In Year 7, students are given the foundational building blocks for subsequent learning within themes that enable self-expression. Concepts central to the Target Language grammar are introduced, such as verb conjugations in the Present tense and adjectival agreements. By the end of the year, students will amass a substantial bank of new vocabulary. They will be able to manipulate it to produce language relevant to themselves and their immediate environment. The themes explored in Year 7will be expanded and further developed in the years ahead, giving students the opportunity to build on their previous learning.

In Year 8, students review the present tense formation within new topics and develop and enrich their vocabulary to talk about themselves and their preferences, with relatable topics such as music and fashion. Students will have the opportunity to discuss cultural differences (music, food, celebrations, etc.), enriching their cultural knowledge and supporting the anti-racism school priority.

In Year 9, the topics provide an opportunity to review past tense formation introduced in Year 8. The Celebrations module also enhances students' understanding of key world events, such as Remembrance Day, Christmas, Easter, Eid al-Fitr, or Day of the Dead. This topic is featured in the GCSE specifications. Discussing other cultures and celebrations also supports the anti-racism school priority.

The Earning a Living and Future Plans topics revisit the future timeframes and link to students' real-life experiences. The final topic, Health and Lifestyles brings all three timeframes together (I did, I do, I will do) in relation to their students' habits; supporting the school value of Family, specifically, ‘respect yourself’ and ‘care for and support each other’. The consolidation of a variety of timeframes and topical vocabulary prepares students to continue their study of the language to the next level.

In year 10 and 11, the topics and planning prepare for current GCSE content and examinations, which builds on the core grammar and high-frequency vocabulary introduced in KS3. Lessons are designed to review knowledge routinely through the frequent use of Retrieval activities. Students are then expected to build on that through targeted skills development and regular assessment.

The topics explored in Y10 act as both a bridge with KS3 (specifically, topic 1: Family and friends, which was first introduced in Year 7 and is most familiar to students), and with the students’ real-life experiences (such as doing their work experience prior to the last topic on Jobs and Careers.) 

The topics explored in Y11 act as a bridge with KS3 (specifically, topic 1: Travel and Tourism, which was introduced in Year 8 and revisited in 9). Students revisit three timeframe formations and tackle more complete subjects such as Environmental Issues, Poverty, etc. Global, Environmental, and Social Issues is the Chosen Conversation Theme in the Speaking exam at the end of Year 11.

Students end the course with a good, secure knowledge of vocabulary and grammar at KS4, acting as a strong foundation to be built upon in the first term of KS5 should they continue with their language studies, which we promote and encourage.

In the first year of study, A-Level topics build on learning from KS4 and language development moves away from set phrases and vocabulary to enable students to express opinions in a meaningful way.

The curriculum introduces film in Y12, and students begin learning about the structures and themes that will be analysed in an increasingly complex manner over the two years of study.

In Year 13, more controversial aspects of society are added in, leading to more meaningful discussions and class debates, which enable students to improve and practise higher-level language skills. They also develop more mature arguments around complex topics such as the death penalty, migration, or politics. Grammar also revises KS4 learning and adds more tenses and complex structures such as subjunctives, indirect speech, passive forms etc.

Literary work is introduced in Y13 as students are well equipped to read a novel in the target language and discuss its themes.

Students end the course with a solid and secure knowledge of vocabulary and grammar at KS5, which enables them to continue studying the language or start a language at university or gives them the fluency required to communicate with native speakers securely.