KS3: Modern Foreign Languages

Intent

At Key Stage 3, the language acquisition curriculum is aligned to the MYP framework and includes all aspects of the National Curriculum.

The key objectives of MYP language acquisition are listening, reading, speaking and writing. The two receptive skills of listening and reading are assessed through the student’s understanding of key information in authentic texts, conventions and connections. The productive skills of speaking and writing are assessed through the student’s use of vocabulary, grammar, pronunciation, intonation and written communication.

In year 7, the curriculum has been designed to build and develop French/Spanish linguistic knowledge, including vocabulary, grammar and phonics so that they are able to communicate in a variety of contexts. The scheme of work also focuses on increasing cultural awareness.

The scheme of work is centred on the teaching of vocabulary, grammar and phonics so that students are able to communicate in a variety of contexts. The scheme of work also focuses on increasing cultural awareness.

French and Spanish schedule of learning

  • Modules 1 & 2: Identity & self
  • Module 3: Local and international places 
  • Module 4: Education
  • Module 5: Freetime activities
  • Module 6: Traditions in different cultures

In year 8, the curriculum has been designed to build and develop French/Spanish linguistic knowledge, including vocabulary, grammar and phonics so that they are able to communicate in a variety of contexts. The scheme of work also focuses on increasing cultural awareness.

French schedule of learning

  • Module 1: Media and new technology
  • Module 2: The wider world
  • Module 3: Lifestyle and Healthy Lifestyle
  • Module 4: Future plans (jobs)
  • Module 5: The future (holidays)
  • Module 6: Tourism and culture

Spanish schedule of learning

  • Module 1: Identity & self
  • Module 3: Identity, self and relationships
  • Module 3: In and out of school
  • Module 4: Local and international places
  • Module 5: In and out of school
  • Module 6: Traditions in different cultures

In year 9, the curriculum has been designed to build and develop French/Spanish linguistic knowledge, including vocabulary, grammar and phonics so that they are able to communicate in a variety of contexts. The scheme of work also focuses on increasing cultural awareness.

French schedule of learning

  • Module 1: Identity & culture 
  • Module 2: Free-time activities and diet
  • Module 3: Town & local area
  • Module 4: Travel & tourism
  • Module 5: Local and international places 
  • Module 6: Customs and traditions

Spanish schedule of learning

  • Module 1: Identity & culture 
  • Module 2: Free-time activities and diet
  • Module 3: Town & local area
  • Module 4: Travel & tourism
  • Module 5: Local and international places 
  • Module 6: Customs and traditions

Implementation

At Key Stage 3, unit plans are based on ensuring full coverage of the National Curriculum through the use of NCELP scheme of work (non topic based) and the MYP framework. The scheme of work aims to capture the interest of students and motivate and prepare them to have a solid grounding to begin their GCSE journey.

Impact

Throughout their Language Acquisition journey, students are encouraged to not only develop their linguistic knowledge and cultural awareness, but also skills such as problem solving, memorisation techniques, empathy, lateral thinking, risk taking and creativity. These skills enable our students to be prepared for the next stage of their education.

The implementation of the NCELP philosophy places importance on the teaching and learning of phonics, making our students better risk-takers, as they are more confident with the pronunciation of sounds in the foreign language. The teaching methods being used actively encourage the regular use and recycling of the most commonly used words in the foreign language, using the top 2000 words list. This enables our students to become better overall communicators, as they are more able to communicate using everyday vocabulary.

Students will be assessed under four different criteria:  

  • Criterion A: Listening  
  • Criterion B: Reading  
  • Criterion C: Speaking  
  • Criterion D: Writing 

All students in year 7 and 8 will be placed in phase 1, with the most able students aiming to be moved to phase 2 at the start of year 9. At the start of the academic year, most students in year 9 will be placed in phase 1, with a few students being placed in phase 2 of the MYP assessment continuum, depending on assessment data from the end of year 8.

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6). 

Additional Resources:

KS4: GCSE French

Intent

The intent of the department curriculum is to ensure that all pupils are able to retain vital knowledge and master essential skills. Students are taught to build and develop their French language skills, equipping them with the knowledge to communicate in a variety of contexts. We encourage our students to not only develop their linguistic knowledge, but also skills such as problem solving, memorisation techniques, empathy, lateral thinking, risk taking and creativity. The study of languages should also broaden their horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world. 

This course should enable students to:

  • Develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy
  • Express and develop thoughts and ideas spontaneously and fluently
  • Listen to and understand clearly articulated, standard speech at near normal speed
  • Deepen their knowledge about how language works and enrich their vocabulary to increase their independent use and understanding of extended language in a range of contexts
  • Acquire new knowledge, skills and ways of thinking through the ability to understand and respond to authentic spoken and written material, adapted and abridged, as appropriate, including literary texts
  • Develop awareness and understanding of the culture and identity of the countries and communities where French is spoken
  • Make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge
  • Develop language learning skills both for immediate use and prepare them for further language study in school, higher education or employment
  • Develop language strategies, including repair strategies

1. Listening

  • Demonstrate general and specific understanding of different types of spoken language
  • Follow and understand clear standard speech using familiar language across a range of specified contexts
  • Identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events
  • Deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes
  • Recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.

2. Speaking

  • Communicate and interact effectively in speech for a variety of purposes across a range of specified contexts
  • Take part in a short conversation, asking and answering questions, and exchanging opinions
  • Convey information and narrate events coherently and confidently, using and adapting language for new purposes
  • Speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate
  • Initiate and develop conversations and discussion, producing extended sequences of speech
  • Make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events
  • Make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view
  • Use accurate pronunciation and intonation to be understood by a native speaker.

3. Reading

  • Understand and respond to different types of written language
  • Understand general and specific details within texts using high frequency familiar language across a range of contexts
  • Identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events
  • Deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes
  • Recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts
  • Demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate
  • Translate a short passage from French into English.

4. Writing

  • Communicate effectively in writing for a variety of purposes across a range of specified contexts
  • Write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information
  • Produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings
  • Make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events
  • Manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register
  • Make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince
  • Translate sentences and short texts from English into French to convey key messages accurately and to apply grammatical knowledge of language and structures in context.

Students will be supported with a number of different types of assessment materials to ensure they reach their full potential in their French GCSE examination. 

Students will complete a full Foundation French mock at the end of year 10. We use the following Assessment Objectives:

  • AO1: Listening – understand and respond to different types of spoken language (25%). This requires students to listen to recordings in French and to answer questions on what they hear. Some of these questions will be multiple-choice and some will need the student to write short answers in English and French.
  • AO2: Speaking – communicate and interact effectively in speech (25%). In this part of the exam students will do a short role play with the examiner and talk about a photo. They will also talk about two of the topics they have studied.
  • AO3: Reading – understand and respond to different types of written language (25%).The reading section will give the students passages to read and questions to answer. Some of these questions will be multiple-choice and some will need the students to write short answers in English and French. Passages will be from Spanish/French sources such as emails, magazines and books. Students will also need to translate sentences or a short passage from Spanish into English.
  • AO4: Writing – communicate in writing (25%). In the foundation paper students will write about a photo, write a short passage and write a longer passage on one of a choice of two topics. In the higher paper students will write longer passages about two topics from a choice of four. At both levels there is also a translation exercise, from English into French.

Schedule of learning

  • Module 1: Holidays
  • Module 2 : Technology
  • Module 3: School
  • Module 4: Post-16 studies
  • Module 5: Customs and festivals
  • Module 6: Revision

Exam Board Information

Additional Resources:

Intent

The intent of the department curriculum is to ensure that all pupils are able to retain vital knowledge and master essential skills. Students are taught to build and develop their French language skills, equipping them with the knowledge to communicate in a variety of contexts. We encourage our students to not only develop their linguistic knowledge, but also skills such as problem solving, memorisation techniques, empathy, lateral thinking, risk taking and creativity. The study of languages should also broaden their horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world. 

This course should enable students to:

  • Develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy
  • Express and develop thoughts and ideas spontaneously and fluently
  • Listen to and understand clearly articulated, standard speech at near normal speed
  • Deepen their knowledge about how language works and enrich their vocabulary to increase their independent use and understanding of extended language in a range of contexts
  • Acquire new knowledge, skills and ways of thinking through the ability to understand and respond to authentic spoken and written material, adapted and abridged, as appropriate, including literary texts
  • Develop awareness and understanding of the culture and identity of the countries and communities where French is spoken
  • Make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge
  • Develop language learning skills both for immediate use and prepare them for further language study in school, higher education or employment
  • Develop language strategies, including repair strategies

1. Listening

  • Demonstrate general and specific understanding of different types of spoken language
  • Follow and understand clear standard speech using familiar language across a range of specified contexts
  • Identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events
  • Deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes
  • Recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.

2. Speaking

  • Communicate and interact effectively in speech for a variety of purposes across a range of specified contexts
  • Take part in a short conversation, asking and answering questions, and exchanging opinions
  • Convey information and narrate events coherently and confidently, using and adapting language for new purposes
  • Speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate
  • Initiate and develop conversations and discussion, producing extended sequences of speech
  • Make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events
  • Make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view
  • Use accurate pronunciation and intonation to be understood by a native speaker.

3. Reading

  • Understand and respond to different types of written language
  • Understand general and specific details within texts using high frequency familiar language across a range of contexts
  • Identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events
  • Deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes
  • Recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts
  • Demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate
  • Translate a short passage from French into English.

4. Writing

  • Communicate effectively in writing for a variety of purposes across a range of specified contexts
  • Write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information
  • Produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings
  • Make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events
  • Manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register
  • Make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince
  • Translate sentences and short texts from English into French to convey key messages accurately and to apply grammatical knowledge of language and structures in context.

Students will be supported with a number of different types of assessment materials to ensure they reach their full potential in their French GCSE examination. 

Students will complete a full French mock in the middle of Year 11. We use the following Assessment Objectives:

  • AO1: Listening – understand and respond to different types of spoken language (25%). This requires students to listen to recordings in French and to answer questions on what they hear. Some of these questions will be multiple-choice and some will need the student to write short answers in English and French.
  • AO2: Speaking – communicate and interact effectively in speech (25%). In this part of the exam students will do a short role play with the examiner and talk about a photo. They will also talk about two of the topics they have studied.
  • AO3: Reading – understand and respond to different types of written language (25%).The reading section will give the students passages to read and questions to answer. Some of these questions will be multiple-choice and some will need the students to write short answers in English and French. Passages will be from Spanish/French sources such as emails, magazines and books. Students will also need to translate sentences or a short passage from Spanish into English.
  • AO4: Writing – communicate in writing (25%). In the foundation paper students will write about a photo, write a short passage and write a longer passage on one of a choice of two topics. In the higher paper students will write longer passages about two topics from a choice of four. At both levels there is also a translation exercise, from English into French.

Students do either all Foundation tier or all Higher tier papers.

Schedule of learning

  • Module 1: School
  • Module 2 : Social issues
  • Module 3: Global issues
  • Module 4: Healthy lifestyle
  • Module 5: Revision 
  • Module 6: N/A

Exam Board Information

Additional Resources:

KS5: A Level French

Intent

The AS specification builds on the knowledge, understanding and skills gained at GCSE. It constitutes an integrated study with a focus on language, culture and society. It fosters a range of transferable skills, including communication, critical thinking and creativity, which are valuable to the individual and to society. The content has been designed to be of relevance to students of all disciplines, whether they want to progress to A-level or not.

Students will develop their understanding of themes relating to the society and culture of the countries where French is spoken, and their language skills; they will do this by using authentic spoken and written sources in French.

The approach is a focus on how French-speaking society has been shaped, socially and culturally, and how it continues to change. Students study aspects of the social context together with aspects of the artistic life of French-speaking countries.

Students following this specification will develop their language knowledge, understanding and skills through:

  • Using language spontaneously to initiate communication; ask and answer questions; express thoughts and feelings; present viewpoints; develop arguments; persuade; and analyse and evaluate in speech and writing, including interaction with speakers of French
  • Applying knowledge of pronunciation, morphology and syntax, vocabulary and idiom to communicate accurately and coherently, using a range of expression – including the list of grammar in this specification
  • Using language-learning skills and strategies, including communication strategies such as adjusting the message, circumlocution, self-correction and repair strategies
  • Listening and responding to spoken passages including some extended passages from a range of different contexts and sources, adapted as necessary, covering different registers and types, including authentic communication involving one or more speakers
  • Reading and responding to a variety of texts including some extended texts written for different purposes and audiences drawn from a range of authentic sources, including contemporary, historical and literary, fiction and non-fiction texts, adapted as necessary
  • Understanding the main points, gist and detail from spoken and written material
  • Inferring meaning from complex spoken and written material, including factual and abstract content
  • Assimilating and using information from spoken and written sources, including material from online media
  • Summarising information from spoken and written sources, reporting key points and subject matter in speech and writing
  • Translating an unseen passage from French into English
  • Translating unseen sentences from English into French.

Students must also study one book or film from the lists in this specification. They must know, understand and be able to respond critically in writing in French to the work they have studied. Their knowledge and understanding must include a critical response to aspects such as the structure of the plot, characterisation, and the use of imagery or other stylistic features as appropriate to the work studied.

1. Listening, reading and writing

a – listening and writing

  • Students will listen to spoken passages from a range of contexts and sources, covering different registers and types. The content of the passages will be based on the themes and sub-themes in this specification.
  • Questions will target main points, gist and detail and will require either non-verbal responses or responses in French. Questions will include the need to infer meaning and will include abstract material such as opinions, views, emotional reactions and personal experiences.
  • For one question students will need to summarise in French what they have understood from the passage they have heard and marks will be awarded for the quality of French used. Students must write in full sentences and use their own words as far as possible in this question.
  • In the remaining questions requiring a response in French, students should give only the information required by the question.
  • Across the passages for listening, reference will be made to at least two French-speaking countries other than France.
  • At least one passage will involve more than one speaker. Passages will be studio recorded and provided to schools and colleges. Students will have individual control of the recording.

1. Listening, reading and writing

b – reading and writing

  • Students will read a range of stimulus texts adapted from authentic sources, including online sources. Texts will include contemporary and historical material and will cover non-fiction and literary fiction. The content of the stimulus texts will be based on the themes and sub-themes in this specification, except in the case of literary texts where the context may fall outside of these themes and sub-themes.
  • Questions will target main points, gist and detail and will require either non-verbal responses or responses in French. Questions will include the need to infer meaning and abstract material such as opinions, views, emotional reactions and personal experiences will be tested.
  • For one question students will need to summarise in French what they have understood from the stimulus text they have read and marks will be awarded for the quality of French used. Students must write in full sentences and use their own words as far as possible in this question.
  • In the remaining questions requiring a response in French, students should give only the information required by the question.
  • Across the stimulus texts for reading, reference will be made to at least two French-speaking countries other than France.

2. Writing

  • Students will translate sentences amounting to at least 70 words from English into French. The content will be based on the themes and sub-themes in this specification and students will be provided with a supporting text in French containing some of the vocabulary and structures which they will need for the translation.
  • Students will answer one essay question in French on the book or film which they have studied. Students will have a choice of questions on each book and film. All questions will be in French and will require a critical response. All questions will include bullet-pointed suggestions as to what students might cover in their answer. The bullet points will be optional.
  • Students will be advised to write approximately 250 words. Everything that students write will be marked; there is no word limit. Students writing the recommended number of words will have access to the full range of marks.

3. Speaking

  • Students will discuss two sub-themes from those in this specification. The teacher-examiner will give the student two cards from one sub-theme and the student will choose one of these two cards. The teacher-examiner will also give the student two further cards, one from each of two sub-themes from the other theme. The student will choose one from these two cards.
  • The chosen stimulus cards will form the basis for the discussions. The content of each card will
  • be based on one of the sub-themes in this specification. Cards will contain images, text and three questions. The teacher examiner will ask the student the questions during the discussion. The student will have 15 minutes supervised preparation time to prepare the cards. The student may make notes during this time and refer to them during the test.
  • The student should prepare one question on each card to ask the teacher-examiner during the test. The question should arise from the material on the card.
  • To meet the requirement to ask questions, students must seek information or an opinion. Asking for repetition or clarification will not meet the requirement. The student’s questions must contain a conjugated verb. Rephrasing or repetition of the printed questions will not meet the requirement. Sample questions are shown in the specimen mark scheme.
  • Speaking assessments will be conducted by either the school or college or a visiting examiner. All assessments must be recorded and a complete and unedited audio recording made available to AQA.

Students will be supported with a number of different types of assessment materials to ensure they reach their full potential in their French AS examination. 

Students will complete a full French mock at the end of Year 12. We use the following Assessment Objectives:

1. Listening, Reading and Writing (45% towards the final grade)

  • Listening and responding to spoken passages from a range of contexts and sources covering different registers and adapted as necessary. Material will include complex factual and abstract content and questions will target main points, gist and detail. Studio recordings will be used and students will have individual control of the recording. Questions in French to be answered with non-verbal responses or in French (35 marks).
  • Reading and responding to a variety of texts written for different purposes, drawn from a range of authentic sources and adapted as necessary. Material will include complex factual and abstract content and questions will target main points, gist and detail. Questions in French to be answered with non-verbal responses or in French (45 marks).
  • Translation into English; a passage of minimum 70 words

2. Writing (25% towards the final grade)

  • Translation into French; a passage of minimum 70 words (15 marks).
  • Either one question in French on a set text from a choice of two questions or one question in French on a set film from a choice of two questions (35 marks).
  • All questions will require a critical response to aspects such as plot, characterisation, imagery or other stylistic features as appropriate to the work studied.

3. Speaking (30% towards the final grade)

  • Discussion of two sub-themes (6–7 minutes on each) with the discussion based on a stimulus card for each sub-theme. The student studies the cards for 15 minutes before the test begins.
  • No access to a dictionary during the assessment or during the preparation time.
  • Students may take the assessment only once before certification.

Schedule of learning

  • Module 1: The changing nature of family
  • Module 2 : The ‘cyber-society’
  • Module 3: The place of voluntary work
  • Module 4: A culture proud of its heritage
  • Module 5: Contemporary French music 
  • Module 6: Cinema: the 7th art form

Exam Board Information

Additional Resources:

The Focus for the development of work in year 13 shifts from the teacher to the student. All students will develop their own pathway of learning. They will  develop a theme and explore the ideas that connect to it and make analysis of the work of other practitioners whose work has a connection to the theme. They will make a series of pieces (portfolio) in response to their own theme applying all the skills  and knowledge that have developed in the first year of their course.  The teacher will guide and suggest different directions for the students to follow.  Alongside their practical responses and the accompanying research students will begin their personal study Essay. It is expected that this will be a critical essay that explores the ideas  and meaning, working practices and processes and context of the  Artists they are investigating. This personal study is assessed separately. It is important and can have a significant effect on the final grade.

The personal study is assessed on the students ability to:

  • Develop ideas
  • Explore the work of other practitioners content context, mood process influence
  • Record own responses and make constructive arguments 
  • Present a conclusion or personal response. 

 The personal study is weighted as 12% of the total mark. 

The  practical coursework focus will finish in January when the externally set assignment (component 2) is issued by the exam board. The focus for students will then be their response to the given theme.  This is a taught exam and therefore students will be guided with  a customised exam paper and workshops in order that they develop ideas and their best response.  Students will have a separate exam sketchbook for the exam.

Students will be  guided to be able  to:

  • Plan and develop ideas around the concepts explored by the  theme
  • Develop their practical skill base with a range of media and process exploring the formal elements of Art and design with the focus on observation and the rending of form, depth and space  
  • Layout and the effect of colour and typography on an audience. 
  • Explore the idea that visual imagery: colour, mark, composition and layout  can be used to evoke/ express mood and feeling.
  • Make in depth analysis  which shows understanding of influence, ideas, process and context and form coherent personal arguments.

By the end of the first year of this course students will have had the experience of  a range of media and process and will have been introduced to the work of others through research visits to the National Gallery and Tate Modern.  They should be able to develop ideas in a range of ways to express their ideas.

Assessment Information

Students will complete a two-day [10 hours] examination/ mock at the end of year 12.  In year 13 the externally set assignment is 15 Hours.  Students will be assessed on the following assessment areas.

  • AO1: Develop ideas  from primary and contextual sources 
  • AO2: Refines ideas through experimentation
  • AO3: Record ideas , observations  and insights through visual means 
  • AO4: Present a personal response and make connections with the work of other practitioners.

Each assessment area has the same weighting of 18 with a total mark of 72.  This is combined with the Personal Study mark 18 to give a total mark of 90.

There will be a mock examination in November/ December of year 13 where students will have the opportunity to experience the long examination time, develop the work for their theme and make an addition coursework piece for component 1.

Exam Board Information

A Level Art and Design: Fine Art

Additional Resources

To be found on Google classroom, the code is kyhdzsi.