Why and how are we teaching languages?. At Sandy Secondary School, we believe that learning a modern foreign language is an essential skill with clear educational, personal, cultural, social, and career benefits.. The ability to communicate in a foreign language is increasingly valuable in a global economy and enhances social and cultural understanding.. The Modern Languages Department aims to provide all pupils with an energetic and dynamic experience of language learning.. We adopt a communicative approach using the Extensive Processing Instruction (EPI) methodology developed by Dr. Gianfranco Conti. All our teachers have been personally trained by Dr.. Conti in this approach, ensuring high-quality, research-based teaching.. Lessons are conducted primarily in the target language, fostering an immersive environment that enhances achievement and enjoyment for all students.. We strive to make language learning fun, stimulating, and confidence-building.. By equipping students with the tools to communicate effectively and engage with different cultures, we help them develop valuable lifelong skills.. Our curriculum is designed to build linguistic competence while promoting cultural empathy and positive attitudes toward speakers of foreign languages.. To ensure strong language foundations, all our students study either French or Spanish up to GCSE level as part of our strong EBacc offer.

How is our curriculum delivered?. MFL provision at Sandy Secondary School is delivered by a highly qualified team, consisting of five Spanish specialists, including two native speakers, and two French specialists, one of whom is a native speaker.. With extensive experience in language teaching, our staff continually update their knowledge and skills through ongoing professional development, which is shared across the department during weekly briefings.. In Years 7 and 8, both French and Spanish are taught in mixed-ability groups for two hours per fortnight.. By Year 9, French increases to six hours per fortnight, still in mixed-ability groups, while Spanish is also six hours but taught in sets.. In Years 10 and 11, French continues for six hours per fortnight in set groups. Spanish is delivered in sets for four hours in Year 10 and six hours in Year 11.. This combination of mixed-ability and set groupings ensures appropriate challenge for high-achieving students while providing additional support for those who need it.. Our Schemes of Work are carefully sequenced to align with the demands of the new GCSE curriculum.. The KS3 curriculum introduces the three themes of the AQA GCSE course for French and Spanish, ensuring a smooth transition between key stages.. The focus is initially on high-frequency vocabulary and key grammatical structures, with clear progression planned across all year groups.. Our language teaching follows a target-language approach, which provides essential practice and reinforcement.. We carefully adapt our classroom language to match student learning levels and encourage pupils to use the foreign language as a means of communication.. Vocabulary teaching is varied, context-based, and continuously reinforced. Grammar is taught both implicitly and explicitly, forming a consistent thread throughout all years.. Phonics are systematically taught to improve pronunciation and spelling.. We implement the EPI methodology, where students start each new topic with a focus on listening and speaking activities, supported by sentence builders.. Learning in chunks rather than isolated words allows students to achieve basic communicative competence early.. As students master key structures, they transition to reading and writing activities, gradually working towards independent communication.. This approach is enhanced through engaging activities such as language games and mini whiteboard exercises. Formative assessment is a key feature of our curriculum.. Students complete regular IKE vocabulary tests as low-stakes mini-tests, fostering a dialogue between teachers and pupils before summative assessments.. Questioning is a central aspect of our language classrooms, allowing teachers to gauge understanding and adjust lesson pacing accordingly.. Mini whiteboards are frequently used for quick comprehension checks, ensuring all students are engaged and making progress.. At the end of each unit, students complete a formal assessment, which helps identify gaps in knowledge and informs curriculum planning.. These assessments cover the four skill areas of language learning: reading, listening, writing, and speaking.. Students are exposed to exam-style questions from Year 7 onwards to ensure they are well-prepared for their GCSE exams.

Our teaching methods have led to high levels of student engagement, as evidenced by informal and formal lesson observations.. Pupils participate actively, predominantly using the target language, and demonstrate enthusiasm for language learning.. A key indicator of our success is the strong interest in MFL beyond the classroom.. The high number of pupils participating in annual trips to France and Spain reflects their commitment to language learning and cultural engagement.. The consistent approach across the department has fostered enjoyment and achievement.. Students develop strong vocabulary, grammatical understanding, and the ability to manipulate language structures effectively.. Our tracking data shows clear progression in pupils’ knowledge and skills across terms and years.. Intervention processes are in place for KS4 pupils who require additional support, ensuring they remain on track.. Behaviour in MFL classrooms is generally excellent, supported by consistent reward systems that maintain motivation.. When challenges arise, the department works collaboratively to support students and colleagues.. As part of our whole-school literacy ethos, MFL lessons place strong emphasis on spelling, grammatical terminology, and reading aloud, contributing to overall language development.. Pupils achieve GCSE grades that enable them to pursue further education and specialisation in languages.. Through shared lesson plans, collaborative assessment planning, departmental work scrutiny, and regular team meetings, we ensure consistency in curriculum delivery and maintain high teaching standards.. By the time our students leave Sandy Secondary School, we hope they will have developed a lifelong love of language learning and an appreciation for the ability to communicate across cultures—an invaluable gift that will serve them throughout their lives.

MFL Curriculum | Sandy Secondary School

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Modern Foreign Languages

At Sandy Secondary School, we believe that learning a modern foreign language is an essential skill with clear educational, personal, cultural, social, and career benefits. The Modern Languages Department provides all pupils with an energetic and dynamic experience of language learning using the Extensive Processing Instruction (EPI) methodology.

We adopt a communicative approach with lessons conducted primarily in the target language, fostering an immersive environment. All our students study either French or Spanish up to GCSE level as part of our strong EBacc offer, building linguistic competence while promoting cultural empathy.

Carmen Cortes Perez

Teacher of Spanish

Corneille Kessi

Teacher of MFL

Lisa Champion

Lead Teacher - KS3 Spanish

Lynette Toop

Head of Spanish

Sara Vevers

Head of French

Subject Information Sheets

Download curriculum overviews and subject information sheets for Modern Foreign Languages.

Subject Information Sheets

Curriculum documents for Modern Foreign Languages.

Our Approach to Modern Foreign Languages

Our Modern Foreign Languages department focuses on three key areas that shape everything we do.

Language Skills

Building strong foundations in reading, writing, listening, and speaking through the research-based EPI methodology developed by Dr. Gianfranco Conti.

Communication

Developing confident communication in the target language through immersive lessons, debates, and structured speaking activities.

Cultural Awareness

Promoting cultural empathy and positive attitudes toward speakers of foreign languages through engagement with French and Spanish cultures.

Curriculum Intent, Implementation & Impact

Our Modern Foreign Languages curriculum is built around three core pillars. Expand the sections below to read our full statements on what we aim to achieve, how we deliver it, and the difference it makes to our students.

Intent

Why and how are we teaching languages?
At Sandy Secondary School, we believe that learning a modern foreign language is an essential skill with clear educational, personal, cultural, social, and career benefits.
The ability to communicate in a foreign language is increasingly valuable in a global economy and enhances social and cultural understanding.
The Modern Languages Department aims to provide all pupils with an energetic and dynamic experience of language learning.
We adopt a communicative approach using the Extensive Processing Instruction (EPI) methodology developed by Dr. Gianfranco Conti. All our teachers have been personally trained by Dr.
Conti in this approach, ensuring high-quality, research-based teaching.
Lessons are conducted primarily in the target language, fostering an immersive environment that enhances achievement and enjoyment for all students.
We strive to make language learning fun, stimulating, and confidence-building.
By equipping students with the tools to communicate effectively and engage with different cultures, we help them develop valuable lifelong skills.
Our curriculum is designed to build linguistic competence while promoting cultural empathy and positive attitudes toward speakers of foreign languages.
To ensure strong language foundations, all our students study either French or Spanish up to GCSE level as part of our strong EBacc offer.

Implementation

How is our curriculum delivered?
MFL provision at Sandy Secondary School is delivered by a highly qualified team, consisting of five Spanish specialists, including two native speakers, and two French specialists, one of whom is a native speaker.
With extensive experience in language teaching, our staff continually update their knowledge and skills through ongoing professional development, which is shared across the department during weekly briefings.
In Years 7 and 8, both French and Spanish are taught in mixed-ability groups for two hours per fortnight.
By Year 9, French increases to six hours per fortnight, still in mixed-ability groups, while Spanish is also six hours but taught in sets.
In Years 10 and 11, French continues for six hours per fortnight in set groups. Spanish is delivered in sets for four hours in Year 10 and six hours in Year 11.
This combination of mixed-ability and set groupings ensures appropriate challenge for high-achieving students while providing additional support for those who need it.
Our Schemes of Work are carefully sequenced to align with the demands of the new GCSE curriculum.
The KS3 curriculum introduces the three themes of the AQA GCSE course for French and Spanish, ensuring a smooth transition between key stages.
The focus is initially on high-frequency vocabulary and key grammatical structures, with clear progression planned across all year groups.
Our language teaching follows a target-language approach, which provides essential practice and reinforcement.
We carefully adapt our classroom language to match student learning levels and encourage pupils to use the foreign language as a means of communication.
Vocabulary teaching is varied, context-based, and continuously reinforced. Grammar is taught both implicitly and explicitly, forming a consistent thread throughout all years.
Phonics are systematically taught to improve pronunciation and spelling.
We implement the EPI methodology, where students start each new topic with a focus on listening and speaking activities, supported by sentence builders.
Learning in chunks rather than isolated words allows students to achieve basic communicative competence early.
As students master key structures, they transition to reading and writing activities, gradually working towards independent communication.
This approach is enhanced through engaging activities such as language games and mini whiteboard exercises. Formative assessment is a key feature of our curriculum.
Students complete regular IKE vocabulary tests as low-stakes mini-tests, fostering a dialogue between teachers and pupils before summative assessments.
Questioning is a central aspect of our language classrooms, allowing teachers to gauge understanding and adjust lesson pacing accordingly.
Mini whiteboards are frequently used for quick comprehension checks, ensuring all students are engaged and making progress.
At the end of each unit, students complete a formal assessment, which helps identify gaps in knowledge and informs curriculum planning.
These assessments cover the four skill areas of language learning: reading, listening, writing, and speaking.
Students are exposed to exam-style questions from Year 7 onwards to ensure they are well-prepared for their GCSE exams.

Impact

Our teaching methods have led to high levels of student engagement, as evidenced by informal and formal lesson observations.
Pupils participate actively, predominantly using the target language, and demonstrate enthusiasm for language learning.
A key indicator of our success is the strong interest in MFL beyond the classroom.
The high number of pupils participating in annual trips to France and Spain reflects their commitment to language learning and cultural engagement.
The consistent approach across the department has fostered enjoyment and achievement.
Students develop strong vocabulary, grammatical understanding, and the ability to manipulate language structures effectively.
Our tracking data shows clear progression in pupils’ knowledge and skills across terms and years.
Intervention processes are in place for KS4 pupils who require additional support, ensuring they remain on track.
Behaviour in MFL classrooms is generally excellent, supported by consistent reward systems that maintain motivation.
When challenges arise, the department works collaboratively to support students and colleagues.
As part of our whole-school literacy ethos, MFL lessons place strong emphasis on spelling, grammatical terminology, and reading aloud, contributing to overall language development.
Pupils achieve GCSE grades that enable them to pursue further education and specialisation in languages.
Through shared lesson plans, collaborative assessment planning, departmental work scrutiny, and regular team meetings, we ensure consistency in curriculum delivery and maintain high teaching standards.
By the time our students leave Sandy Secondary School, we hope they will have developed a lifelong love of language learning and an appreciation for the ability to communicate across cultures—an invaluable gift that will serve them throughout their lives.

Begin Your Modern Foreign Languages Journey

Discover how Modern Foreign Languages can shape your future — explore our curriculum from KS3 through to Sixth Form.

Contact the Modern Foreign Languages Department