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.
|Going on a trip
|Rights and Conflict
|Transition Module to GCSE
|Holidays – past,
present and future
|Life at school and college
Subjects/likes and dislikes
|Current and Future Study
Post 16 choices
Jobs and future plans
|Tout sur moi
|Mon monde perso
-friends & family
-school subjects & opinions
|Autour de moi
-where you live
-activites you do
-animals (pets, farm, wild)
– food, giving opinions
-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
-holidays & destinations
-recap of present tense
-past, future, conditional tense
|Bouger, c’est important
-sports & opinions
-winter & summer sports
-parts of the body
|Aux quatre coins du monde
-where you live; where others live
-what you did in past
|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
-pros and cons of technology
|Etre ado, c’est quoi?
relationships with parents
-pocket money & chores
-pressures on teenagers
|En pleine forme
-diet & health
-past tense review
|On voyage comment?
-booking tickets, hotels
|Chez moi, ça veut dire quoi?
-what type of home you live in
-comparing to others
-describing house & room, sharing
|Un metier, un rêve
|GCSE Transition unit
Me, my family & friends
relationships with family & friends
-marriage & partnership
|Unit 1 recap
Unit 2 Technology in everyday life
|Unit 3 Free time activities
–music, cinema & TV
-Food & eating out
Unit 4 Customs & Festivals
–France & Customs
|Unit 4 Customs & 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
-School & subjects
-Life at school & college
-University or work?
-choice of career
|Revision of Units 1-6
|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
|All about me and Phonics
|Pastimes and Personality
|Where I live
|7 Boys Lesson 1
|7 Girls Lesson 1
|Tag Rugby/ Fitness
|7 Girls Lesson 2
|8 Boys Lesson 1
|8 Boys Lesson 2
|8 Girls Lesson 1
|Tag rugby Benchball
|8 Girls Lesson 2
|9 Boys 1 Lesson 1
|9 Boys 1 Lesson 2
|9 Boys 2 Lesson 1
|9 Boys 2 Lesson 2
|9 Girls 1 Lesson 1
|9 Girls 1 Lesson 2
|Tag rugby/ Netball
|Tag rugby/ football
|9 Girls 2 Lesson 1
|9 Girls 2 Lesson 2
|Tag rugby/ Netball
|Rugby – Hockey – Basketball – Trampolining – Football – Fitness – Badminton – Athletics – Cricket – Rounders (4 weeks each activity)
|Hockey – Netball – Gymnastics – Football – Trampolining – Badminton – Fitness – Athletics – Rounders – Frisbee
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
|Using my Voice
|Jazz and Blues
|Ukulele and Singing
|Ukulele and Singing
|Rock ‘n’ Roll
GCSE Music Year 10 Eduqas specification
|Term 5 & 6
|AoS1 Forms and devices
|AoS4 Popular Music
|AoS2 Music for Ensemble
|AoS3 Film Music
|Revision of AoS 1, 2, 3 & 4
|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.
|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.
|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
|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.
Introduction to Drama: Key Skills
|Live Theatre Review: Peter Pan
|Commedia Dell’Arte/Mask and Mime
|Romeo and Juliet
|TIE- Commotion in the Ocean
|Live Theatre Review- Shrek
|Performance styles/TIE: Brecht
|Live Theatre Review- Teechers
|Component 2 Devising 1: Performance
|Component 2 Devising 2: Log book 1
Devising 3: Performance
Devising 4: Log book 2
|Component 3: Script work
- 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
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.
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.
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.