St Joseph’s R.C. High School

and Sports College

St Joseph’s RC High School is committed to safeguarding and promoting the welfare of children and young people, and expects all staff and volunteers to share this commitment.

Modern Languages

KS3 Syllabus

KS4 Syllabus

Staff Views


“They were all filled with the Holy Spirit and began to speak different languages as the Spirit gave them power to express themselves.” Acts 2: 4-6


The Department of Modern Languages is made up of a dedicated team of staff who are highly dedicated to their subject area.  Qualifications are offered up to GCSE Level in French and Spanish.  Students are encouraged to develop their independent learning and develop skills and abilities to compare foreign languages with the English language to allow fluent and comprehensive conversation and knowledge to be transferred and retained now and in the future.


We have a Curriculum Area Leader for Modern Foreign Languages who is supported by a team of 2 Teaching Staff.  The faculty is based in the Yates Building.


The Department is dedicated to providing first class teaching to our students.  As part of their Modern Foreign Languages policy, they believe that their arms are:

– To assist students in the development of their ability to understand and use language effectively;

– To provide a positive & stimulating learning experience which may then encourage students to pursue language learning outside and beyond the classroom;

– To develop greater awareness of the benefits of foreign language ability in the workplace, travel & socially;

– To develop students’ cultural awareness;

– To encourage tolerance and acceptance of others;

– To promote the acquisition of transferable language learning skills;

– To encourage language learning through the use of new technologies (eg. VLE, IWB, MP3, etc.)



Introduction, Main Body and Plenary

MFL staff prepare & deliver ‘4 part’ lessons with each lesson having a Starter, Introduction, Main Body and Plenary. Each lesson staff share the Learning Objective with students by displaying it on the board and encouraging students to work out its relevance for the lesson. The Learning Objective is the key starting point for the lesson and helps focus students’ attention on their aims and outcomes for each lesson.


The purpose of the Starter, Introduction, Main Body and Plenary is listed below:


Starter activities

The aim of the Starter activity is to fully engage pupils from the beginning of the lesson and to enable a clear and productive start to the lesson. It often form part of a sequence of lessons and may refer back to the previous lesson as a form of recap. Alternatively they may ‘set the scene’ and act as a prelude to what pupils are about to learn.



The introduction is a key part of the lesson as it provides an opportunity for staff and pupils to discuss in detail the Learning Objective; to identify any potential barriers to achieving this objective; and to discuss ways in which any barriers can be overcome. It helps to inform pupils and to focus minds on the task ahead.


Main Body of the Lesson

The main body of the lesson is where the bulk of the learning takes place. This is where students learn new language – and includes presentation of new language; repetition and high levels of pupil involvement; listening, spelling, reading and writing activities.


Plenary Activities

The purpose of a plenary activity is to enable pupils to crystallise, understand and remember what they have learned. The plenary also refers back to the learning objective and provides an opportunity for whole class and individual reflection and discussion of what has been learned. Plenary activities also provide the teacher with an opportunity to assess the learning that has taken place and to plan future lessons accordingly.


Homework Policy

Homework is a vital part of the learning process and is used to extend and consolidate the teaching and learning that has taken place in class. The format of homework tasks employed by the subject teacher is dependant upon the topic being studied and the ability level of the pupils:


Written Tasks

For example Worksheets / Question & Answer Tasks / Essays / Role Play Preparation, etc.

Pupils will be increasingly encouraged to develop their use of ICT when completing MFL homework (eg. Microsoft Word / PowerPoint / Publisher, etc)


Learning Tasks

For example, weekly vocabulary tests/ Irregular verb tests / Revision for formal assessment, etc.

Pupils will be tested weekly. Please assist your child by checking that revision for tests is taking place and, if possible, by practising the vocabulary at home with your child;


Pupils’ test results will be recorded on a weekly basis and will be available for parents to view at Parents’ Evenings. Should you require feedback before your child’s Parent’s Evening, please contact the subject teacher via the main school office;


Opportunity will be provided for pupils to retake tests if they fail to achieve a satisfactory result in class.


Extra support will be available for pupils with Additional Learning Needs, assessing comprehension, rather than spellings via match-up activities.


Reading Tasks

For example, comprehension activities – using authentic materials or traditional worksheet resources / Reading Scheme activities – using departmental reading books or magazines, past GCSE papers, etc.


Research Homeworks

Pupils may be asked to conduct research relating to a cultural aspect of French or Spanish life; a famous French or Spanish person, etc.