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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 Map 2026-2027

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

·        Talking about my family members

·        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 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

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 talk about :

·        How many people there are in my family

·        What your immediate family members are like

·        Adjectives to describe them (inc hair and eyes)

·        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

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’ and ‘faire’

·        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 brosser / se coiffer / se coucher / se lever and se reposer in the present tense, 1st person

·        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

·        Pour + verb infinitive

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

·        J’aime/J’adore/je déteste aller/faire/jouer

·        Various sports and activities

·        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

·        Il m’aide /il me gronde

·        Il nous donne trop de devoirs

·        Free time activities

·        Quand il fait beau/Mauvais

·        Je joue/je fais/je vais

·        Je me brosse / je me coiffe / je me couche / je m’habille / je me lève / je me repose

·        Je fais / je prends / je sors / je vais

·        Time

·        Ensuite, apres, finalement

·        Je vais aller

·        Pour bronzer, pour nager

·        Types of transport

·        Type of holiday accommodation

·        Holiday activities

·        Using pronouns Je and Nous in the immediate future
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  8, 9, 10, 11

Summer Term – Units 12, 13, 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
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

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

Subject Leader: Mrs Richards                                     email: trichards@han.kevibham.org

Subject Content Key Learning Constructs

 Can do statements

 Key Learning Constructs

Non-negotiable phrases / grammar
Autumn Term

 

·        U1 – Talking about the weather and free time

·        U2 – Talking about my daily routine and activities

·        U7 – Saying what I can do in my neighbourhood

 

 

 

 

 

 

 

 

 

 

Spring Term

·        U13 – A future trip to Cannes

·        U10 – What I have done in my local area

Summer Term

·        U 11 – What I did and am going to do in my local area

 In this unit you will learn:

·        To say what free-time activities you do in different types of weather

·        To say where you do them and who with

·        Words for places in town

You will revisit:

·        Free-time activities

·        The verbs ‘faire’, ‘aller’ and ‘jouer’ in the present indicative

·        Family members & pets

·        Places in town

In this unit you will learn:

·        To say what daily activities you do

·        To say at what time you do things

·        To say what you ‘can’, ‘must’ and ‘want’ to do

You will revisit:

·        Daily routine activities

·        Times of day

·        Time markers

 

In this unit you will learn:

·        To say what there is to do in your neighbourhood

·        To say what you like to or usually do in your neighbourhood

·        To say where you do the activity

You will revisit:

·        The verbs ‘faire’, ‘jouer’ and ‘aller’ in the present indicative

·        Places in town

·        Free-time activities

In this unit you will learn:

·        To talk about an upcoming trip to Cannes

·        To describe events you are going to do and would like to do on holiday

·        To give future tense opinions

You will revisit:

·        Holidays

·        Locations

·        Adjectival agreement

·        Time markers

·        Free-time activities

·        Expressing opinions

 

 

 

In this unit you will learn:

·        To say what you did recently in your neighbourhood

·        To say where you did the activity

·        To say who you did the activity with

You will revisit:

·        Time markers

·        Free-time activities

·        Places in town

·        Friends and family members

In this unit you will learn:

·        To describe what you did last weekend and give opinions

·        To describe what you are going to do next weekend

You will revisit:

·        Time markers

·        Free-time activities

·        Expression opinions

 ·        Quand + weather phrases

·        Je joue, je fais and je vais

·        Activities plus places where you do these things

·        Je me brosse, je me couche, je me douche, je m’habille, je me lève, je me peigne, je me repose

·         Irregular present tense verbs; je fais, je lis, je mets, je prends, je sors, je vais

·        Je dois / je ne dois pas

·        Je peux / je ne peux pas

·        Je veux / je ne veux pas

·        On peut + infinitive verb

·        Opinion verb + infinitive verb

·        Immediate future using je vais/ nous allons

·        Conditional future using je voudrais

·        Giving future opinions using sera

·        Perfect tense using avoir – regarder, jouer, acheter, faire and voir

·        Past tense using etre – aller

·        Using aller in the perfect tense with je and nous

·        Giving opinions in the past using c’était

·        Using the immediate future verb in 1st and 3rd person and nous

·        Giving opinions in the future using ce sera
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 1, 2 and 7

Spring Term – Units 13 and 10

Summer Term – Unit 11
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 town – Cannes– 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.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

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

Subject Leader: Mrs Richards               email: trichards@han.kevibham.org

 

Subject Content Key Learning Constructs

 Can do statements

 Key Learning Constructs

Non-negotiable phrases / grammar
Autumn Term

•        Holidays & Celebrations

·        What I did last weekend

·        What I did at a French Festival

Spring Term

·        Jobs and future careers

·        My dreams and aspirations

Summer Term

•        Cinema and Celebrities

In this unit I will learn how to:

·        Describe a past holiday; where you went, how you got there and where you stayed

In this unit I will learn how to:

·        Describe what you did last weekend, where you went and with whom

In this unit I will learn how to:

·        Talk about a recent trip to a festival including what you did and describing the weather

·        What I must and must not do to have fun and stay safe

In this unit I will learn how to:

·        Talk about what jobs others do and where they work

·        Say why they like or dislike their jobs

In this unit I will learn how to talk about:

·        What I would like to study next year

·        What job I would like to do when I am older

·        Where I would like to live later

·        People who inspire me

In this unit I will learn how to talk about:

·        A recent outing to the cinema

·        Different genres of films

·        My opinion of the film

In this unit I will learn how to talk about:

·        Famous people who interest me

·        How they became sucessful

·        If I would like to be like them

·        Je suis allé / j’ai voyagé / j’ai logé / j’ai passé

·        J’ai aimé cela car

·        C’était / ce n’était pas

·        L’hôtel était / les gens étaient

·        Il y avait

·        Le weeeknd était

·        Mes amis et moi sommes allés

·        Je suis allé

·        j’ai passé un moment à + v.infinitive

·        Je n’ai pas/rien fait

·        Je me suis couché

·        Avant de + v.infinitive

·        J’ai voyagé / J’ai loué / j’ai rigolé / j’ai rencontré

·        Je suis arrivé / je suis rentré

·        On doit / on ne doit pas

·        Il est recommandé de + v.infinitive

·        Il y avait / il faisait / il a plu

·        J’ai pris

·        Je me suis couché / douché / reposé

·        Mon oncle est + job / travaille comme

·        Il aime / n’aime pas son métier car c’est

·        Il/elle dit que …

·        Il/elle travaille dans…..

·        Je vais + v.infinitive

·        Je veux + v.infinitive

·        Je voudrais + v.infinitive

·        Le plus important est de + v.infinitive

·        Une personne qui m’inspire est…

·        Je suis allé au cinéma pour + v.infinitive

·        Le film parlait de…

·        La bande sonore était…

·        Une personne qui m’inspire est

·        Il/Elle a reçu….

·        Il/Elle a dû/pu + v.infinitive

·        Grâce à son/sa….

·        J’espère être comme lui/elle
Assessment Pieces

Autumn term – Reading, Listening and Writing

Spring term – Reading, Listening and Writing

Summer Term – Speaking and Writing
 Key vocabulary

 

 Sentence builders

Autumn Term – Units 1, 2, 7 and

Spring Term –  Units 11 & 12

Summer Term – Units 8 & 13
Rationale for this sequencing Building on the knowledge of the present tense (Years 7 and 8) and the immediate future and the perfect tenses (Year 8), the Autumn term will embed 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 a future trip or visit.

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 festivals round the world –  Autumn Term

French celebrities from cinema and music – Summer Term
Suggested reading / resources

 

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

www.language-gym.com for listening, reading and vocabulary 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

 

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.

Subject Leader: Mrs Richards                     email: trichards@han.kevibham.org

Scheme of Learning  Autumn Term CONTENT Scheme of Learning  Spring Term CONTENT Scheme of Learning  Summer Term CONTENT
Free Time (Theme 2  – Unit 4)

Express positive and negative opinions about own and other people’s hobbies.

Add details regarding when, where, how often and who with.

Use a variety of adverbs and connectives.

Include opinions and justifications with preceding direct objects.

Use comparatives to compare activities/give preference.

Refer to past activities and future plans.

Refer to sporting events and favourite sports personalities/teams.

 

Key Learning Constructs – Key Language

J’aime

J’adore

Je déteste

Je préfère

D’habitude je joue au football/du piano

J’adore faire du basket-ball car j’aime les sports d’équipe.

Je joue au tennis depuis deux ans.

Je suis allé/e …c’était

je vais aller…

je voudrais…

j’ai lu, vu, on a lu, vu

Mes amis et moi allons au centre de loisir pour faire de la natation car c’est vraiment relaxant.

Hier j’ai mangé du fromage parce que je le trouve bien.

Demain je vais aller au cinéma pour voir un film avec mon frère car…

Je voudrais essayer de faire du ski cependant ça coûte cher.

Ce sera…

Ce serait…

Customs and Festivals (Theme 2  – Unit 5)

Learn about local and national festivals in the UK and in French-speaking countries/communities.

Refer to and give opinions on festivals and celebrations with family and friends such as birthday parties, weddings, religious events.

Refer to food on special occasions and at celebrations.

Refer to nationally renowned events such as sports (eg Tour de France, 14 juillet).

Country traditions/customs focus, eg Senegal, Morocco.

 

Key Learning Constructs – Key Language

Je célèbre/on célèbre

Je suis/on est (religion)

On va… (places of worship/celebration)

C’est le (event) de (person)

On mange/donne/organise/ prépare/cache/achète/s’amuse

On croit/voit/boit/reçoit/écrit…

Je suis allé(e)/on est allé(e)/nous sommes allé(e)s

On a vu, bu, reçu, écrit, ouvert

J’étais, c’était, on était…

Je voudrais, on voudrait…

Il (ne) faut (pas)

il ne faut jamais

Je vais, nous allons + infinitive

Times of year, months, dates

Ce serait…

Çe sera…

J’ai toujours voulu

 Celebrity Culture (Theme 2  – Unit 6)

Give opinions and personal details on a variety of celebrities/famous people.

Refer to celebrity magazines/articles/ reviews, podcasts, social media, reality TV involving famous people and influencers, with opinions.

Give opinions about celebrities’ activities/influences on young people and wider society.

Refer to events involving famous people eg music, film, TV, fashion, culture and technology.

 

Key Learning Constructs – Key Language

Je l’adore

Je le/la trouve

J’ai regardé, écouté

A l’avenir je vais

Healthy Living (Theme 1  – Unit 2)

Give preferences for food and drink, attitudes to fast food, cooking, smoking/vaping, drugs, alcohol, including consequences.

Refer to physical and mental well-being, reasons for staying healthy and consequences of not staying healthy.

Describe sporting activities and ways of keeping fit

Compare past and present lifestyle choices

Key Learning Constructs – Key Language

Je suis en forme / en mauvaise forme

Je joue/bois/fais/mange/prends/lis/cours

Si j’ai soif/faim

J’ai joué/fait/regardé/mangé/bu/pris/lu/couru

Je passe le temps

Je le/la/les trouve

Ça me fait peur

Ça m’inquiète/je m’inquiète

Il/elle m’intéresse, ça m’intéresse

On peut/on doit

Quand j’étais petit(e)/plus jeune, j’étais/je menais une vie (mal)saine

Je jouais/faisais/mangeais/prenais/lisais

Il me faut

Ça peut te tuer/te faire mal

Pour devenir

En faisant plus d’exercice, je voudrais être en forme

 Media and Technology (Theme 3 – Unit 8)

Reference to internet, describe how it is used/its importance to young people and society, frequency of use, preferences, advantages and disadvantages.

Refer to social media, including reasons for and frequency of use, different apps/platforms, advantages and disadvantages

Describe mobile technology, including computers, phones, tablets and other devices, reasons for personal use with advantages and disadvantages.

Key Learning Constructs – Key Language

J’utilise mon…pour…

Mon gadget préféré c’est mon….

Je l’utilise pour…..

Je l’adore

Je le/la trouve

On peut/on doit

J’ai regardé, écouté

Ça me fait peur

Ça m’inquiète

Je m’inquiète

A l’avenir je vais

Le lundi je regarde

Il y a un risque de

Il existe le risque de
Assessment Pieces

Reading and Listening, topics 4 and 5

Writing, topics 4 and 5

 Assessment Pieces

Reading and Listening topics 6 and 2

Writing topics 6 and 2

 Assessment Pieces

Multi topic Reading and Listening paper

90 and 150 word writing task
Found at www.kerboodle.com choose the Higher digital book.

Vocabulary list in booklet

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

Vocabulary list in booklet

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

Vocabulary list in booklet
Sentence builders for each unit for independent practice

www.quizlet.co.uk for vocabulary practice

www.senecalearning.com for vocabulary practice

www.language-gym.com for listening, reading and speaking practice
A collection of French short stories available on loan in the library

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.

Subject Leader: Mrs Richards                     email: trichards@han.kevibham.org

Scheme of Learning  Autumn Term CONTENT Scheme of Learning  Spring Term CONTENT
Education and work (Theme 1  – Unit 3)

 

Express opinions about school subjects, homework, school rules, uniform, exams and teachers.

Describe weekly routine including school day, activities in school including timetable, sporting activities and clubs.

Refer to primary school days.

Refer to education post-16: options available, advantages and disadvantages, future intentions and plans.

Give opinions on different jobs, including advantages and disadvantages.

Describe personal qualities and qualifications.

Refer to ideal job/personal ambitions and skills required.

Recognise opportunities to work abroad/use language skills and give

opinions.

 

Key Learning Constructs – Key Language

J’ai/j’étudie + subjects

Je suis fort/faible en

Je porte…

Je me lève, me lave, pars, rentre, commence, termine/finis, me couche

Hier j’ai vu, bu, lu, étudié, fait C’était…

On doit (school rules) On peut (school rules)

Il est interdit/essentiel/important de

Il est + time

Il (ne) faut (pas)

Il y a/il n’y pas de

Je voudrais être/devenir/travailler comme …

J’ai toujours voulu/rêvé de

Si j’avais la chance, je voudrais…

Quand j’étais petit(e)/jeune, j’étais, allais, avais, je faisais/voulais devenir

Si j’avais l’occasion de le faire, je voudrais…

Je serais, il serait J’aurais

Ça m’est égal

Ça ne m’a jamais intéressé

Mon père est… Jobs (without article)

Avant de + infinitive

Après avoir fini/terminé

Quand je serai plus âgé(e), je serai, ce sera

 Media and Technology (Theme 3  – Unit 8)

 

Refer to internet, describe how it is used/its importance to young people and society, frequency of use, preferences,

advantages/disadvantages.

Refer to social media, including reasons for

and frequency of use, different apps/platforms, advantages/disadvantages.

Describe mobile technology, including computers, phones, tablets and other devices, reasons for personal use with

advantages/disadvantages.

Give opinions and personal details on a variety of celebrities/famous people.

Refer to celebrity magazines/articles/reviews, podcasts, social media, reality TV involving famous people and influencers,

with opinions.

Give opinions about celebrities’ activities/influences on young people and wider society.

Refer to events involving famous people eg music, film, TV, fashion, culture and technology.

 

 

Key Learning Constructs – Key Language

 

J’utilise mon… pour…

Mon gadget préféré c’est mon…

Je l’utilise pour…

J’ai utilisé

Je l’adore

Je le/la trouve

On peut/on doit

J’ai regardé, écouté

Ça me fait peur

Ça m’inquiète

Je m’inquiète

A l’avenir je vais

Le lundi je regarde…

Il y a un risque de… Il existe le risque de…

Quand j’étais petit(e), j’avais/je faisais

Je les trouve

Je ne peux pas vivre sans

J’ai toujours voulu avoir

Je viens de
Assessment Pieces

Mock Exam, Reading, Listening and Writing

 Assessment Pieces

Mock Speaking Exam
Found at www.kerboodle.com choose the Higher digital book.

Vocabulary list in booklet

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

Vocabulary list in booklet

  
Sentence builders for each unit for independent practice

www.quizlet.co.uk for vocabulary practice

www.senecalearning.com for vocabulary practice

www.sentencebuilders.com for listening, reading and speaking practice
A collection of French short stories available on loan in the library

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.

Pupils have a learning journey – needs a hyper link in their books

Subject Leader: Mrs Richards (KEVIHS)                                                        email: trichards@han.kevibham.org

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.

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

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

 

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

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

Set film – La Haine:

·        Context

·        Characters and plot

·        Key themes and scenes

·        Directors’ influences

·        Techniques used by director

 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.

 

Set text – L’étranger:

·        Context

·        Characters and plot

·        Key themes and chapters

·        Literary techniques employed
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

  www.kerboodle.com,

AQA French Year 1 Digital book

  www.kerboodle.com,

AQA French Year 1 Digital book and AQA Year 2 digital book (Diversity)
 

Outside the taught curriculum

Links with Oxbridge – translation and writing competitions

Links with Universities  – the life of a language Undergraduate

Student leadership opportunities  – language lessons to local primary schools and lunchtime book clubs

Trip to Paris

Events with Business Language Champions – languages in the world of work
Suggested reading/resources

 

 French reading books in the library

AQA A Level workbooks

La Haine – film to be studied in Year 12

L’Etranger – literary text studied in Year 13

Seneca for revision and 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

Subject Leaders: Mrs Richards (KEVIHS)                                                                       email: trichards@han.kevibham.org

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 on the book and the literary text.

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

 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

Set film – La Haine:

·        Context

·        Characters and plot

·        Key themes and scenes

·        Directors’ influences

·        Techniques used by director

 

 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

Criminality

•        Examine different attitudes to crime

•        Discuss prisons  – merits and problems

•        Consider alternative forms of punishment

 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 Étranger by A. Camus, including characters, key themes and key chapters.

·        Analyse and evaluate author, techniques and their impact.

French Film:

·        Study and analysis of ‘La Haine’ by M. Kassovitz including characters, key themes and 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 of interest 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

Extended writing – timed essay on literary test and film

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 and IRP.  Extended writing – timed essay on literary text and film.
 

Key vocabulary

 

   www.kerboodle.com,

AQA French Year 2 Digital Book

   www.kerboodle.com,

AQA French Year 2 Digital book

   www.kerboodle.com,

AQA French Year 2 Digital book
 Outside the taught curriculum Links with Oxbridge – translation and writing competitions

Links with Universities  – the life of a language Undergraduate

Student leadership opportunities  – language lessons to local primary schools and lunchtime book clubs

Trip to Paris

Events with Business Language Champions – languages in the world of work
Suggested reading

 

 French reading books in the library

AQA A Level workbooks

Seneca for revision and 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

Further information

  • Mrs T Richards (Subject Leader for French) 

  • Miss J Woolley (Teacher of French) 

  • Miss L Bertrand
  • Miss M Todd (German and 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

E: office@han.kevibham.org

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