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12

French

Aims

Our curriculum intent is sequenced in such a way so as to foster pupils’ curiosity and deepen their understanding of the French speaking world. We want pupils to be able to express their ideas and thoughts in French and communicate confidently for practical purposes across all 4 skills. We want pupils to be able to understand, respond to, and appreciate spoken and written language from a variety of authentic sources including literature. Our chosen topics at KS3 encourage the use of French in real life contexts where fluency, spontaneity and accurate pronunciation and intonation are highly regarded. We expect students to be able to write at length, using the variety of grammatical structures that they have learnt, for example using 3 time frames by the end of KS3. We want to provide the foundation for learning further languages and future language study, equipping pupils to study and work in other countries. We encourage curious linguists and want pupils to understand the workings of the French language and, in doing this, support the development of literacy in English. The French department wants to equip pupils with the knowledge and cultural capital they need to appreciate and celebrate different cultures.

Curriculum and Assessment Maps

Subject Content Key Learning Constructs

 Can do statements

 Key Learning Constructs

Non-negotiable phrases
Autumn Term

•       Talking about your age

•       Saying when your birthday is

•       Saying where you live and where you are from

•       Talking about family members, saying their age and how well you get on with them. Counting to 100

Spring Term

•       Describing hair and eyes

 

 

 

 

 

 

 

·         Describing myself and another family member (physical and personality)

 

 

 

 

 

 

 

 

·         Comparing people’s appearance and personality

 

 

 

 

 

·         Talking about clothes and accessories I wear, how frequently and when

 

 

 

 

 

 

 

 

 

 

 

·         Saying what jobs people do, why they like/dislike them and where they work

 

 

 

 

 

 

 

 

 

 

 

 

Summer Term

•       Saying what I and others do in our free time

·         Talking about food: likes and dislikes and reasons why

In this unit I will learn:

·         How to say my name and age

·         How to say someone else’s name and age

·         How to count from 1-15

·         A range of common French names

·         The words for brother and sister

In this unit I will learn how to say :

·         Where I and another person are from

·         When my birthday is

·         Numbers from 15-31

·         Months

·         I am and he/she is

·         Names of French speaking locations

·         Where I live

In this unit I will learn to talk about :

·         Where I live and am from

·         If I live in a flat or a house

·         What my accomodation looks like and where it is located

·         The names of famous cities and countries in the French speaking world

·         The verb ‘to be’

I will also revisit :

-Introducing myself

-Speaking about age and birthday

In this unit I will learn to talk about :

·         How many people there are in my family

·         If I get along with them

·         Words for family members

·         What their age is

·         Numbers from 31-100

I will also revisit :

-Numbers from 1-31

In this unit I will learn :

·         To describe what a person’s hair and eyes are like

·         To describe dertaisl about their faces

·         Colours

·         How to say I wear  and he/she wears

I will also revisit :

-Common French names

-The verb ‘avoir’ (to have) in the first and third person singular

-Numbers 1-15

In this unit I will learn :

·         What your immediate family members are like

·         Adjectives to describe them

·         The third person of the verb être (to be) : il est and elle est

·         All persons of the verb avoir (to have) in the present tense

I will also revisit :

-Numbers 1-31

-Hair and eyes description

In this unit I will learn how to say :

·         More/less than

·         As…..as

·         New adjectives to describe people

I will also revisit :

-Family members

In this unit I will learn how to :

·         Say what clothes I wear in various circumstances and places

·         Describe various types of weather

·         Give a wide range of words for clothing and accessories

·         Use a range of words for places in a town

·         Use all persons with the verb porter (to wear)

I will also revisit :

-Time and frequency markers

-Colours

-Present tense of the verb avoir (to have)

-Noun to adjective agreement

In this unit I will learn how to say :

·         What jobs people do

·         Why they like/dislike those jobs

·         Where they work

·         Adjectives to describe jobs

·         use all persons with the verb travailler (to work)

I will also revisit :

-Family members

-The verb être ( all persons)

-Describing people

In this unit I will learn how to say :

·         what activities I do using the verbs jouer (to play) faire (to do) and aller (to go)

·         what activites you do in different types of weather

·         where you do them and who you do them with

·         words for places in a town

I will also revisit :

-Time and frequency markers

-Weather

-Expressing likes and dislikes

-Adjectives

-Clothes

-Family members

-Numbers 1-100

In this unit I will learn how to say :

·         what food you like and dislike with reasons why

·         use all persons with the verbs manger (to eat ), prendre (to take) déjeuner (to have lunch), dîner (to have dinner) and boire (to drink)

·         what I eat at each meal

·         this and these

I will also revisit :

-Time markers

-Justifying choices

-Noun to adjective agreement

·         J’ai

·         Il/elle a

·         Je m’appelle

·         Mon amie s’appelle

·         Mon anniversaire est le

·         Son anniversaire est le

·         Je vis dans

·         J’habite dans

·         Je suis de

·         J’aime mon/ma ….car il/elle est…

·         Dans ma famille il y a

·         Je m’entends bien avec

·         Je m’entends mal avec

·         Je m’appelle

·         Il/elle s’appelle

·         J’ai…ans

·         Il/elle a …ans

·         J’ai les cheveux

·         Il/elle a les cheveux

·         J’ai les yeux

·         Il/elle a les yeux

·         Je suis

·         Ma…est

·         Mon…est

·         Ma…est plus…que

·         Mon….est moins…que

·         Mes…sont aussi…que

·         Quand (+ weather phrase), je porte un/une/des

·         Il/elle porte

·         Mon…est

·         Ma…est

·         Il/elle aime ça car c’est

·         Il/elle adore ça car c’est

·         Il/elle déteste ça car c’est

·         Quand (+weather phrase) je joue au/à la/aux

·         Quand (+weather phrase) je fais du/de la/des

·         Quand (+weather phrase) je vais au/à la/aux

·         Quand (+weather phrase) mon amie joue au/à la/aux

·         Quand (+weather phrase) mon amie fait du/de la/des

·         Quand (+weather phrase) mon amie va au/à la/aux

·         J’adore le/la/les car c’est

·         J’aime le/la/les car c’est

·         Je n’aime pa le/la/les car c’est

·         Je déteste le/la/les car c’est

·         Je préfère le/la/les car c’est

·         Car ils/elles sont

·         Au petit déjeuner je mange du/de la/des

·         Au déjeuner je bois du/de la/des

·         Au goûter je mange du/de la/des

·         Au dîner je bois du/de la/des

·         Car ils/ells sont
Assessment Pieces

Reading, Listening and Translation into English – Autumn term

Reading, Listening and Translation into French – Spring term

Speaking – Summer Term
 Key vocabulary

 

 Sentence builders

Autumn Term – Units 1, 2, 4 and 5

Spring Term – Units 3, 6, 9, 13 and 8

Summer Term – Units 14, 15, 11 and 12
Rationale for this sequencing Pupils start communicating in the TL by giving simple personal information and opinions . Sentence structure begins where pupils are taught the basics of word order and verb conjugation. Pupils need to understand how verbs are conjugated in the present tense with the key verbs avoir and être.

In the Spring term, by understanding how verbs are conjugated pupils now move onto regular er verbs and two additional irregular verbs; faire and aller are introduced in the present tense. Adjectival agreement is revisited. Opinions are justified. Clauses types are introduced

In the Summer term, the present tense of regular and irregular verbs in all persons are revisited. Opinions are justified. Adjectival agreement is revisited.
 Outside the taught curriculum Christmas in France – Autumn Term

French cinema (Petit Nicolas Film) – Autumn Term

Study of French speaking countries in West Africa – Autumn Term

Virtual Tour of Paris – Spring Term

French Independence Day (Bastille Day July 14th) – Summer Term
Suggested reading / resources

 

 A collection of French short stories available on loan in the library

www.languagenut.co.uk for listening and reading practice and verb drilling

www.quizlet.co.uk for vocabulary practice

www.senecalearning.com for vocabulary practice

www.memrise.com for vocabulary practice

KS3 NC – Grammar and vocabulary

  1. identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied
  2. use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate
  3. 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
  4. use accurate grammar, spelling and punctuation

KS3 NC – Linguistic competence

  1. listen to a variety of forms of spoken language to obtain information and respond appropriately
  2. transcribe words and short sentences that they hear with increasing accuracy
  3. initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address
  4. express and develop ideas clearly and with increasing accuracy, both orally and in writing
  5. speak coherently and confidently, with increasingly accurate pronunciation and intonation
  6. 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
  7. 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
  8. write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language
Subject Content Key Learning Constructs

 Can do statements

 Key Learning Constructs

Non-negotiable phrases
Autumn Term

•       My holiday plans

•       Talking about a past holiday, where I went and where I stayed

•       Talking about a past holiday, what I did and my opinion of it

 

 

 

 

 

 

Spring Term

•       Talking about my television preferences

•       Talking about my reading preferences

 

 

 

 

 

 

 

 

·         Talking about my film preferences

 

 

 

 

 

 

 

 

 

 

 

 

 

·         Talking about my music preferences

 

 

 

 

 

 

 

 

 

Summer Term

  • Saying what I do on my smartphone

In this unit I will learn how to talk about:

·         What you intend to do in future holidays

·         Where you are going to go

·         Where you are going to stay

·         Who you are going to travel with

·         What it will be like

·         Means of transport

I will also revisit :

-The verb aller (to go)

-Free time activities

-Adjectives

In this unit I will learn :

·         To describe a where I went on holiday last and where I stayed

·         To express opinions about holiday accomodation

In this unit I will learn :

·         To talk about what my family, friends and I did during a holiday

·         To give my opinion about what I liked and disliked

In this unit I will learn how to say :

·         What I like/dislike to watch on the TV and why

·         How often I watch TV

·         What I watched on the TV

·         What I would like to watch on the TV

I will also revisit :

-The perfect tense of regular and irregular verbs

-Time markers

In this unit I will learn how to :

·         Say what I enjoy reading and why

·         What I have read recently and what I thought about it

·         What I would like to read

I will also revisit :

-Time and frequency markers

-Adjectives

-The perfect tense

In this unit I will learn how to say :

·         What films I like to watch and why

·         What films I have recently seen and what I thought of them

·         What film I would like to watch

I will also revisit :

-Expressing opinions

-The perfect tense

-Adjective to noun agreements

In this unit I will learn how to say :

·         What music I like/dislike and why

·         Why I like a particular group/singer

I will also revisit :

-Time and frequency markers

-Adjective to noun agreement

-Expressing opinions

In this unit I will learn how to say :

·         What I think about technology

·         What activities I do online

·         What the dangers are in the online world

I will also revisit :

-Expressing opinions

-Adjective to noun agreement

-Time markers

·         Je vais aller en vacances en

·         Nous allons aller en vacances en

·         Je vais passer

·         Nous allons passer

·         Je vais rester

·         Nous allons rester

·         J’aimerais/Je voudrais

·         Nous aimerions/nous voudrions

·         Je suis allé en

·         Nous sommes allés en

·         J’ai voyagé

·         Nous avons voyagé

·         J’ai loge

·         Nous avons loge

·         Je suis resté

·         Nous sommes restés

·         J’ai aimé cela car

·         J’ai passé un bon moment

·         Dans l’hôtel il y avait

·         J’ai acheté

·         J’ai bronze

·         J’ai fait

·         J’ai joué

·         J’ai goûté

·         J’ai loué

·         J’ai mange

·         J’ai nagé

·         J’ai pris

·         J’ai rencontré

·         J’ai visité

·         Je suis allé/nous sommes allés

·         Je me suis reposé

·         Je me suis couché

·         Je me suis reveillé

·         Ce que j’ai préféré c’était quand

·         Je ne voudrais pas y retourner

·         Je regarde

·         J’aime regarder

·         J’ai regardé

·         Si j’avais le choix, je voudrais regarder

·         Car c’est/c’était/ce serait

·         Je lis

·         Je ne lis pas de

·         J’aime lire

·         J’ai lu

·         Car c’est/c’était/ce serait

·         Si j’avais le choix, je voudrais lire

·         J’aime regarder

·         Je ne regarde jamais

·         Je les regarde

·         Si j’avais le choix, je voudrais regarder

·         J’ai regardé

·         On a regardé

·         C’est/c’était/ce serait

·         J’ai acheté

·         J’ai mange

·         Je l’ai aimé

·         J’aime écouter….

·         Ça me fait

·         Ça me rend

·         La musique me rend/me fait

·         J’aime…..car les……sont

·         J’aime…..car la…..est

·         J’adore mon nouveau/ma nouvelle… car

·         J’aime mon vieux/ma vieille…car

·         Comme il y a….

·         Comme il n’y a pas de…

·         J’adore regarder/écouter/télécharger/contacter/communiquer/jouer……car je peux….

·         J’adore surfer/regarder comme c’est

·         Regarder les films c’est…

·         Je passe….à jouer

·         Il est important/nécessaire/essentiel de/

·         Il faut/il ne faut pas

·         Il y a des risques de
Assessment Pieces

Reading, Listening and Translation into English – Autumn term

Reading, Listening and Translation into French – Spring term

Speaking – Summer Term
 Key vocabulary

 

 Sentence builders

Autumn Term – Units 19 and 11/12
Rationale for this sequencing Understanding how both regular and irregular verbs are conjugated in the present tense, the Autumn term sees the introduction of the immediate future tense as pupils are familiar with the conjugation of the verb ‘aller’ in the present tense. Opinions are given and are justified and there is an expansion of adjectives. The past tense of regular ‘er’ verbs are introduced as pupils are familiar with the present tense of avoir.

In the Spring term, the past tense and the immediate future tenses are revisited in the topic of entertainment. Opinions are expressed and justified and adjectival agreement is revisited. Clause types are introduced.

In the Summer term, infinitive constructions are introduced. Opinions are expressed and justified. Adjectival agreements are revisited.
 Outside the taught curriculum Virtual trip to Paris – Autumn Term

French Theatre company delivering a production in French – Spring Term

Study of French cinema (Tomboy film) – Spring Term

Study of French music festival – Spring Term

Study of a French non-fiction book – Spring Term
Suggested reading / resources

 

 A collection of French short stories available on loan in the library

www.languagenut.co.uk for listening and reading practice and verb drilling

www.quizlet.co.uk for vocabulary practice

www.senecalearning.com for vocabulary practice

www.memrise.com for vocabulary practice

KS3 NC – Grammar and vocabulary

  1. identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied
  2. use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate
  3. 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
  4. use accurate grammar, spelling and punctuation

KS3 NC – Linguistic competence

  1. listen to a variety of forms of spoken language to obtain information and respond appropriately
  2. transcribe words and short sentences that they hear with increasing accuracy
  3. initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address
  4. express and develop ideas clearly and with increasing accuracy, both orally and in writing
  5. speak coherently and confidently, with increasingly accurate pronunciation and intonation
  6. 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
  7. 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
  8. write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language
Subject Content Key Learning Constructs

 Can do statements

 Key Learning Constructs

New Grammar strands
Autumn Term

•       Relationships with family and friends

•       Marriage and partnership

Spring Term

•       The environment

•       Poverty and Homelessness

Summer Term

  • Talking about charity work
  • Talking about my lifestyle
 In this unit I will learn how to talk about:

·         What my family look like

·         What they are like as people

·         How I get along with my family and why

·         A recent activity I have done with my family

·         What I am going to do with my family next weekend

·         My future relationship plans

I will also revisit :

-The past tense with avoir and être

-Adjective to noun agreement

-The immediate future tense

-Present tense of avoir and être

-Present tense of regular ‘er’ verbs

In this unit I will learn to talk about:

·         The environmental issues that my town is facing

·         What I do on a day-to-day basis to help the environment

·         What must be done to combat these environmental problems

·         What I did last weekend that helped the environment

I will also revisit :

-The past tense with avoir and être

-The immediate future tense

-Present tense of regular ‘er’ ‘ir’ and ‘re’ verbs

In this unit I will learn how to :

·         Describe the volunteering work that I do

·         Talk about the volunteering work that I did last weekend

·         Give details about my healthy/unhealthy lifestyle

·         Talk about my health plans for the future

I will also revisit :

-The perfect tense of regular and irregular verbs

-The immediate future tense

-Present tense of regular and irregular verbs

-Impersonal structures including the negative form

 •       Present tense of reflexive verbs, 1st and 3rd person (s’entendre, se disputer, se fâcher, se marier, se separer)

•       Comparative and superlative adjectives

•       Relative clauses; qui

·         Impersonal structures (il faut)

·         Clauses – ce serait bien s’il y a avait….

·         Present particple

·         Use of depuis
Assessment Pieces

Reading, Listening and Translation into English – Autumn term

Reading, Listening and Translation into French – Spring term

Speaking – Summer Term
 Key vocabulary

 

 Sentence builders

Autumn Term – www.kerboodle.com pages 28-29

Spring Term – www.kerboodle.com pages 124-125

Summer Term – www.kerboodle.com pages 106-107
Rationale for this sequencing During this final KS3 year there is consolidation of the 3 time frames of present, past and future. Regular and irregular verbs are met in the present tense with all persons. The past tense is revisited with verbs that use avoir and être auxiliaries and regular and irregular past participles are met. Again, all persons are used. The immediate future tense is revisited with all persons. Beyond the NC clause types are introduced and other elements of complex language. Vocabulary is broadened with the introduction of more mature topics.
 Outside the taught curriculum Residential trip to Paris – Summer Term

Language Immersion Challenge – Summer Term

French Book club – Weekly during lunchtime
Suggested reading / resources

 

 A collection of French short stories available on loan in the library

www.languagenut.co.uk for listening and reading practice and verb drilling

www.quizlet.co.uk for vocabulary practice

www.senecalearning.com for vocabulary practice

www.memrise.com for vocabulary practice

KS3 NC – Grammar and vocabulary

  1. identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied
  2. use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate
  3. 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
  4. use accurate grammar, spelling and punctuation

KS3 NC – Linguistic competence

  1. listen to a variety of forms of spoken language to obtain information and respond appropriately
  2. transcribe words and short sentences that they hear with increasing accuracy
  3. initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address
  4. express and develop ideas clearly and with increasing accuracy, both orally and in writing
  5. speak coherently and confidently, with increasingly accurate pronunciation and intonation
  6. 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
  7. 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
  8. write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language
Key Learning Constructs

Grammar strands

 Scheme of Learning  Autumn Term Scheme of Learning  Spring Term Scheme of Learning 

Summer Term

Unit 1 – Autumn 1

•       Present tense regular and irregular verbs  – all persons

•       Past tense regular and irregular verbs – all persons

•       Reflexive verbs

Unit 2 – Autumn 2

•       Pour and afin de + infinitive

•       Verb combinations – on peut + infinitive and il est possible de + inf and il faut and on doit + infinitive

•       Perfect tense using avoir and être with regular and irregular verbs

•       Si clause – si j’avais beaucoup de l’argent, je voudrais acheter….)

•       Negative structures -ne pas and ne jamais

Unit 3 – Spring 1

•       Imperfect tense (opinion verbs, faire and jouer, avoir and être to describe)

•       adverbs of frequency

•       depuis

•       pronoun ‘en’

•       Adjectival agreement (gender, number and position)

•       Present tense of regular and irregular verbs

•       Past tense of regular and irregular verbs using avoir and être

•       Near future tense ; 1st and 3rd person

Unit 5 – Spring 2

•       Il y aurait, ma ville serait, ma ville aurait – conditional tense

•       Adjectival agreement (gender, number and position)

•       Si clause – si j’avais beaucoup d’argent je voudrais habiter

•       Present tense of regular and irregular verbs; all persons

•       Near future tense, 1st and 3rd person

•       Simple future, 1st and 3rd person, regular verbs plus aller and faire

•       Verb combinations – on peut + infinitive

•       Past tense of regular and irregular verbs using avoir and être

 

Unit 6 – Summer 1

•       Present participle

•       Present tense of regular and irregular verbs ; all persons

•       Perfect tense with avoir and être

•       Pour + infinitive

•       Impersonal structures – il faut and on doit including the negative

•       Si clause – imperfect plus conditional

•       Simple future, 1st and 3rd person, regular verbs plus aller and faire

 

 •               Me, my family and friends – talking about getting on with others, describing family and friends, talking about future relationships, discussing future relationship choices

•                 Technology in everyday life – talking about the uses of social media and mobile technology, the pros and cons of social media and mobile technology

 •       Free Time activities – describing free time activities in the present and past to include TV, film and music, describing different cuisines and eating out, describing activities / sports that you do

•       Home, town, neighbourhood and region – describing your home, your ideal home, what your town is like and what there is to do, negative aspects of your town, comparing what your town was like to what it is like now (revised only)

 •       Social issues – describing the charity work you do, the importance of charities to the community, comparing old and new health habits, describing health resolutions
Assessment Pieces

Kerboodle R, L and T both ways – Units 1 and 2 (higher)

 Assessment Pieces

Kerboodle R, L and T both ways – Units 3 and 4 (Higher)

 Assessment Pieces

Summer Exam – R, W and L
 

Key vocabulary

 

 Found at www.kerboodle.com choose the Higher digital book  Found at www.kerboodle.com choose the Higher digital book  Found at www.kerboodle.com choose the Higher digital book
 

Outside the taught curriculum

GCSE Key Recall Question booklet for independent practice

Sentence builders for each unit for independent practice

www.quizlet.co.uk for vocabulary practice

www.senecalearning.com for vocabulary practice

www.memrise.com for vocabulary practice

www.languagenut.com for listening, reading and speaking practice
Suggested reading

 

 A collection of French short stories available on loan in the library

Copies of the CGP GCSE revision guides and knowledge organiser and retrievers are available in the library and the French classrooms
Key Learning Constructs

Grammar strands

Scheme of Learning 

Autumn Term

Scheme of Learning 

Spring Term

Scheme of Learning 

Summer Term

Unit 8 – Autumn 1

•       Present tense of regular and irregular verbs including daily routine reflexive verbs

•       Perfect tense of regular and irregular verbs with avoir and être

•       Perfect infinitive

•       Imperfect tense with avoir, être and opinion verbs

•       Conditional tense of avoir and être

•       Si clauses with present + future tenses and imperfect + conditional (si je peux and si j’étais riche

Unit 9 and 10 – Autumn 2

•       Present tense of regular and irregular verbs including daily routine reflexive verbs

•       Prefect tense of regular and irregular verbs with avoir and être

•       Perfect infinitive

•       Imperfect tense with avoir, être and opinion verbs

•       Impersonal structures including in the negative form

•       Modal verbs – pouvoir and devoir

•       Si clauses using imperfect + conditional (si j’étais la directrice, je voudrais…)

 

Unit 11 and 12 – Spring 1

•       Quand clauses with the future tense (quand j’aurai 20 ans, je voudrais….)

•       Opinion verb + infinitive

•       Present participle

•       Perfect tense with regular and irregular verbs using avoir and être

•       Pour + infinitive

•       Simple future tense using regular and irregular verbs

Unit 7 – Spring 2

 

•       Present tense of regular and irregular verbs

•       Perfect tense of regular and irregular verbs with avoir and être

•       Imperfect tense with avoir, être

•       Conditional tense of avoir and être

•       Si clauses with present + future tenses and imperfect and conditional tenses (Si je peux and ce serait bien s’il y a avait)

•       Impersonal structures including in the negative form

 

 •       Travel and Tourism –  describing holidays in detail in the present and past tenses, describing future and ideal holidays

•       Life at school and college – describing a day in school, a recent school visit, school rules and uniform, ideal school

 •       Jobs, career choices and ambitions – talking about future options in terms of university or apprenticeships or gap years, advantages and disadvantages of certain

Jobs and ideal job

•       Social and Global issues – describing how environmentally friendly you and your town are, what environmental problems your town is facing and what can be done to combat them, what you did last week that was good for the environment
Assessment Pieces

Mock exams – Reading, Writing and Listening

 Assessment Pieces

Speaking mock exam

  
 

Key vocabulary

 

 Found at www.kerboodle.com under Higher digital book  Found at www.kerboodle.com under Higher digital book  
 

Outside the taught curriculum

GCSE Key Recall Question booklet for independent practice

Sentence builders for each unit for independent practice

www.quizlet.co.uk for vocabulary practice

www.senecalearning.com for vocabulary practice

www.memrise.com for vocabulary practice

www.languagenut.com for listening, reading and speaking practice
Suggested reading

 

 A collection of French short stories available on loan in the library

Copies of the CGP GCSE revision guides and knowledge organiser and retrievers are available in the library and the French classrooms
Key Learning Constructs to be developed over the academic year Scheme of Learning 

Autumn Term

Scheme of Learning

 Spring Term

Scheme of Learning 

Summer Term

Skills: 

Translation into and out of French, reading and listening summaries, interpreting and explaining figures and statistics, linking ideas and arguments to French speaking trends and culture, responding to a stimulus card.

Grammar: 

Imperfect tense, Perfect tense, Infinitive constructions, Object pronouns, present tense of regular and irregular verbs, Future tense, Si clauses, Adjectives including comparative and superlatives, using the subjunctive with expressions of doubt, uncertainty or necessity.

 The changing nature of family: 

•       Describe and discuss trends in marriage and other forms of partnership.

•       Consider and discuss the merits and problems of different family structures.

•       Consider relationships between the generations and discuss problems that can arise.

Heritage:

•       Understand the notion of heritage and heritage preservation on a regional and national scale.

•       Consider the ways in which some of the country’s most famous heritage sites market themselves

•       Comprehend how heritage impacts upon and is guided by culture in society

 Technology:

•       Describe and discuss how technology has transformed everyday life.

•       Consider and discuss the dangers of digital technology.

•       Consider the different users of digital technology and discuss possible future developments.

Music:

•       Consider the popularity of contemporary francophone music and its diversity of genre and style.

•       Consider who listens to contemporary francophone music, how often and by what means.

•       Consider and discuss the threats to contemporary francophone music and how it might be safeguarded

 Charity work:

·         Examine the voluntary sector in France

·         Discuss the benefits of voluntary work for those that are helped and how beneficiaries request help

·         Look for the benefits of voluntary work for those that do it and for society as a whole

Cinema:

•       Consider a variety of aspects of French cinema

•       Consider the major developments in the evolution of French cinema from its beginnings to the present day

•       Consider the continuing popularity of French cinema and film festivals

 
Assessment Pieces Assessment Pieces Assessment Pieces
·         Reading, Listening and Translation – Heritage & Family

·         Choice of photocard stimulus – Heritage and family

 ·         Reading, Listening and Translation – Technology and Music

·         Choice of photocard stimulus – Technology and Music

 ·         Reading, Listening and Translation – Charity and Cinema

·         Choice of photocard stimulus – Charity and Cinema
 

Key vocabulary

 

  www.kerboodle.com,

AQA French Year 1 Digital book pages 26 and 86

  www.kerboodle.com,

AQA French Year 1 Digital book pages 46 and 106

  www.kerboodle.com,

AQA French Year 1 Digital book pages 66 and 126
 

Outside the taught curriculum

Webinars with Universities discussing the life of a language Undergraduate

Opportunities to offer language lessons to local primary schools

Trip to Paris
Suggested reading/resources

 

 French reading books in the library

CGP revision guides

La Haine – film to be studied in Year 13

Un sac de billes – literary text to be studied in Year 13

Seneca for revision and grammar practice

www.language-gym.com – excellent site for grammar practice

www.frenchteacher.net – a good selection of reading and audio material in the form of short texts and videos with comprehension questions are placed on this site each month in the ‘free resources’ section

www.20minutes.fr – short, current affairs articles
Key Learning Constructs to be developed over the academic year Scheme of Learning  Autumn Term Scheme of Learning  Spring Term Scheme of Learning 

Summer Term

Skills: 

Translation into and out of French, reading and listening summaries, interpreting and explaining figures and statistics, linking ideas and arguments to French speaking trends and culture, responding to a stimulus card, researching and preparing an Independent Research Project, extended writing skills.

Grammar: 

Revisit those areas of grammar covered in Year 12 as well as Pluperfect tense, recognition and understanding of past historic, form and use the passive voice, form and use the subjunctive, form and use the future and conditional perfects

 Criminality

•       Examine different attitudes to crime

•       Discuss prison and its merits and problems

•       Consider alternative forms of punishment

Politics:

•       Discuss arguments relating to the vote and examine the French political system and its evolution.

•       Discuss engagement levels of young people and their influence on politics.

•       Discuss the future of politics and political engagement

 

 Marginalised in society:

•       Examine different  groups who are socially marginalised

•       Discuss measures to help those who are marginalised

•       Consider contrasting attitudes to people who are marginalised

Strikes and Union movement:

•       Understand the important role of unions.

•       Talk about strikes and protests and consider different methods of protesting

•       Discuss different attitudes towards strikes, protests and other political tensions

 Diversity:

•       Consider the benefits of living in an ethnically diverse society.

•       Consider the need for tolerance and respect of diversity.

•       Consider how we can promote

diversity to create a richer world.

 

 

Immigration

•       Discuss some of the political issues concerning immigration in francophone countries

•       Consider the viewpoints of political parties regarding immigration

•       Consider immigration from the standpoint of immigrants, as well as aspects of racism
  Literary text:

·         Study and analysis of ‘Un sac de billes’ by Joseph Jeffo including characters, key themes and key scenes.

·         Analyse and evaluate author, techniques and their impact.

French Film:

·         Study and analysis of ‘La Haine including characters, key themes, key scenes

·         Consider the influence of New Wave cinema and the director on the film.  

·         Analyse and evaluate film making techniques and their impact.

Independent Research Project:

·         The IRP is one element of the speaking component of the A-level examinations (paper 3)

·         Students must choose a subject or a key question which interests you and which relates to a country or countries where the target language is spoken.

·         Students must select relevant information in the target language from a range of sources, including the Internet.

·         The aim of the IRP is to develop research skills.

·         Students need to show their ability to initiate and conduct individual research by analysing and summarising their findings, in order to present and discuss them in the A-level speaking assessment.

·         Students have 2 minutes to complete their presentation followed by a 9-10 minute follow up discussion with the examiner.

Assessment Pieces

Reading, Listening and Translation – criminality and politics

Speaking – photocard

 Assessment Pieces

Mock Exam – Reading, Listening and Translation.

Extended writing – timed essay on literary text and film.

 Assessment Pieces

Mock speaking exam – photocard.  Extended writing – timed essay on literary text and film.
 

Key vocabulary

 

   www.kerboodle.com,

AQA French Year 2 Digital book pages 66 and 86

   www.kerboodle.com,

AQA French Year 2 Digital book pages 46 and 106

   www.kerboodle.com,

AQA French Year 2 Digital book pages 26 and 126
 

Outside the taught curriculum

Webinars with Universities discussing the life of a language Undergraduate

Opportunities to offer language lessons to local primary schools

Trip to Paris
Suggested reading

 

 French reading books in the library

CGP revision guides

www.language-gym.com – site for grammar  practice

Seneca for revision of topics and grammar practice

www.frenchteacher.net – a good selection of reading and listening material in the form of short texts and videos with comprehension questions are placed on this site each month in the ‘free resources’ section

Further information

  • Mrs T Richards (Subject Leader for French) 

  • Miss J Woolley (Teacher of French) 

Key Stage 4 (GCSE)

Students who opt to take the GCSE course will have a good grounding in the subject from Key Stage 3, consolidating on some previously learnt material as well as developing their competencies in new topic areas. In each Year students will have either 5 periods of French per fortnight. We currently follow the AQA GCSE examination syllabus. The four components are: Listening (25%), Reading (25%), Speaking (25%) and Writing (25%). All elements are assessed by a final examination at the end of Year 11.

KS5 (A Level)

The A Level course (AQA) is divided into 6 Units (Units 1, 2 and 3 are studied in Year 12, and Units 4, 5 and 6 in Year 13).

During this course students will have 11 lessons per fortnight, including a dedicated speaking lesson where students will have the opportunity to focus on their oral skills. French is delivered collaboratively with Handsworth Grammar School for Boys and students will be taught by 2 subject specialists. Teachers will spend time with students consolidating on grammar, encouraging students to quickly become independent learners. Lessons are taught in small groups with an excellent student-teacher ratio. There is ample opportunity for classroom discussion, increasing levels of spontaneity and building self-efficacy.

In the first year, pupils study the topics of family, cyber society, charity work, heritage, music and cinema.  In the second year they study the positive effects of multi culturalism, help for the marginalised, criminality, the political engagement of the young, strikes and immigration in politics. In addition, students will have the opportunity to study a French film and a literary text.

Whenever possible, you could encourage your daughter to:

  • Read the teacher comments and where relevant act on them
  • Use the online text book to read ahead to be ready for new topics and review prior learning in the revise sections
  • Make revision materials at the end of each topic
  • Keep up-to-date with vocabulary learning
  • Review your work frequently
  • Attend French Support Club if required
  • Improve reading skills by accessing French materials in the library
  • This is not a full list, the techniques you use in other subjects will also work with French

Here are just a few areas in which the application of French would prove to be useful:

  • Business
  • Travel and Tourism
  • Arts (especially Music) and Literature
  • Teaching
  • Academia
  • Translation and interpreting
  • Any profession that requires confidence in communication, flexibility, the willingness to embrace a new challenge

French Opportunities Out Of Lessons

  • French Residential for Year 8 pupils (annually)
  • French Study Trip to Paris (annually)
  • Correspondants (penpals)

French Opportunities Parents Can Provide

  • Trip/holiday to France, Switzerland or any other French-speaking country
  • Work Experience/Contacts with international/French-based companies

Useful French Websites

TF1  (television)

GCSE Bitesize French

VJC  (vocabulary and games)

Languages Online  (grammar,vocabulary and games)

French Institute  (cultural institute)

AQA French  (GCSE and A level examination board)

Quizlet (vocabulary and key phrases, flashcards, games)

Kahoot (vocabulary and key phrases, games)

Contact us…

King Edward VI Handsworth School,
Rose Hill Road, Birmingham B21 9AR

T: 0121 554 2342

F: 0121 554 3879

E: office@kingedwardvi.bham.sch.uk

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