1. A more creative New Secondary Curriculum for MFL.

4. Responds to individual learner needs Builds towards KS4 invites cross-curricular learning Accommodates ‘local’ learning Embraces skills & processes Content free KS3

6. Phoning the police Past Tense Personal description Problem solving Story telling & extended reading Time Phrases/telling the time Prepositions Adjectives/ adjectival ending Colours Items of furniture Rooms in the house Question words Emergency services in TL country Illness/injury Parts of the body New verbs/vocabulary Pronunciation Opinion & supposition

7.  Improved independent learning  Improved language learning skills  To develop questioning skills  To develop the use of tenses

8.  Pupils produce a police file investigating a crime  Clear assessment criteria  Clear minimum content for the final piece of work to be handed in.

9.  Written description of the crime scene  ‘Before and after’ comparison of scene  Completed transcript of a witness statement.  Audio/video recording of Police interview of witness or perpetrator inc. writing their own questions  Chronology of events using clues from the crime scene/witness statements  Redrafting of the story in first person as a witness statement

10. Phoning the police Past Tense Personal description Problem solving Story telling & extended reading Time Phrases/telling the time Prepositions Adjectives/ adjectival ending Colours Items of furniture Rooms in the house Question words Emergency services in TL country Illness/injury Parts of the body New verbs/vocabulary Pronunciation Opinion & supposition

11. Rooms in the house Furniture & prepositions ‘ Before and after’ & comparatives Introduced details about the crime: Past tense Question words: used to elicit information Time phrases & chronology of events Re-drafting into 1 st /3 person Transcript audio/video Suspect line up

12. Rooms in the house Furniture & prepositions ‘ Before and after’ & comparativ es Introduced details about the crime: Past tense Question words: used to elicit information Time phrases & chronology of events Re-drafting into 1 st /3 person Transcripts : audio/vide o Suspect line up Adjectives & adjectival endings Creativity Language processes & presentation skills Forming questions Problem solving Storytelling & extending reading and writing Colour & form New vocabulary and tenses Language for real purpose

13.  Personal description  Body parts/illness  Using the Emergency Services Science: Forensics – fingerprinting PHSE: Crime & Punishment DT: House construction Drama : crime reconstruction

14. Food types Likes/dislikes Currency/ exchange Quantities Colour & Form Adjectives/ Adjectival ending Bon app! Imperatives Presentation Skills Giving & Justifying opinion Research skills PLTS/ Team work Cultural aspects Writing instructions Transactional Language: Au café, au marché etc Regular verbs Cookery skills Regions & produce

15. Countries & Nationality Directions Places in the town Transports Telling the Time/ Numbers Colour & Form Adjectives /Adjectiv al ending Le Grand Prix Tenses Map reading Giving & Justifying opinion Research skills PLTS/ Team work History & Cultural aspects Dealing with problems Transactional Language Verb ‘aller’ + simple future

16.  ‘The Great Dinner debate’  Relocation, Relocation...  Fantasy football portfolio/WAGS  Popular/historical literature/poetry for context  A day in the life of…  My dream holiday: Give budget, book tickets, book accommodation etc  Relocation, Relocation...  Compare & Contrast: TL Countries/Cultural aspects  Healthy Living Manual  Protecting our Planet campaign  ‘The Great Dinner debate’  Sporting Event dossier: Tour De France, World Cup, Olympics

17.  Identify the required content first  Design a ‘theme’ around them  Keep ‘themes’ generic  Have clear learning outcomes  Plan for progression within a unit  Plan for progression across a Key Stage