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Modern Foreign Languages
If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.
Nelson Mandela
Our Philosophy
The Faculty aims to promote an enthusiasm for life long language learning and an awareness of the importance of languages in today’s diverse society. We want students to be aware that cultural differences and similarities between people exist and to understand and celebrate them. We want to empower students with the skills to become confident communicators and future leaders. They will also develop resilience and an enthusiasm for learning beyond the immediate exam requirements.
What we expect from our students
In order to be a successful linguist we want our students to approach their learning with a positive attitude and a desire to achieve their best. They will develop their ability to communicate in the foreign language and acquire a wide range of transferable skills.
Visits and Enrichment Activities
We strongly believe in the value of educational visits and extra-curricular activities as a way of engaging students with the wider cultural benefits of language learning.
Although I'm known first and foremost as an athlete, my foreign language skills have given another dimension to my career. I regularly use French and German when I travel to compete in Europe. Paula Radcliffe, Athlete
Educational Visits
We are proud of our well-established partnerships with schools abroad.
Goethe Gymnasium in Berlin Wilmersdorf
Colegio Cisneros Alter in Tenerife College Irene et frederic joliot-curie
Students in KS3 and 4 can take part in exchange trips to our partner schools, where they stay with host families and are immersed in the language and culture.
Students in KS5 have the opportunity to take part in shorter study trips to places of interest linked to their scheme of study. This includes a trip to Berlin for German, Paris for French and Seville or Valencia for Spanish.
It allows me to explore a different culture and develop my creative thinking, offering a range of different possibilities. Honor M, Year 10
Annual Events
We celebrate European Day of Languages by holding events for the whole school, including song performances from our competition winners. The Year 7 Song Competition held at the end of the Summer Term is a celebration of the huge amount of learning which has taken place during the year and is something students often remember fondly in later years.
Anyone can speak Troll. All you have to do is point and grunt. J.K. Rowling, Harry Potter and the Goblet of Fire
Contact Name: Ms B Stavrou
Key Stage 3
One who speaks only one language is one person, but one who speaks two languages is two people.
Turkish Proverb
Curriculum Intent
We want students to build mastery and fluency and to communicate confidently in a foreign language. They will express themselves and their opinions on a wide range of topics. We also want students to appreciate the culture of the countries where the language is spoken and understand their place in the wider world.
Curriculum Implementation
To achieve this, students in KS3 learn about three main topics a year. The language is introduced in chunks and with the help of sentence builders which support understanding. Students have opportunities to practise listening, speaking, reading and writing in each lesson. Spontaneous use of the target language is rewarded with team points. We teach phonics, vocabulary and grammar in the context of the topic as part of this approach. We celebrate cultural events throughout the year and offer extra-curricular activities like international club, trips and exchanges.
How is this sequenced?
Learning Units are sequenced according to:
-
Communicative function - moving from most frequent to less frequent
-
Complexity of grammar – moving from less complex to more complex
Language chunks and sentence stems are revisited on a regular basis through retrieval practise to allow them to move to long-term memory. We also focus on transferrable structures and encourage students to use these across topics.
Impact
We are proud that at LPGS almost all students are entered for GCSE languages and we achieve positive results year on year. We also teach A-Level languages and achieve outstanding results. This is against the national trend of a decline in MFL students.
Topics at Key Stage 3 include:
Introducing myself
Family and friends
Free time activities
School
My town
Holidays
Media
Food and health
Fashion
Assessment
Students’ progress is assessed regularly through formative and summative assessment. They are encouraged to reflect upon their learning and to respond to their teacher’s feedback.
Textbooks
Textbooks are mostly used for home study and remote learning.
-
Spanish: ¡Claro! 1-2, Tony Weston and Author José Antonio García Sánchez
-
German: Stimmt! 1-2, Rachel Hawkes and Michael Spencer
-
French: Allez 1-2, Corrine Dzuilka-Heywood, Yvonne Kennedy et al
HOMEWORK
Most vocab learning homework is set on Quizlet. Students need to create their own account and then join their class to access the weekly study sets. This is crucial preparation for their lessons.
Key Stage 4: GCSE French, German and Spanish (AQA)
"As citizens of the world, we may often find ourselves working alongside people from other countries who speak a different language and have different values, attitudes and beliefs. If we are to work well together, we need to develop a range of approaches and skills." Languages Work
Students follow the AQA specification. In all Languages students cover the following broad topic areas:
- Identity and Culture
- Local, national, international and global areas of interest
- Current and future study and employment
Examinations
Students have a final examination at the end of Year 11 in listening, speaking, reading and writing.
Textbooks
French
- AQA GCSE French Higher, Oliver Gray and Steve Harrison
- AQA GCSE French Foundation, Oliver Gray and Steve Harrison
German
- AQA GCSE German Higher, Heather Murphy et al
- AQA GCSE German Foundation, Heather Murphy et al
Spanish
- AQA GCSE Spanish Higher, John Halksworth et al
- AQA GCSE Spanish Foundation, John Halksworth et al
Key Stage 5: A Level French (EDEXCEL)
Description of Course
You are encouraged to:-
- Develop an interest in, and enthusiasm for, language learning
- Develop understanding of the language in a variety of contexts and genres
- Communicate confidently, clearly and effectively in the language for a range of purposes
- Develop awareness and understanding of the contemporary society, cultural background and heritage of countries or communities where the language is spoken
- Consider your study of the language in a broader context
- Derive enjoyment and benefit from language learning
- Acquire knowledge, skills and understanding for practical use, further study and/or employment
- Communicate with speakers of the language
- Take your place in a multilingual global society
- Take advantage of all opportunities to take part in cultural events and foreign trips
Skills Required
Knowledge, understanding and skills are closely linked in this course. You will continue to develop your ability to:-
- Understand and respond in speech and writing to a variety of authentic spoken and written sources.
- Apply grammar and syntax accurately.
- Demonstrate knowledge and understanding of aspects of French speaking society.
- Demonstrate flexibility when communicating both in speech and in writing.
- Use appropriate registers.
- Manipulate the language accurately to organise facts and ideas, present explanations, opinions and information.
- Transfer meaning from one language to another.
- Analyse, hypothesise, evaluate, argue a case, justify, persuade, retort, develop arguments and present view points.
- Demonstrate your capacity for critical thinking.
Entry Qualifications
Grade 6 GCSE
Method of Assessment
| Unit | Outline | Time | Weighting |
|---|---|---|---|
| 1 | Listening, reading and translation | 1 hr 50 mins | 40% |
| 2 | Written response to works (literary texts and films) and translation | 2hr 40 mins | 30% |
| 3 | Speaking (Discussion on a theme and on independent research project) | 21 - 23 mins, including 5 min preparation | 30% |
Educational Progression and Career Opportunities
French is a valuable component in many courses in Higher Education, particularly Business, Scientific and Technological courses but also service industries, engineering, legal, medical and financial sectors. The combined vocational and language elements of this course equip you with the skills necessary for later life, whether in the workplace or Further/Higher Education.
Key Stage 5: A Level Spanish (EDEXCEL)
Description of Course
You are encouraged to:-
- Develop an interest in, and enthusiasm for, language learning
- Develop understanding of the language in a variety of contexts and genres
- Communicate confidently, clearly and effectively in the language for a range of purposes
- Develop awareness and understanding of the contemporary society, cultural background and heritage of countries or communities where the language is spoken
- Consider your study of the language in a broader context
- Derive enjoyment and benefit from language learning
- Acquire knowledge, skills and understanding for practical use, further study and/or employment
- Communicate with speakers of the language
- Take your place in a multilingual global society
- Take advantage of all opportunities to take part in cultural events and foreign trips
Skills Required
Knowledge, understanding and skills are closely linked in this course. You will continue to develop your ability to:-
- Understand and respond in speech and writing to a variety of authentic spoken and written sources.
- Apply grammar and syntax accurately.
- Demonstrate knowledge and understanding of aspects of Spanish speaking society.
- Demonstrate flexibility when communicating both in speech and in writing.
- Use appropriate registers.
- Manipulate the language accurately to organise facts and ideas, present explanations, opinions and information.
- Transfer meaning from one language to another.
- Analyse, hypothesise, evaluate, argue a case, justify, persuade, retort, develop arguments and present view points.
- Demonstrate your capacity for critical thinking.
Entry Qualifications
- Grade 6 GCSE
Method of Assessment
| Unit | Outline | Time | Weighting |
|---|---|---|---|
| 1 | Listening, reading and translation | 2 hrs | 40% |
| 2 | Written response to works (literary texts and films) and translation | 2hr 40 mins | 30% |
| 3 | Speaking (Discussion on a theme and on independent research project) | 21 - 23 mins, including 5 min preparation | 30% |
Contact Name Miss F Artini (Head of Spanish)
Educational Progression and Career Opportunities
Universities and employers look favourably on applicants with a high level of foreign language ability and languages can complement any higher education courses. Language graduates enter a wide range of sectors including translation, interpreting, teaching, banking and finance, manufacturing, construction and engineering, tourism, medicine, public administration and the civil service. Furthermore, the combined cultural, historical and political elements of this course equip you with the skills necessary for later life, whether in the workplace or higher education. .
Key Stage 5: A Level German (EDEXCEL)
Description of Course
You are encouraged to:-
- Develop an interest in, and enthusiasm for, language learning
- Develop understanding of the language in a variety of contexts and genres
- Communicate confidently, clearly and effectively in the language for a range of purposes
- Develop awareness and understanding of the contemporary society, cultural background and heritage of countries or communities where the language is spoken
- Consider your study of the language in a broader context
- Derive enjoyment and benefit from language learning
- Acquire knowledge, skills and understanding for practical use, further study and/or employment
- Communicate with speakers of the language
- Take your place in a multilingual global society
- Take advantage of all opportunities to take part in cultural events and foreign trips
Skills Required
Knowledge, understanding and skills are closely linked in this course. You will continue to develop your ability to:-
- Understand and respond in speech and writing to a variety of authentic spoken and written sources.
- Apply grammar and syntax accurately.
- Demonstrate knowledge and understanding of aspects of German speaking society.
- Demonstrate flexibility when communicating both in speech and in writing.
- Use appropriate registers.
- Manipulate the language accurately to organise facts and ideas, present explanations, opinions and information.
- Transfer meaning from one language to another.
- Analyse, hypothesise, evaluate, argue a case, justify, persuade, retort, develop arguments and present view points.
- Demonstrate your capacity for critical thinking.
Entry Qualifications
- Grade 6 GCSE
Method of Assessment
| Unit | Outline | Time | Weighting |
|---|---|---|---|
| 1 | Listening, reading and translation | 2 hrs | 40% |
| 2 | Written response to works (literary texts and films) and translation | 2hr 40 mins | 30% |
| 3 | Speaking (Discussion on a theme and on independent research project) | 21 - 23 mins, including 5 min preparation | 30% |
Contact Name Mrs B Stavrou (Head of German)
Educational Progression and Career Opportunities
Universities and employers look favourably on applicants with a high level of foreign language ability and languages can complement any higher education courses. Language graduates enter a wide range of sectors including translation, interpreting, teaching, banking and finance, manufacturing, construction and engineering, tourism, medicine, public administration and the civil service. Furthermore, the combined cultural, historical and political elements of this course equip you with the skills necessary for later life, whether in the workplace or higher education. .
Meet the Team
Bianca Stavrou
I grew up in Germany and always loved learning languages. At school I studied French, English and Portuguese. After my A-Levels I spent a year volunteering in Brazil and then returned to Germany for a BA in European Studies. As part of my course, I spent my semester abroad in Poland and then completed an internship at the German Embassy in London, where I was lucky enough to be offered a job. I worked on youth exchanges between the two countries and was also involved in running youth events for the European Parliament in Brussels. During this time, I also delivered workshops in schools and realised how much I enjoyed working with young people. I did my PGCE at Goldsmiths College in 2010 and have been teaching German, French and Spanish at LPGS ever since.
Marina Mahiques
I was born in Valencia and lived there until I moved to Castellón to study Translation and Interpreting (Catalán, English and German) at Universitat Jaume I. In 2011 I did my year abroad in Germany with the Erasmus Programme. In 2012 I moved to Cardiff to work as a Foreign Language Assistant with the British Council Programme. I enjoyed it so much that I decided to extend my contract for one more year. Afterwards, I decided to carry on my training as a Spanish teacher, I completed a MA in Teaching Spanish as a Foreign Language at Universitat de Barcelona. Then I moved to London to complete my PGCE at Goldsmiths University, my second placement was at Langley Park School for Girls. I then completed my NQT in Woking and in 2017 I got my job in LPGS.
Maria Castán
I was born in Valladolid, Spain where I studied English Language and Literature at Universidad de Valladolid. In 2001 I went to France where I spent a year working as a volunteer at a Special Needs School. In 2002 I moved to London and I started to work as a teaching assistant in a Primary School and I also taught Spanish to adults through a teaching agency. In 2009 I returned to London after living a year in South Africa. I started to work as a teaching assistant in a secondary school and as a Spanish teacher at a School of Languages before I completed my PGCE at Goldsmiths University in 2012. I obtained my first teaching job at Walworth Academy, where I completed my NQT and in 2014 I started to work at LPGS.
Coral Sunman
I grew up in Wales and as I loved languages at school I carried on with them at the University of Wales, Aberystwyth alongside European Studies. During my course I lived in southern Germany for a year where I worked in Weikersheim Gymnasium (a secondary school) as a Foreign Language Assistant. It was a really formative year in which I made friends that I still have. After training to become a teacher I worked in Japan teaching English to students aged from 3 years old through to retired people. Having spent the majority of my life in South and Mid Wales, Tokyo was an amazing, eye-opening experience! I then spent some years in recruitment, working for the same Japanese company, until I realised I missed working with young people and really wanted to teach in schools. My first UK teaching job was in a boys school in north London.
Sandrine Galbert
I lived between Martinique and France. I studied English Literature at Lille University and then did a master in Native American Literature. I later moved to Northern Ireland where I was a French Assistant for one Year in Catholic Boys school. That is when I realised that I enjoyed teaching and decided to apply to do my PGCE in Goldsmiths University.
