key Stage 3

Languages are compulsory at Key Stage 3, and students choose to study French, Mandarin or Spanish.  MFL are taught for three lessons per week in mixed ability groups.

The Department follows an adapted form of the English National Curriculum and is based on its four key concepts: linguistic competence, knowledge about language, creativity and intercultural understanding.
 
All students are assured varied lessons with homework activities set accordingly.
 
The Programme of Study involves:

 

• acquiring knowledge and understanding of the target language: principles and inter-relationship of sounds and writing; the developing language skills: listening for details and gist; pronunciation and intonation; asking and answering questions; initiating and developing conversations; adapting language to different contexts; dealing with the unpredictable; skimming and scanning texts; summarising and reporting; redrafting writings to improve its accuracy,
• developing language learning skills: techniques for memorising vocabulary; using contexts and clues to interpret meanings; use of other languages to deduct meaning of target language; using dictionaries or other references; developing independence in learning and using TL,
• developing cultural awareness: working with authentic material; communicating with native speakers ; considering and comparing cultures; considering and comparing personal experiences and perspectives,
• developing knowledge skills and understanding: communicating in the TL in pairs and groups and with teachers; using everyday event for spontaneous speech; expressing and discussing personal feelings and opinions; producing and responding to different types of spoken and written language; using a wide range of resources for accessing and communicating information;  using language creatively and imaginatively; listening and reading or viewing for personal enjoyment as well as information; using the language for real purposes.

The key themes addressed in each year are:

French

	Term 1a	Term 1b	Term 2a	Term 2b	Term 3a	Term 3b
Year 7	In the classroom   Alphabet Greetings Age Numbers Date Countries and nationalities Concept of verb forms in French	Family members     Physical descriptions Personality description     Christmas   traditions and festivities	Higher numbers Where you live   Rooms in the house   Furniture in your bedroom	Household chores    Telling the time   School subjects and opinions Talking about your school day	Sports and hobbies   Adverbs of frequency   The weather	Revision and preparation for exams
Year 8	Places in town   Use of prepositions   Giving directions (The imperative)   modal verbs pouvoir, devoir, vouloir   Daily routine	Food and menus   Quantities   The perfect tense and activities you did, what you ate etc.	Ordinal numbers   Using the imperative   Places in town   Giving directions   The immediate future	Invitations to go out   Possible excuses for refusing   The immediate future and suggestions (modal verbs)   Fashion   Describing what you wear.	Going to a foreign country   An exchange in France   Body parts and ailments	Revision and preparation for exams
Year 9	Different types of towns   Activities you can do in towns and the countryside   French speaking countries   The environment	Healthy eating Healthy living   Advice to stay healthy   Old habits and what has changed (use of the imperfect tense vs. perfect)	Talking about the media   Understanding the news   Travelling abroad   An exchange with a French family	Le Petit Nicolas   Reading for pleasure   Making a video in French based on a story.	IGCSE Writing skills   Creative writing	Revision and preparation for exams

 

Spanish 

	Term 1a	Term 1b	Term 2a	Term 2b	Term 3a	Term 3b
Year 7	Introduction Age Numbers	Nationality           Animals           Preferences   Family Physical description	School subjects Opinions	Where you live(house and bedroom)	Sports and hobbies. The weather	Holidays Describing your town.
Year 8	Holidays	Health Food	Past holidays	Exchange visit Daily objects	School life Education	Transports
Year 9	Past holidays School life	shopping	Transports Communications	Fiestas	At home	Environment

Mandarin

	Term 1a	Term 1b	Term 2a	Term 2b	Term 3a	Term 3b
Year 7	Introduction Five greetings     Numbers     dates     surname and first name     Nationalities     Where do you live?     Classroom language (1)           Knowledge of Chinese characters and phonetics	Family members   Have or don’t have   Who is he/she?   Age   Year grade   Working or not   Measure words Classroom language (2)         Chinese characters Part (1) (2) (3)	Countries Continents     Which countries have you been to? What     Where are you born in?     Particle “guo”     Classroom language (3)     Chinese character part (4)       Phonetics:j,q, x Chinese New Year activity	Official languages and dialects     What language can you speak?     Want or don’t want     Prepositional phrases: in the word       character part (5) (6) Phonetics: z, c,s and zh, ch, sh	Occupations     Types of jobs     Like or dislikes     Workplaces     Where does he work?     Measure words     “jia”     characters part (7) (8) (9)	Chinese characters: part 10, 11 12     Revision and preparation for Final exams
Year 8	Transportations   How do you go to school     /to work     Telling Times     Comparison     Structures: from- to-     first, then --     -- or --?	Colors and clothings   Types of clothing and accessories     school uniforms     measure words           Reading and Research:     Chinese paintings and painters	Weather in four different seasons   seasonal outfits   Reading and Research: Panda   kite Four seasons and seasonal activities in different countries	School calendar school terms and holiday arrangement     Summer holiday     Winter holiday     Length of time       Project :     Plan a holiday     abroad	Hobbies     Music, sport and paintings     Describing action     Frequency     Duration of time     Complex structures (1)     Reading and research:     Three main Chinese festivals and activities	Telling times   Daily routines     Revision and preparation for Final exam
Year 9	School life     School subjects      and timetable     -like or dislike and reason why     School Exams     Complex structures (2) Reading and research:     Chinese tea,     The Yangtze River and Yellow river ;     Beijing opera	School campus           School building and facilities     Location direction     and school layout     Reading and Research     Confucius     The four great inventions     The forbidden city	Telephone calls     Ask for phone number     Make a call     Receive a call     Leave a message     Take a message     Pass a phone message	Health and fitness     Body parts     Appearance description     Illness     Seeing doctors     Being hospitalized     Chinese idioms and Stories (1)	The international world     Currencies and exchange rates     living expenses in China and in other countries     Chinese breakfast and  that of western     Chinese idioms and Stories (2)	Chinese idioms and Stories (4)           Revision and preparation for Final exams

Assessment

At the start of the year, students are given a copy of the BSM level descriptors and teachers explain their relevance.  These also give students an idea of where they should be by the end of the school year.

All students complete end of unit assessments produced in accordance with BSM levels which can be adapted by the teacher to ensure testing is effective for students of all abilities.

•    Students do not receive grades for homework or classwork, instead, they receive comments on what they achieved and how to improve their work.
•    Students are given the equivalence to 1-7 scale.
•    All pieces of work which count towards half term assessment receive both a percentage + level.
•    Students are given grades for their formal summative assessment so that they can always understand the level they are working at.


Key Stage 4

In Key Stage 4, students are required to choose a language.  Each language follows a different course.

French

In French the Cambridge IGCSE syllabus is followed.  This syllabus covers the topics studied at Key Stage 3 in more detail and aims to build on these.  The course also comprises new topics and internationalism is a very important part of it, opening students to the idea of working with others in different parts of the world.  The course develops certain issues more in depth and students will learn to discuss things and even debate them, in French!

What is covered?

There are five areas of study and each of them comprises a number of topics:

•    Area A Everyday activities - home life and school; food, health and fitness,
•    Area B Personal and social life - self, family and personal relationships; holidays and special occasions,
•    Area C The world around us - home town and local area; natural and made environment; people, places and customs,
•    Area D The world of work - continuing education; careers and employment; language and communication in the work place,
•    Area E The international world - tourism at home and abroad; life in other countries and communities; world events and issues.

Assessment

Students will be tested at the end of the two-year course.  According to their ability, they will follow the core (grades C to G) or the extended course (grades A* to G).

French beginners

A Beginners course is available in Year 10 for students who join the School in the year with little or no French language experience. 

In this course, the Edexcel short course specification is followed.  This course is aimed at students who have very little or no experience of the language.

The aims of the course are to enable students to develop:

 

• an understanding of French in a variety of contexts,
• a knowledge of French vocabulary and structures,
• transferable language learning skills,
• the ability to communicate effectively in French,
• an awareness and understanding of countries and communities where French is spoken.

 

What is the structure of the course?

The Edexcel GCSE short course consists of four units based on the following skills: speaking, listening, reading and writing.

Students will be examined in two units, either speaking and listening or reading and writing.  It is possible to amalgamate results from the two short courses to form a GCSE.

What is covered?

For the speaking and writing units students will focus on one or more of the following broad themes:

 

• Media and Culture (music / films/ reading),
• Sport and Leisure (interests/ sporting events/ lifestyle choices),
• Travel and Tourism (holidays/ accommodation/ food and drink),
• Business work and employment. (work experience/ part-time jobs).

 

For the listening and reading units students will be expected to become familiar with the following topic areas:

• Out and About (weather/ accommodation/ local amenities/ public transport/ directions),
• Customer Service and Transactions (cafes/ restaurants/ shops/ dealing with problems),
• Personal Information (general interest/ leisure activities/ family and friends/ lifestyle),
• Future Plans, Education and Work (school and college/ Internet language /job advertisements/ job applications and CV’s/ work experience).
  

 

Assessment

Students will be assessed in Unit 1 (Listening and Understanding in French) and Unit 2 (Speaking in French) OR in Unit 3 (Reading and Understanding in French) and Unit 4 (Writing in French).

The weighting of each unit is as follows:

GCSE Short Course        GCSE


Unit 1 (listening)                 40%             20%
Unit 2 (speaking)                60%             30%
Unit 3 (reading)                  40%             20%
Unit 4 (writing)                  60%              30%


The listening and reading units will be externally assessed.
The speaking and writing units will be internally assessed.

The decision as to which units students will be assessed in will be made after the mock examinations in Year 11.

Mandarin

In Mandarin, the Cambridge IGCSE syllabus is followed.  This syllabus covers the topics studied at Key Stage 3 in more detail and aims to build on these.  The course also comprises new topics and internationalism is a very important part of it, opening students to the idea of working with others in different parts of the world.  The course develops certain issues more in depth and students will learn to discuss things and even debate them, in Mandarin!

What is covered?

There are five areas of study and each of them comprises a number of topics:

 

• Area A Everyday activities - home life and school; food, health and fitness,
• Area B Personal and social life - self, family and personal relationships; holidays and special occasions,
• Area C The world around us - home town and local area; natural and made environment; people, places and customs,
• Area D The world of work - continuing education; careers and employment; language and communication in the work place,
• Area E The international world - tourism at home and abroad; life in other countries and communities; world events and issues.

 

 

Assessment

Students will be tested at the end of the two-year course.  According to their ability, they will follow the core (grades C to G) or the extended course (grades A* to G).

Spanish

In Spanish, the Edexcel GCSE syllabus is followed.  This syllabus is suitable for students who have followed a Key Stage 3 course.  It develops certain issues more in depth and students will learn to discuss things and even debate them, in Spanish!

What is covered?

There are five areas of study and each of them comprises a number of topics:
Area A Everyday activities - home life and school; food, health and fitness,
Area B Personal and social life - self, family and personal relationships; holidays and special occasions,
Area C The world around us - home town and local area; natural and made environment; people, places and customs,
Area D The world of work - continuing education; careers and employment; language and communication in the work place,
Area E The international world - tourism at home and abroad; life in other countries and communities; world events and issues.

     
Assessment
Students will be tested at the end of the two-year course.  According to their ability, they will follow the Foundation (grades C to G) or the Higher course (grades A* to G).

Assessment for all Key Stage 4 students:

All students are given a copy of the (I)GCSE assessment criteria at the start of the year.  They are constantly reminded of these.

Students complete half-termly assessments across all four skills areas.  They produce regular pieces of coursework in Spanish which are assessed against GCSE criteria and also complete past papers which are graded according to the (I)GCSE criteria.

Students receive a percentage grade for their work and/or a (I)GCSE grade where appropriate as well as an effort grade for their homework.
 
IB Diploma

Group 2, Second Language (Language B)

French Language HL and SL
Spanish Language HL and SL
Mandarin Language HL and SL

For students with 2 to 5 years previous language experience

 

 

Students focus on developing their language skills (listening, reading, writing, speaking) to meet IB requirements.  A full range of texts will be used, and a varied range of classroom activities will take place.  By the end of the school year, students will be expected to have a good knowledge of the target language and to be familiar with the French, Mandarin or Spanish speaking world.
The general objectives of Higher Level (HL) and Standard Level (SL) are essentially the same.        

Objectives

After finishing the course, students will be able to show a basic level of proficiency in the four skills of listening, reading, writing and speaking through authentic materials in the target language.  Students will be able to:

 

 

• communicate clearly and effectively in a wide range of situations,
• understand and use accurately oral and written forms of the language that are essential for effective communication in a range of style and situations.
• express ideas clearly and fluently,
• understand and analyse moderately complex written and spoken material,
• show an awareness of, and sensitivity to, some elements of the culture of the countries where the language is spoken.

 

 Process and assessment

The course will be taught at both Higher Level and Standard Level in accordance with the recommended teaching hours of IB, 240 hours and 150 hours, respectively.  Topics are the same for Higher and Standard Levels but the difficulty of the texts and the work expected from the students will be different.

There is a final exam for each level.  Both consist of a written exam (70%) and an oral exam (30%).

The course considers a number of different areas of study, such as social attitudes and values; relationships between individuals; the individual and the family; the group, the community and the nation; language communities; and social and political change.

The culture represented by the language within an international context will be considered and will examine such matters as environmental destruction and protection, human beings and the animal world, technical and scientific development, peace and human rights as well as globalisation.

Group 2, Second Language (French ab initio)

French ab initio, SL

For students wishing to learn a new language

The focus of the ab initio course is on ‘real’ communication.  The students will be provided with a series of thematic units which will allow them to cope in a number of everyday life situations in a French speaking country.  A wide range of activities will allow students to practice the four skills – listening, reading, writing and speaking.  By the end of the course, students will have acquired a general competence in French.  Moreover, they will be more aware of the cultural differences that can be found between the countries where the target language is spoken and the rest of the world.

Objectives

The course aims to:

 

• develop the students' oral and written skills in order to deal with everyday needs in the language,
• introduce students to the culture of countries where the language is spoken,
• provide a general foundation in the language so that students will be able to move on to advance studies in the future,
• stimulate the students intellectually,
• encourage a positive attitude towards learning the language.

 

After finishing the course, the students will be able to show a basic level of proficiency in the four skills of listening, reading, writing and speaking through authentic materials in the target language.  Students will be able to:
 

• understand spoken French: basic questions and instructions,
• hold ordinary conversation about daily life,
• understand short written passages,
• have a better understanding of cultural aspects of French-speaking countries and people.

 

Assessment

The course will be taught in accordance with the recommended teaching of 150 hours.  There are seven different topics.  Assessment is in the form of a text based and written exams (70%) and an oral (30%).


Time allocation

Year	Number of lessons per week
7	3	Languages are compulsory at Key Stage 3
8	3
9	3
10	3	Languages are compulsory at GCSE level
11	3
12	3-5	Languages are compulsory at IB Diploma level HL

Policy on students with additional languages

The MFL Faculty aims to promote the use of all languages.  As far as possible, the Faculty will encourage students with an additional language to take an examination in that language through obtaining past papers for the students to practise, helping the student to find a tutor who could also be an examiner for the oral exam and entering them for the exam when the student is ready.


Visits, trips, linguistic and cultural exchanges

Developing cultural awareness

At primary and senior school levels, students will be taught about different countries and cultures by:

• working with authentic materials in the target language,
• where possible, communicating with native speakers,
• considering their own culture and comparing it with the cultures of the countries and communities where the target considering the experiences and perspectives of people in these countries and communities.

   
The MFL Faculty at The British School Manila emphasises the importance of the cultural aspects of languages.  The Faculty tries to develop pen friend exchanges with France and linguistic and cultural links with the French School in Manila.

• Year 9 have regular letter correspondence with a class of French students in Paris.
• IB students regularly go to the French School in Manila to develop some linguistic and cultural links with the students there.
• IB students participate in the French B international film festival organised by Philippe Durant.
• The MFL Faculty is organising European trips for the next academic year with the opportunity to communicate with native speakers and discover a different culture and way of life.

 

  Literacy Policy for MFL

The MFL Faculty is committed to the improvement of literacy standards and aims to implement the following, when appropriate, in order to improve reading, writing, speaking and listening skills, not only in the target language but also in the mother tongue:

develop the use of key words and key phrases,
equip students with strategies to aid comprehension and their active command of the foreign language,
correct faulty grammar and/or pronunciation,
students should be able to sustain a conversation in at least one foreign language (to varying degrees of complexity).

These are achieved by:

displaying key words in all MFL classrooms,
providing students at all levels with a sheet outlining classroom vocabulary and feedback terminology in the foreign languages,
both at primary and senior school levels, key words and phrases are tested regularly with as much focus on mistakes in the MFL as the mother tongue.  Marks can also be awarded when students use key words correctly spelt and in the right context,
providing senior students a list of the abbreviations used in marking in the target language with an explanation and a translation to English,
encouraging students to participate in class discussions, explaining their answers in complete sentences,
where appropriate, writing frames and sentence starters will be used to encourage thoughtful, extended pieces of writing.


Numeracy Policy for MFL

The MFL Department is committed to the improvement of Numeracy standards and aims to implement the following when appropriate, in order to equip students with good number skills in the MFL but also to consolidate mental arithmetic work, as established in Maths lessons.

• To teach students to count in the MFL,
• To enhance students’ mental arithmetic through the medium of the MFL,
• To ensure students are able to discuss/ understand the timings of events and other such variables with numbers, e.g. telephone numbers.

   
These are achieved by:

• displaying numbers are displayed in all MFL classrooms,
• teaching students numbers early on in their MFL teaching,
• reviewing and recycling numbers regularly (date, page numbers etc.).

   
Assessment, Recording and Marking Policy

One of the purposes of assessment is to inform the students of where they have been successful, where they need to improve, why and how to reach the next stage of learning.

Assessment needs to be based upon clearly defined learning objectives, which are understood in advance by the student.  Assessment should be diagnostic, supportive and reflect the assessment criteria.  In this way assessment becomes a motivating force and a way of celebrating achievement, whilst giving clear guidance to the student on how to make further progress.

Recording procedures 

It is important to keep accurate records of work marked and assessments given for many reasons including:

• to identify and monitor student progress,
• to ensure that a full and balanced curriculum is being received by all students,
• standardisation, moderation and setting,
• reporting information concerning students’ progress to the students themselves,  colleagues and parents,
• to monitor the effectiveness of the Faculty’s teaching, inform future teaching and review Schemes of Work and curriculum planning.

   
Ways in which these are achieved:

• Each teacher keeps a record of all homework / tests results in their own markbook,
• Each subject (language) has a folder called ‘recording’ where results of end of unit or end of year assessments showing students’ achievement in the four skills and BSM level and grades are recorded.  These folders are accessible by all teachers in the Faculty as well as SMMT.

   
Monitoring, enhancing student progress and target-setting: assessment
procedures:

Ways in which assessment is carried out across the key stages

• Teachers write the objectives of the lesson on the board at the start of each lesson and review them at the end of the lesson,
• Regular in class assessment of oral work-in pairs and groups.  Oral feedback is given on this and targets are set,
• All students complete listening, reading and writing tests including vocabulary and grammar regularly - these are given a mark and comments when appropriate.  Re-tests are done for those who do not achieve at least half of the total possible marks,
• Common marking policy in students’ books - grades given for both attainment and effort, a comment is written with a target (Target language or English at the teachers’ discretion).  Students have had the marking policy explained and are aware of what the grades mean.