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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 / grammar
Autumn Term

 

·        Introducing myself and say how I am feeling

Talking about my age

·        Saying where your birthday is

·        Saying where I live and am from

·        Saying which subjects I study, which subjects I like and dislike

·        Saying what sports and activities I do in my free time, places I go to and my opinion on activities

Spring Term

·        Describing hair and eyes

 

 

 

·        Talking about my family members

·        Comparing people and pets’ appearance and personality

·        Describing my teachers and say why I like them

·        Saying what I and others do in our free time

Summer Term

·        Talking about my daily routine

·        Talking about weekend plans

·        Talking about food and what food I like and don’t like and why

·        Talking about my holiday plans

 In this unit I will learn:

·        How to say my name  and how I am feeling

·        How to say my 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 accommodation looks like and where it is located

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

·        The verb ‘to be’

In this unit I will learn :

·        To talk about school subjects

·        To give my opinion on subjects

·        The verbs ‘aimer’ et ‘adorer’

·        About the French school system

In this unit I will learn :

·        To talk about sports and activities

·        To talk about places I visit in my free time

·        To give my opinion about sports and activities

In this unit I will learn :

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

·        To describe details 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 to talk about :

·        How many people there are in my family

·        What your immediate family members are like

·        Adjectives to describe them

·        If I get along with them

·        Words for family members

·        What their age is

·        Numbers from 31-100

·        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 from 1-31

·        Hair and eyes description

In this unit I will learn :

·        To use comparatives

·        Revisit adjective agreements

·        pets

In this unit I will revisit :

·        Subjects

·        How to give opinions

In this unit, I will learn

·        How to use the ‘me’ and ‘nous’ pronouns

In this unit I will learn:

·        New sports and free time activities

·        The verb ‘jouer’ and ‘aller’

·        Prepositions jouer au/aller au/ faire de

·        Weather

I will also revisit:

·        Free time activities and sports

In this unit, I will learn:

·        To use reflexive verbs like s’habiller/ se lever

·        To conjugate ‘aller’, ‘faire’, ‘prendre’ and ‘sortir’ in the singular present indicative

·        To say the time

In this unit, I will learn:

·        To form and use the immediate future

·        How to use ‘au’, ‘a la’ for masc/fem places

In the unit, I will learn:

·        A range of food items

·        Adjectives to describe food

I will also revisit:

·        Adjective agreements

·        Review the verb ‘aimer’

In this unit, I will learn:

·        To talk about holiday plans

·        To use the immediate future

·        To say where I am going, where I am staying, who I will travel with

 ·        J’ai

·        Il/elle a

·        Je suis + adj

·        S’appeler with ‘je’

·        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/ J’adore

·        Car/parce que

·        Pendant mon temps libre

·        Quand j’ai du temps libre

·        Various sports and activities

·        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

·        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 suis

·        Ma…est

·        Mon…est

·        Plus/moins/aussi .. que

·        pets

·        Il m’aide /il me gronde

·        Il nous donne trop de devoirs

·        Free time activities

·        Quand il fait beau/mauvais

·        Se laver/ s’habiller

·        Time

·        Ensuite, apres, finalement

·        Je vais aller

·        Pour bronzer, pour nager

·        Food and drinks

·        Manger et boire

·        New adjectives: sain, malsain

·        Types of transport

·        Type of holiday accommodation

·        Holiday activities
Assessment Pieces

Reading, Listening and Translation into French – Autumn term

Reading, Listening and Translation into French – Spring term

Writing and Speaking – Summer Term
 Key vocabulary

 

 Sentence builders

Autumn Term – Units 0,1, 2, 3, 4.5

Spring Term – Units 7, 8, 9, 10, 11

Summer Term – Units 12, 13, 14, 15
Rationale for this sequencing Pupils start communicating in the TL by giving simple personal information. 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 and the regular ‘er’ verbs ‘habiter’, ‘aimer’, ‘adorer’

In the Spring term, adjectives to give opinions and adjectival agreement is revisited. Constructions such as ‘il y a’, ‘plus/moins/aussi..que’ are introduced.

In the Summer term, the present tense of regular er verbs are revisited with reflexive verbs (s’habiller)  New verbs are introduced (faire, prendre, aller). Immediate future is also introduced.  Adjectives are also used comparatively. Opinions are justified.
 Outside the taught curriculum Christmas in France – Autumn Term

French athletes  – Autumn Term

Research of a famous French family (la famille de Monaco)– Spring Term

Le Parcour in Paris – Spring Term

French Independence Day (Bastille Day July 14th) – Summer Term

French food specialities – Summer term
Suggested reading / resources

 

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

www.sentencebuilders.comfor listening and reading practice and verb drilling

www.linguascope.com for vocabulary practice

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

Pupil have a Learning journey in their books

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 2024 2025

Autumn Term

Term / Unit

When will I do this unit of work

 Communication

What will I be able to say in French

 Francophonie

What will I learn about France and the French speaking world

 Grammar

What grammatical rules will I be learning and practising

 Vocabulary

What new words will I be learning
Autumn Unit 0 & 1 I can introduce myself and say how I am feeling, I can say my age

I can say someone else’s name and age

 The way French people greet each other ‘la bise’

French names

 ●        ‘Avoir’ with age

Conjugate avoir in the singular present indicative

●        Conjugate ‘s’appeler’ in the singular present indicative

 ●        Bonjour, salut, etc

●        Je suis + adj

●        Mon frère / ma soeur

●        Numbers 1-15

●        Other family members
Autumn Unit 2 I can say where I and someone else come from

I can say when my birthday is

 Towns in France and the French speaking world ·         Conjugate être in the singular present indicative ●        Mon/son anniversaire

●        Numbers 1 to 31
Autumn Unit 3 I can say where I and someone else live, in which country and town.

I can say if I live in an apartment or a house

 Name of renowned cities and countries in the French speaking world ·         Être de + town

·         Prepositions: en/au/ a la /aux

·         Position of adjectives

 ●        Towns

●        Countries

●        Types of accommodation
Autumn Unit 4 I can say which subjects I study, which subjects I like/don’t like and why Introduce elements of  the French school system ●        Use of definite article: j’aime la chimie

●        Adjective agreements

●        Conjugate aimer/adorer in the singular present indicative

 ●        Subjects

●        Aime/adore

●        Car/parce que
Autumn Unit 5 I can say what sports and activities I do in my free time, places I can go to in my free time and why I like/diskile an activity Research French athletes (Mbappe?) ●        J’aime/ ‘j’adore/ je deteste+ infinitive

●        C’est + adjectives

 ●        Pendant mon temps libre

●        Quand j’ai du temps libre

●        Various activities

Curriculum 2024 2025

Spring Term

Spring Unit 7 I can describe what a person’s hair and eyes are like

I can describe details about their faces (eg beard and glasses)

 French famous person ●        Adjectives in the plural form ●        Les cheveux, les yeux

●        Colour adjectives

●        Review family members
Spring Unit 8 I can describe myself and another family member: physical and personality Research La Famille de Monaco ●        Reflexive verb: je m’entends bien

●        Reinforce adjective agreements

●        Possessive adjectives

●        Revisit être, with je and il/elle

 ●        Adjectives to describe physical and personality
Spring Unit 9 I can compare people and pets’ appearance and personality MJ, le beagle toulousain, le chien le plus celebre de France ·         To use comparatives (plus..que, moins…que, aussi…que)….

·         Revisit adjective agreements

 ·         Pets

·         Mon petit-ami/ma petite-amie
Spring Unit 10 I can describe my teachers and say why I like them Profs francais sur Youtube ·         Review of etre

·         Toujours/ne…jamais

·         Pronouns: elle m’ecoute/il me gronde

 ·         De plus

·         Il m’aide/il me gronde

·         Il nous donne trop de devoirs
Spring Unit 11 I can say what I and others do in our free time. Le Parcour a Paris ·         To conjugate ‘faire’, ‘aller’, ‘jouer’ in the singular present indicative

·         Prepositions jouer au/ aller au/ faire de

 ·         Free time activities

·         Quand il fait beau/quand il fait mauvais

Curriculum 2024 2025

Summer Term

Summer Unit 12

 I can talk about my daily routine and school day Comparison with French School day and school day in French DOM ·         To use reflexive verbs (s’habiller, se lever) in the singular present indicative

·         To conjugate ‘aller’, ‘faire’, ‘prendre’ and ‘sortir’ in the singular present indicative

 ·         Time

·         Ensuite, apres, finalement
Summer Unit 13 I can talk about weekend plans ·         To form and use the immediate future

·         How to use ‘au; and ‘a la’ for masc/fem places

 ·         Je vais aller

·         Pour bronzer/pour nager
Summer Unit 14 I can talk about what food I like and dislike and why Research French specialities ·         To review conjugation of verbs like ‘aimer’

·         Adjectival agreements

 ·         Food and drinks

·         Manger et boire

·         New adjectives: sain, malsain
Summer Unit 15 I can talk about my holiday plans, where I am going to, where I am going to stay, who I will travel with ·         To review immediate future

·         En + transport

·         Ce sera

·         Adjectives

 ·         Types of transport

·         Type of holiday accommodation

·         Holiday activities
Subject Content Key Learning Constructs

 Can do statements

 Key Learning Constructs

Non-negotiable phrases / grammar
Autumn Term

 

1.      Talking about clothes and accessories I wear, how frequently and when (Unit 13)

2.      What free time activities you do in different types of weather (Unit 14/15)

 

3.      Talking about food (likes and dislikes)

(Unit 11/12)

Spring Term

4.      Talking about my daily routine (Unit 16)

5.      Describing my house saying where it is and why I like/dislike it (Unit 17)

                Summer Term

6.      Saying what I do at home, how often and where (Unit 18)

7.      My holiday plans

Saying where I am going to go, to stay and what activities I am going to do

 1.      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

2.      In this unit I will learn how to say:

·        What free time activities I do in different types of weather

·        Where I do these activities and who with

I will also revisit:

-Sports and hobbies

-The present tense of verbs ‘faire’, ‘aller’ and ‘jouer’

-Pets

-Clothes

-Places in a town

3.      In this unit I will learn how to say:

●       What food I like/dislike

●       Why I like/dislike it

●       New adjectives to describe food

●       The verbs to eat ‘manger’ and to drink ‘boire’ (all persons)

I will also revisit:

-Time markers

-Justifying opinions

4.      In this unit I will learn how to say:

●       What I do every day

●       What time I do it

●       Sequencing events/actions using connectives

I will also revisit

-Numbers

-Free time activities

-Nationalities

-Clothes

-Hair and eyes

-Food

-Jobs

5.      In this unit I will learn how to say:

●       Where your house/flat is

●       What your favourite room is

●       What you do in each room

●       The present tense of key reflexive ‘er’ verbs

I will also revisit:

-Adjectives to describe places

-Frequency markers

-Countries

6.      In this unit I will learn how to provide a more detailed account of your daily activities building on the vocabulary learnt in previous units

I will also revisit:

-Time markers

-Reflexive verbs

-Parts of the house

-Description of people and places

-Telling the time

-Nationalities

-the verbs faire (to do), jouer (to play) and aller (to go)

7.      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

 1.

·        Quand (+ weather phrase)

·        je porte un/une/des

·        Il/elle porte

2.

●       Quand + weather phrase

●       Je joue au/aux

●       Je fais du/de la/des

●       Je vais à la / au

●       Je reste chez

3.

●       Mon (père) est

●       Ma (mère) est

●       Mon (oncle) travaille comme

●       Ma (sœur) travailler comme

●       Il/elle aime cela car c’est

●       Il/elle n’aime pas cela car c’est

●       Il/elle travaille dans un/une/la/le

4.

●       J’adore

●       J’aime

●       J’aime beaucoup

●       J’aime un peu

●       Je n’aime pas

●       Je déteste

●       Je préfère

●       Parce que c’est/ils sont/elles sont

5.

●       Vers/à + time

●       Je me brosse les dents

●       Je me coiffe

●       Je me couche

●       Je déjeune

●       Je dîne

●       Je fais mes devoirs

●       Je m’habille

●       Je joue

●       Je me lève

●       Je prends

●       Je regarde

●       Je rentre

●       Je me repose

●       Je sors

●       Je vais

6.

●       J’habite dans un/une

●       Dans ma maison il y a

●       Ma pièce favorite est

●       J’aime me reposer dans

●       J’aime travailler dans

●       Quand j’ai le temps

●       Deux fois par semaine

●       Vers (six) heures

●       Je discute

●       J’écoute

●       Je lis

●       Je poste

●       Je regarde

●       Je sors

●       Je surfe

●       Je joue

●       Je prends

●       Je prépare

●       Je me repose

●       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
Assessment Pieces

Reading, Listening and Translation into French – Autumn term

Reading, Listening and Translation into French – Spring term

Speaking – Summer Term
 Key vocabulary

 

 Sentence builders for each of the units which will be in the booklets
Rationale for this sequencing After using regular verbs in Year 7 in the present tense, we now begin to understand how both regular and irregular verbs are conjugated in the present tense. In the Autumn term adjectival agreement is revisited, opinions are justified and reflexive verbs are introduced.

The Spring term revisits the present tense of regular and irregular verbs again with new verbs.

In the Summer term, the immediate future tense is introduced 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.
 Outside the taught curriculum Regional specialities – Autumn Term

Virtual trip to Paris – Summer Term

French Theatre company delivering a production in French – Summer Term

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

 

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

www.quizlet.co.uk for vocabulary practice

www.senecalearning.com for vocabulary practice

www.memrise.com for vocabulary practice

www.sentencebuilder.com for vocabulary and listening and reading 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

 

CURRICULUM INTENT

 

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

 

Link to Student’s copy of the Learning Journey : https://kevib.sharepoint.com/sites/HAN_Subjects_FR/Staff%20Resources/From%20P%20Drive/2024/Y8/Year%208%202024%202025%20Learning%20Journey.docx?d=w800ec270a74c44398bda0e7a09341ac3&csf=1&web=1&e=6kH04o

Curriculum 2024 2025

Term / Unit

When will I do this unit of work

 Communication

What will I be able to say in French

 Francophonie

What will I learn about France and the French speaking world

 Grammar

What grammatical rules will I be learning and practising

 Vocabulary

What new words will I be learning
Autumn Unit 13 I can describe what I do in different types of weather and what I wear What regions of France have different types of weather? ●        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)

 ●        Quand (+ weather phrase)

●        Je porte un/une/des

●        Il/elle porte
Autumn Unit 14/15 I can describe what I do in my free time in different weather conditions What is the game of “Boules” in France?

What is the history of the Tour de France?

 ·         Quand clauses

·         Present tense “faire”, “aller” and “jouer” – all persons

·         Present tense regular ‘er’ verbs

 ●        Weather phrases

●        Sports and hobbies

●        Places in a town
Autumn Unit 11 I can describe what I eat at mealtimes, giving opinions on foods that I like and dislike with reasons why What regional specialities exist in France?

What is the significance of “la Galette du rois”?

 ●        Ne….pas

●        Opinion verbs (j’aime, je déteste, j’adore, je préfère and je n’aime pas)

●        Justifying opinions using the words for because

●        Adjectival agreement (number and gender)

●        Present tense ‘manger” – all persons

●        Present tense irregular verbs “boire” and “prendre” all persons

●        Infinitive verb constructions (opinion verbs + infinitive)

 ●        Food and drink

●        Meal times

●        Adjectives to describe food and drink
Spring Unit 16 I can say what I do every day and at what time ●        Telling the time

●        Present tense reflexive verbs 1st person

 ●        O’clock, quarter past and half past
Spring Unit 17 I can describe where my home is located, what my favourite room is and what I do in each room Are there differences in homes in France and the French speaking world ●        Adjectival agreement (position)

●        Opinion verbs

●        Justifying opinions using the words for because

 ●        Types of properties

●        Rooms in a house
Summer Unit 18 I can describe what I do at home, how often and when ●        Present tense ‘er’ verbs

●        Present tense irregular verbs “prendre”, “sortir” and “lire”) – all persons

●        Adverbs of frequency

●        Infinitive verb constructions (opinion verbs + the infinitive)
Summer Unit 19 I can describe my holiday plans, where I am going, staying and what I am going to be doing What can I learn about holiday destinations in France and the French speaking world (Les DOM TOM and Les Alpes) ●        Immediate future tense 1st and 3rd person

●        Je voudrais + infinitive

●        Opinion verbs

 ●        Countries

●        Modes of transport

●        Accommodation

●        Activities
Summer Petit Nicholas Film and Nouvelle école nouveaux amis text What can I learn about French cinema and French fiction books
Subject Content Key Learning Constructs

 Can do statements

 Key Learning Constructs

Non-negotiable phrases / grammar
Autumn Term

•        Where I live

·        What I can do in my town

·        What I did and am going to do at the weekend in town

Spring Term

·        Talking about global environmental problems

Summer Term

•        Family and friends

 In this unit I will learn how to say:

·        Where I live

·        Where my town and home are located

In this unit I will learn how to say:

·        What I usually do and where I do it using key verbs

·        What I did recently in your town

In this unit I will learn how to say:

·        What plans I am making for the near future and what it will be like

·        What I and others did in the recent past

In this unit I will learn how to say:

·        What global environmental problems exist

·        What must be done to solve these problems

In this unit I will learn how to talk about:

·        My family and friends (character, personality and physical appearance)

·        How I get along with my family and friends

·        My ideal partner

 ·        J’habite + location

·        J’aime car + c’est/il y a/on peut + adjective/noun/INF

·        Justified opinions

·        Present tense ‘er’ verbs

·        Ne……pas

·        On peut + INF

·        Je suis allé + INF

·        J’ai fait/J’ai vu/J’ai visité + noun

·        Modal verbs + INF

·        Time phrase + je vais + INF

·        Ce cera + intensifier + adjective

·        Time phrase + perfect tense

·        Near future tense 1st person singular and plural

·        Perfect tense 1st person singular and plural – aller/faire/jouer/voir

·        Il y a un/une/des

·        Ne….pas

·        Pour + INF

·        Modal verb (devoir and pouvoir) + INF

·        Il est …… de +INF

·        Reflexive verbs (s’entendre, se disputer and s’amuser)

·        Adjectival agreement (number and gender)

·        Complex justifications

·        Conditional tense (être)
Assessment Pieces

Presentation – Autumn term

Reading, Listening and Translation into French – Spring term

Speaking – Summer Term
 Key vocabulary

 

 Sentence builders

Autumn Term – Units 1, 2 and 5

Spring Term –  Environment sentence builder

Summer Term – Describing family and how I get along with family sentence builder
Rationale for this sequencing Building on the knowledge of the present tense (Years 7 and 8) and the immediate future tense (Year 8), the Autumn term will introduce the perfect tense using regular verbs. The existing knowledge of adjectival agreement is also revisited this term with an expansion of adjectives. Opinions and justifications are revisited, this time in all 3 time frames. Infinitive verb constructions are introduced in this term using modal verbs.

The Spring term sees infinitive verb constructions revisited with modal verbs plus an expansion of adjectives to describe environmental problems.

The Summer term revisits all 3 time frames and reflexive verbs. Justifications are more complex and the conditional tense is introduced
 Outside the taught curriculum French speaking towns around the world –  Autumn Term

Le Plan vélo – Spring Term
Suggested reading / resources

 

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

www.sentencebuilders.com for listening and reading practice and verb drilling

www.linguascope.com for vocabulary practice

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

 

Pupils have a learning journey in their books

French Department – Intent

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 2024 2025

Term / Unit

When will I do this unit of work

 Communication

What will I be able to say in French

 Francophonie

What will I learn about France and the French speaking world

 Grammar

What grammatical rules will I be learning and practicing

 Vocabulary

What new words will I be learning
Autumn Unit 1

Town

 I can describe where I live and where my town is located What do I know about cities in France and the French speaking world? ●        Giving and justifying opinions

●        Present tense ‘habiter’ – all persons

●        Ne…..,pas

●        Infinitive verb constructions (il y a beaucoup à + infinitive)

●        Infinitive verb constructions (modal verbs +infinitive)

 ●        Compass points

●        Countries

●        Places in a town

●        Adjectives to describe a town
Autumn Unit 2

Town

 I can describe what I do in my town and talk about what I have done recently in my local area ●        Infinitive verb constructions (modal verbs +infinitive)

●        Perfect tense with avoir (regular and irregular past participles -faire and voir)

●        Perfect tense with etre (je suis allé(e))

 ●        Activities in a town (verbs)

●        Places in a town

●        Time markers (perfect tense)
Autumn Unit 3

Town

 I can describe a recent weekend and something that I am going to do in the future ●        Immediate future 1st and 3rd person

●        Opinions in the perfect and future tenses

●        Perfect tense 1st and 3rd person (avoir) regular and irregular past participles (faire, voir)

●        Perfect tense (etre) 1st and 3rd person (aller)

 ●        Time markers (all 3 time frames)
Spring (1)

Environment

 I can describe the local and global environmental problems that exist ●        Ne….pas

●        Pour + infinitive

●        Il y a un/une/des

●        Infinitive verb constructions (modal verbs +infinitive)

 ●        Environmental problems (Nouns)
Spring (2)

Environment

 I can describe solutions to the current environmental problems What do I know about how France is tackling the climate crisis? (Plan Vélo in Paris and the domestic flight ban) ●        Pour + infinitive

●        Infinitive verb constructions (on doit / on peut + infinitive and  il est ….. de + infinitive)

 ●        Solutions to environmental problems (verbs)
Summer (1)

Family

 I can talk about myself and my  family and describe their character, personality and appearance. Looking at different types of family in france, la famille composée, and marriage traditions and customs ●        Adjective agreements

●        Avoir and etre

●        Reflexive verbs in the present tense

●        Conditional tense

 ●        Activities online (verbs)

●        Family members
Summer (2)

Family

 I can my relationships with others, describe my ideal partner.
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

Curriculum 2024 2025

Term / Unit Communication Francophonie Grammar Vocabulary
Autumn 1 I can describe what I use technology for, I can talk about the advantages and disadvantages of the digital world. I can express what I must do to stay safe online. I can describe how technology has helped me recently. ●        Present and perfect tense of regular ‘er verbs

●        Perfect tense of modal verbs

●        Adverbs of frequency

●        Adjectival agreement plus comparatives

●        Negative (ne personne and ne rien)

●        Pour/afin de/sans + infinitive

●        24 hour clock

●        Si clauses (si j’avais…je voudrais)

●        Imperfect tense with quand (quand j’étais….j’avais…)

●        Perfect infinitive

●        Venir de

●        Object pronouns (le/la/les)

 ●        Activity verbs

●        Different gadgets

●        24 hour clock
Autumn 2 I can express positive and negative opinions about my own and other people’s hobbies to include TV, cinema, music and sports. I can add details about when, where, how often and who with. I can refer to past and fuure leisure plans. Tour de France ●        Adverbs of frequency including depuis

●        Object pronouns ‘y’ and ‘en’

●        Adjectival agreement plus comparatives

●        Present tense of regular verbs plus ‘aller’

●        Perfect tense of irregular verbs (see list on curriculum map)

●        Near future tense

●        Imperfect tense with quand (quand j’étais jeune, je….)

●        Reflexive verbs (se relaxer/s’entendre/s’amuser)

●        Negative (ne personne)

●        Modal verbs (je peux and je veux)

●        Pour /afin de + infinitive

●        Using ce sera and ce serait

 ●        Types of TV shows

●        Film genres

●        Music genres

●        Sports

●        Adjectives to give opinions
Spring 1 I have knowledge about festivals in French speaking countries. I can refer to and give opinions on festivals and celebrations with my family and friends. I can refer to food on special occasions Le fête des Rois

La fête Nationale

La fête de Musique

 ·         Present and past tense of irregular verbs (see curriculum map for list)

·         Imperfect tense – used to

·         Near future tense

·         Simple future (être, aller, avoir and faire)

·         Superlative adjectives (meilleur and pire)

·         Reflexive verbs (se relaxer/s’entendre/s’amuser)

 ●        Food and drink items

●        Nationalities

●        Religions
Spring 2 I can give opinions and personal details about a variety of French speaking celebrities and famous people. I can give opinions about how celebrities influence young people and their society. Guillaume Musso (Author)

Sandie Toletti (Footballer)

Akamz (Infleuncer)

Isabelle Adjani (Actress)

 ·         Pour + infinitive

·         Conditional tense (être, aller, avoir and faire) including ce serait

·         Perfect tense of reflexive verbs (s’installer/s’imposer/s’inspirer)

·         Present tense of être, aller, avoir and faire (full paradigm)

·         Il y a and depuis as time markers

·         Object pronouns (le/la/les)
Summer 1 I can state my opinions on fast-food, smoking, vaping, drugs and alcohol and their consequences. I can express why it is important to stay physically and mentally fit and the consequences of not being healthy. I can talk about the importance of sport for staying healthy. I can compare my previous and current lifestyle choices and my future intentions. ·         Simple future (full paradigm)

·         Avant de / Il faut / pour / il est important de + infinitive

·         Present tense of regular verbs plus ‘faire’

·         Perfect tense of regular ‘er’ ‘ir’ and ‘re’ verbs with avoir

·         Present participles of regular verbs plus être, avoir and faire; en faisant….je voudrais….

·         Imperfect tense (quand j’étais jeune je…..jouais/menais/faisais/mangeais/prenais)

·         Reflexive verbs (s’inquièter and s’intéresser)

·         Modal verbs (on peut/doit/sait/veut)

·         Negatives (ne…ni…ni)

 ·         Food and drink items

·         Sports
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

Curriculum 2024 2025

Term / Unit Communication Francophonie Grammar Vocabulary
Autumn 1 I can describe where I usually go on holiday, where I stay and what I do. I can describe my ideal holiday What are the different types of holiday destinations in France and the French speaking world ●        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 and être to describe

●        Conditional tense of avoir and être

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

●        Modal verb pouvoir in present and past tenses

 ●        Accommodation

●        Countries

●        Modes of transport

●        Activities

●        Places in a town
Autumn 2 I can describe my school and the facilities. I can give reasons for why I like/dislike certain subjects. I can describe a typical school day. I can give my opinion on school uniform and other school rules. I can describe a recent school trip and I can describe my ideal school. I can talk about my life at primary school What can I find out about school life in France and how it differs from the UK. ●        Present tense of regular and irregular verbs including daily routine reflexive verbs

●        Perfect infinitive

●        Il faut and on doit

●        The negative

●        Past tense with avoir and être

●        Conditional tense of avoir and être

●        Si clauses (si j’étais la directrice, je voudrais)

●        Comparative adjectives

●        Imperfect tense (jouer, faire, aimer and détester)

 ●        School subjects

●        Uniform items

●        Buildings in a school

●        Adjectives to describe school subjects
Spring 1 I can discuss the benefits and drawbacks of going to University and doing an apprenticeship. I can describe what job I would like to do with reasons why. I can describe my work experience placement; what I did and what I thought of it What differences exist between France and the UK in terms of post-16 education ●        Modal verb pouvoir in the present tense

●        Past tense using avoir and être

●        Perfect infinitive

●        Simple future using regular verbs plus avoir, aller and faire

●        Pour + infinitive

●        Il faut être + adjective

●        Quand clauses (quand + age)

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

 ●        Jobs

●        Places of work

●        Adjectives to describe jobs
Spring 2 Revision
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) 

  • Mrs H Silk

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

E: office@han.kevibham.org

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