MFL German at key stage 3

For an overview of the content of the scheme, click on the link in the left-hand menu. You will find a summary of the new content to be taught in each unit, together with the contexts through which this can be taught. There are also indications of alternative contexts that teachers may prefer to use, although these would require the suggested teaching activities to be adapted or replaced.

The scheme of work draws together parts of the programme of study to create a framework that shows how pupils might be helped to progress. In German, this includes progression in:

• learning, understanding and applying grammar;
• listening, speaking, reading and writing skills;
• language and language-learning skills, eg the ability to learn and use German more independently;
• awareness of different countries, cultures and people.

Progression in acquiring knowledge and understanding of German can be encouraged by:

• teaching grammar and structures within a planned programme, such as this scheme of work;
• regularly showing pupils how new language can be incorporated into previously learnt language, in a growing range of different contexts.

Progression in language skills can be achieved by:

• encouraging accurate pronunciation and intonation;
• increasing the range of contexts and speakers, and the range of tasks;
• widening the range of language uses and audiences;
• increasing the complexity of the German that pupils encounter;
• encouraging pupils to use increasingly complex and accurate German;
• helping pupils to perform with an increasing degree of confidence and fluency, reducing the need for repetition and reliance on non-verbal support.

Progression in language-learning skills can be encouraged by:

• training pupils to memorise effectively, and to learn and apply rules;
• teaching pupils how to use grammatical and other clues to help their understanding;
• showing pupils how knowledge of English or another language can help with learning German;
• helping pupils to learn independently, and to use reference materials as support.

Progression in cultural awareness can involve:

• an increasing variety of authentic materials, including materials using ICT;
• opportunities to learn about and come into contact with a growing range of native speakers in different contexts.

Progression in each of the attainment targets

In listening and responding, progression is characterised by:

• increased speed of response and greater depth of understanding;
• growing competence in dealing with complex texts, tasks and unpredictable elements;
• increased confidence in deducing meaning from the grammatical context.

In speaking, progression is characterised by:

• improved pronunciation and intonation;
• increased speed and fluency of response;
• increased readiness and ability to use German routinely in the classroom;
• greater confidence when dealing with unpredictable elements;
• increased ability to vary language, using a range of suitable structures and vocabulary in different contexts;
• greater understanding and correct application of language rules;
• increased readiness to use complex language when appropriate.

In reading and responding, progression is characterised by:

• increased speed of response and greater depth of understanding;
• growing competence and confidence in dealing with a range of texts and tasks;
• increased confidence in deducing meaning from the grammatical context;
• developing independence in language learning and use.

In writing, progression is characterised by:

• increased speed and fluency of response;
• improved accuracy and precision in the use of German;
• readiness to experiment with language;
• increased ability to vary and adapt language to suit the purpose;
• greater understanding and application of language rules;
• increased use of a range of structures and vocabulary in different contexts;
• increased readiness to use complex language when appropriate.

For an overview of grammatical progression and skills progression in the scheme, click on the link in the left-hand menu.

German is not a national curriculum subject at key stages 1 and 2, and so this scheme of work assumes no previous knowledge of the language.

To progress in their language learning, pupils need opportunities to reapply what they have learnt (in terms of grammar, structures, vocabulary and skills) in an increasing range of contexts. Initially, they should be shown how the same language structures can be used in different contexts. As they become more competent in using German, they should be encouraged to manipulate language more independently. This principle of constantly recycling language is the key to becoming a proficient language learner and should form part of a planned scheme of work.

Some primary schools teach German at key stage 2. When planning the key stage 3 German curriculum, it is important to build on what pupils have already learnt. Guidelines for the teaching and learning of MFL at key stage 2 are included in the primary national curriculum handbook and the MFL national curriculum booklet.

In key stages 1 and 2, all pupils will have followed the National Literacy Strategy and will have knowledge of English, including grammatical awareness and knowledge of some grammatical terms. The scheme of work takes account of this and, where appropriate, includes references to aspects of the National Literacy Strategy or to pupils' work in English.

Teachers who use this scheme of work may find they need to adapt it to ensure it takes account of the different experiences, strengths and interests of their pupils. In doing this, they will need to take account of the statutory requirements and guidance on inclusion set out in the national curriculum.

The statutory inclusion statement sets out three principles that are essential to developing a more inclusive curriculum:

• setting suitable learning challenges;
• responding to the diverse needs of pupils;
• overcoming potential barriers to learning and assessment for individuals and groups of pupils.

The scheme of work is designed to cater for pupils working at levels 1-7. It is also designed to be challenging and raise expectations. Some pupils may be working at level 3, or even higher in year 7, while others may be beginners. Rapid progress across the levels is expected in key stage 3, but some pupils may not achieve this, and differentiation will be necessary. Further guidance on this can be found in Guidance on providing for gifted and talented pupils and Guidance on providing for pupils with learning difficulties, produced by QCA in 2000.

To provide suitable learning challenges for all pupils to achieve as high a standard as possible, teachers may wish to modify the whole scheme of work, or parts of units.

If modifying the whole scheme, teachers may wish to consider whether:

• particular parts of the scheme should be emphasised or expanded;
• pupils should be given more time for particular aspects of the scheme or given opportunities to progress more rapidly;
• particular pupils need opportunities to revisit knowledge and skills in different contexts;
• the attainments of pupils will provide a relevant structure for teaching German. If this is not the case, eg for pupils who have significant learning difficulties or groups able to work at a particularly challenging level, schools may wish to use the scheme as a resource for developing an alternative. The alternative must offer pupils opportunities to experience a range of work across key aspects drawn from the programme of study.

If adapting particular units, teachers may wish to consider whether:

• the expectations and learning objectives need modifying;
• there is a need to add challenge by increasing the requirements;
• there is a need to provide small steps, short, guided and more focused tasks and supporting structures to enable pupils working below the demands of learning objectives to undertake the activity;
• the outcomes need to be changed to take account of revisions to the objectives and activities, or because pupils will operate on different levels;
• to vary contexts, resources, or teaching and learning styles to take account of the different learning needs of boys and girls, and the needs of pupils from different social and cultural backgrounds and with different lifestyles;
• the activities need to be adapted to provide support for pupils with difficulties in communication, language and literacy.

The type of support provided for pupils with difficulties in communication, language and literacy could include:

• using alternative and augmentative communication;
• reducing the amount of written work and reading;
• giving pupils the opportunity to clarify their ideas through discussion, role play and the use of tape recorders, video and photographs, rather than relying on written materials.

The 'Points to note' and 'Possible teaching activities' in some of the units suggest some ways in which the unit might be tailored to meet pupils' specific learning needs. Teachers may wish to use these suggestions in other units.

In addition, it may be necessary to use specialist equipment to give motivating and relevant experiences to pupils with sensory and physical disabilities. For pupils with emotional and behavioural difficulties, there may be a need to emphasise short-term goals and provide highly specific outcomes.

Opportunities for assessing pupils' progress are built into each unit. The learning objectives are pitched at an appropriate level for the year group identified. The outcomes can be used to review progress and check whether pupils are ready to move on to the next activity or need more support or challenge. They also provide a framework for giving feedback to pupils. The expectation statements for each unit are related to the level descriptions in the national curriculum and the tasks set, and allow pupils' overall progress to be monitored.

The learning objectives are written primarily for teachers, but can be adapted and given to pupils as the objectives of a lesson or sequence of lessons. The objectives and expectations can also be used to help pupils review their own progress. Feedback to pupils, which can range from providing informal oral comments to a whole class to closely marked individual work, should relate to the objectives set.

The work pupils do will provide evidence of what they have been taught and their progress. It is not necessary to make detailed records for each pupil or activity, or to keep detailed portfolios of pupils' work. A grade, comment or mark can be used to indicate achievement. A judgement based on these, and in some circumstances on a summative piece of work or test, can be used when considering how individual pupils are achieving in relation to the end-of-unit expectations. Some pupils may need more help or extension activities.

Opportunities for day-to-day assessment can arise from most classroom activities. In addition, the Optional tests and tasks (published by QCA) can be used to provide extra, objective means of assessment to complement the teacher's own bank of assessments and tests. References to the Optional tests and tasks are included, where appropriate, in the 'Points to note'.

For most pupils, progression through the levels is likely to be rapid at first (levels 1-3). The expected range for most pupils by the end of key stage 3 is levels 3?7. The units are designed to offer opportunities for pupils to demonstrate attainment that corresponds with the characteristics described in the national curriculum level descriptions. The section 'Overview of the scheme' indicates the possible level range for each unit. For example, unit 5 'Freizeit' covers work up to level 3 or even level 4. However, these level ranges are indicative, not exclusive. Some pupils may be working at a level below that indicated for a particular unit, while higher-attaining pupils may exceed the highest level indicated.

Work at home and outside lessons

Each unit suggests suitable out-of-school learning, which can be completed outside teaching time, over and above normal homework activities. Activities suggested for out-of-school learning are not intended as set homework activities, but rather as wider, optional pursuits that might encourage pupils to see the relevance of German outside the classroom.

Suitable and worthwhile homework tasks for German can include:

• learning, eg vocabulary, spellings, rules and exceptions;
• revising, eg work from a previous unit to be applied in a new unit;
• preparing or drafting for the next lesson, eg part of a dialogue, a brief presentation, ideas based on an activity;
• continuing a piece of classwork, eg a reading text or a piece of extended writing;
• written work based on an example, eg to demonstrate understanding of a particular structure;
• making use of ICT, in the case of those pupils with access to a cassette recorder, a computer or the internet.

This scheme of work covers all the requirements of the key stage 3 programme of study for modern foreign languages. The time allocation assumes that German is taught throughout years 7 to 9. To adapt this scheme for German as a second foreign language the following should be considered:

• the amount of time available for teaching;
• the ability of the pupils involved;
• how pupils are grouped;
• whether pupils have opted to learn German (if so, they may be more motivated and may undertake more learning outside timetabled lessons);
• which activities or grammatical points can be omitted or scaled down in content or scope, without hampering pupils' progress.

To accelerate progress, teachers should build on pupils' experiences of learning their first foreign language. For example, pupils are likely to have learnt already about grammatical features that are important in German such as: the concept of gender; different forms of definite and indefinite articles; verb endings; modal and auxiliary verbs. Teachers should read the relevant scheme of work for pupils' first foreign language to identify concepts already familiar to pupils.

The principle of developing knowledge of the target language and skills rather than content should continue to apply. (This is particularly important where pupils who have learnt German for different lengths of time will be grouped together in key stage 4.) Teachers could reduce the number of contexts or combine them so that more emphasis is placed on grammatical progression and developing skills. Nevertheless, the need for linguistic progression within a more limited time should not be seen as justification for omitting enjoyable but perhaps time-consuming learning activities, or for neglecting important aspects of the programme of study such as developing cultural awareness. If time is short, the key stage 3 scheme of work could be extended into key stage 4.

Whatever teachers omit from the scheme of work, the overall framework must remain coherent. The 18 units are interdependent; they are not a set of unconnected grammar points or topics. Each unit assumes prior knowledge from previous units, so that pupils can see that language is transferable across topics. Grammatical structures are revised and developed from one unit to the next. This means that the new language content for each unit is the core around which the development of skills and the coverage of topics should be planned.