St Bede’s
Catholic High School

Tel: 01695 570 335 / 01695 577 320
Fax: 01695 571 686
Email: admin@sbchs.co.uk

German

Welcome to Modern Foreign Languages

The MFL Department at St Bede’s is ambitious, experienced and specialised.  It has very high standards of teaching and learning and aims to create skilled, enthusiastic and independent language learners as well as educated global citizens.

We strive to cultivate a life-long love of languages by exploring together new and exciting cultures, interesting linguistics and by sharing the value and joy of communication.

Learning a foreign language is a liberation from insularity and provides an opening to other cultures.  We want pupils to feel that the MFL experience at St Bede’s is rewarding and fun and to open their eyes to the wonderful world in which we live.    We believe a high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. Pupils study a variety of topic areas as well as use authentic materials such as realia, literature and films as well as whole school events to enhance their Cultural Awareness and Intercultural Understanding. 

Based on the Studio and Stimmt courses, our MFL curriculum incorporates grammar and vocabulary and focusses heavily on linguistic competence in order to inspire confidence in our language learners.  We believe it serves for individual differences, abilities and interests and we endeavour to provide opportunities for all pupils to develop a high level of literacy and numeracy in MFL, preparing them for success in adult life.  In lessons, students will use the four skills of Listening, Speaking, Reading and Writing.  The curriculum at all key stages is underpinned by a mastery approach, equipping pupils with a foundation for continuing their education at A Level, learning different languages or to study and work in other countries. 

Special Status

The MFL Department are delighted to have been awarded the prestigious status of a ‘Smart Choice: German School’ by the Goethe Institute in the summer of 2018.  The institute is a German cultural association, which operates worldwide, promoting the study of the German language abroad and encouraging international cultural exchanges and relations.  The Institute was founded and is funded by the German Government.   We have received such an accolade as we have a firm commitment to the teaching and learning of German here at St Bede’s.  German, together with French, has been taught here since our opening in 1957. We aim to do everything possible to make St. Bede’s pupils stand out from the crowd; by learning German, our pupils benefit from a broader and more ambitious curriculum.  We also recognise the practical and economic reasons for studying German and want to convey this as much as possible to our pupils.   As a small school, when so many of our neighbouring secondary schools study Spanish, it is wonderful that our passion for German has been recognised and we have received such an honour.

Thanks to our work with the Goethe Institute, we run an outreach programme, teaching German in four of our feeder primary schools on a weekly basis and have hosted numerous events, talks and competitions for our network members.

 

Department Structure

Both French and German are taught in the MFL Department, which are compulsory in Key Stage 3 and optional at KS4.
Each Year Group will study one langugage during their time at St Bede’s; the langauge offered to the new Year 7 cohort will change every year.

 

Key Stage 3 German

Our Scheme of Work has been created using the Pearson Stimmt Course, but with a greater focus on creating language and inspiring confidence in St Bede’s pupils, for example through Speaking activities, and increased learning about culture of the countries in which German is spoken.   The Stimmt course is perfect for beginners and will push pupils to achieve their potential in the study of this new and exciting language. Stimmt is the newest publication around and we believe it provides the right stimulation, challenge and enjoyment for our pupils.  For Year 9 pupils, we also use tiered books (higher and foundation) in order to best cater for your child’s learning needs.

How could I support my child in KS3 German?

  1. Pupils could go over the passages, grammar explanations and vocabulary in their exercise books in advance of each lesson. This will help them be more confident in class as they recognise vocabulary from last lesson, building on their prior learning.
  2. For each segment of learning, pupils have a Knowledge Organiser with key grammar and vocabulary points; regular revision of these pages would be very useful.
  3. They could use this website http://www.atantot.com to learn new language and hear songs etc. (Please ask the subject teacher for log on details) They should click KS3 German and pick a topic for revision. Or http://www.atantot-extra.co.uk/  (same usename and password). Pick a game and a topic for some fun games! www.memrise.com is another excellent website for practising and learning vocabulary, and at the start of the year, pupils will be given a link code to follow, which will then allow them to sign up to, or log in to a course which has been solely created for them.
  4. If they ever miss a lesson or a part of a lesson, they should find out from a friend or visit their teacher to catch up on the work from that lesson.
  5. Come to Language Club every Monday and Thursday lunchtime at 13.20 for help or to practise with other language learners.
  6. Ensure that your child has access to Classcharts so that they are able to see and listen to any work we have set as homework.

 

GCSE German

A GCSE language course is excellent for pupils who enjoy communicating and learning about different countries and cultures, and it creates greater job opportunities.

In German all pupils will follow the AQA full course specification 8668. During the two years, pupils will build on their knowledge from KS3 and they will be assessed equally in the following four skill areas: Listening (25%), Reading (25%), Speaking (25%) and Writing (25%). There are two tiers of assessment: Foundation (grades 1-5), and Higher (grades 4-9).  The most appropriate tier will be decided upon in Year 11, after extensive discussion between pupil, home and school.  We follow the Stimmt GCSE Course in German, in order to build on our pupils’ KS3 learning.

How could I support my child in KS4 German?

  1. Pupils have their own copy of the Stimmt GCSE textbook.  Therefore, they could go over the passages, grammar explanations and vocabulary in advance of each lesson. This will help them be more confident in class as they will have seen new words already. It is always useful to look ahead in the textbook.
  2. At the end of each chapter in the textbook, there is a double page of vocabulary and a numerous pages of grammar explanations and exercises at the back of the book. Regular revision of these pages would be very useful.
  3. Your child has been invited to purchase a Grammar and Translation Workbook, as extension work to the textbook, to focus on any gaps in their knowledge.
  4. They could use this website http://www.atantot.com to learn new language and hear songs etc. (Please ask the subject teacher for log on details). They should click KS4 German and pick a topic for revision. Or http://www.atantot-extra.co.uk/ (same usename and password). Pick a game and a topic for some fun games! http://www.memrise.com is another excellent website for practising and learning vocabulary, and at the start of the year, pupils will be given a link code to follow, which will then allow them to sign up to, or log in to a course which has been solely created for them.
  5. If they ever miss a lesson or a part of a lesson, they should find out from a friend or visit their teacher to catch up on the work from that lesson.
  6. Use the AQA specification vocabulary list to revise Foundation and Higher tier vocabulary. Please ask the subject teacher for a copy with translations.
  7. Regular revision of classnotes and supplementary worksheets would be useful and all texts and passages should be read as much as possible.
  8. Ensure that your child has access to Classcharts so that they are able to see and listen to any work we have set as homework.
  9. Come to Language Club every Monday and Thursday lunchtime at 13.20 for help, to try past examination papers or to practise with other language learners.
  10. We run GCSE Revision sessions every Tuesday and Thursday after school 3.15-4.00 for Year 11 pupils and encourage pupils to attend.

 

Course Overview

We follow the AQA GCSE German course.

Students study all of the following themes on which the assessments are based.

Theme 1: Identity and culture

Theme 2: Local, national, international and global areas of interest

Theme 3: Current and future study and employment

The GCSE courses have a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier. All question papers must be taken in the same series.

 

Paper 1: Listening

What’s assessed

Understanding and responding to different types of spoken language

How it’s assessed

·         Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier)

·         40 marks (Foundation Tier), 50 marks (Higher Tier)

·         25% of GCSE

(Each exam includes 5 minutes’ reading time of the question paper before the listening stimulus is played.)

Questions

Foundation Tier and Higher Tier

·         Section A – questions in English, to be answered in English or non-verbally

·         Section B – questions in German, to be answered in German or non-verbally

 

Paper 2: Speaking

What’s assessed

Communicating and interacting effectively in speech for a variety of purposes

How it’s assessed

·         Non-exam assessment

·         7–9 minutes (Foundation Tier) + preparation time

·         10–12 minutes (Higher Tier) + preparation time

·         60 marks (for each of Foundation Tier and Higher Tier)

·         25% of GCSE

Questions

Foundation Tier and Higher Tier

The format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the Photo card and different stimulus materials for the Role-play. The timings are different too:

·         Role-play – 15 marks (2 minutes at Foundation Tier; 2 minutes at Higher Tier)

·         Photo card – 15 marks (2 minutes at Foundation Tier; 3 minutes at Higher Tier)

·         General conversation – 30 marks (3–5 minutes at Foundation Tier; 5–7 minutes at Higher Tier)

 

Paper 3: Reading

What’s assessed

Understanding and responding to different types of written language

How it’s assessed

·         Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier)

·         60 marks (for each of Foundation Tier and Higher Tier)

·         25% of GCSE

Questions

Foundation Tier and Higher Tier

·         Section A – questions in English, to be answered in English or non-verbally

·         Section B – questions in German, to be answered in German or non-verbally

·         Section C – translation from German into English (a minimum of 35 words at Foundation Tier and 50 words at Higher Tier)

 

Paper 4: Writing

What’s assessed

Communicating effectively in writing for a variety of purposes

How it’s assessed

·         Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)

·         50 marks at Foundation Tier and 60 marks at Higher Tier

·         25% of GCSE

Questions

Foundation Tier

·         Question 1 – message (student produces four sentences in response to a photo) – 8 marks

·         Question 2 – short passage (student writes a piece of continuous text in response to four brief bullet points, approximately 40 words in total) – 16 marks

·         Question 3 – translation from English into German (minimum 35 words) – 10 marks

·         Question 4 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks

Higher Tier

·         Question 1 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks

·         Question 2 – open-ended writing task (student responds to two compulsory detailed bullet points, producing approximately 150 words in total) – there is a choice from two questions – 32 marks

·         Question 3 – translation from English into German (minimum 50 words) – 12 marks

 

Resources given to Pupils

 Year Group German
7-9 All pupils are issued with a green exercise book which they should take home. Pupils should be encouraged to cover these books to avoid graffiti and protect them.  All revision materials, vocabulary lists, Knowledge Organisers and Grammar Notes will be in their green book and should be revised regularly.
10 -11

 All pupils are issued with a green exercise book which they should take home. Pupils should be encouraged to cover these books to avoid graffiti and protect them.

Pupils are issued with a copy of Stimmt GCSE, backed in a plastic cover and a copy of the grammar and translation workbook which should be brought to every lesson.

 

Each pupil should be issued with a coloured sheet, which should be stuck in the inside cover of their exercise book containing the following information:

* Progress chart to record end of module examination results, levels and future targets.
* The MFL behaviour Policy.
* Grade Descriptors with a grammar focus.
* Target language for use in the classroom by teachers and pupils.
* What day their homework is set and due each week.

Use of Target Language

At St. Bede’s, one of our primary aims is to teach our students to communicate with people in a foreign language and clearly a natural place for this communication to begin is within the language classroom. Optimum use of the target language is a central aim of MFL in the Curriculum, and this is reflected in all our teaching. However, it is also essential that students understand what is required of them, and we understand that a few words in English at crucial points in the lesson will do more to alleviate misunderstanding than a great deal of attempted explanation in the target language can do.

Homework

Pupils should record the homework in their planners and when it is due.   All pupils in Key Stage 3 have a vocabulary test in their first lesson of the week and should therefore revise regularly.  Key Stage 4 homework is set as appropriate by the class teacher.

Assessments in MFL

As well as weekly vocabulary tests, pupils will following the Assessment schedule below:

Codes:

(T) – Teacher Assessment

(P) – Peer Assessment

L – Listening

R – Reading

S – Speaking

W – Writing

 

7 HT1 Assessment – L, R, W (T) 8 HT1 Assessment – L, R, W (T) 9 HT1 Assessment – L, R, W (T)
7 HT2 Assessment – S (T) 8 HT2 Assessment – S (T) 9 HT2 Assessment – S(T)
7 HT3 Assessment – R, W (T) 8 HT3 Assessment – R, W (T) 9 HT3 Assessment – R, W (T)
7 HT4 Assessment – S (P) 8 HT4 Assessment – S(P) 9 HT4 Assessment – S (P)
7 HT5 Assessment – L (T) 8 HT5 Assessment – L (T) 9 HT5 Assessment – L (T)
7 HT6 Assessment – W (P) 8

HT6 Assessment – W (P)

 

9

HT6 Assessment – W (P)

 

10

 

8 End of Unit Tests throughout KS4

L, R, S, W skills in Foundation and Higher format

 

June – Assessment – L, R, W Foundation Paper, S Foundation exam

11

 

January – Assessment –

L, R, W Higher Paper

Mock S exam

 

April – Assessment

Official S exam (tiered)

 

May / June – Assessment

L, R, W paper (tiered)

Results

2019

9 – 7     0.0%

9 – 4     90.9%

Department Members

Frau Williams – Curriculum Leader of Modern Foreign Languages

Madame Williams – Teacher of French, German and Russian

Mrs Gallagher – Teacher of French, German and Russian

Curriculum Road Map