MFL German at key stage 3

There are 18 units, six for each year (year 7: units 1-6; year 8: units 7-12; year 9: units 13-18).

Each unit contains a number of activities, which together form a coherent sequence. The units, or activities within them, may be adapted, developed, or omitted. Some activities (indicated by the symbol ‡) are designed for higher-attaining pupils. Some pupils may be able to cope with only some of the activities, or parts of them, working with support.

Time allocation

Each unit is designed to be taught in approximately 12-15 hours. This time allocation is based on recommendations in the 1995 review of the curriculum and QCA's research on the range of times allocated by schools to modern foreign languages. The times are indicative only; they do not constitute a recommended time for German and should not be regarded as the total amount of time required for the subject.

Coverage of the programme of study

The units cover the key stage 3 programme of study for modern foreign languages, as applied to German (see the table below). However, the programme sets out a minimum entitlement, so schools are free to supplement the units and decide the depth of coverage. Teachers may need to adjust the units to suit pupils' needs and the time available.

The following chart shows how the key stage 3 German scheme of work covers the national curriculum requirements. It indicates those parts of the programme of study that are particularly highlighted by activities within each unit.

Unit	Statements in the programme of study
1	1a, 1b, 1c, 2a, 2b, 2c, 2d, 2e, 3a, 4c, 5a, 5b, 5f, 5h, 5i
2	1a, 1b, 1c, 2a, 2b, 2c, 2d, 2j, 3a, 3b, 3c, 3d, 3e, 4b, 4c, 5a, 5b, 5d, 5e, 5f, 5h, 5i
3	1a, 1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 2i, 2j, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 5a, 5c, 5d, 5e, 5f, 5h, 5i
4	1a, 1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 2i, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 5a, 5c, 5d, 5e, 5f, 5h, 5i
5	1a, 1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 5a, 5c, 5d, 5e, 5f, 5g, 5h, 5i
6	1a, 1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 2i, 2j, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 5a, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i
7	1b, 1c, 2a, 2b, 2c, 2e, 2f, 2g, 2h, 2i, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 5a, 5c, 5d, 5e, 5f, 5h, 5i
8	1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 2i, 3b, 3c, 3d, 3e, 4a, 4c, 4d, 5a, 5c, 5d, 5e, 5f, 5g, 5h, 5i
9	1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 2i, 2j, 3a, 3c, 3d, 3e, 4a, 4c, 4d, 5a, 5c, 5d, 5e, 5f, 5g, 5h, 5i
10	1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 2i, 2j, 3b, 3c, 3d, 3e, 4a, 5a, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i
11	1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 5a, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i
12	1b, 1c, 2a, 2b, 2c, 2e, 2f, 2g, 2h, 2i, 3b, 3e, 4a, 4b, 4c, 4d, 5a, 5c, 5d, 5e, 5f, 5g, 5h, 5i
13	1b, 1c, 2a, 2b, 2c, 2e, 2f, 2g, 2h, 2i, 3a, 3b, 3e, 4a, 4c, 4d, 5a, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i
14	1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2h, 2i, 2j, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 5a, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i
15	1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 2i, 3b, 3e, 4a, 4b, 4c, 4d, 5a, 5b, 5c, 5d, 5e, 5f, 5h, 5i
16	1b, 1c, 2a, 2b, 2c, 2e, 2f, 2g, 2h, 2i, 2j, 3b, 3d, 3e, 4a, 4b, 4c, 4d, 5a, 5c, 5d, 5e, 5f, 5g, 5h, 5i
17	1b, 1c, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 2i, 2j, 3b, 3e, 4a, 4b, 4c, 5a, 5c, 5d, 5f, 5h, 5i
18	1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 2i, 2j, 3a, 3b, 3d, 3e, 4a, 4b, 4c, 4d, 5a, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i

Teaching and learning approaches

The units suggest a range of approaches to teaching and learning, including:

• direct teaching, through whole-class and small-group sessions;
• opportunities for pupils to apply their learning, either on their own (eg reading or writing independently), or with others (eg working in pairs or small groups or communicating with people in other countries), with varying degrees of support;
• opportunities for pupils to reinforce their learning, eg learning by heart or revising work;
• opportunities for pupils to reflect on their own learning, eg learning by heart, or revising and redrafting work.

The approaches may need to be adapted to meet pupils' needs.

Long-term plans

The units are sequenced in order to develop pupils' language skills and linguistic knowledge, rather than being 'topic-led'. Although the language in each unit is linked to a context, the topic is subsidiary. The language and skills of most units could be developed in other contexts, and this is indicated in the 'alternative contexts' section in 'About the unit'.