Curriculum – Modern Foreign Languages

MFL Curriculum Aims

1. Provide Inclusive and Ambitious Challenge for All in MFL

We will ensure that every pupil is supported and challenged to learn, thrive and succeed in language learning, regardless of background, starting point or need.

• Design an inclusive MFL curriculum rooted in phonics, vocabulary and grammar, addressing barriers to language learning and ensuring equality of access for all pupils.
• Adapt teaching responsively through strong formative assessment so pupils keep up with core linguistic knowledge rather than catch up later.
• Regularly review and refine the MFL curriculum through evidence‑informed evaluation to ensure it remains ambitious, coherent and effective for all learners.
• Use Conti‑style sentence builders and modelling to ensure all pupils can access high‑quality input before attempting independent output.
• Provide highly scaffolded tasks that gradually reduce support, enabling every learner to progress from controlled practice to confident, autonomous communication.

2. Build Knowledge, Skills and Understanding in MFL

We will ensure pupils acquire secure, deep and meaningful linguistic knowledge that prepares them for future study, employment and life.

• Teach pupils the essential knowledge and disciplinary skills of language learning, including phonics, vocabulary, grammar and cultural understanding.
• Sequence learning coherently so pupils build cumulatively on prior knowledge, make connections across topics, tenses and text types, and retain and apply what they have learned over time.
• Develop pupils’ proficiency across listening, speaking, reading and writing so they can understand and communicate with increasing accuracy, fluency and spontaneity.
• Implement Conti’s “narrow‑but‑deep” approach, ensuring pupils master high‑frequency structures through extensive recycling before moving on.
• Use processing instruction and micro‑listening tasks to build automaticity, enabling pupils to manipulate language confidently and accurately.

3. Develop Literacy Across the Curriculum in MFL

We will prioritise literacy as a foundation for confident communication and academic success.

• Teach explicit phonics–grapheme correspondences, decoding strategies and structural grammar to strengthen reading fluency and comprehension.
• Use scaffolded reading approaches such as skimming, scanning, reconstructing jumbled texts and identifying equivalents across languages.
• Support writing through modelling, sentence starters, literacy mats and sentence‑expansion strategies.
• Introduce vocabulary in small, manageable sets and recycle it frequently to secure long‑term retention and confident use in all four skills.
• Apply Conti’s “input‑flood” and “input‑enhancement” strategies to expose pupils repeatedly to target structures in meaningful contexts.
• Use LAM (Listening‑As‑Modelling) and read‑along tasks to strengthen decoding, pronunciation and fluency before pupils attempt independent reading or writing.

4. Develop Numeracy Across the Curriculum in MFL

We will ensure pupils can apply and communicate mathematical understanding in another language.

• Embed numeracy through meaningful contexts such as numbers, dates, time, prices, quantities and simple statistics.
• Develop pupils’ ability to interpret and manipulate numerical information in listening and reading tasks.
• Provide opportunities to apply numeracy in real‑world scenarios such as timetables, shopping, surveys and travel planning.
• Strengthen pupils’ confidence in expressing numerical information accurately in speaking and writing.
• Use Conti‑style micro‑listening tasks involving numbers, prices and quantities to build accuracy and automaticity in high‑stakes contexts.
• Incorporate structured communicative tasks (e.g. information gaps) that require pupils to exchange numerical information using rehearsed and recycled language.

5. Establish the Value of Each Subject to the Individual, the World of Work and Society in MFL

We will ensure pupils understand the purpose and relevance of learning languages and how it connects to their future.

• Teach pupils the intrinsic value of languages as a discipline, including phonics, vocabulary, grammar and cultural knowledge.
• Equip pupils with the experiences and guidance needed to make informed, ambitious choices about further study, training and employment involving languages.
• Develop pupils’ character, values and global awareness through exposure to authentic texts, real‑world communication and intercultural understanding.
• Provide opportunities for pupils to develop existing talents and discover new ones across listening, speaking, reading and writing.
• Use Conti’s emphasis on fluency, spontaneity and real‑world communication to show pupils the practical value of languages beyond the classroom.
• Highlight how language learning builds transferable skills—memory, problem‑solving, resilience and adaptability—valued in modern workplaces.

6. Explore Ethical, Cultural and Moral Dimensions of Learning in MFL

• We will broaden pupils’ understanding of the world and their place within it.
• Explore ethical, cultural and moral dimensions of language learning through authentic materials, literary texts and intercultural encounters.
• Develop pupils’ understanding of contemporary global issues such as identity, migration, equality and the environment through the lens of another language.
• Enrich pupils’ horizons through trips abroad, enabling real linguistic immersion, spontaneous communication and first‑hand cultural experience.
• Foster empathy, respect and curiosity by helping pupils understand how language reflects cultural practices, social norms and shared values.
• Use Conti’s emphasis on meaningful communication to encourage pupils to engage thoughtfully with cultural differences and global perspectives.
• Provide structured pre‑trip and post‑trip learning sequences to maximise linguistic gains, cultural understanding and personal growth.

Knowledge & Skills

1. Curriculum Intent

Through our curriculum we will…

• Ignite a love of languages and foster curiosity about French‑ and Spanish‑speaking cultures worldwide.
• Deepen pupils’ understanding of the world and the Target Language (TL) culture.
• Develop secure linguistic knowledge through the three pillars of phonics, vocabulary and grammar.
• Enable pupils to express ideas clearly and confidently in another language across all four skills.
• Provide opportunities for pupils to communicate for practical purposes with increasing fluency and spontaneity.
• Equip students to understand, respond to and appreciate authentic spoken and written language.
• Improve accuracy in pronunciation and intonation through systematic phonics instruction and real‑life communication.
• Ensure pupils can write for different purposes and audiences using a range of grammatical structures (e.g., five tenses by the end of Year 9).
• Build strong foundations for learning further languages and pursuing future language study or work abroad.
• Promote literacy and numeracy where applicable, strengthening metalinguistic awareness.
• Help pupils understand how language works by exploring similarities and differences between English and the TL.
• Enable pupils to manipulate language creatively and apply it in new contexts.
• Equip pupils with the cultural capital and global awareness needed to succeed in life.
• Encourage appreciation and celebration of diverse cultures, fostering empathy, respect and global citizenship.

Cultural Capital

• Exposure to authentic cultural products (film, music, literature, festivals, traditions).
• Understanding of historical, geographical and social contexts of TL‑speaking countries.
• Awareness of global issues affecting Spanish‑ and French‑speaking communities.
• Development of intercultural competence: curiosity, openness, empathy and respect.
• Opportunities to engage with native speakers through trips, exchanges or virtual links.
• Knowledge of key cultural figures, movements and celebrations (e.g., Día de los Muertos, La Tomatina, Francophonie).
• Ability to compare cultural practices and reflect on identity and diversity.
• Building confidence to navigate multilingual, multicultural environments.

Transferable Skills

• Clear and confident communication.
• Problem‑solving through decoding and applying rules.
• Memory and retrieval strategies for long‑term retention.
• Collaboration through pair work, role‑play and group tasks.
• Independence via dictionary skills, self‑correction and redrafting.
• Resilience when tackling unfamiliar language or ambiguity.
• Critical thinking through pattern‑spotting and comparing languages.
• Organisation and revision planning.
• Creativity in manipulating language for new contexts.
• Confidence in public speaking and spontaneous interaction.

2. By the End of KS3

• Listen, speak, read and write confidently across three time frames (past, present, future).
• Communicate across six key themes: My Personal World, Media and Technology, Travel and Tourism, Studying and My Future, Lifestyle and Wellbeing, and My Neighbourhood.
• Apply phonics knowledge to decode and pronounce language accurately.
• Use high‑frequency vocabulary and core grammatical structures to build increasingly complex sentences.
• Write at varying lengths for different purposes and audiences.
• Engage with cultural opportunities such as visits, cinema trips, virtual exchanges and inclusive in‑school events.
• Explore careers linked to languages, recognising the value of multilingualism.
• Strengthen literacy in both English and the TL through grammar comparison.
• Work collaboratively and independently, developing resilience and problem‑solving skills.
• Build a positive mindset towards language learning.
• Benefit from spaced retrieval and recycling of key structures.
• Develop the foundational knowledge required for KS4.

KS3: Grammatical Tenses Covered

• Present tense (regular, irregular, stem‑changing).
• Near future tense (ir + a + infinitive).
• Preterite tense (regular and key irregulars).
• Imperfect tense (introductory use).
• Simple future tense (regular and common irregulars).
• Present continuous (ongoing actions).

KS3: Grammatical Moods Introduced

• Imperative (simple commands).
• Subjunctive (recognition) in set phrases (es importante que, quiero que).
• Conditional (recognition) for polite requests.

3. By the End of KS4

• Demonstrate secure knowledge of phonics, vocabulary and grammar across all four skills.
• Complete Edexcel GCSE Spanish tasks confidently: dictation, read‑aloud, listening, reading, translation, role‑play, photocard, extended writing.
• Manipulate language across multiple time frames and express justified opinions.
• Communicate with increasing fluency, spontaneity and accuracy.
• Understand and respond to a wide range of authentic texts.
• Write for different purposes using a broad range of structures.
• Deepen understanding of citizenship, identity, global issues and personal responsibility.
• Develop respect, tolerance and empathy through cultural engagement.
• Participate in cultural experiences, including trips abroad.
• Gain the cultural capital and transferable skills needed for future study and employment.
• Leave KS4 equipped to study languages further or work internationally.

KS4: Grammatical Tenses Consolidated

• Present
• Preterite
• Imperfect
• Near future
• Simple future
• Conditional
• Present continuous
• Pluperfect

KS4: Grammatical Moods Consolidated

• Indicative across all tenses.
• Imperative (affirmative and negative).
• Subjunctive (common triggers: wishes, recommendations, doubt, purpose).
• Conditional (hypotheses, politeness, future‑in‑the‑past).

Topic	Introducing Oneself	Introducing Oneself   and   School Life	School Life	Free Time	Free Time   and   Where I Live	Where I Live
Year 8 curriculum
	HT1	HT2	HT3	HT4	HT5	HT6
Topic	Relationships and routine	Relationships and  Routine   and   My Town	My Town	Holidays	Holidays   and   Future Aspirations	Future Aspirations
Year 9 curriculum
	HT1	HT2	HT3	HT4	HT5	HT6
Topic	Who am I?	Who am I?	School Life	School Life	Holidays	Holidays

KS4 

Details of specification

Exam Board: Edexcel https://qualifications.pearson.com/en/subjects/languages.html     Your child’s abilities will be assessed across the four main areas of language learning – Listening, Speaking, Reading and Writing. These assessments will all take place in the sixth term of their GCSE studies.

Year 10 Spanish
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Free Time and Personal Interests	Holidays	My people and my physical and online world	My Diet and Lifestyle	School and E1 Preparation (Synoptic)	E1, Feedback and Consolidation, Speaking Prep

Year 11 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	School and Future Aspirations	The Environment	My Town and City	Speaking Skills and GCSE Exam Preparation	GCSE Exam Preparation	GCSE Exam Preparation

French

Year 7 curriculum
	HT1	HT2	HT3	HT4	HT5	HT6
Topic	Introducing Oneself	Introducing Oneself   and   School Life	School Life	Free Time	Free Time   and   Holidays	Holidays
Year 8 curriculum
	HT1	HT2	HT3	HT4	HT5	HT6
Topic	Media and technology	Media and technology   and   Past holidays	Past holidays	My identity	My identity   and   My house	My house
Year 9 curriculum
	HT1	HT2	HT3	HT4	HT5	HT6
Topic	Who am I?	Who am I?	Health	Future aspirations	Future aspirations and Holidays	Holidays

Year 10
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Free time and online world	My people: family and friends	School	My Diet and Lifestyle	Holidays and E1 Preparation (synoptic)	E1, Feedback and Consolidation, Speaking Prep

Year 11 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	The environment	My town	Future aspirations	Speaking Skills and GCSE Exam Preparation	GCSE Exam Preparation	GCSE Exam Preparation

RHSE in MFL

The MFL curriculum contributes to Relationships, Health and Social Education (RHSE) by developing pupils’ communication skills, cultural awareness, understanding of identity, and ability to navigate relationships and digital spaces safely. Our curriculum is explicitly planned using ALL, King’s College London and Oxford Language Centre decolonisation frameworks, ensuring pupils encounter fair, accurate and culturally responsible representations of Spanish‑ and French‑speaking communities. We review all materials term by term to ensure language, images, facts and figures remain current, inclusive and representative. We do not pit one Spanish‑ or French‑speaking country above another, nor do we perpetuate outdated assumptions about wealth, crime or quality of life. Cultural capital lessons explore realities responsibly using up‑to‑date, bias‑aware sources.

Year 7

RHSE begins with identity, family and friendships. Pupils learn to describe themselves and others, supporting self‑esteem, respectful communication and early understanding of diversity. They encounter varied family structures and identities across global Francophone and Hispanophone communities, presented through fair, accurate and culturally responsible materials reviewed each term. Pupils begin to understand personal boundaries, kindness and respectful interactions through pair work, role‑play and collaborative speaking tasks. Early digital behaviour is introduced through vocabulary linked to technology, helping pupils recognise safe online habits such as protecting personal information and communicating respectfully.

Year 8

Topics such as holidays, town, daily routine and relationships deepen pupils’ understanding of independence, safety and social interaction. Pupils learn vocabulary linked to feelings, preferences and personal wellbeing, supporting emotional literacy. Cultural content is checked termly to ensure depictions of communities, traditions and social norms are accurate and inclusive. Digital behaviour becomes more explicit: pupils learn to describe online activities, discuss screen time, and express opinions about social media. Teachers use these contexts to reinforce RHSE principles around safe messaging, avoiding harmful content, recognising trustworthy sources, and understanding the impact of online behaviour on relationships and wellbeing.

Year 9

Pupils revisit identity, relationships and future aspirations with greater maturity. Authentic texts introduce themes such as friendship dynamics, peer pressure, equality and personal goals. We review resources every term to ensure portrayals of gender roles, family expectations and social issues are fair, accurate and culturally responsible, avoiding stereotypes. Digital behaviour becomes a significant RHSE strand: pupils learn vocabulary for online identity, cyberbullying, digital footprints, privacy settings, and responsible communication. They explore how social media influences relationships, self‑image and wellbeing, comparing UK experiences with those in Spanish‑ and French‑speaking countries. All content is taught factually and age‑appropriately.

Year 10

GCSE themes include lifestyle, diet, wellbeing, online life, relationships and social media. Pearson Edexcel’s inclusive reforms ensure representation of all sexualities, gender identities, religions, ethnicities and family structures, supporting RHSE aims around inclusion, respect and diversity. Pupils learn to express opinions about healthy living, digital safety, relationships and personal choices. Termly audits ensure materials discussing relationships, identity, gender, sexuality and wellbeing remain accurate, inclusive and culturally responsible. Digital behaviour is explored in depth: pupils analyse online risks, misinformation, unhealthy digital habits, respectful online communication, consent in digital spaces, and the consequences of sharing personal content.

Year 11

Pupils study environment, social issues, future aspirations and personal identity. They analyse global challenges such as inequality, migration, community support and wellbeing using up‑to‑date, fair and culturally responsible sources reviewed each term. RHSE themes are reinforced through exam‑style tasks requiring pupils to discuss relationships, personal goals, pressures, responsibilities and future plans. Digital behaviour is revisited at a mature level: pupils discuss online safety, digital citizenship, managing stress linked to technology, evaluating online information critically, and maintaining healthy digital boundaries. Exam preparation builds resilience, organisation and coping strategies, supporting RHSE aims around managing stress, independence and emotional wellbeing.

CITIZENSHIP IN MFL

Citizenship is woven throughout Modern Foreign Languages by developing pupils’ understanding of identity, diversity, equality, community and global responsibility. Our curriculum is explicitly shaped by ALL, King’s College London and Oxford Language Centre decolonisation frameworks, ensuring pupils encounter fair, accurate and culturally responsible representations of Spanish‑ and French‑speaking communities. We review all materials term by term to ensure that language, images, facts and figures remain current, inclusive and representative, avoiding Eurocentric hierarchies and outdated assumptions about wealth, crime or quality of life. Cultural capital lessons explore realities responsibly using up‑to‑date, bias‑aware sources.

Year 7

Citizenship begins with identity, family and school life. Pupils encounter a wide range of Francophone and Hispanophone communities, learning that languages exist far beyond Europe and are shaped by diverse histories, cultures and societies. Termly reviews ensure pupils see accurate depictions of varied family structures, social norms and community life, helping them develop early intercultural awareness and respect for difference. Pupils begin to understand how communities function, how individuals contribute to shared spaces, and how cultural practices shape everyday life.

Year 8

Themes such as holidays, town, daily routine and relationships deepen pupils’ understanding of community, belonging and social responsibility. Pupils compare how societies organise public spaces, celebrate traditions and interact socially, always through fair and culturally responsible materials. They learn how different communities respond to local needs, traditions and challenges, and how citizenship is expressed through participation, respect and shared values. Termly audits ensure festivals, traditions and social practices are represented accurately and sensitively, avoiding stereotypes or outdated narratives.

Year 9

Pupils examine identity, diversity and equality through authentic texts and cultural materials. They explore fairness, representation, stereotypes and social issues, guided by decolonisation principles that foreground non‑dominant voices and challenge simplistic portrayals of global communities. Pupils learn how language shapes perspectives and how communities respond to issues such as migration, discrimination, education and opportunity. All materials are reviewed each term to ensure they remain current, balanced and representative. Pupils begin to understand global citizenship as a shared responsibility rooted in empathy, critical thinking and cultural awareness.

Year 10

GCSE themes such as charity work, healthy living, social media, environmental issues and community support deepen pupils’ understanding of citizenship. Pearson Edexcel’s inclusive reforms ensure representation of LGBTQ+ identities, varied family structures, multiple ethnicities and diverse lived experiences, supporting pupils to recognise equality, fairness and human rights as global values. Termly audits ensure social issues are presented accurately, sensitively and responsibly, avoiding outdated assumptions or biased narratives. Pupils learn how communities address social challenges and how individuals contribute to collective wellbeing.

Year 11

Pupils explore global issues such as climate change, migration, inequality, community action and future aspirations. Cultural capital lessons use up‑to‑date, fair and culturally responsible sources, reviewed each term to maintain accuracy. Pupils learn to evaluate global challenges critically, understand differing cultural perspectives and recognise their own role as emerging global citizens. Trips and immersion experiences reinforce active citizenship by enabling pupils to participate respectfully and confidently in multilingual, multicultural environments.

BRITISH VALUES IN MFL

British Values are embedded throughout the MFL curriculum through the study of language, culture and global perspectives. Pupils develop respect for others, appreciation of diversity, confidence in expressing their views and an understanding of how different societies and communities function. Our curriculum is shaped by ALL, King’s College London and Oxford Language Centre decolonisation frameworks, ensuring pupils encounter fair, accurate and culturally responsible representations of French- and Spanish-speaking communities. Materials are reviewed regularly to ensure they remain current, inclusive and representative.

Year 7
Through topics such as identity, family, school and hobbies, pupils learn to express opinions, listen to others and communicate respectfully. They encounter a range of family structures, traditions and lifestyles from across the Francophone and Hispanophone worlds, developing respect for different perspectives and experiences. Classroom routines promote fairness, responsibility and participation.

Year 8
Topics including holidays, local area, daily routine and relationships help pupils explore how communities operate in different cultural contexts. Collaborative speaking and discussion activities encourage pupils to contribute ideas, consider alternative viewpoints and work constructively with others. Cultural comparisons build appreciation of diversity and shared human experiences.

Year 9
Pupils engage with themes of identity, equality, diversity and representation through authentic texts and cultural content. They learn to recognise and challenge stereotypes, consider different viewpoints and discuss social issues respectfully. Learning encourages critical thinking, empathy and an appreciation of inclusion within diverse societies.

Year 10
GCSE topics such as social media, healthy living, charity work and environmental issues provide opportunities to explore rights, responsibilities and active participation in society. Pupils encounter a wide range of cultures, identities and experiences, developing their understanding of fairness, equality and community responsibility. They also consider respectful communication and responsible decision-making in digital spaces.Year 11
Through topics including migration, climate change, inequality and future aspirations, pupils evaluate differing viewpoints and develop informed opinions on contemporary issues. They learn to engage thoughtfully with complex global challenges while respecting perspectives that may differ from their own. Cultural enrichment opportunities further develop pupils’ confidence in interacting with diverse communities and preparing them for life in a multicultural society.

Sample Scheme of Work