Modern Foreign Languages at
The British School of Lomé
'Apprendre une langue, c'est comme le commencement d'une autre vie.'
Togo          Spain

Learning modern foreign languages (French and Spanish) at BSL is an opportunity for students to be in contact with a new languages and to be able to gradually improve the four language skills (speaking, reading, listening and writing). All students will be encouraged to demonstrate good understanding, interaction, and fluency in French or Spanish. Our goals are to first to teach both primary and secondary students with different methods. Secondly, to reinforce and improve the learners' standard to help them to become bilingual. Finally, to make sure that resources and material will maintain diversity and display the international aspect of the various teaching groups. Our courses will focus on linguistic competence and interaction as well as culture and civilization.

Course Overview: French and Spanish

French Key stage 3 (Years 7 – 9)


From Y7 to Y9 students (Francophones and Anglophone groups) study the following themes taught each year at different levels. Throughout the course students will develop their skills in listening, speaking, reading and writing French. It will prepare them for the IGCSE French Second language. Advanced students (francophone) are able to be involved in analyzing types of text with different language registers. Topics studied are as follows:
  • Self, family and personal relationships
  • Home life and school
  • Work and future plans
  • Hobbies, leisure and entertainment
  • Food, health and fitness
  • Holidays and special occasions
  • Home town and local area
  • Life in other countries
Spanish Key stage 3 (Years 7 – 9)

Over 400 million people in the world speak Spanish. It is the world's 3rd most spoken language, after Chinese and English, and ranks 2nd in terms of native speakers. Spanish is the second most used language in international communication. It's an official language of the UN and its organizations as well as the UE. Learning Spanish permits an insight into the rich and varied cultures developed in the Spanish-speaking world and bestows more opportunity to communicate directly with Spanish-speaking people. Key stage 3 (Years 7 – 9)

The Spanish curriculum provides opportunities for pupils to hear, speak, read and write in the target language regularly and frequently within the classroom and beyond. Students study the following units:
  • School
  • Family
  • House and home
  • Daily routine
  • Free time activities
  • Food and drinks
  • Clothes
  • Health
  • Holidays
General outcomes are broad statements identifying the knowledge, skills and attitudes that students are expected to achieve in the course of their language learning experience.
  • Applications: Students will use Spanish in a variety of situations and for a variety of purposes.
  • Language Competence: Students will use Spanish effectively and competently.
  • Global Citizenship: Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Spanish-speaking world.
  • Strategies: Students will know and use various strategies to maximize the effectiveness of learning and communication.
CIE
IGCSE French and Spanish

From Y7 to Y9 students study the following themes taught each year at different levels. Throughout the course students will develop their skills in listening, speaking, reading and writing French. It will prepare them for the IGCSE French Second language. This is a two year course designed for all students (Francophones and Anglophones) who will learn various topics to improve both their comprehension and writing. Francophone students will receive a more advanced course to continue to raise their standard. Through the study of these Topic areas, candidates gain insight into target language countries and communities.
  • 1 - Topics:
Here are the main topics studied:
  • Everyday activities
  • Personal and social life
  • The world around us
  • The world of work
  • The international world.
  • 2 - Assessment:
The final the year examination is divided into the four skill areas. The oral exam is conducted internally and written papers externally assessed. Here is the list of papers:
  • Paper 1 Listening 25% (45 minutes), 45 marks
  • Paper 2 Reading  25%  (1 hour), 45 marks:
    All candidates must attempt all three sections.
  • Paper 3 Speaking 25% (15 minutes) Internally assessed/externally moderated, 100 marks:
    The Speaking test consists of a single interview with three compulsory parts:
    Test 1: Role Plays
    Test 2: Topic Presentation/Conversation
    Test 3: General Conversation.
  • Paper 4 Writing 25% (1 hour), 50 marks:
    All candidates must attempt both sections.
IBO
IB Courses in MFL DPT( FRENCH and SPANISH)

AT BSL HERE ARE THE OPTIONS TAUGHT:
  • FRENCH category 1 option:
  • French A( SL and HL)
  • FRENCH Category 2 options:
  • a)French B(SL and HL).
    b) French and Spanish Ab Initio.


1 French A(SL and HL)

This course is designed for more able francophone students. For the assessment in the final year, both Standard and Higher level students will be having a written tasks (70%) and orals (30%)

a) Topics for HL and SL(2018-2019)

Part 1: Language in cultural context.
        Texts are chosen from a variety of sources, genres and media.

Part 2: Language and mass communication.
        Texts are chosen from a variety of sources, genres and media.

Part 3: Literature—texts and contexts.
         SL: Two texts, one of which is a text in translation from the prescribed list.

Part 4: Literature—critical study.
        SL: Two texts, both of which are chosen from the prescribed list of authors (PLA).
        HL: Three texts, all of which are chosen from the prescribed list of authors (PLA) for the language A studied.

PS: This is a pre university course designed for Francophone students with very good skills in French.


b) Assessment
For the assessment in the final year, both Standard and Higher level students will be having a written tasks (70%) and orals (30%).

External assessments:
Paper 1 (Analyse de texte): reading paper, 2 hours

Paper 2 (Composition ): writing paper, 2 hours
Texts are chosen from a variety of sources, genres and media.

The written assignment: To be written in the final year, in Y13.
SL: Two texts, one of which is a text in translation from the prescribed list. GM

Internal assessment:
Orals for both options SL and HL.
SL: Two texts, both of which are chosen from the prescribed list of authors (PLA).
HL: Three texts, all of which are chosen from the prescribed list of authors (PLA) for the language A studied.
PS: This is a pre university course designed for Francophone students with very good skills in French.  Students who chose this option earn a bilingual diploma.


2 French B

French B Standard and Higher Level

The language B course is a two year course which provides students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the Confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity.

Part 1: Former syllabus to follow for June 2019 examination

a) Topics
IB students (Year 13) will study topics such as:

  • Global issues, social relationships
  • Communication and media
  • Cultural diversity
  • Leisure
  • Science and technology
  • Health
  • Customs and traditions
PS: FRENCH B HL: In addition to studying the same topics as SL students, HL students deal with literature.

b) Assessment for SL and HL
    External assessments:
    Paper 1: Reading comprehension paper (1hour 30 min)

    Paper 2 : Writing paper (1hour 30 min)
    The written assignment For HL and SL students: A piece of writing based on 3 texts for SL and for HL , it is based on an extract from of one of the literary book studies in class.

    Internal assessment:
    Orals for both options SL and HL.

    A conversation with the teacher, based on a visual stimulus, followed by a discussion based on an additional theme. The individual oral assessment assesses the candidate’s interactive skills. It is designed to determine to what extent the candidate is able to verbally interact in the target language with appropriate language, structures and register. The candidate is also assessed on the ability to present an organized response to a stimulus. The individual oral assessment comprises four stages: timed preparation; part 1—presentation; part 2—discussion of the stimulus; part 3—general discussion.

PS: Apart from learning topics as SL students, HL students will be involved in literature to learn different language registers and to be able to deal with literary analysis. They will have the same assessment as SL students: written papers (70%) and orals (30%)

Part 2: New syllabus to follow for June 2020 examination

a) Topics for French B SL and HL (2018-2020)
  • Identités (Identities)
  • Expériences (Experiences)
  • Ingéniosité humaine ( Human ingenuity)
  • Organisation sociale ( Social organization)
  • Partage de la planète ( sharing the planet)
PS: Literature ( For French B – HL students)

Reading literature in the target language can be an enjoyable journey into cultures where the target language is spoken. Literature can exemplify one or more of the prescribed themes of the language B course, and can help students to broaden their vocabulary and use language to express opinions and explore ideas. Reading literature helps students to develop fluent reading skills as they progress from comprehension to interpretation and inference. Literature is also an especially appropriate vehicle for promoting the development of international-mindedness, which is a key aim of the DP language acquisition courses. The use of literary works to develop students’ receptive and productive skills is encouraged at all levels of language acquisition in the DP; however, in terms of formal requirements of the syllabus and assessment outline, the study of two literary works originally written in the target language is a requirement at HL in language B. HL students are expected to understand fundamental elements of the literary works studied, such as themes, plot and characters. It must be emphasized that literary criticism is not an objective of the language B course; literary criticism lies within the remit of the DP studies in language and literature courses. In language acquisition courses, specifically language B HL, literature is intended as a stimulus for ideas to be explored, principally through oral assessment.

b) Assessment (Evaluation): SL and HL

Receptive skills: Students understand and evaluate a wide variety of written and spoken authentic personal, professional and mass media texts; they understand fundamental elements of literary texts such as theme, plot and character. They analyse arguments, distinguishing main points from relevant supporting details and explanations. They use a variety of strategies to deduce meaning.

Productive skills: Students present and develop their ideas and opinions on a variety of topics, both orally and in writing. They construct and support arguments with explanations and examples. They speak and write at length, and with purpose, in order to meet a wide range of communicative needs: describing, narrating, comparing, explaining, persuading, justifying, evaluating.

Interactive skills: Students initiate, maintain and close oral exchanges, displaying some ability to make adjustments in style or emphasis. They use a variety of strategies to maintain the flow of conversations and discussions on a variety of topics relating to course content and the culture(s) of the target language. Students are adept in negotiating meaning and fostering communication.

External assessments:

PAPERS (SL AND HL)

Paper 1 external examination: The writing paper assesses the candidate’s written productive skills. It is designed to determine to what extent the candidate is able to demonstrate conceptual understanding by responding appropriately in written tasks using a variety of text types, appropriate language, register and format. The candidate is also assessed on the ability to develop a coherent and organized response

Paper 2 is externally set and externally assessed: The responses are assessed according to paper-specific and component-specific (listening comprehension or reading comprehension) markschemes. The students are assessed on comprehension of the texts, not on language skills. However, if the language used impairs the communication and makes the answer incomprehensible or ambiguous, no mark can be gained for that answer. Paper 2 assesses the candidate’s receptive skills. It is designed to determine to what extent the candidate is able to demonstrate comprehension of a range of authentic texts. Comprehension is assessed in two separate sections: listening (three audio passages) and reading (three written passages). The passages cover topics drawn from the five themes

Internal assessment : externally moderated

Orals for HL and SL options, the oral is made up of two parts , the interactive oral and the individual oral.

3 Spanish Abinitio: standard level course

The British School of Lomé offers Spanish ab initio for students with little or no background in the language.

The main objective of the course will be to provide students who have no previous experience of Spanish with the skills that are necessary for them to be able to handle everyday situations in a Spanish-speaking environment. Through their acquisition of language they will learn how to communicate effectively with other Spanish speakers in practical and social situations.

The course will cover the skills of speaking, listening, reading and writing and will enable students to know how to respond appropriately and spontaneously to a wide range of different circumstances. This course is taught over a two-year period, with a minimum of 150 hours of contact time. IB Spanish ab initio curriculum is divided into three themes (individual and society, leisure and work, urban and rural environment) that are made up of a series of 20 topics.


Part 1: Former syllabus to follow for June 2019 examination

a)Topics studied:
  • Individual and society
  • leisure and work
  • Urban and rural environment
In the final year students will be assessed when doing their Written examination (70%) and orals (30%)

IBO


b)Assessment
  • Paper 1: Receptive skills (Text-handling exercises) (External assessment)
  • Paper 2: Productive skills (write in the target language)  (External assessment)
  • Written assignment: Receptive and productive skills) (External assessment)
  • Individual oral: Interactive skills) (internal assessment
Part 2: New syllabus to follow for June 2020 examination

a) Topics for French or Spanish Abinitio (2018-2020)
  • Identités (Identities)
  • Expériences (Experiences)
  • Ingéniosité humaine ( Human ingenuity)
  • Organisation sociale ( Social organization)
  • Partage de la planète ( sharing the planet)
b) Assessment
For the assessment in the final year, students will be having a written papers (70%) and orals (30%).

External assessments:

Paper 1 (external examination): The writing paper assesses the candidate’s written productive skills. It is designed to determine to what extent the candidate is able to demonstrate conceptual understanding by responding appropriately in written tasks using a variety of text types, appropriate language, register and format. The candidate is also assessed on the ability to develop a coherent and organized response.

Paper 2 is externally set and externally assessed. The responses are assessed according to paper-specific and component-specific (listening comprehension or reading comprehension) markschemes. The students are assessed on comprehension of the texts, not on language skills. Paper 2 assesses the candidate’s receptive skills.
Texts are chosen from a variety of sources, genres and media.

ORAL The internal assessment is the individual oral for French Ab Initio or Spanish Ab Initio The individual oral assessment is internally set and internally assessed but externally moderated. Assessment criteria are used to assess the individual oral assessment, and a “best-fit” model is used to determine the mark awarded for each of the criteria.

Enrichment activities for languages
  • Languages Day: To celebrate the diversity of languages. This event is usually presented during an assembly.
  • Lire-en-fete: A celebration of reading
  • Trips to France or Spain (if possible)
  • International buffet: organised by the Year 12 class with MFL department team in order to display global citizenship: learning more about other's cultures.