Framework for teaching modern foreign languages: Years 7, 8 and 9

Key Stage 3 

National Strategy 

Framework for teaching modern foreign languages: 

Years 7, 8 and 9

2 

Framework for teaching modern foreign languages: Years 7, 8 and 9 © Crown copyright 2003

Contents 

Foreword 5 

Executive summary 7 

Section 1 About the MFL Framework 

Introduction 11 

What is the Foundation Subjects strand of the Key Stage 3 National Strategy? 12 

What is the Key Stage 3 MFL Framework and what is it for? 13 

How is the Framework of objectives structured? 14 

Why is there one framework to cover different languages? 15 

What is the thinking behind the MFL Framework? 15 

What are the general principles about language teaching and learning behind 16 

the MFL Framework? 

How does the MFL Framework relate to the National Curriculum programme 18 

of study and the QCA schemes of work? 

What is the thinking behind the Framework objectives? 22 

How are we meant to use the Framework of objectives? 25 

How do we set about teaching with the MFL Framework and what about the use 26 

of the target language in the classroom? 

Is the MFL Framework only for use with the first foreign language taught at Key Stage 3? 26 

How do we use the MFL Framework with pupils of different abilities? 26 

It all looks quite challenging. How do we implement the MFL Framework? 31 

Section 2 Framework of objectives 

a Teaching objectives by year 36 

b Teaching objectives by strand 39 

c Teaching objectives with examples 44 

Section 3 Appendices 

1 From Framework to classroom 63 

2 Name tags 80 

3 High-frequency words 84 

4 Glossary of terms 105 

© Crown copyright 2003 Framework for teaching modern foreign languages: Years 7, 8 and 9 3

Section 4 Additional guidance on inclusion 

Inclusion 139 

Including pupils with special educational needs (SEN) and disabilities 140 

Pupils learning English as an additional language (EAL) 145 

Supporting and challenging gifted and talented pupils 149 

Gender and achievement in MFL 150 

MFL and ICT 151 

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Foreword 

Learning foreign languages is increasingly important in a global economy and also has great value in 

terms of cultural and linguistic richness in our society, personal fulfilment and global citizenship and 

understanding. This Framework for teaching modern foreign languages underscores the vital importance 

of giving all pupils the tools to make direct and personal contact with other people and their cultures. The 

Framework and its associated training programme support our National Languages Strategy and will help 

to create language learners. 

The Framework is deliberately similar to the National Literacy Strategy and the Key Stage 3 English 

Frameworks and attempts to build on the linguistic skills which pupils bring with them to the study of a 

modern language. A key feature of the Foundation Subjects strand is the emphasis it gives to the 

teaching of thinking skills and to assessment for learning. These help pupils to reach higher levels of 

attainment and become independent learners. 

The Framework draws upon best practice in the schools taking part in the Pilot programme and teachers 

have made an important contribution to the Framework and training materials. The training programme 

fully reflects the integral place of MFL within the Foundation Subjects strand of the Key Stage 3 Strategy 

and offers teachers of MFL an opportunity to focus collaboratively on the same range of teaching and 

learning strategies as their colleagues in other Foundation Subjects. I hope teachers of MFL will find the 

Framework a valuable resource in motivating all pupils to be enthusiastic learners of modern foreign 

languages. 

Catherine Ashton, Parliamentary Under Secretary of State for Sure Start and School Standards 


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Executive summary 

The Framework for teaching modern foreign languages: Years 7, 8 and 9 is a progressive set of teaching 

objectives for MFL. It is based on the Key Stage 3 programme of study and draws on good practice in the 

teaching of MFL. The objectives can be applied to any language, but examples are given in French, 

German and Spanish as these are the ones most commonly taught. 

The Framework is about learning languages and also about creating confident language learners, 

equipped with the skills and conventions of language learning. With this confidence and understanding, 

pupils should be well placed to learn other languages later. 

Section 1: About the MFL Framework 

This section puts MFL within the Key Stage 3 Strategy and the Foundation Subjects strand. It explains the 

thinking behind the Framework, the way it is organised and how it can be used. It also contains guidance 

on matching work to different learning needs. 

Section 2: Framework of objectives 

This section contains objectives set out year on year under the following five headings: 

• Words 

• Sentences 

• Texts: reading and writing 

• Listening and speaking 

• Cultural knowledge and contact. 

This structure draws on and extends the word-, sentence- and text-level organisation of the frameworks 

for the National Literacy Strategy and English at Key Stage 3. 

Each yearly set of objectives has a distinct emphasis: 

• In Year 7, pupils receive a firm foundation in what will be for most their first year of foreign language 

learning. 

• In Year 8, the objectives reflect this secure start and promote acceleration in language acquisition. 

• In Year 9, the objectives are designed to promote pupils’ independence as language learners. 

Within this overall intent, there is scope for variation. For example, some Year 7 pupils may already be 

working on objectives from Year 8, while others may continue with the Year 7 objectives for longer than 

one year. What matters is the laying of a firm foundation for later language development. 


Section 3: Appendices 

1 From Framework to classroom 

This appendix sets out a detailed demonstration of how a teacher might plan to teach the Framework 

objectives over the long and medium term and at lesson level, based on an existing scheme of work. 

2 Name tags 

Name tags are the objectives in abbreviated form and are a quick and convenient means of reference. 

3 High-frequency words 

Lists of high-frequency words in French, German and Spanish are provided. Work on these words allows 

pupils to do more with the vocabulary they have at their command. 

4 Glossary of terms 

This is an amended version of the glossary provided for the National Literacy Strategy. It offers a common 

terminology for discussion about language and informs teachers of MFL about the terminology which 

pupils are taught to use in primary literacy and in Key Stage 3 English. 

Section 4: Additional guidance on inclusion 

This section contains general guidance similar to that found in previous frameworks on ensuring access 

to the MFL curriculum for a wide range of pupils. 

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Framework for teaching modern foreign languages: Years 7, 8 and 9

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