Culture, Music and Sport Curriculum Intent MFL

The Culture, Music and Sport Faculty at Carterton Community College is one of the six faculties at Carterton Community College. As a Faculty, our aim is to ensure that all students are given the opportunities to excel in all areas of the curricula that we provide. As an eclectic set of subjects, we all have individual subject specific aims but our key principle of positive outcomes for all students of all abilities from all backgrounds permeates through everything that we do. 

Curriculum Aims (MFL)

  • Understand and respond to spoken and written language from a variety of authentic sources. 
  • Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation. 
  • Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.
  • Discover and develop an appreciation of a range of writing in the language studied.

Curriculum Aims (PE)

  • Develop a positive attitude towards leading a healthy, active lifestyle.
  • To encourage physical activity for a sustained period.
  • To engage in competitive sports and activities.
  • Develop competence and confidence to partake in a broad range of physical activities.
  • To develop attributes beyond the physical, including empathy, leadership, communication, and cooperation.

Curriculum Overview 

German 2022/2023

  Term 1 Term 2 Term 3 Term 4 Term 5
Yr7 x x x x x
Yr8 Media Healthy eating Going on a trip Going out  Role Models
Yr9 Music Ambitions Childhood Rights and Conflict Transition Module to GCSE
Yr10 x x x x x
Yr11 Holidays – past,

present and future

Life at school and college 

Subjects/likes and dislikes

/describing school

Current and Future Study

Post 16 choices

Jobs and future plans

Exam Preparation Exam Preparation

French 2022/2023

  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Yr7 Tout sur moi 


-numbers, ages

– descriptions

Mon monde perso 

-friends & family

-school subjects & opinions

Autour de moi 

-where you live

-activites you do

-animals (pets, farm, wild)

À table

– food, giving opinions

-ordering food

-quantities, recipes

Mon quartier

-places in a town

-describing a town & what you can do there


Ça, c’est mon truc!



-clothes you wear in different weather

-telling the time

Yr8 Destination vacances

-holidays & destinations


-recap of present tense

-past, future, conditional tense

Bouger, c’est important

-sports & opinions

-winter & summer sports

-parts of the body


-sports star

Aux quatre coins du monde

-where you live; where others live

-what you did in past

-helping others

francophone countries

C’est quoi la France?

-Comparing France & UK

-knowledge of country; French people; innovations; cartoons

Le monde des medias

-TV programmes; music genres; film; reviewing a film

Accro à la technologie

-old & new technology

-social media

-pros and cons of technology

Yr9 Etre ado, c’est quoi?


relationships with parents

-pocket money & chores

-pressures on teenagers

En pleine forme

healthy eating

-describing meals

-il faut

-diet & health

-past tense review


On voyage comment?


-comparing transport

-travel plans

-booking tickets, hotels


-past holiday

Chez moi, ça veut dire quoi?

-what type of home you live in 

-comparing to others

-describing house & room, sharing

-ideal home

Un metier, un rêve



-dream jobs


-part-time jobs

GCSE Transition unit





Unit 1

Me, my family & friends

relationships with family & friends

-marriage & partnership

Yr10 Unit 1 recap

Unit 2 Technology in everyday life

-social media

-mobile technology

Unit 3 Free time activities

music, cinema & TV

-Food & eating out


Unit 4 Customs & Festivals 

France & Customs

Unit 4 Customs & Festivals 

Francophone festivals

Unit 5 Home, town, neighbourhood & region


-Where I live

Unit 6 Social Issues

-Charity & voluntary work

-Healthy & unhealthy living

Unit 7 Global issues


-Poverty & homelessness

Unit 8 – Travel & tourism

-Holidays & travel

-Regions of France

Yr11 Units 9&10

-School & subjects

-Life at school & college

Units 11&12


-University or work?

-choice of career

Revision of Units 1-6

Exam papers

Revision of Units 7-12

Exam papers/Mock speaking exam

GCSE Speaking exam & Listening, Reading & Writing papers  


Spanish 2022/2023 (this is a new course and currently only running for Y7)

  Term 1 & 2  Term 3 & 4 Term 5&6
Yr7 All about me and Phonics  Pastimes and Personality  Where I live 



  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
7 Boys Lesson 1 Rugby Hockey Trampolining Gym/Fitness Athletics Cricket
7 Boys

Lesson 2

Basketball Badminton Football Handball Athletics Rounders Frisbee
7 Girls Lesson 1 Badminton Netball Football Tag Rugby/ Fitness Athletics Rounders 
7 Girls Lesson 2 Hockey Gymnastics Trampolining Dodgeball Benchball Athletics Frisbee Cricket
8 Boys Lesson 1 Rugby Hockey Trampolining Fitness Athletics Cricket
8 Boys Lesson 2 Basketball Badminton Football Handball Netball Athletics Rounders Frisbee
8 Girls Lesson 1 Badminton Netball Football Tag rugby Benchball Athletics Rounders
8 Girls Lesson 2 Hockey Gymnastics Trampolining Fitness Athletics Frisbee Cricket
9 Boys 1 Lesson 1 Rugby Hockey Badminton Fitness (Gym) Athletics Softball Rounders
9 Boys 1 Lesson 2 Basketball Football Trampolining/ Football Netball Athletics Cricket Frisbee
9 Boys 2 Lesson 1 Basketball Football Fitness Netball Athletics Cricket Frisbee
9 Boys 2 Lesson 2 Rugby Hockey Trampolining/ Football Dodgeball Handball Athletics Softball Rounders
9 Girls 1 Lesson 1 Hockey Netball Trampolining/ Football Badminton Athletics Rounders Softball
9 Girls 1 Lesson 2 Gymnastics Fitness Tag rugby/ Netball Tag rugby/ football Athletics Frisbee Cricket
9 Girls 2 Lesson 1 Gymnastics Basketball (Gym) Trampolining/ Football Fitness Athletics Frisbee Cricket
9 Girls 2 Lesson 2 Hockey Volleyball Tag rugby/ Netball Badminton Athletics Rounders Softball
10 Boys Rugby – Hockey – Basketball – Trampolining – Football – Fitness – Badminton – Athletics – Cricket – Rounders (4 weeks each activity)
10 Girls  Hockey – Netball – Gymnastics – Football – Trampolining – Badminton – Fitness – Athletics – Rounders – Frisbee
11 Options

4 weeks on each choice

Rugby Hockey Badminton Football Basketball Gymnastics Football  Netball  Dodgeball/ Benchball Badminton Hockey Trampolining Volleyball Football Netball Rounders Frisbee Softball

Music KS3 outline 

  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 7 Keyboard Skills  Using my Voice Jazz and Blues  Orchestral Instruments Ukulele and Singing  Fanfares 
Year 8 Programme Music   Ukulele and Singing  Waltz music  Folk Music Pentatonic Music Reggae   
Year 9 Latin Music  Baroque Musical Theatre Film Music  Rock ‘n’ Roll   


GCSE Music Year 10 Eduqas specification 

  Term 1 Term 2 Term 3 Term 4 Term 5 & 6
AOS focus AoS1 Forms and devices AoS4 Popular Music AoS2 Music for Ensemble AoS3 Film Music Revision of AoS 1, 2, 3 & 4
Theory Basics of notation- rhythm, treble and bass clef, performance directions.

Basic listening skills. 

Intro to ‘prepared extract’ Bach’s Badinerie.

Styles and structures within popular music. 

Appraising to focus on chord progressions, relationship between melody and chords. Intro to ‘prepared extract’ Toto’s Africa.

Chamber music, Jazz and musical theatre ensembles. Melody, harmony, texture, tonality, range, modulations to major and minor keys.  Relationship between music and story. 

Sonority, texture and dynamics, 

Achieving contrasts, layering of sounds, use of tech and development of film scoring, 

Revise all topics, delving deeper into listening tasks and use of key terminology

Revisit prepared extracts and complete listening tasks

Mock listening paper to be completed over 2 lessons mid term 6.

Performance Solo performance. Individual work with a performance at the end of term 2. Solo performance. Individual work with a performance at the end of term 2. Ensemble performance to fit one of the styles above.  Choice of ensemble or solo performance based on a film piece. Working on a free choice of pieces (to include one ensemble) to be assessed as a mock performance in term 6.
Composition Short compositional tasks to briefs given by teacher. Begin a composition sketch book.  Short compositional tasks based on harmonic progressions to be completed in ‘sketch’ book. Short piece with a homophonic texture and suitable sonority. Ext: To compose using imitation in parts Compose a short piece to a given brief (scene/storyline). Working on a free choice composition to be a minimum of 1.5 minutes in length. To be submitted with a recording and a score/lead sheet at the end of term 6.

Year 11 Technical Award in Performing Arts AQA

  Term 1 Term 2 Term 3 Term 4 Term 5 
  Unit 3 (exam) preparation.

Unit 1 completion. To be recorded last week of term.

Begin Unit 2 research and initial ideas

Alongside Unit 3 preparation.

Mock written exam in this term

Developing ideas and performance for Unit 2.

Unit 3 with a focus on the evaluation and creativity questions.

Completion and recording of Unit 2 early in this term.

Preparation and revision of Unit 3 exam work.

Revision of Unit 3.

Drama 2022/23

  Term 1 Term 2 Term 3 Term 4 Term 5  Term 6
Yr7 Baseline

Introduction to Drama: Key Skills

Pantomime 1 Inside Out Darkwood Manor Devising: Pictures Live Theatre Review: Peter Pan
Yr8 Commedia Dell’Arte/Mask and Mime Pantomime 2 Romeo and Juliet TIE- Commotion in the Ocean Devising: Banksy Live Theatre Review- Shrek
Yr9 Charlie Dimone Soap Opera Face Film acting Performance styles/TIE: Brecht Live Theatre Review- Teechers
Yr10 Practitioners Component 2 Devising 1: Performance Component 2 Devising 2: Log book 1 Component 2

Devising 3: Performance

Component 2

Devising 4: Log book 2

Component 3: Script work


Curriculum Aims

  • Students develop their performance ability through playing a range of different instruments
  • Students understand and can use different approaches to composing, developing their creativity 
  • Students gain confidence in their use of specific vocabulary to describe and analyse music that they hear
  • For students to discover and develop an appreciation of different styles of music and cultures 


German 2022/2023

The CMS Faculty recognises the importance of quality assessment, record keeping and reporting for the following reasons:

  • To inform students about their progress – and how they can develop their knowledge, skills and understanding still further
  • For future planning of the classroom teacher and the subject as a whole
  • To inform parents and guardians of the progress and achievements of their children

Key Tests and Exams


Key Stage 3

  • All students are assessed three time summatively
  • Summative assessments are plotted accurately into schemes of work to provide optimum opportunities for students to make progress
  • Students will have an End of Year examination in both French and German

Key Stage 4

  • End of unit tests
  • Past Paper Question tests (every fortnight in Year 11)
  • Year 10 Exam
  • Year 11 Mock Exam
  • Final GCSE Exams

Recording of Assessment Results

  • Test and exam results (% KS3 and grade KS4 & 5) are centrally recorded by each member of the Faculty staff for Years 7-11 on Integris.
  • Individual teachers are required to keep records of interim assessments in their teaching folder.

Standardisation and Moderation of Tests and Exams

  • Examples of each test and exam are kept at a range of different levels of performance.
  • These have been moderated across the subject area and are used as a reference tool by teachers when marking papers.
  • Time is allocated in subject team meetings for moderation across the teaching team following each key set of tests and exams.
  • All tests and exams are marked using a common mark scheme and graded according to a set of grade boundaries.
  • Year 7-9 internal tests and exams will be based on percentages.
  • KSW/SP moderate performance in MFL. 

School Values 


Ambition is a value that should be evident in all areas of the faculty. All students are given the opportunity to achieve the best grades possible and our curriculum is ambitious. The move to re-introducing German shows this.


In MFL, all students are given the opportunity to take responsibility for themselves in the classroom. Students should be responsible for challenging themselves and for engaging in their learning from the moment they enter the classroom. DNAs are at the heart of this. 


It goes without saying that kindness is imperative in an MFL classroom, particularly during spoken activities. Students are encouraged to participate in spoken tasks and it is essential that they are able to do so in a safe, kind classroom. 


Respect and kindness are intrinsically linked. The MFL classroom should be a space where there is mutual respect between teacher and student and amongst students. 


Independence is a key area of focus in MFL. Students need to be able to work independently when tasks have been explained to them and use resources such as both physical and online dictionaries. 


Resilience is another key character driver in MFL. Students need to be able to feel safe enough to make mistakes and to know that this is a key way of making progress.


SMSC stands for spiritual, moral, social and cultural development.


Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.

SMSC is easy to reference in MFL. Students are encouraged to not only learn German and/or French but to learn about the culture of the countries concerned. This is something that is embedded in our curriculum and we often use audio-visual material to support this. We often make connections between the modern day and historical events of the countries concerned and this often leads to discussion.


Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.

Students are encouraged to investigate moral and ethical issues, particularly as part of the GCSE curriculum where they study topics such as poverty and homelessness. Discussion and debate can take place and students are encouraged to give opinions, with reasoning throughout their MFL study. 


Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the ‘British values‘ of democracy, the rule of law, liberty, respect and tolerance.

Respect and tolerance are important to students garnering a greater understanding of the world around them. As a Faculty we regularly discuss British values and compare and contrast them with the values of France and Germany and other countries around the world.


Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.

As already stated, culture is at the heart of MFL study. Learning to speak a language and not understanding the culture of a country would be a futile learning experience. 

Cultural Capital 

In MFL we discuss culture in almost every lesson – this is evident in our schemes of work. Impromptu discussions around events in the news often take place and as a department within the Culture, Music and Sport Faculty we play a leading role in encouraging students at CCC to become global citizens. In normal times we run a bi-annual trip to Paris and will be looking at a trip to Berlin too. We have also taken trips to the Christmas markets and are keen to reintroduce these as soon as is safe and viable.