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King Edward VI Handsworth School,
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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.
Year 7
Subject Content | Key Learning Constructs
Can do statements |
Key Learning Constructs
Non-negotiable phrases |
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Autumn Term
• Talking about your age • Saying when your birthday is • Saying where you live and where you are from • Talking about family members, saying their age and how well you get on with them. Counting to 100 Spring Term • Describing hair and eyes
· Describing myself and another family member (physical and personality)
· Comparing people’s appearance and personality
· Talking about clothes and accessories I wear, how frequently and when
· Saying what jobs people do, why they like/dislike them and where they work
Summer Term • Saying what I and others do in our free time · Talking about food: likes and dislikes and reasons why |
In this unit I will learn: · How to say my name and age · How to say someone else’s name and age · How to count from 1-15 · A range of common French names · The words for brother and sister In this unit I will learn how to say : · Where I and another person are from · When my birthday is · Numbers from 15-31 · Months · I am and he/she is · Names of French speaking locations · Where I live In this unit I will learn to talk about : · Where I live and am from · If I live in a flat or a house · What my accomodation looks like and where it is located · The names of famous cities and countries in the French speaking world · The verb ‘to be’ I will also revisit : -Introducing myself -Speaking about age and birthday In this unit I will learn to talk about : · How many people there are in my family · If I get along with them · Words for family members · What their age is · Numbers from 31-100 I will also revisit : -Numbers from 1-31 In this unit I will learn : · To describe what a person’s hair and eyes are like · To describe dertaisl about their faces · Colours · How to say I wear and he/she wears I will also revisit : -Common French names -The verb ‘avoir’ (to have) in the first and third person singular -Numbers 1-15 In this unit I will learn : · What your immediate family members are like · Adjectives to describe them · The third person of the verb être (to be) : il est and elle est · All persons of the verb avoir (to have) in the present tense I will also revisit : -Numbers 1-31 -Hair and eyes description In this unit I will learn how to say : · More/less than · As…..as · New adjectives to describe people I will also revisit : -Family members In this unit I will learn how to : · Say what clothes I wear in various circumstances and places · Describe various types of weather · Give a wide range of words for clothing and accessories · Use a range of words for places in a town · Use all persons with the verb porter (to wear) I will also revisit : -Time and frequency markers -Colours -Present tense of the verb avoir (to have) -Noun to adjective agreement In this unit I will learn how to say : · What jobs people do · Why they like/dislike those jobs · Where they work · Adjectives to describe jobs · use all persons with the verb travailler (to work) I will also revisit : -Family members -The verb être ( all persons) -Describing people In this unit I will learn how to say : · what activities I do using the verbs jouer (to play) faire (to do) and aller (to go) · what activites you do in different types of weather · where you do them and who you do them with · words for places in a town I will also revisit : -Time and frequency markers -Weather -Expressing likes and dislikes -Adjectives -Clothes -Family members -Numbers 1-100 In this unit I will learn how to say : · what food you like and dislike with reasons why · use all persons with the verbs manger (to eat ), prendre (to take) déjeuner (to have lunch), dîner (to have dinner) and boire (to drink) · what I eat at each meal · this and these I will also revisit : -Time markers -Justifying choices -Noun to adjective agreement |
· J’ai · Il/elle a · Je m’appelle · Mon amie s’appelle · Mon anniversaire est le · Son anniversaire est le · Je vis dans · J’habite dans · Je suis de · J’aime mon/ma ….car il/elle est… · Dans ma famille il y a · Je m’entends bien avec · Je m’entends mal avec · Je m’appelle · Il/elle s’appelle · J’ai…ans · Il/elle a …ans · J’ai les cheveux · Il/elle a les cheveux · J’ai les yeux · Il/elle a les yeux · Je suis · Ma…est · Mon…est · Ma…est plus…que · Mon….est moins…que · Mes…sont aussi…que · Quand (+ weather phrase), je porte un/une/des · Il/elle porte · Mon…est · Ma…est · Il/elle aime ça car c’est · Il/elle adore ça car c’est · Il/elle déteste ça car c’est · Quand (+weather phrase) je joue au/à la/aux · Quand (+weather phrase) je fais du/de la/des · Quand (+weather phrase) je vais au/à la/aux · Quand (+weather phrase) mon amie joue au/à la/aux · Quand (+weather phrase) mon amie fait du/de la/des · Quand (+weather phrase) mon amie va au/à la/aux · J’adore le/la/les car c’est · J’aime le/la/les car c’est · Je n’aime pa le/la/les car c’est · Je déteste le/la/les car c’est · Je préfère le/la/les car c’est · Car ils/elles sont · Au petit déjeuner je mange du/de la/des · Au déjeuner je bois du/de la/des · Au goûter je mange du/de la/des · Au dîner je bois du/de la/des · Car ils/ells sont |
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Assessment Pieces
Reading, Listening and Translation into English – Autumn term Reading, Listening and Translation into French – Spring term Speaking – Summer Term |
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Key vocabulary
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Sentence builders
Autumn Term – Units 1, 2, 4 and 5 Spring Term – Units 3, 6, 9, 13 and 8 Summer Term – Units 14, 15, 11 and 12 |
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Rationale for this sequencing | Pupils start communicating in the TL by giving simple personal information and opinions . Sentence structure begins where pupils are taught the basics of word order and verb conjugation. Pupils need to understand how verbs are conjugated in the present tense with the key verbs avoir and être.
In the Spring term, by understanding how verbs are conjugated pupils now move onto regular er verbs and two additional irregular verbs; faire and aller are introduced in the present tense. Adjectival agreement is revisited. Opinions are justified. Clauses types are introduced In the Summer term, the present tense of regular and irregular verbs in all persons are revisited. Opinions are justified. Adjectival agreement is revisited. |
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Outside the taught curriculum | Christmas in France – Autumn Term
French cinema (Petit Nicolas Film) – Autumn Term Study of French speaking countries in West Africa – Autumn Term Virtual Tour of Paris – Spring Term French Independence Day (Bastille Day July 14th) – Summer Term |
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Suggested reading / resources
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A collection of French short stories available on loan in the library
www.languagenut.co.uk for listening and reading practice and verb drilling www.quizlet.co.uk for vocabulary practice www.senecalearning.com for vocabulary practice www.memrise.com for vocabulary practice |
KS3 NC – Grammar and vocabulary
KS3 NC – Linguistic competence
Year 8
Subject Content | Key Learning Constructs
Can do statements |
Key Learning Constructs
Non-negotiable phrases |
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Autumn Term
• My holiday plans • Talking about a past holiday, where I went and where I stayed • Talking about a past holiday, what I did and my opinion of it
Spring Term • Talking about my television preferences • Talking about my reading preferences
· Talking about my film preferences
· Talking about my music preferences
Summer Term
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In this unit I will learn how to talk about: · What you intend to do in future holidays · Where you are going to go · Where you are going to stay · Who you are going to travel with · What it will be like · Means of transport I will also revisit : -The verb aller (to go) -Free time activities -Adjectives In this unit I will learn : · To describe a where I went on holiday last and where I stayed · To express opinions about holiday accomodation In this unit I will learn : · To talk about what my family, friends and I did during a holiday · To give my opinion about what I liked and disliked In this unit I will learn how to say : · What I like/dislike to watch on the TV and why · How often I watch TV · What I watched on the TV · What I would like to watch on the TV I will also revisit : -The perfect tense of regular and irregular verbs -Time markers In this unit I will learn how to : · Say what I enjoy reading and why · What I have read recently and what I thought about it · What I would like to read I will also revisit : -Time and frequency markers -Adjectives -The perfect tense In this unit I will learn how to say : · What films I like to watch and why · What films I have recently seen and what I thought of them · What film I would like to watch I will also revisit : -Expressing opinions -The perfect tense -Adjective to noun agreements In this unit I will learn how to say : · What music I like/dislike and why · Why I like a particular group/singer I will also revisit : -Time and frequency markers -Adjective to noun agreement -Expressing opinions In this unit I will learn how to say : · What I think about technology · What activities I do online · What the dangers are in the online world I will also revisit : -Expressing opinions -Adjective to noun agreement -Time markers |
· Je vais aller en vacances en · Nous allons aller en vacances en · Je vais passer · Nous allons passer · Je vais rester · Nous allons rester · J’aimerais/Je voudrais · Nous aimerions/nous voudrions · Je suis allé en · Nous sommes allés en · J’ai voyagé · Nous avons voyagé · J’ai loge · Nous avons loge · Je suis resté · Nous sommes restés · J’ai aimé cela car · J’ai passé un bon moment · Dans l’hôtel il y avait · J’ai acheté · J’ai bronze · J’ai fait · J’ai joué · J’ai goûté · J’ai loué · J’ai mange · J’ai nagé · J’ai pris · J’ai rencontré · J’ai visité · Je suis allé/nous sommes allés · Je me suis reposé · Je me suis couché · Je me suis reveillé · Ce que j’ai préféré c’était quand · Je ne voudrais pas y retourner · Je regarde · J’aime regarder · J’ai regardé · Si j’avais le choix, je voudrais regarder · Car c’est/c’était/ce serait · Je lis · Je ne lis pas de · J’aime lire · J’ai lu · Car c’est/c’était/ce serait · Si j’avais le choix, je voudrais lire · J’aime regarder · Je ne regarde jamais · Je les regarde · Si j’avais le choix, je voudrais regarder · J’ai regardé · On a regardé · C’est/c’était/ce serait · J’ai acheté · J’ai mange · Je l’ai aimé · J’aime écouter…. · Ça me fait · Ça me rend · La musique me rend/me fait · J’aime…..car les……sont · J’aime…..car la…..est · J’adore mon nouveau/ma nouvelle… car · J’aime mon vieux/ma vieille…car · Comme il y a…. · Comme il n’y a pas de… · J’adore regarder/écouter/télécharger/contacter/communiquer/jouer……car je peux…. · J’adore surfer/regarder comme c’est · Regarder les films c’est… · Je passe….à jouer · Il est important/nécessaire/essentiel de/ · Il faut/il ne faut pas · Il y a des risques de |
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Assessment Pieces
Reading, Listening and Translation into English – Autumn term Reading, Listening and Translation into French – Spring term Speaking – Summer Term |
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Key vocabulary
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Sentence builders
Autumn Term – Units 19 and 11/12 |
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Rationale for this sequencing | Understanding how both regular and irregular verbs are conjugated in the present tense, the Autumn term sees the introduction of the immediate future tense as pupils are familiar with the conjugation of the verb ‘aller’ in the present tense. Opinions are given and are justified and there is an expansion of adjectives. The past tense of regular ‘er’ verbs are introduced as pupils are familiar with the present tense of avoir.
In the Spring term, the past tense and the immediate future tenses are revisited in the topic of entertainment. Opinions are expressed and justified and adjectival agreement is revisited. Clause types are introduced. In the Summer term, infinitive constructions are introduced. Opinions are expressed and justified. Adjectival agreements are revisited. |
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Outside the taught curriculum | Virtual trip to Paris – Autumn Term
French Theatre company delivering a production in French – Spring Term Study of French cinema (Tomboy film) – Spring Term Study of French music festival – Spring Term Study of a French non-fiction book – Spring Term |
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Suggested reading / resources
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A collection of French short stories available on loan in the library
www.languagenut.co.uk for listening and reading practice and verb drilling www.quizlet.co.uk for vocabulary practice www.senecalearning.com for vocabulary practice www.memrise.com for vocabulary practice |
KS3 NC – Grammar and vocabulary
KS3 NC – Linguistic competence
Year 9
Subject Content | Key Learning Constructs
Can do statements |
Key Learning Constructs
New Grammar strands |
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Autumn Term
• Relationships with family and friends • Marriage and partnership Spring Term • The environment • Poverty and Homelessness Summer Term
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In this unit I will learn how to talk about:
· What my family look like · What they are like as people · How I get along with my family and why · A recent activity I have done with my family · What I am going to do with my family next weekend · My future relationship plans I will also revisit : -The past tense with avoir and être -Adjective to noun agreement -The immediate future tense -Present tense of avoir and être -Present tense of regular ‘er’ verbs In this unit I will learn to talk about: · The environmental issues that my town is facing · What I do on a day-to-day basis to help the environment · What must be done to combat these environmental problems · What I did last weekend that helped the environment I will also revisit : -The past tense with avoir and être -The immediate future tense -Present tense of regular ‘er’ ‘ir’ and ‘re’ verbs In this unit I will learn how to : · Describe the volunteering work that I do · Talk about the volunteering work that I did last weekend · Give details about my healthy/unhealthy lifestyle · Talk about my health plans for the future I will also revisit : -The perfect tense of regular and irregular verbs -The immediate future tense -Present tense of regular and irregular verbs -Impersonal structures including the negative form |
• Present tense of reflexive verbs, 1st and 3rd person (s’entendre, se disputer, se fâcher, se marier, se separer)
• Comparative and superlative adjectives • Relative clauses; qui · Impersonal structures (il faut) · Clauses – ce serait bien s’il y a avait…. · Present particple · Use of depuis |
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Assessment Pieces
Reading, Listening and Translation into English – Autumn term Reading, Listening and Translation into French – Spring term Speaking – Summer Term |
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Key vocabulary
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Sentence builders
Autumn Term – www.kerboodle.com pages 28-29 Spring Term – www.kerboodle.com pages 124-125 Summer Term – www.kerboodle.com pages 106-107 |
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Rationale for this sequencing | During this final KS3 year there is consolidation of the 3 time frames of present, past and future. Regular and irregular verbs are met in the present tense with all persons. The past tense is revisited with verbs that use avoir and être auxiliaries and regular and irregular past participles are met. Again, all persons are used. The immediate future tense is revisited with all persons. Beyond the NC clause types are introduced and other elements of complex language. Vocabulary is broadened with the introduction of more mature topics. | ||
Outside the taught curriculum | Residential trip to Paris – Summer Term
Language Immersion Challenge – Summer Term French Book club – Weekly during lunchtime |
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Suggested reading / resources
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A collection of French short stories available on loan in the library
www.languagenut.co.uk for listening and reading practice and verb drilling www.quizlet.co.uk for vocabulary practice www.senecalearning.com for vocabulary practice www.memrise.com for vocabulary practice |
KS3 NC – Grammar and vocabulary
KS3 NC – Linguistic competence
Year 10
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
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• 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 |
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Key vocabulary
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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 |
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Suggested reading
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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 |
Year 11
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
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• 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 |
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Assessment Pieces
Mock exams – Reading, Writing and Listening |
Assessment Pieces
Speaking mock exam |
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Key vocabulary
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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 |
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Suggested reading
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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 |
Year 12
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
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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 |
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Key vocabulary
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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 |
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Suggested reading/resources
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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 |
Year 13
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
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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. |
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Key vocabulary
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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 |
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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 |
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Suggested reading
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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 |
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Staff
Mrs T Richards (Subject Leader for French)
Miss J Woolley (Teacher of French)
Additional Information
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.
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.
How can parents help?
Where next
Opportunities out of lessons
Useful links
TF1 (television)
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)