KS3 MFL Assessment Model
Knowledge and Understanding

To show understanding of spoken language by joining
in and responding.


Key Skills

To understand the link between the spelling, sound
and meaning of words.
To be able to engage in
conversations by asking and
answering questions.

To develop accurate pronunciation and intonation so
that others understand when they are reading aloud or
using familiar words and phrases.
To be able to speak in sentences,
using familiar vocabulary, phrases
and basic language structures.

To be able to read carefully and
show understanding of words,
phrases and simple writing.

To develop an appreciation of stories, songs, poems
and rhymes in the language to build cultural
understanding.


To develop their ability to understand new words that
are introduced into familiar written material, including
through using a dictionary.


To understand basic grammar such as feminine,
masculine forms and the conjugation of high-frequency
verbs in the present tense; key features and patterns
of the language; how to apply these, for instance, to
build sentences; and how these differ from or are
similar to English.

To show understanding of spoken language by joining
in and responding.

To have a strong understanding of basic grammar such
as feminine, masculine forms and adjectives, and the
conjugation of high-frequency verbs in the present
tense; key features and patterns of the language; how
to apply these, for instance, to build sentences; and
how these differ from or are similar to English.

To know a variety of ways of expressing an opinion
and how to apply them.
Key Words and
Vocabulary
See individual
module plans for
topic specific.
SPAG/ Numeracy
Use of articles
Present Tense
Subject Pronouns
Word Categories
(noun, adj etc)
Negatives
Forming Questions
Home
Learning
See individual
module plans
NOA Learning
Progress Log
1
See individual
module plans
2
Numbers
Basic calculations
To be able to write phrases from
memory, and adapt these to
create new sentences.
To be able to describe people,
places, things and actions orally
and in writing.

To be able to present ideas and
information orally to a range of
audiences.

To be able to engage in
conversations; ask and answer
questions; express opinions and
respond to those of others.

To be able to use understanding
of the link between the spelling,
sound and meaning of words to
See individual
module plans for
topic specific.
Adjectival
Agreement
Possessive
adjectives
Conditional Tense
KS3 MFL Assessment Model

To show an appreciation of stories, songs, poems and
rhymes in the language to build cultural
understanding.
write short extracts of text.

To be able to speak in longer
sentences, using familiar
vocabulary, phrases and basic
language structures.

To develop accurate pronunciation and intonation so
that others understand when they are reading aloud or
using familiar words and phrases.


To show their ability to understand new words that are
introduced into familiar written material, including
through using a dictionary.
To be able to read carefully and
show understanding of words,
phrases and simple writing.

To be able to write phrases from
memory, and adapt these to
create new sentences.
To be able to describe people,
places, things and actions orally
and in writing, and give opinions
on them.


To show understanding of spoken language by joining
in and responding with longer sentences which
include connectives.

To be able to present and explain
ideas and information orally to a
range of audiences.

To be able to argue my point of view.


To have a strong understanding of basic grammar such
as feminine, masculine forms and adjectives, and the
conjugation of high-frequency verbs in the present
tense; key features and patterns of the language; how
to apply these, for instance, to build sentences; and
how these differ from or are similar to English.
To be able to engage in
conversations; ask and answer
questions; express opinions and
justify them and respond to those
of others.

To be able to use understanding
of the link between the spelling,
sound and meaning of words to
write short extracts of text.

To be able to speak for short
presentations using familiar
vocabulary, phrases and basic
language structures.

To be able to read carefully and
show understanding of words,

To know a variety of ways of expressing an opinion
and how to apply them.

To know how to justify and explain my ideas and points
of view.

To show an appreciation of stories, songs and poems in
the language to build cultural understanding.

To develop accurate pronunciation and intonation so
that others understand when they are reading aloud or
See individual
module plans for
topic specific.
Direct pronouns
Conjunctions/
Clauses.
Reflexive verbs
Comparatives
Superlatives
Place of adjectives
Conversions
See individual
module plans
3
KS3 MFL Assessment Model
using familiar words and phrases.

phrases and more complex
writing.
To show their ability to understand new words,
however challenging, that are introduced into familiar
written material, including through using a dictionary.


To understand how to use a dictionary to support my
learning.


To show understanding of spoken language by joining
in and responding with longer sentences which
include connectives.

To have a strong understanding of basic grammar such
as feminine, masculine forms and the conjugation of
high-frequency verbs in the present tense and future
tense; key features and patterns of the language; how
to apply these, for instance, to build sentences; and
how these differ from or are similar to English.

To know a variety of ways of expressing an opinion
and how to apply them.

To know how to justify and explain my ideas and points
of view.

To show an appreciation of literary texts in the
language to broaden cultural understanding.

To develop accurate pronunciation and intonation so
that others understand when they are reading aloud or
using familiar words and phrases.

To show their ability to understand new words,
however challenging, that are introduced into familiar
written material, including through using a dictionary.

To understand how to use a dictionary to support my
learning.

To understand how to form and apply the future tense

To be able to write longer phrases
from memory, and adapt these to
create new sentences.
To be able to describe people,
places, things and actions orally
and in writing. To be able to give
opinions on them and explain my
ideas.
To be able to present and explain
ideas and information orally, using
the present and future tenses, to
a range of audiences.

To be able to engage in
conversations; ask and answer
questions; express opinions and
justify them; give information in
the present and future tenses;
respond to others’ opinions.

To be able to speak for short
presentations using familiar
vocabulary, phrases, some
complex language structures and
present and future tenses.

To be able to read carefully and
show understanding of words,
phrases, information in present
and future tenses and some
unfamiliar language.

To be able to write longer phrases
from memory, and adapt these to
create new sentences.
See individual
module plans for
topic specific.
Prepositions
Near Future Tense
Structures followed
by infinitives
Budgeting
Coordinates
See individual
module plans
4
KS3 MFL Assessment Model
in familiar contexts, both orally and in writing.

To understand spoken language in the present and
future tenses in familiar contexts.

To show understanding of spoken language by joining
in and responding with longer sentences which
include connectives.

To have a strong understanding of basic grammar such
as feminine, masculine forms and the conjugation of
high-frequency verbs in the present tense, future
tense and past tense; key features and patterns of the
language; how to apply these, for instance, to build
sentences; and how these differ from or are similar to
English.

To know a variety of ways of expressing an opinion
and how to apply them.

To know how to justify and explain my ideas and points
of view.

To show an appreciation of literary texts in the
language to broaden cultural understanding.

To show accurate pronunciation and intonation so
that others understand when they are reading aloud or
using familiar words and phrases.

To show their ability to understand new words,
however challenging, that are introduced into familiar
written material, including through using a dictionary.

To understand how to use a dictionary to support my
learning.

To know how to form and apply the future tense in
familiar contexts, both orally and in writing.

To understand how to form and apply the past tense
in familiar contexts, both orally and in writing.

To understand spoken language in the present, future

To be able to present and explain
ideas and information orally, using
the present, future and past
tenses, to a range of audiences.

To be able to engage in
conversations; ask and answer
questions; express opinions and
justify them; give information in
the present, future and past
tenses; respond to others’
opinions.

To be able to speak for short
presentations using familiar
vocabulary, phrases, some
complex language structures and
present, future and past tenses.

To be able to read carefully and
show understanding of words,
phrases, information in present,
future and past tenses and some
unfamiliar language.

To be able to write short texts
from memory, and adapt these to
create new language.
See individual
module plans for
topic specific.
Past Tense
Partitive Articles
Modal Verbs
Impersonal
Constructions
Depuis
Quantities
See individual
module plans
5
KS3 MFL Assessment Model
and past tenses in familiar contexts.

To show understanding of spoken language by joining
in and responding with longer sentences which
include complex connectives and relative pronouns.

To have a strong understanding of grammar such as
tenses which convey the past, present and future.

To show an appreciation of literary texts in the
language to broaden cultural understanding.

To speak with increasing confidence, fluency and
spontaneity, finding ways of communicating what they
want to say, including through discussion and asking
questions, and continually improving the accuracy of
their pronunciation and intonation.
To understand the gist of unfamiliar language by using
my knowledge of the world and drawing on language
learning strategies, including through using a
dictionary.


To know how to form and apply the imperfect tense in
familiar contexts, both orally and in writing.

To understand how to apply relative pronouns and be
able to identify them in familiar contexts.

To understand spoken language in a variety of tenses
which convey the present, future and past in a range
of contexts.

To read and show comprehension of original and
adapted materials from a range of different sources,
understanding the purpose, important ideas and
details, and provide an accurate English translation of
short, suitable material.

To understand when to use formal and informal
language.

To be able to present and explain
ideas and information orally, using
present, future and past tenses, to
a range of audiences.

To be able to speak for
presentations using familiar
vocabulary, phrases, complex
language structures and present,
future and past tenses.

To be able to read carefully and
show understanding of words,
phrases, information in present,
future and past tenses and
unfamiliar language.

To be able to write texts from
memory, and adapt these to
create new language.
To be able to initiate and develop
conversations by coping with
unfamiliar language and
unexpected responses.
To be able to adapt language to
the situation depending on which
register is required; formal or
informal.
To be able to discuss matters of
personal or topical interest.



See individual
module plans for
topic specific.
Relative Pronouns
Formal Language
Imperfect Tense
See individual
module plans
6
KS3 MFL Assessment Model



To develop and use a wide-ranging and deepening
vocabulary that goes beyond their immediate needs
and interests, allowing them to give and justify
opinions and take part in discussion about wider
issues.
To read literary texts in the language [such as stories,
songs, poems and letters], to stimulate ideas, develop
creative expression and expand understanding of the
language and culture.
To write at varying length, for different purposes and
audiences, using the variety of grammatical structures
that they have learnt.

To understand and respond to spoken and written
language from a variety of authentic sources, in
particular spoken language at an increased pace.

To have a strong understanding of grammar such as
tenses which convey the past, present and future.

To understand the gist of less familiar language by
using my knowledge of the world and drawing on
language learning strategies, including through using a
dictionary in both reading and listening.

To know how to form and apply imperatives in familiar
contexts, both orally and in writing.

To understand how to form and apply the future tense
and be able to identify it in familiar contexts.

To understand how to apply the pronouns ‘y’ and ‘en’.

To read and show comprehension of original and
adapted materials from a range of different sources,
understanding the purpose, important ideas and
details, and provide an accurate English translation of
short, suitable material.

To use a wide-ranging and deepening vocabulary that
goes beyond their immediate needs and interests,
allowing them to give and justify opinions and take part






To be able to transcribe texts that
they hear with increasing
accuracy.
To speak with increasing
confidence, fluency and
spontaneity, finding ways of
communicating what they want to
say, including through discussion
and asking questions, and
continually improving the
accuracy of their pronunciation
and intonation.
To be able to write prose using an
increasingly wide range of
grammar and vocabulary, to write
creatively to express their own
ideas and opinions, and translate
short written text accurately into
the foreign language.
To be able to speak coherently
and confidently.
To be able to narrate events, tell a
story or relate the plot of a book
or a film and give their opinions.
See individual
module plans for
topic specific.
Imperatives
Using ‘y’ and ‘en’
‘Si’ clauses
Future Tense
See individual
module plans
7
To be able to transcribe texts that
they hear with increasing
accuracy.
See individual
module plans for
topic specific.
Pluperfect
Infinitive
Constructions
See individual
module plans
8
KS3 MFL Assessment Model





in discussion about wider issues.
To be able to use accurate grammar, spelling and
punctuation.
To develop and use a wide-ranging and deepening
vocabulary that goes beyond their immediate needs
and interests, allowing them to give and justify
opinions and take part in discussion about wider
issues.
To read literary texts in the language [such as stories,
songs, poems and letters], to stimulate ideas, develop
creative expression and expand understanding of the
language and culture.
To write at varying length, for different purposes and
audiences, using the variety of grammatical structures
that they have learnt.
To understand and respond to spoken and written
language from a variety of authentic sources, in
particular spoken language at an increased pace.




To have a strong understanding of grammar such as
tenses which convey the past, present and future.


To understand the gist of unfamiliar language by using
my knowledge of the world and drawing on language
learning strategies in both listening and reading.

To know how to form and apply infinitive
constructions in familiar contexts, both orally and in
writing.



To understand how to form and apply the pluperfect
tense and be able to identify it in familiar contexts.

To read and show comprehension of original and
adapted materials from a range of different sources,
understanding the purpose, important ideas and
details, and provide an accurate English translation of
short, suitable material.
To speak with increasing
confidence, fluency and
spontaneity, finding ways of
communicating what they want to
say, including through discussion
and asking questions, and
continually improving the
accuracy of their pronunciation
and intonation.
To be able to write prose using an
increasingly wide range of
grammar and vocabulary, to write
creatively to express their own
ideas and opinions, and translate
short written text accurately into
the foreign language.
To be able to speak coherently
and confidently.
To be able to narrate events, tell a
story or relate the plot of a book
or a film and give their opinions.
To be able to summarise, report
and explain extracts orally and in
writing.
To be able to deal with
unpredictable elements in
conversations or with people who
are unfamiliar.
KS3 MFL Assessment Model


To understand how to use and manipulate a variety of
key grammatical structures and patterns, including
voices and moods, as appropriate.
To use a wide-ranging and deepening vocabulary that
goes beyond their immediate needs and interests,
allowing them to give and justify opinions and take part
in discussion about wider issues.

To understand a range of authentic texts including
some expressing different points of view, issues and
concerns and which include official and formal texts.

To be able to use accurate grammar, spelling and
punctuation.
To read literary texts in the language [such as stories,
songs, poems and letters], to stimulate ideas, develop
creative expression and expand understanding of the
language and culture.
To write at varying length, for different purposes and
audiences, using the variety of grammatical structures
that they have learnt.



To understand and respond to spoken and written
language from a variety of authentic sources, in
particular spoken language at a close to native pace.

To have a strong understanding of grammar such as
tenses which convey the past, present and future.

To understand the gist of unfamiliar language by using
my knowledge of the world and drawing on language
learning strategies in both listening and reading.

To know how to form and apply the present
subjunctive in familiar contexts, both orally and in
writing.

To understand how to form and apply the pluperfect
tense and be able to identify it in familiar contexts.

To read and show comprehension of original and






To develop independence in
reading by choosing and
responding to stories, articles,
books and plays according to their
interests.
To speak with confidence, fluency
and spontaneity, finding ways of
communicating what they want to
say, including through discussion
and asking questions, with mostly
accurate pronunciation and
intonation.
To be able to write prose using an
increasingly wide range of
grammar and vocabulary, to write
creatively to express their own
ideas and opinions, and translate
short written text accurately into
the foreign language.
To be able to narrate events, tell a
story or relate the plot of a book
or a film and give their opinions.
To be able to summarise, report
and explain extracts orally and in
writing.
To be able to confidently deal
with unpredictable elements in
conversations or with people who
are unfamiliar.
See individual
module plans for
topic specific.
Present Subjunctive
Passive
See individual
module plans
9
KS3 MFL Assessment Model
adapted materials from a range of different sources,
understanding the purpose, important ideas and
details, and provide an accurate English translation of
suitable material.
Assessment Weighting Data Collection
In Class Assessments – 40%
Summative Assessment – 50%
Home Learning Projects – 10%