Modern Foreign Languages
Subject Overview
Studying languages is essential for global communication and cultural understanding. It helps students develop not only linguistic fluency but also intercultural awareness and empathy. To study a foreign language is to explore life and broaden horizons through the exploration of a diverse range of cultures, histories and voices from communities where the languages are spoken. Through exploring “otherness” students also learn more about themselves, their identity, their culture and their native language. As Mexican author Carlos Fuentes once said, “El lenguaje es la casa del ser. En su morada habita el hombre” (“Language is the house of being. In its dwelling, man resides”). Learning a language means embracing the culture, values, and perspectives of its people-an important step toward becoming open-minded and responsible global citizens. At Langdon’s MFL department, we believe in this deeply. Our aim is to nurture not only skilled linguists but also thoughtful, respectful citizens of the future.
Curriculum Intent
At Langdon Academy, our aim is to build students’ cultural capital through the development of key communication skills in listening, reading, speaking and writing. Students are exposed to a diverse range of cultures, experiences, histories and voices from across communities. This further develops their understanding and tolerance of other cultures and societies.
The curriculum is designed to ensure that learners can learn from their mistakes and strive to be the best that they can be, even when this is challenging. Opportunities to redraft and improve work, to self-correct and to work with peers are therefore embedded in the curriculum.
Our curriculum is disciplinary and not heavily influenced by the examination specification. In this way, we can be confident that it is future-proof. Our emphasis is on developing the key skills and knowledge to ensure our students become effective communicators, both orally and in writing, in the foreign language that they study.
Curriculum Implementation
We have a spiral and cumulative curriculum, which means that we revisit content and skills regularly to ensure that they are learned well. Our curriculum maps and schemes of work make use of published textbook resources, but these are only used to the extent that they support effective pedagogy in terms of second language acquisition. It is through the spiral and cumulative structure that we ensure there is an appropriate level of depth in our curriculum. Our units of work are thematic, but content (both vocabulary and grammatical structures) is interleaved throughout them, with ample opportunity for spaced retrieval.
Curriculum Impact
We measure the impact of our curriculum through internal assessments, external qualifications, and student feedback. Our aim is for all students to achieve their full potential.
Teachers monitor student learning by adopting Pastore’s perch and by roaming the room as students’ complete activities. Further data is gathered throughout the lesson by teachers through cold-calling and targeted questioning.
Live feedback is regularly given to students in lessons in line with best practice (questioning, gentle corrections, recasts of incorrect language use). A sample review of students’ written work is taken frequently and used to inform future planning.
Written Timed Tasks are interspersed throughout the unit of work to check students’ ongoing progress. These are marked and written feedback provided to students.
Curriculum Map
Enrichment Opportunities
At our school, we offer a rich variety of enrichment experiences designed to broaden students’ cultural and linguistic horizons. These include access to authentic materials—such as songs, films, poetry, and literary excerpts—carefully selected to suit different levels of language proficiency.
We are also planning opportunities for students to participate in educational trips abroad to France and Spain, as well as local visits to institutions such as the British Film Institute (BFI) and the French Institute for curated film screenings. Within the school, we host a range of engaging activities, including language clubs, cultural events such as Mother Tongue Day, and live performances by Onatti Productions.
These experiences not only enhance language learning but also foster a deeper appreciation of global cultures.
Supporting Students
Through appropriate levels of challenge and differentiation, the MFL curriculum is accessible for all. At KS3, the National Curriculum is comprehensively covered through the study of a language for three years. A considerable proportion of students continue to study a foreign language at GCSE.
How Parents/Carers Can Support Their Child
Practice speaking at home and encourage the use of language learning apps. Watching films or listening to music in the target language also helps.
Useful websites:
- BBC Bitesize – French
- BBC Bitesize – Spanish
- Duolingo
- QUIZLET
Assessment and Feedback
KS3: Assessment includes vocabulary tests, listening, speaking, reading, and writing tasks.
Feedback supports pronunciation, grammar, and fluency.
GCSE: Four exams (25% each): listening, speaking, reading, and writing. Feedback targets fluency, accuracy, and exam technique.
Future Pathways
Languages support careers in translation, international business, diplomacy, tourism, and teaching. They are highly valued by universities and employers in global industries, opening doors to exciting and diverse career paths. But beyond professional opportunities, learning a language also helps individuals grow personally. It fosters empathy, broadens perspectives, and encourages curiosity about the world. By understanding other cultures, we become more open-minded, respectful, and compassionate human beings. At Langdon’s MFL department, we believe that learning a language is not just about communication—it is about connection, growth, and becoming a better global citizen.