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 |
Communicating in the target language Grammar – how and when to include ‘il superlativo’ Listen for detail/gist Debate language Adapt language for different contexts Develop accurate spelling ,pronunciation and intonation Initiate and develop conversations Recognising grammatical patterns in Italian Making connections between languages How to use exclamations |
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Knowledge |
Theme: Le feste Key Language, vocabulary and Grammar Speaking Booklet introduction Le feste I sacramenti religiosi Pasqua Feste nazionali e regionali Gianni Rodari. ‘La strada di cioccolato’ Authentic text 3 |
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Rationale |
This unit offers Learners the opportunity to deepen their cultural awareness of national festivals and public holidays celebrated in Italy. They will also be able to draw on their own experiences to offer examples of festivals that are important to them. Learners will use prior knowledge of giving opinions and justifying viewpoints in order to debate differences and similarities between different celebrations in Italy and England. Learners will compare, contrast and draw conclusions from their viewpoints and those expressed by others. This is a vital Higher level communication skill which will be built on in future units. The authentic text by Rodari will once again pin point core reading strategies and put new grammatical structures into a new context. Previous strategies of deconstructing a text for understanding will be revisited. |
unit overview - autumn term 2
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Skills |
Communicating in the target language Grammar – how and when to include ‘il condizionale’ Listen for detail/gist Adapt language for different contexts Develop accurate spelling ,pronunciation and intonation Initiate and develop conversations Recognising grammatical patterns in Italian Making connections between languages How to use exclamations |
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Knowledge |
Theme: Sei in forma? Il lavoro Key Language, vocabulary and Grammar Che cos’hai Dieta e Salute Esercizi per tenersi in forma. Exam style writing Il lavoro Che tipo di lavoro? Un lavoro ideale Il curriculum Vitae Conditional tense |
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Rationale |
This unit offers cross curricular links with P.E. Learners have the opportunity to consider the importance of keeping fit and healthy as life skill. They will further develop skills of logical thinking and developing thoughtful, justified opinions. Learners will expand the range of grammatical structures that they use as this variety of tenses is vital to higher Level tasks. Therefore the conditional tense will be built in gradually and reinforced in future units. Learners will develop thinking skills in considering their future plans after GCSE. There are cross curricular links with Careers Education and with SMSC. Cultural awareness and general knowledge will be enhanced as the educational systems in Italy and England are compared and evaluated. Learners may offer comparisons with other educational systems with which they are familiar, thereby increasing overall awareness of diversity. Cross-curricular links are made with English as Learners practise how to construct arguments engage in a debate. They will practise writing their own CV which clearly is a life skill requirement.. |
unit overview - spring term 1
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Skills |
Communicating formally to accept/ decline job proposals Grammar – how and when to include ‘le preposizioni’ Listen for detail/gist Adapt language for different contexts Develop accurate spelling ,pronunciation and intonation Initiate and develop conversations Recognising grammatical patterns in Italian Making connections between languages |
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Knowledge |
Theme: Cosa ti piacerebbe fare? Key Language, vocabulary and Grammar Inviti ad uscire Inviti ad andare all’estero Un film che ho visto Reading units – I miei film preferiti Speaking booklet Photo cards |
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Rationale |
This third 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 assessment in Y10. This unit is designed around themes that learners can easily relate to and engage with allowing 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. The introduction of irregular verbs in the imperfect and perfect tense will help them to acquire 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 2
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Skills |
Initiate and develop conversations of a transactional nature Use of appropriate register when making a complaint How to manipulate word order in questions Listen for detail/gist Adapt language for different contexts Develop accurate spelling, pronunciation and intonation Recognising grammatical patterns in Italian Making connections between languages |
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Knowledge |
Theme: Cosa vuoi comprare? Key Language, vocabulary and Grammar Un giro dei negozi Abbigliamento Facciamo delle compere Authentic text comprehension Speaking booklet Role-plays |
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Rationale |
This fourth unit enables Learners to acquire key knowledge regarding transactional scenarios in Italy. This is vital for the GCSE as they are required to carry out role-plays of this nature as part of the GCSE speaking exam. To ensure learners reach the highest marks of the GCSE criteria, they will be encouraged to use descriptive language and use the correct register according to the relevant audience. In order to reach levels 7-9, learners need to use a variety of tenses accurately and be able to differentiate between the different types of past and future tenses. To that end, learners will be focussing on the subtle nuances between the Imperfect and perfect tenses and will be able to manipulate questions to their advantage. 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 |
Take part in a debate Making connections between languages How to manipulate word order in questions Listen for detail/gist Adapt language for different contexts Develop accurate spelling, pronunciation and intonation Recognising grammatical patterns in Italian |
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Knowledge |
Theme: Che tipo è? Key Language, vocabulary and Grammar Carattere e rapporti Conflitti familiari Matrimonio e figli Grammatica – il perfetto e il futuro Speaking – General conversation |
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Rationale |
In this fifth unit, Learners will gain further practise in the Higher level GCSE skill of using a wide range of tenses appropriately and accurately. Learner will demonstrate use of critical thinking to decide on which tense to use. They will practise decision-making skills on how to translate using the translation strategies used in this and previous units. They will understand that translation skills needs to be specifically studied, as translation requires learners to differentiate between literal translation and adaptation. 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. 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 - summer term 2
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Skills |
Transferring language Approaching language in reading texts Learning vocabulary Listening for different tenses Adapt language for different contexts Develop accurate spelling, pronunciation and intonation Recognising grammatical patterns in Italian |
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Knowledge |
Theme: Il nostro ambiente Key Language, vocabulary and Grammar Tipi di inquinamento Il riciclaggio Problemi ambientali della zona Grammatica – il passivo Reading units – l’ambiente |
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Rationale |
This sixth unit reminds 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. In this unit, learners will be taught to use appropriate structures pertaining to formal and informal contexts in order to request and provide information about the environmental issues relating to their own experiences and those of other people, including people in countries /communities where Italian is spoken. As detailed in the exam specification, this will give them the opportunity to use the Conditional and Imperative tenses as well as negative structures that are key to reach levels 7-9. 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. |
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.