AWA MFL Curriculum Principles

Intent Statement:

All young people develop a love of language learning.

Implementation Key Principles:

  • Knowledge and skills have been mapped out, going backwards, starting from A-Level and going back to A1 assessment in Y7
  • Pair talk is practiced in all lessons, starting from Y7
  • Weekly vocab tests help promote resilience in students
  • Curriculum is adapted to support SEND students
  • Content is rich, relevant and reflective of the diverse world in which we live
  • Learning is sequenced to enable young people to develop knowledge and skills
  • Literacy is explicitly delivered across the curriculum
  • Learning is adapted to support the specific needs of individuals
  • A sustainable approach is supported through the curriculum
  • Resilience is promoted for students by frequent (low stakes) assessment to inform teachin

In classrooms, this may look like:

  • Students talking in the target language
  • Whole class reading work to support literacy and improve pronunciation
  • Reading gap fill activities are the pedagogical decision taken to support targeted SEN students
  • Carefully planned shared schema, developed by experts and tailored by teachers to meet the needs of teaching groups
  • DO NOW tasks drawing on prior learning
  • Signature strategies used for Checking Understanding, such as Show Call, Show Me, Intentional Monitoring
  • Shared literacy and reading strategies in place, such as Inside Outside Beyond and whole class reading work
  • Precise pedagogical decisions made for students with additional needs (EHCP, SEND K, PSP, Behavioural, PA) including additional adults, alternative resources or outcomes, seating arrangements, precise deployment of signature strategies
  • Teaching which alters according to student understanding demonstrated both from assessment points and within lessons

In work produced, this may look like:

  • Y10 and Y11 group engaged in weekly/daily exam-style content
  • Regular feedback, which addresses knowledge or skills gaps
  • Opportunities for conscious practise by students (reteach episodes, ‘fix-it’ sessions, revision)
  • Opportunities for self and peer assessment, engaging with success criteria
  • As relevant to Key Stage, opportunities to engage with exam-style content
  • Home learning will promote digital literacy in line with school strategy

For students, this experience may include:

  • Opportunities to experience the cultural side of the language; trips abroad; taster lessons with food specialties of the language studied.
  • Consistent staffing in lessons with teachers who know them and similar learning journeys across year groups
  • Regular opportunities to engage with feedback on progress (parents’ evenings, progress grades, reports, assessment feedback, in-class feedback, marking)
  • A clear sense of the curriculum journey leading to CEIAG – how can you pursue this field of study? What might it lead you to?
  • Where students are taught by professionals at the start of their career, they can expect additional adults in classes supporting through a range of strategies (live coaching, learning walks, observations, team teaching)

Impact Key Principles

In evaluating the impact of our curriculum, we will consider:

  • Outcomes data, such as A level and BTEC Results, GCSE results, Additional qualifications (sports leaders, community languages, Entry level qualifications) and the performance of vulnerable groups within that data
  • Destinations data at common points of transition from the school (Key Stage 4 and Key Stage 5)
  • Internal and external Quality Assurance processes (Ark review processes, governor accountability processes, internal audit processes, Ofsted)
  • The development of professionals into experts in their field through their work in supporting colleagues, supporting other schools, developing curriculum resource, becoming examiners etc.