Economic well being and financial capability through MFL at KS3

There are a number of key concepts that underpin the study of economic well-being and financial capability. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. The following can be applied through MFL in KS3.

 

Achieve economic well-being

The ability to communicate in a language other than English is valued by many employers. Learning languages helps pupils develop their communication skills and express themselves clearly and effectively. They are used to working in teams and are able to connect with others, see different points of view and overcome misunderstandings more easily. Foreign language skills improve employability, particularly in international business, and improve the overall economic competitiveness of the nation in a global economy.

(DfCFS) MFL, personal development and Every Child Matters)

 

Key concepts of Modern foreign languages

 

There are a number of key concepts that underpin the study of languages. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.

 

·          1.1 Linguistic competence

o         (a) Developing the skills of listening, speaking, reading and writing in a range of situations and contexts.

o         (b) Applying linguistic knowledge and skills to understand and communicate effectively

 

·          1.4 Intercultural understanding

o         (a) Appreciating the richness and diversity of other cultures.

o         (b)Recognising that there are different ways of seeing the world, and developing an international outlook.

http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-3/modern-foreign-languages/index.aspx

YEAR 7

Self-development

Objectives: Pupils should be able to:

Exploration

Objectives: Pupils should be able to:

Explanatory notes

Trends: Employment trends information should be based on sound intelligence of developments in the labour market locally, nationally and globally.

Enterprise: Enterprise education consists of enterprise capability, supported by financial capability and economic and business understanding.

Qualities: These include adaptability, perseverance, determination, flexibility, creativeness, ability to improvise, initiative, self-confidence, autonomy and action orientation.

Access point in MFL Programme of Study:

 

 

Interpretation in SoW:

Resources:

YEAR 8

Range and content

This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.

Objectives: Pupils should be able to understand and appreciate:

·         (3) the range of opportunities in learning and work and changing patterns of employment (local, national, European and global)

Access point in MFL Programme of Study:

·         French Expo 2 Unit 6 (June)

·         Use of future time frame/s at Level 5c

 

Interpretation in SoW:

·         Focus on transferable language skills.

·         How people have increased their life-chances and employability through the ability to even speak a MFL at a basic level.

Resources:

YEAR 9

Explanatory notes

Opportunities in learning and work and changing patterns of employment: These include the full range of post-14 learning options and progression routes, drawing on the local area prospectus, and information supplied by careers specialists. Pupils should also draw on: up-to-date labour market information (showing the diversity of local and national employment opportunities); information on learning options, skills, occupations and progression routes; and information about self-employment.

Money management: Pupils need to be able to manage their money in a range of situations. Financial contexts should include personal situations as well as situations beyond their immediate control. Pupils should learn what influences how people spend money and how to become competent at managing personal money in a range of situations, including those beyond their immediate experience.

Dilemmas: These could include how the choices pupils make as consumers affect other people’s economies and environments.

 

Curriculum opportunities

During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.

The curriculum should provide opportunities for pupils to:

There are a number of key concepts that underpin the study of personal well-being. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.

Access point in MFL Programme of Study:

 

 

 

Interpretation in SoW:

Resources:

 


Adapted NC Level criteria:

 

Level 3

You can research and describe some of the features of the EU and a country within it, and you can describe some of the issues that effect the people in that community

You can investigate different sources of information (News articles) about the immigration issue and outline the issue

 

Level 4

You can state some of the qualities you possess that would make you a good representative for your business

You use a number of different sources of information to discuss some of the issues experienced by citizens in the EU.

You choose your own areas to investigate and explore how these can change people’s lives, and what is fair and unfair about this.

 

Level 5

You analyse different opinions of migration (mobility of labour), and explain what influences people to have these opinions.

You discuss issues where different citizens of the EU have rights which compete against one another.

You explain which the qualities would make you a good international representative for the public (eg: Why they will make you a good MEP)

 

Level 6

You evaluate different opinions and use researched facts to highlight their strengths and weaknesses

You make persuasive suggestions for having transferrable language skills, giving clear reasons

You reflect on the success of your actions and the actions of others, you describe ideas of what could be done next to improve the outcome of the campaign to heighten awareness of language skills

You discuss different opinions about a country joining the EU and how that can change the lives of the citizens of your country and the UK.

You show that you understand why people have different opinions, and assess your sources to see if they are trustworthy or biased.

 

Level 7

You analyse what happens to individuals, groups and society as a result of having MFL skills, and what impact this can have on their futures

You can analyse the reasons for migration around the EU, and explain how this changes the diversity and make up of the UK and other countries. 

You can explore where your own opinions have come from.

 

Level 8

You show that you reviewed your plans, listened to the opinions of others, and made changes if needed

You explore how governments run your EU country (other than the UK), and you can compare the roles of citizens in your EU country and the UK in taking part in running the country

You can make connections between the sources of information you have used and your own experiences, and make perceptive arguments.