Students studying French GCSE will explore a wide variety of themes and topics which will build on their knowledge and skills acquired during KS3. The specification covers six distinct thematic. These contexts apply to all 4 skills (Listening, Speaking, Reading and Writing) which are used throughout the course. Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/communities where French is spoken.
| Pedagogy | Enrichment | Other general principles |
| Our pedagogy is underpinned by: Expert subject knowledge and a passion for languages. The nurturing of a ‘can do’ attitude towards language learning, built through the minimisation of cognitive load (less is more), and scaffolding the understanding and the production of language via the extensive use of worked examples across a wide range of contexts. The regular recycling and retrieval of high frequency vocabulary, verbs and structures across as many techniques as possible to support the storing of knowledge in the long term memory. Meticulous planning and careful sequencing when teaching a skill, for example a particular grammar point and anticipation of possible misconceptions allowing for planned intervention. The creation of a learning environment where pupils feel confident to make errors and learn how to move on from these. The use of low stake assessment opportunities which allow for systematic and effective checking of understanding throughout a single lesson or a sequence of lessons. Interventions that are timely, planned and effective which follow Trust wide common assessments | Providing opportunities to correspond with speakers of the foreign language and where possible to visit the country where the language is spoken in order to use the language and experience the culture (For example, a Paris Trip). Exploring appropriate authentic materials to enrich language learning (songs, stories, literary extracts and audio-visual materials). Acknowledging festivals, traditions and customs which are relevant to the countries where the target language is spoken. The annual celebration of the European day of Languages to support diversity and culture. Giving pupils who have an ability to speak another language other than English the support and encouragement to sit an external examination in this language. Offering twilight/holiday sessions to encourage pupils to show independence and ‘to go the extra mile’ in their learning. Access to a foreign language assistant to foster interest and enthusiasm in the foreign language. | Learn within a coherent and progressive framework. Explore the breadth and depth of the national curriculum in languages. Foster enjoyment and independence through the teaching of new skills across a wide range of contexts. Become aware of the advantages that learning a language can offer both in their personal and working lives. Understand what they are doing well and what they need to do to improve. Build on their understanding of the importance of British Values, including democracy, the rule of law, individual liberty, tolerance and respect. Improve their spiritual, social, moral and cultural understanding. Develop their character, including resilience, confidence and independence, so that they contribute positively to the life of the school, their local community and the wider environment. |
