Curriculum Overview

 

Key Stage 3 Key Stage 4 Sixth Form

Weeks 1 to 6: T’es branché(e)?

In this unit, pupils learn to talk about TV, cinema and books using extended sentences, what they do online, and what they did yesterday evening using the perfect tense.

There will be two assessments. Dependent upon the class, this will include one unseen reading or listening and one unseen speaking or writing. Decisions are made by the class teacher dependent upon class strengths and areas for development. Details will be on Show My Homework as will a grammar and vocab sheet to prepare for this assessment. Assessments will take up to three lessons and students will be tested on their ability to talk about what they like to read and watch using the present tense but also referring to the past tense and what they did yesterday.

je regarde
I watch

je lis
I read

je vais
I go

ce sont
they are

j'ai une passion pour
I have a passion for

j'ai horreur de
I despise

je suis fan de
I am a fan of

j’ai écouté
I listened

j’ai regardé
I watched

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students consider how culture - media - transcends country boundaries. They can also express preferences with explanations.

Create a supportive community:
Students can articulate their feelings and can find commonality with other cultures.

Weeks 13 to 19: Mon identité

In this unit, pupils learn to describe their personality in more detail, to discuss friendships and music, to talk about their own style and the things that they like and like doing.

There will be two assessments. Dependent upon the class, this will include one unseen reading or listening and one unseen speaking or writing. Decisions are made by the class teacher dependent upon class strengths and areas for development. Details will be on Show My Homework as will a grammar and vocab sheet to prepare for this assessment. Assessments could take up to three lessons to be completed and students will be tested on their ability to talk about themselves (personality, passions, own style) as well as describing close friends and what their personality, passions and styles are like.

Je suis
I am

Je ne suis pas
I am not

Drôle
Funny

Pénible
Annoying

Se charmailler
To squabble

S'entendre
To get on with

Ça me donne envie de
That makes me want to

Ça me rend
That makes me

Je porte
I wear

J’ai un style plutôt
I have a style that is rather

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students reflect upon their own relationships and personalities.

Create a supportive community:
Students can express their feelings more confidently.

Weeks 19 to 24: Chez Anne

In this unit, pupils learn to talk about where they live, the things in their home, food and drink, cooking and French festivals.

There will be two assessments. Dependent upon the class, this will include one unseen reading or listening and one unseen speaking or writing. Decisions are made by the class teacher dependent upon class strengths and areas for development. Details will be on Show My Homework as will a grammar and vocab sheet to prepare for this assessment. Assessments could take up to three lessons and will test the students' ability to describe their homes, food and drink habits.

la maison
house

l'appartement
apartment

la salle de bains
bathroom

la cuisine
kitchen

le salon
the lounge

une ville
a town

un village
a village

le bureau
desk/office

l'armoire
wardrobe

la machine à laver
washing machine

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students learn to describe their home. They also learn about festivals and food in French-speaking countries.

Create a supportive community:
Students can compare their lives to those in other countries, and find commonality in culture and activities.

Weeks 25 to 30: Quel talent?!

In this unit, pupils discuss talent competitions in the context of “La France a du Talent”, including using modal verbs, and the imperative, describing the judges and deciding on a winner.

There will be two assessments. Dependent upon the class, this will include one unseen reading or listening and one unseen speaking or writing. Decisions are made by the class teacher dependent upon class strengths and areas for development. Details will be on Show My Homework as will a grammar and vocab sheet to prepare for this assessment. Assessments could take up to three lessons and students will be tested on their ability to use modal verbs (I want/I can/I have to), the imperative and using artistic vocabulary.

Mon talent, c’est
My talent is

Je dois gagner
I must win

Je voudrais gagner
I would like to win

Je peux gagner
I can win

Je veux gagner
I want to win

Je vais gagner
I will win

Chante plus fort!
Sing louder!

Elle a la plus belle voix
She has the nicest voice

Il a le plus de talent
He has the most talent

Je vais t'aider
I will help you

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students discuss others' performance and rate their skills. They can also see how TV culture has similarities in other countries.

Create a supportive community:
Students learn to be diplomatic when giving feedback, they also find commonality with other cultures.

Weeks 31 to 36: Studio découverte

In this unit, pupils learn about French-speaking countries and cultures, science in France and the French Revolution.

Students will not be assessed on this unit as it is culturally based and should be seen as an opportunity to learn more about French culture (science, French revolution) as well as French-speaking countries all around the world.

Le pays francophone
French-speaking country

Le paysage
The landscape

Se trouve en
Is found in

Pour créer
To create

Il te faut
You need

Libérer
To free

Le point de départ
The beginning

Un jour férié
A bank holiday

Un defile
A parade

Elle a mangé du gâteau
She ate cake

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students learn about world history and politics, they also learn about France's influence on the world stage.

Create a supportive community:
Students appreciate how France has influenced thinking in Britain and the world.

Weeks 7 to 12: Paris, je t

In this unit, pupils learn about Paris, the different attractions, traditions and activities, to describe using “c’était”, using the 24 hour clock, and to use opinion markers.

There will be two assessments. Dependent upon the class, this will include one unseen reading or listening and one unseen speaking or writing. Decisions are made by the class teacher dependent upon class strengths and areas for development. Details will be on Show My Homework as will a grammar and vocab sheet to prepare for this assessment. Assessments could take up to three lessons and they will be testing the students' ability to describe a short stay in Paris, what activities they have done, using the past tense.

On peut visiter
you can visit

j’ai visité
I visited

je n’ai pas visité de
I did not visit any

j'ai bu
I drank

j'ai fait
I did

j'ai vu
I saw

c’était
It was

j’ai trouvé ça
I found it

je suis allé
I went

il est allé
He went

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students learn about Paris, its history, geography and culture, encouraging them to travel.

Create a supportive community:
Students desire to travel and experience new cultures.