Italian
Learning Journey & Sequencing Rationale
Teaching and learning in Spanish and Italian focuses on language acquisition through developing a range of language learning strategies. The emphasis is on encouraging learners to learn, practise and apply key language and structures for a range of tasks and contexts. Languages is traditionally split into four skill areas (listening, speaking, reading and writing) and work centres on developing mastery in each skill area. Lesson activities are varied and may include exploiting a literary text for comprehension, extracting key details from listening texts, engaging in role-play or practising translation. Throughout their learning learners are strongly encouraged to make links with other languages that they know and to share this information with the class. All languages are celebrated and valued within the culture of Language Learning at Harrow High School.
Rationale for the Sequencing in MFL at KS3
In Years 7, 8 and 9 we fully cover the National Curriculum Programmes of Study. We build on language learning experiences from Key Stage 2 and Home Languages. The knowledge and skills specified in the KS2 and KS3 Programmes of Study are used to cement the foundation for study at KS4 and beyond. The curriculum is taught by topics that are carefully sequenced to match age appropriate areas of interest and to reflect actual events such as festivals and holidays. It encourages Learners to appreciate and celebrate cultural similarities and differences. The topics are chosen and sequenced to develop phonics, vocabulary and grammar in a planned and purposeful manner, allowing for progression from novice to expert learner. The choice of topics, content and assessments are arranged to allow for language -learning experiences that are successful and engaging. This enables us to promote motivation, self-efficacy and autonomy.
High frequency words which act as anchor points are prioritised in our curriculum. Carefully chosen topic based vocabulary as well as clusters of related words are also built explicitly into the Curriculum. These are revisited across different contexts, skills and themes to encourage long term memory. The careful sequencing of topics allows for this to happen in a cohesive manner. Each topic also introduces and reinforces Learners to Language -learning strategies in the four skills and in memorising vocabulary and becoming an independent Learner, which are vital for GCSE study.
The sequencing also allows us to deliver grammar incrementally through a structured and scaffolded approach. With regular retrieval practice and interplay between grammar, phonics and vocabulary and Language Learning strategies, a strong foundation in knowledge is built ready for GCSE study. Detailed assessment and feedback lead demonstrably to Learner progress in knowledge, spontaneity, engagement and accuracy.
Rationale for the Sequencing in MFL at GCSE
The GCSE course continues to build on the foundations established at KS3. The three themes of Identity and Culture; Local, national, international and global areas of interest and Current and future study and employment are sequenced to naturally reflect the Learners journey, experiences and interests during these two years of school life. Each theme is split into four topics which interleave the learning between the topics and also between the themes. The topics link logically into each other and also include retrieval from key stage 3. The key skills of Reading, Learning vocabulary, writing, translation skills, building grammar knowledge, Listening, dealing with authentic texts and Speaking are practised in each topic. Complexity of Language increases appropriately in context of the topic. Grammar is carefully introduced and revisited frequently. The topics also expand Learners cultural knowledge whilst developing language skills. This approach enables Learners of all abilities to develop their Spanish language skills to their full potential, equipping them with the knowledge to communicate in a variety of contexts with confidence. This is important as we strongly believe in languages as a skill for life and something Learners should enjoy and find rewarding and useful. Each topic also interleaves key communication strategies and repair strategies which will greatly increase their ability to cope successfully with unknown words. These same strategies also support other curriculum areas. Full coverage of the themes ensures that our Learners are fully prepared for the GCSE exams and to continue learning languages in the future.
unit overview - Autumn term 1
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Skills |
Extracting relevant information from a range of listening texts Using reading strategies to access authentic material and literary texts Learning question words Inference and deduction of appropriate responses Extending sentences Giving opinions in different ways to extend writing |
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Knowledge |
Theme: l’istruzione in Italia Key Language, vocabulary and Grammar
Il Sistema d’istruzione L’importanza delgli esami Luigi Malerba. ‘Il ragno e lo scorpione’ Authentic text 13 |
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Rationale |
This first GCSE unit enables Learners to make the transition from Year 9 into Year 10 being confident about previous key points of Grammar and vocabulary. This represents an opportunity to revisit strategies for learning vocabulary and structures from Year 9. Learners need to understand the requirements of the GCSE exam fully and that each skill is examined separately and carries equal weighting for their final assessment grade. Learners will further develop independent study skills through accessing This Is Language at home. In this unit, learners are expected to understand, request and provide information about the sub topics specified above relating to their own experiences and those of other people, including people in countries /communities where Italian is spoken. They are expected to acquire knowledge as specified in the specification for this unit and to apply it progressively throughout the course across the topics and across the skills in order to understand the importance and relevance of transferring skills and knowledge. |
unit overview - autumn term 2
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Skills |
Extending sentences with sequences (poi, dopo, quando, etc…) Including a variety of opinion and viewpoints Checking accents and spelling Learning sentences/phrases meaning the same Dealing with unpredictable questions Joining ideas with a variety of connectives |
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Knowledge |
Theme: Problemi Sociali Key Language, vocabulary and Grammar
Le stragi del sabato sera Aiutiamo gli altri Niccolò Ammaniti ‘Io non ho paura’ Authentic text 14 |
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Rationale |
This second unit enables learners to practise the important skill of sequencing their responses into a logical coherent structure and to extend sentences as overtly practised in the previous unit. This is to ensure learners are getting into the habit of systematically expanding their responses to reach the highest marks on their Speaking and Writing assessments. This unit is designed around themes that learners can easily relate to and engage with allowing for Learners to draw on familiar contexts as a starting base. Learners are expected to create content providing detailed information about the sub topics specified above and relating to their own experiences and those of other people, including people in countries /communities where Italian is spoken. The introduction of Debate phrases will help them to express knowledge as specified in the specification for this unit and to apply it progressively throughout the course across any topics. They are expected to acquire knowledge as specified in the specification for this unit and to apply it progressively throughout the course across the topics and across the skills in order to understand the importance and relevance of transferring skills and knowledge. |
unit overview - spring term 1
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Skills |
Revising and reusing basic vocabulary in a different context Conjugation of verbs in future tense Giving a range of opinions + justify them convincingly Agreeing/disagreeing with exam stimuli Constructing a useful phrases list for revision Using questions to form answers |
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Knowledge |
Theme: Come vedi il futuro? Key Language, vocabulary and Grammar
I nostril sogni Amici per sempre |
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Rationale |
This unit will be used to encourage learners to reuse key phrases from prior learning in their interactions with each other and with the Teacher in order to develop accurate pronunciation, intonation and to work actively on expanding their answers as this is a key part of the GCSE. There is an opportunity to engage Learners further through the use of songs, tongue twisters and phonetics in order to develop fluency as well as transcribe texts. In order to be familiar with a variety of accents and idioms, learners will be exposed to Italian from different regions and be expected to transfer the skills they have learnt above to extract key meaning and confidently translate new words. They are also expected to use increasingly accurate sentences in two tenses in order to fully prepare for the Speaking and Writing assessments for their GCSE exam thereby building on the key grammar points learnt in year 9. They are expected to acquire knowledge as specified in the specification for this unit and to apply it progressively throughout the course across the topics and across the skills in order to understand the importance and relevance of transferring skills and knowledge. |
unit overview - spring term 2
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Skills |
Identifying false friends Noticing distractors in listening activities Extracting core information and disregarding irrelevant information Responding to questions in 3rd person in Italian Manipulating answers Using adverbs of time and frequency Understanding some specialist vocabulary |
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Knowledge |
Theme: Reading and Listening Key Language, vocabulary and Grammar
Higher / Foundation Listening activities Manipulating verbs from 1st to 3rd person |
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Rationale |
This fourth unit enables Learners to enhance their reading and listening skills with particular emphasis on noticing the key information, distractors and false friends designed to catch them out. In order to reach levels 7-9, learners need to manipulate vocabulary and adapt tenses accurately, and be able to differentiate between the different types of past and tenses. To that end, learners will be focussing on the subtle nuances between the Imperfect and perfect tenses alongside noticeable changes between first and third person. Learners are expected to acquire knowledge as specified in the specification for this unit and to apply it progressively throughout the course across the topics and across the skills. Therefore, while being tested reference to past units will be made to ensure learners understand the importance of transferring knowledge and skills. |
unit overview - summer term 1
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Skills |
Improving pronunciation through practice Revising key vocabulary and structures across all 3 themes Extending spoken answers with complex sentences Using a variety of adjectives and intensifiers in responses Analysing role-play and photo-card stimuli to develop appropriate answers Predicting the surprise questions Learning and using delaying strategies (È una bella domanda…) Revising a reusing Italian idioms |
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Knowledge |
Theme: Speaking exam Key Language, vocabulary and Grammar
Describing a photo-card General conversation topics |
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Rationale |
This fifth unit will allow learners to focus on their speaking skills, paying particular attention to their pace and pronunciation in order to fully prepare for their speaking exam. Key speaking skills will be revisited and tested through the three components of the speaking exams in order to make sure learners know how to respond adequately to the varied stimuli and surprise questions. Furthermore, Learners will gain further practise of using a wide range of tenses appropriately and accurately in preparation of their speaking exam. Learner will demonstrate use of critical thinking to decide on which tense to use. This unit will also remind Learners of the vital GCSE skill of transferring language across contexts and themes. Learners will demonstrate how to recall and use previous knowledge to facilitate this unit. This is also an opportunity to revisit mind maps and highly frequent language in order to create meaningful revision notes. |
unit overview - summer term 2
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Skills |
Exam Skills Revising key vocabulary and structures across all 3 themes Extending verbal answers with complex sentences Analysing and responding to the bullet points in detail Revising translation strategies vs literal translation Using exclamations to convey emotions Revising and reusing Italian idioms Proof reading for accuracy and SPAG Referring to other people’s viewpoints |
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Knowledge |
Theme: Written exam Key Language, vocabulary and Grammar
Translations |
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Rationale |
In this last unit, Learners will gain further practise in their writing skill by using a wide range of tenses appropriately and accurately. Learner will demonstrate use of critical thinking to decide on which tense to use for their essay. Furthermore, Learners will practise decision-making skills on how to translate using the translation strategies used in this and previous units. They will demonstrate their ability to differentiate between literal translation and adaptation in order to get full marks for their exam. In this unit Learners will also be expected to self-assess their written work through proof reading in order to be able to critically judge and improve their own essay in an exam situation. Time management will be practised as well as specific word counts, both of which are important to success at GCSE. |
knowledge Organiser
A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.
We encourage all pupils to use them by doing the following:
- Quiz themselves at home, using the read, write, cover, check method.
- Practise spelling key vocabulary
- Further researching people, events and processes most relevant to the unit.