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Modern Foreign Languages

Mfl website bannerGBHS Students Study MFL to… 

  • To develop and support linguists at all levels.  

  • To foster an understanding of different cultures and traditions as well as tolerance of other communities and beliefs in a global society. 

  •  Provide an engaging and stimulating environment to encourage pupils to study languages. 

  • Develop confidence in a range of communicative and transferable skills such as listening and conversing, vital for success in any professional field. 

Transferable Skills

  • Communication 

  • Creativity 

  • Problem Solving 

  • Work Ethic 

  • Extracting Important Information 

  • Improvisation 

  • Emotional Intelligence  

  • Negotiating 

  • Expressing Ideas 

  • Listening  

  • Verbal Communication 

  • Written Communication 

  • Multitasking 

  • Personal Motivation 

  • Persuading Others 

Key Stage 3

The MFL Faculty at Great Baddow High School is in an advantageous position of currently teaching three languages at Key Stage 3.  

We carefully balance the language curriculum throughout Key stage 3 to ensure that all students have the opportunity to learn a foreign language challenging our most able to learn multiple languages whilst not overwhelming our students who may find learning a language more challenging. 

In Year 7 the students in our B band will study Spanish whilst students in our G band study German.  

In Year 8 our top two sets study both German and Spanish. Students in our B band sets 3 and 4 will study Spanish and students in G band, sets 3, 4, and 5 will study German. 
In Year 9 all students in sets 1 and 2 learn both French and German. Students in our B band sets 3 and 4 will study German and students in G band, sets 3, 4 will study French. 

This presents our dual linguists the advantages and opportunities arising from an early start on their second language. This allows for significant consolidation and enrichment from both languages throughout Key Stage 3 and beyond when considering GCSE and A Level at Key Stages 4 and 5. 

Students of German, Spanish and French have access to fully functioning Stimmt, ¡Viva! and Studio “Activelearn” course related resources which include listening and video activities. Students might be set homework from these, and the reference pages for vocabulary provide both spoken and written vocabulary for students to practice. Parents often ask us how they can support their child when learning a foreign language and the vocabulary pages at the end of each module would be an excellent place to start. 

The aim of the Key Stage 3 curriculum is to: 

  • Enable students to survive in a foreign country. 

  • Have an insight in to the culture of that country. This will also include access to authentic materials. 

  • Be able to understand and give information on up-to-date and relevant topics which are pertinent to students’ everyday lives. 

  • Teach grammar which supports communication and to prepare them for KS4 qualifications 

  • Inform students on career opportunities using languages to help with options choices in year 9. 

Students are regularly assessed in the skills of listening, speaking, reading, writing and translation to monitor and support their progress against their target grades. Vocabulary is both formally and informally assessed and students are shown a variety of ways to best learn their vocabulary. 

All students are given a Target Grade at the beginning of each school year. Throughout Key Stage 3 students are assessed in the 5 skills of listening, speaking, reading, writing and translation and for each assessment they will receive a GCSE equivalent grade. All assessments are made to reflect the new GCSE format so that students are prepared from the very beginning to tackle exam style questions. 

Course content 

Year 7 German Stimmt 1 


Unit 1 My world and me 

introducing oneself, personalities, likes and dislikes 

Unit 2  School 

Subjects, notion of time, opinions, favourites 

Unit 3  Family and pets  

Describing yourself, family, animals and pets, birthdays, ages 

Unit 4  Free-time 

Sports hobbies, phones and computers, friends 


Year 8 German Stimmt 2 


Unit 1 Travel  

Future holidays and leisure activities  

Unit 2 Holidays 

City or town visited in the past, weather shopping, Christmas markets 

Unit 3 Media  

Films, TV studying a German film “das Wunder von Bern“ 

Unit 4 Health  

German food, recipes, healthy lifestyles 


Year 9 German Stimmt 3 and Stimmt for AQA GCSE 


Unit 1 Going out  

Daily routine, clothes, parties and celebrations 

Unit 2 Inspirations and ambitions  

Role models, past experiences and achievements 

Unit 3 “Ich bin ein Star!”  

Like the reality TV show, living as a celebrity in the jungle exploiting a range of tenses, vocabulary and imagination 

Unit 4 Childhood  

Childhood activities, primary school,” firsts” and favourites, the Grimm fairy tales and creative writing 

Unit 5 Leisure  

Music, film, reading, sports and leisure actvities 


Year 7 Spanish Viva 


Unit 1 My world 

Introductions, Numbers, where you live, pets 

Unit 2 Freetime, likes and dislikes 

Sports, hobbies and opinions, phones and computers, friends. Opinions 

Unit 3 School 

School subjects, opinions, breaktimes 

Unit 4 Family and friends 

Describe yourself, family and friends. Adjectives about personalities and physical descriptions 


Year 8 French Studio 2 rouge and vert 


Unit 1 Holidays 

Holidays, destinations and what you do on holiday 

Unit 2 Freetime 

What you do in your freetime at HOME. Weather and internet 

Unit 3 My Identity 

Describe yourself and why you may like or dislike someone. What makes a friend 

Unit 4 My area 

Describe your area and eating out/food 



Year 9 French Studio 3 rouge and vert and AQA Studio 


Unit 1 Social media 

Social Media. Why you use it/opinions. Arranging to go out and music likes 

Unit 2 Health and fitness 

Body parts, how to be healthy and how to become healthy 

Unit 3 Jobs 

Describing jobs, why learn languages, what you want to do? What you did? 

Unit 1 AQA me and family 

Friends, relationships and going out 

Unit 2 AQA Freetime 

Sports, internet, books, TV and films 


Key Stage 4

German and French: Exam board AQA 

We offer a GCSE qualification in German or French using the AQA exam board. Pupils can access online resources from the Stimmt and Studio courses online. 
The five skills of listening, speaking, reading, writing and translation will be explored and developed across a wide range of topic areas including; 

Course content 

Theme 1: Identity and culture covers the following four topics with related sub-topics 


Topic 1: Me, my family and friends 


Relationships with family and friends 


Topic 2: Technology in everyday life 

Social media 

Mobile technology 


Topic 3: Free-time activities 


Cinema and TV 

Food and eating out 


Topic 4: Customs and festivals in German-speaking countries/communities 



Theme 2: Local, national, international and global areas of interest covers the following four topics with related sub-topics  


Topic 1: Home, town, neighbourhood and region 


Topic 2: Social issues 

Charity/voluntary work 

Healthy/unhealthy living 


Topic 3: Global issues 

The environment 



Topic 4: Travel and tourism 



Theme 3: Current and future study and employment covers the following four topics: 

Topic 1: My studies 

Topic 2: Life at school/college 

Topic 3: Education post-16 

Topic 4: Jobs, career choices and ambitions 


All 4 elements of the paper (listening, speaking, reading and writing) are equally weighted at 25% and are examined at the end of year 11. 

At the beginning of Key Stage 4 students are calculated a predicted grade based on amongst other things, end of Key Stage 3 data. In Year 10 and 11, students complete regular assessments in exam style format for each element of the exam. For each of these tasks students are given a GCSE grade so that they can see how well they are performing in comparison to their predicted grade. 

Key Stage 5

Exam board EDEXCEL 

We offer an A Level qualification in French or German. Students are taught in small groups in a purpose-built Sixth Form area equipped with PCs by subject specialists with an extensive knowledge of the language and culture of their chosen language. 

We regularly review syllabus to ensure we accommodate the strengths and interests of our students. Students cover a broad range of subjects in the language and are encouraged to express their opinions on such topics as the media, health and fitness, environment, equal rights, culture and contemporary life in France/Germany. 

The exam is composed of 3 exams: 

A Level 

1.        Listening, reading and translation 

2.       Writing – An essay on the film and novel studied 

3.       Speaking – A topic based discussion and an independent research project. 


Pupils will complete a PPE exam in year 12 and 2 PPE exams in year 13. This allows pupils to enter the exam with more confidence. Pupils also complete an assessment once every half term when there is no PPE, focusing on a key exam skill. This could be a practice section of an exam, an essay or even a mock oral exam. 

Course outline: 


Theme 1: Gesellschaftliche Entwicklung in Deutschland 


Natur und Umwelt. Umweltbewusstsein; Recycling; erneuerbare Energie; nachhaltig leben. 


Bildung. Bildungswesen und die Situation von Studenten; Sitzenbleiben, Berufsausbildung. 


Die Welt der Arbeit. Das Arbeitsleben in Deutschland und die Arbeitsmoral; deutsche Geschäfte und Industrien. 


Theme 2: Politische und künstlerische Kultur im deutschen 


Musik. Wandel und Trends; Einfluss der Musik auf die populäre Kultur. 


Die Medien. Fernsehen, Digital-, Print- und Onlinemedien; Einfluss auf Gesellschaft und Politik. 


Die Rolle von Festen und Traditionen. Feste, Feiern, Sitten, Traditionen. 


Theme 3: Immigration und die deutsche multikulturelle Gesellschaft 


Die positive Auswirkung von Immigration. 

Beitrag der Immigranten zur Wirtschaft und Kultur. 


Die Herausforderungen von Immigration und Integration. Maßnahmen von Gemeinden und örtlichen Gemeinschaften; Ausgrenzung und Entfremdung aus der Sicht von Immigranten. 


Die staatliche und soziale Reaktion zur Immigration. Rechtsextremismus; politische Annäherung an Gastarbeiter, Immigranten und Asylbewerber; die öffentliche Meinung. 


Theme 4: Die Wiedervereinigung Deutschlands 


Die Gesellschaft in der DDR vor der Wiedervereinigung. Arbeit; Wohnungswesen; kommunistische Prinzipien; das Verhältnis zum Westen. 


Ereignisse vor der Wiedervereinigung. Der Zusammenbruch des Kommunismus; der Fall der Berliner Mauer. 


Deutschland seit der Wiedervereinigung. 

Migration von Ost nach West; Arbeitslosigkeit in der früheren DDR; Auswirkungen auf 

Schulen in Deutschland. 




Theme 1: Les changements dans la société française 

Les changements dans les structures familiales. Les changements dans les attitudes envers le mariage, les couples et la famille. 

 L’éducation. Le système éducatif et les questions estudiantines. 

 Le monde du travail. La vie active en France et les attitudes envers le travail; le droit à la grève; l’égalité des sexes. 

Theme 2: La culture politique et artistique dans les pays 

La musique. Les changements et les développements; l’impact de la musique sur la culture populaire. 

Les medias. La liberté d’expression; la presse écrite et en ligne; l’impact sur la société et la politique. 

Les festivals et les traditions. Les festivals, fêtes, coutumes et traditions. 

Theme 3: L’immigration et la société multiculturelle française 

L’impact positif de l’immigration sur la société française. Les contributions des immigrés à l’économie et à la culture. 

Répondre aux défis de l’immigration et de l’intégration en France. Les activités des communautés; la marginalisation et l’aliénation du point de vue des immigrés. 

L’extrême droite. La montée du Front National; les leaders du Front National; l’opinion publique. 


Theme 4: L’Occupation et la Résistance 

La France occupée. La collaboration; l’antisémitisme. 

Le régime de Vichy. Maréchal Pétain et la Révolution nationale. 

La Résistance. Jean Moulin, Charles de Gaulle et les femmes de la Résistance; l’implication des Français dans la Résistance. 


In the Sixth Form students are assessed regularly in all four skills. 
Past papers along with tasks created in-house are used to assess students’ progress in the 4 skills throughout the two-year course. 

The department has 7 highly experienced subject specialist teachers. We have German, Spanish and French specialists who teach the language to A Level as well as dual-linguists. Additionally, we have our own French and German Foreign Language Assistants who support pupils in class, in small groups and one-to-one. A Mandarin teacher is employed to deliver Mandarin twice a week as “twilight” sessions to our Most Able students. 

Social, Moral, Spiritual and Cultural Development

Great Baddow High School is committed to ensuring the best possible qualifications for each and every child. However, we also aim to ensure that students develop to their full potential as people: 


Social development is about young people working effectively with each other and participating successfully in the community as a whole. The development of the skills and personal qualities necessary for living and working together. The functioning effectively in a multi-racial, multi-cultural society, including understanding people as well as understanding society’s institutions. Social development looks at the structures and characteristics of economic, political principles and organisations, roles and responsibilities and life as a citizen, parent or worker in a community. It also involves the development of the inter-personal skills necessary for successful relationships. 

  • Learning how to work independently, in groups and in pairs 

  • Exploration of healthy lifestyles and reference to the negative impact of smoking, alcohol or drug abuse 

  • Discussion about rights and responsibilities and about age of consent for various rights 

  • Exploration of issues surrounding drugs, smoking, alcohol consumption 

  • Social exclusion e.g. homelessness 


Moral development is about students building a framework of moral values which regulates their personal behaviour. It is the development of understanding society’s shared and agreed values, the range of views and the reasoning behind them and the student forming their own opinion. 

  • Exploration of relationships between friends and family members. 

  • Discussion about rights and responsibilities of young people 

  • Exploration of and discussion about moral tension that young people face when discussing an aspect of youth culture (A Level) 

  • Exploration of and discussion about ‘fair trade’ business, equal opportunities the environment, death penalty, organ donation (A Level) 


Cultural development is about our students understanding not only their own culture but that of the world about them. It is about understanding and feeling comfortable in a variety of cultures and being able to operate in the emerging world of shared experiences provided by television, travel and the internet. The key message is that “different isn’t wrong”: 

  • visits to France and Germany and links with Bavaria 

  • an ever increasing uptake in a foreign language at GCSE 

  • understanding of the multicultural make-up of France and German 

  • contact with native speakers. 

  • introduction of Spanish to the curriculum. 


This is about the development of a sense of identity, self-worth, personal insight, meaning and purpose. 

  • Exploration of religious and non-religious celebrations and festivals in Francophone countries and in German speaking countries, reflecting on their meaning and significance and how they may differ with our own celebrations. 

  • At A Level we explore the Muslim faith in Francophone countries and German speaking countries, and the impact and issues arising from tension, xenophobia, fear etc. 

Beyond the Classroom

Young Leaders and Outreach 

As part of the Leadership Award in Modern Languages students have learnt to become language teachers – no easy task! Their training has involved planning quality 30 minute-lessons using a variety of teaching methods to engage their young learners. They have discussed at length how to plan their lessons, they have helped and supported each other and made some excellent resources. They teach Year 4/5 students who visit us early on Friday mornings for Breakfast Club. 

European Day of Languages 

The Department takes the opportunity every year to get the whole school involved in the National European Day of Languages. Activities have involved using numbers throughout the school in French, German, Spanish and Italian. This year students took part in cultural quizzes and we celebrated diversity by plotting on a world map all the places in the world pupils have visited and also if pupils’ heritage was in some way from another country. 

Enrichment in MFL 

The Modern Languages Faculty is excited to be able to offer our students a variety of activities to enrich and extend their linguistic skills. 
Gifted linguists are given the opportunity to participate in MFL specific Enrichment Days where the focus is very much on using their skills to either learn different languages or indeed to enrich and expand the language they are studying. These Enrichment Days cover global aspects of language learning, including culture, traditions, history as well as communication and language skills. To date, our enrichment days have covered Japanese, Swahili and Spanish. 
The MFL Faculty is also pleased to be able to offer Mandarin lessons as twice weekly twilight sessions where students can gain their qualifications in listening, speaking, reading and writing. A Chinese teacher of Mandarin is provided by the Essex Jiangsu Chinese Centre to deliver exciting and vibrant lessons after school to our Beginner and Intermediate students. We have seen our numbers flourish and the popularity of Mandarin grow. 
Students in KS4 and 5 also have the opportunity to visit other language specialist schools, colleges and universities and participate in events, activities and lectures. 

Portal and VLE 

From the portal, students are able to access the following: 

  • textbooks used in class 

  • KS3 homework booklets 

  • KS3 vocabulary sheets 

  • exchange folder: students can access resources added by their classroom teacher such as Powerpoint presentations, worksheets, listening practice, past exam papers… 

  • school closure work. 

Learning Environment 

Our faculty, affectionately known by us as the `penthouse suite’, has far reaching views in each direction across town and country. It is spacious, attractive and welcoming. Learning takes place in a stimulating suite of bright, tidy and well-resourced rooms including a brand new set of laptops which is exclusively for the use of the MFL department, with the latest technology. For A Level students, we can offer a brand new teaching suite designed especially around the needs of these pupils. Each teaching room is equipped with the latest course books, up to date dictionaries and smart screens in order to support both class based and independent learning. Every student has access via the internet to course material tailored to the student’s courses which is created to reinforce learning either at home or in the classroom. 

We believe that literacy has an important role to play in MFL lessons. As such at Key Stage 3 each class has a lesson every half term in the library where they have the opportunity to read our Mary Glasgow Magazines. These contain up to date articles on fashion, sports and current music, TV artists and current events. Students then get to answer puzzles and quizzes on what they have read. 
In lessons each student is given a vocabulary list for each unit of study to support their learning. We use these in conjunction with grammar lessons to help students understand how a language is constructed. With this knowledge we encourage students to adopt patterns and manipulate language to say more of what they want and not just copy and repeat set phrases. We believe that grammar has a very important role in language learning and provides us with an important role in whole school literacy. With this in mind we focus on identifying patterns in both languages and English to help students understand how language works.   

A flavour of our Educational Visits  

At GCSE, French pupils have the chance to go on a residential visit known as `Springtime in Paris'. As well as experiencing the major attractions of the capital, students practise their language skills ordering a meal, buying items in a shop and organising their accommodation. Students studying GCSE German enjoy an exchange with a Bavarian grammar school and often make friends for life with their partners.