SMSC within the Curriculum Areas MFL

  • We encourage our students to have respect for themselves and for others, and their beliefs.
  • We discuss festivals in Spanish speaking countries, such as Christmas, Easter and the Mexican Día de Los Muertos. We look at how they differ from the way we celebrate these or similar festivals in the UK.
  • We promote a positive ethos in our lessons, which encourages students to feel positive about language learning. For example, we encourage KS3 and KS4 students to make revision/end-of-unit posters, mind-maps, revision booklets or brochures to allow them to be imaginative and creative in their thinking to help them remember key language and grammatical points, but also motivate them to do well in languages.
  • We create a positive learning environment (with posters, displays with students' work or helpful key language...) to develop a positive ethos in and outside the MFL classroom to give students a sense of enjoyment and value for their personal learning, their success and also the success of others.
  • Our Schemes of Learning include activities (such as peer marking) so that all students are given the opportunity to appreciate their own work, but also the work of others.
  • Both our KS3 and KS4 Schemes of Learning include cultural items that allow students to develop their awareness of the world around them, open their minds to people and cultures from other countries so that they understand and accept differences.
  • We also aim to include an element of ‘awe and wonder’ through sharing amazing facts about language and languages where relevant in lessons.
  • KS3 students look at healthy and unhealthy diets and school rules.
  • In Years 10 and 11, students look at smoking and drug/alcohol dependency and students are encouraged to discuss what is right and wrong. They are encouraged to talk/write about eating disorders, alcohol dependency, drug addiction and smoking. Students also study a unit of work on environmental issues.
  • In KS5 students look at several relevant issues such as immigration, racism, environment, crime and world poverty all of which give rise to in depth debate.
  • In KS3 and 4, students discuss the family unit. Whilst students do not have to disclose their own family situation a number of different family models are used in examples.
  • We regularly include activities in our lessons (i.e. pair work/role plays/group work) that allow students to acquire good social skills, become good team players, but also self-reliant learners.
  • Students are encouraged to become Language Leaders and organise activities for younger and primary pupils.
  • Language Ambassadors help to lead our Language Leaders.
  • By its very nature, the study of MFL affords many opportunities to show an appreciation of other cultures. We challenge stereotypes and racist views and encourage acceptance and celebration of diversity.
  • In Years 10 and 11, students look at the differences between, for example, the English school system and the Spanish school system. They are given the opportunity to discuss the pros and cons of wearing a school uniform as part of this unit as Spanish students do not wear uniform.
  • In the past our Foreign Language Assistants shared information about where they live, what food they eat, and any celebrations that might happen in their home country.
  • At KS3, students create restaurant/café menus, discover/discuss typical Spanish dishes and even cook some of them.
  • Staff often bring in Spanish / Latin American food for pupils to sample.
  • Students are also exposed to popular and traditional Hispanic music.

KS3 Students are encouraged to visit Barcelona and KS4 and 5 students are offered the chance of a Spanish Exchange trip with our link school in Madrid