Why learn French?
In today’s world it is becoming increasingly important to speak a different language and being able to do so has many benefits:
- Open up a world of job opportunities: The world is changing fast and there are a growing number of careers which require people to be able to communicate with people in other countries. There are many courses at university which promote the study of a foreign language alongside another subject.
- Broaden your horizons: Have you thought about living and working in a different country?
- Develop your employability skills: Key employability skills such as listening, presenting, creativity, problem solving, aiming high, staying positive, teamwork and leadership are all enhanced through the study of a foreign language.
- A stepping stone to other languages: Learning French will give you an insight into how to learn a language. It will then be easier to learn a second language…or even a third!
- Communicate with other people in their own language: This will give you a different perspective next time you go on holiday. International travel is so much easier when you can speak a different language.
- Keep your brain healthy: research has shown that learning a language can help improve your memory and increase your attention span.
- Understanding and appreciating different cultures: Learning a language promotes a deeper understanding of other cultures as well as your own and helps to promote positive attitudes.
French Curriculum Overview
Please click the year group and half-term to view additional information.
| Half Term 1 |
| Knowledge |
| Introductions |
| Phonics |
| nasals (on an en), SFC (ptsx), un/ une, oi, SFE, SFC v SFE, ç, j/ ge |
| Vocabulary |
| greetings, number, age, months, birthdays, school equipment, (family/ pets), personality, likes and dislikes |
| opinions: |
| j’aime + noun |
| Grammar |
| present tense |
| full paradigms of avoir/ être |
| gender of nouns: un/ une |
| questions with raised intonation |
| connectives: et, mais |
| negatives: ne…pas as a phrase |
| regular adjective endings as complement to verb |
| intensifiers: assez, très, trop, un peu, vraiment |
| aimer + definite article when expressing opinions |
| Skills / application of knowledge |
| Developing good pronunciation |
| Asking questions with raised intonation |
| Developing translation/ transcription skills at word level |
| Listening for specific detail |
| Expressing opinions with aimer + noun |
| Links to prior learning |
| builds on the KS2 national curriculum |
| Assessment |
| regular vocabulary tests |
| CAP 1: Importance of learning a language |
| CAP 2: personal information speaking assessment. |
| CAP 3: end of unit assessment (LRWG) |
| CAP 4: extended writing – me and others |
| CAP 5: phonics |
| Half Term 2 |
| Knowledge |
| A week in my life |
| Phonics |
| h/th qu, nasals (on en an un in), e v SFE, x-liaison, SFC, ch, SFC, u i/y, éau/ eau, eu |
| Vocabulary |
| school subjects and opinions, teachers’ personalities, numbers to 100, telling the time, timetables, free time - what you like doing/ what you do, weather |
| opinions: |
| aimer/ detester/ adorer + noun |
| car c’est + adjective |
| aimer + infinitive |
| Grammar |
| present tense |
| full paradigms of regular -er verbs |
| reference to paradigms of -ir and -re verbs |
| irregular verb faire full paradigm |
| gender of nouns – definite article |
| connectives: et, mais, car |
| adjectival endings (S & pl) as complement to verb |
| aimer + infinitive |
| negatives – ne…pas |
| faire – impersonal verb (weather) |
| Skills / application of knowledge |
| Developing good pronunciation |
| Expressing opinions: adorer, detester + noun |
| Using connectives to extend sentences |
| Manipulating regular -er verbs to talk about what other people do |
| Manipulating the irregular verb ‘faire’ to talk about what other people do |
| |
| Links to prior learning |
| opinions |
| verb paradigms: -er/ -ir/ -re verbs + faire |
| numbers |
| Assessment |
| regular vocabulary tests |
| CAP 6: phonics, vocab and grammar summary |
| CAP 7: extended writing – a school day |
| CAP 8: extended writing – a week in my life |
| Half Term 3 |
| Knowledge |
| My home |
| Phonics |
| r, -er (like é)ill/ ille, ville, nasals (on en an un in), e v SFE, SFC |
| Vocabulary |
| where I live, rooms, descriptions of house/ rooms, daily routine +time/ sequencers, breakfast food and drink |
| opinions: |
| aimer/ detester/ adorer + infinitive |
| Grammar |
| present tense |
| reflexive verbs |
| il y a…/ il n’y a pas de… |
| definite/ indefinite articles |
| demonstrative adjectives : ce cet cette ces |
| ‘in’ |
| pre-nominal adjectives (BAGS adjectives) |
| partitive article |
| aimer/ adorer/ détester + infinitive |
| Skills / application of knowledge |
| Developing good pronunciation |
| Expressing opinions using aimer + infinitive |
| Links to prior learning |
| opinions |
| verb paradigms – réflexive verbs |
| Assessment |
| regular vocabulary tests |
| CAP 9: creative writing – a poem |
| CAP 10: end of year assessment (phonics +LSRWG) |
| CAP 11: phonics, vocab and grammar summary |
| Half Term 1 |
| Knowledge |
| My Holidays |
| nasals (on en an un in) -gn, r, a, é, u, cognates with é/ SFC, SFE, SFC + nasal on, ou |
| Vocabulary |
| holidays: destination, accommodation, transport, activities,, weather |
| opinions : (R) aimer + noun |
| opinions : (R) aimer + noun + car/ parce que + adj |
| opinions : (R) aimer + inf + car/ parce que + adj |
| opinions : c’était…/ c’étaient + adj |
| Grammar |
| present tense |
| perfect tense + avoir/ être verbs |
| il y avait |
| Il faisait + weather avoir/ être |
| R) gender of nouns |
| (R) un/ le, une/ la, des/ les |
| (R) intensifiers : very, too, really, quite, a bit |
| ne…pas + perfect tense |
| (R) sequencers: first, then, after that, then, finally |
| connectives: donc, quand |
| Skills / application of knowledge |
| Developing good pronunciation |
| Links to prior learning |
| avoir & être used for the perfect tense |
| Using sequencers, connectives & intensifiers |
| Assessment |
| regular vocabulary tests |
| extended writing – a past holiday |
| speaking – discussion about a past holiday |
| end of unit assessment (LRWG) |
| Half Term 2 |
| Knowledge |
| My neighbourhood |
| tion/ ssion, qu, liaisons. è/ ê, cognates with vowels, nasals (on om en an un in), eu/ ou, au eau o, ail/ aille, a, oi |
| Vocabulary |
| where I live – where I live, location, places in the town and descriptions, using prepositions, giving directions, using two tenses together, |
| Grammar |
| present tense |
| perfect tense |
| il y a…/ il n’y a pas (de)… |
| pouvoir |
| using two tenses together |
| (R)habiter – full paradigm regular -er verbs |
| (R) reflexive verbs |
| (R)gender of nouns |
| pre- & post- nominal adjectives & agreement |
| prepositions |
| imperatives - formal |
| Skills / application of knowledge |
| Developing good pronunciation |
| Links to prior learning |
| using two tenses |
| talking about where I live |
| Assessment |
| regular vocabulary tests |
| extended writing – a town |
| Half Term 3 |
| Knowledge |
| My Future |
| i/y, ç, h/th, ill/ille, ail/aille, nasals (on om en an un in |
| Vocabulary |
| future plans, future job and reasons, future holidays, using two tenses together, using three tenses together |
| Grammar |
| near future tense |
| vouloir |
| using two tenses together, |
| aller – full paradigm |
| vouloir |
| no article when talking about jobs |
| Skills / application of knowledge |
| Developing good pronunciation |
| Links to prior learning |
| verb paradigms – aller – irregular verb |
| Assessment |
| regular vocabulary tests |
| end of year assessment (LSRWG) |
| phonics |
| extended writing – my life |
| Half Term 1 |
| Knowledge |
| My Lifestyle |
| nasals (on om en an un in), a, i/y, SFC, eu, SFE, e, eu, au/ eau/o, ou, u, é |
| Vocabulary |
| daily routine, telling the time, food drink & opinions, making sentences negative, parts of the body, illness and injury, sports, expressing opinions in different ways, saying ‘you must’ |
| Grammar |
| (R)perfect tense |
| (R)near future tense |
| present tense |
| il faut + infinitive |
| reflexive verbs – |
| manger/ boire – |
| partitive article ‘some’ |
| negatives: ne…pas, ne…jamais, ne…que, ne…personne, ne…rien |
| avoir mal à (+ definite article) |
| jouer à/ faire de + sports |
| comparatives |
| il faut + infinitive |
| Skills / application of knowledge |
| developing good pronunciation |
| Links to prior learning |
| daily routine and reflexive verbs |
| opinions |
| negatives |
| Assessment |
| regular vocabulary tests |
| extended writing – my daily routine |
| phonics |
| end of unit - LR |
| Half Term 2 |
| Knowledge |
| Me then and now |
| è/ ê, ch ç, oi, qu, j/ge, tion/ ssion, liaisons, h/th, un/ une, gn, r, ill/ille, ail/ aille |
| Vocabulary |
| personality and comparisons, relationships, appearance, clothing, social media, technology, music preferences, TV |
| Grammar |
| present tense |
| imperfect tense – habitual meaning |
| regular/ irregular adjectives: position and agreement |
| comparative adjectives |
| reflexive verbs |
| using the present and imperfect tenses together |
| Skills / application of knowledge |
| developing good pronunciation |
| Links to prior learning |
| personal descriptions, using adjectives, expressing opinions and preferences |
| Assessment |
| regular vocabulary tests |
| extended writing – me then and now |
| end of unit - LR |
| Half Term 3 |
| Knowledge |
| Music & Technology |
| nasals (on om en an un in), a, i/y, SFC, eu, SFE, e, eu, au/ eau/o, ou, u, é |
| Vocabulary |
| Musical instruments, instruments I play & why, music I like, describe type of music I like and why, describe favourite singer, how & when I listen to music, how I use technology, advantages & disadvantages of technology, |
| Grammar |
| Jouer de + instruments |
| Opinions & justification |
| Present tense |
| Description vocabulary |
| Direct object pronouns |
| Adjectival agreement |
| Skills / application of knowledge |
| developing good pronunciation |
| Links to prior learning |
| Descriptions, opinions and justification, using present tense |
| Assessment |
| Regular vocabulary tests |
| end of year assessment (LSRWG)phonics |
| Half Term 4 |
| Knowledge |
| Timeline Holidays |
| è/ ê, ch ç, oi, qu, j/ge, tion/ ssion, liaisons, h/th, un/ une, gn, r, ill/ille, ail/ aille |
| Vocabulary |
| production of a timeline demonstrating vocabulary and grammar from across all KS3 units |
| Grammar |
| perfect tense |
| imperfect tense |
| present tense |
| near future tense |
| all grammar from KS3 is recapped |
| Skills / application of knowledge |
| developing good pronunciation |
| |
| Links to prior learning |
| consolidates the full KS3 curriculum |
| Assessment |
| regular vocabulary tests |
| end of KS3 task – my timeline |
| Half Term 1 |
| Knowledge |
| Ma vie en ligne |
| Tu as une vie active ? |
| Qu’est-ce que tu regardes ? |
| Qu’est-ce qu’on va faire ? |
| Qu’est-ce que tu as fait ? |
| Jeux de la francophonie |
| Explicit Grammar: |
| · Present tense regular & irregular verbs |
| · C’est + adjective (opinions) |
| · On |
| · Négatives : ne...pas, ne…rien ne...jamais, ne…personne in present/ perfect tenses |
| · Quel, quelle, quels, quelles |
| · Near future tense |
| · Perfect tense |
| Asking questions: intonation/ inversion of subject & verb/ addition of hyphen in perfect tense |
| Skills / application of knowledge |
| Discussing different points of view |
| Listening & transcribing |
| Predicting |
| Role plays |
| Telling the time |
| Past tense opinions |
| Asking questions: past tense |
| Using present & perfect tenses together |
| Links to prior learning |
| Building on tenses: present, perfect, near future |
| Expressing opinions |
| Negatives |
| Asking questions |
| Assessment |
| End mod 1 assessment |
| regular vocab tests |
| Half Term 2 |
| Knowledge |
| Une week-end en famille |
| L’amitié est la clé du bonheur |
| couleur famille |
| La place des idoles |
| famille, amour, gâteau |
| Explicit Grammar: |
| · reflexive verbs: present tense |
| · on & nous = we |
| · possessive adjectives |
| · adjectival agreement |
| · position of adjectives |
| · emphatic pronouns (receptive) |
| · direct object pronouns |
| · present & perfect tenses contrasted & used together |
| · irregular past participles |
| adverb formation |
| Skills / application of knowledge |
| Using sequencers, qualifiers/ intensifiers |
| Translating |
| Describing a photo |
| Using present, perfect and near future tenses |
| Links to prior learning |
| Reflexive verbs |
| Adjectives: position and agreement |
| Combining tenses |
| Assessment |
| end of mod 2 assessment |
| regular vocab tests |
| Half Term 3 |
| Knowledge |
| quelle est ta matière préférée ? |
| c’est injuste |
| as-tu fait des progrès ? |
| souvenirs d’école |
| les langues et l’avenir |
| Explicit Grammar: |
| · comparative adjectival structures: plus/moins…que |
| · il faut + infinitive |
| · il est (+adj) de + infinitive |
| · irregular past participles |
| · Negatives: perfect tense |
| · superlatives |
| · imperfect tense |
| negatives: ne…aucun/ ne…ni…ni, ne…que |
| Skills / application of knowledge |
| Giving opinions with reasons |
| Expressing opinions, agreeing/ disagreeing |
| Spotting present/ perfect tense structures in a text |
| Asking/ answering questions in imperfect tense |
| Using imperfect, present and near future tenses together |
| Links to prior learning |
| Simple comparisons |
| Perfect tense: past participles |
| imperfect tense |
| negatives |
| Combining tenses |
| Assessment |
| End of mod 3 assessment |
| regular vocab tests |
| Half Term 4 |
| Knowledge |
| bon appetit ! |
| bien dans ma peau |
| ça ne va pas |
| je change ma vie |
| mieux vivre |
| Explicit Grammar: |
| · Partitive articles |
| · Pronoun ‘en’ with present tense verbs |
| · Imperatives: ‘tu’ form |
| · Modals + inf (devoir pouvoir vouloir) |
| · Negative modals |
| · À + definite article |
| · Avoir mal |
| · Reflexive verbs: perfect tense |
| · Simple future tense |
| · Irregular verb forms across 3 tenses |
| Negatives: ne…plus |
| Skills / application of knowledge |
| Spotting small words that change meaning |
| Giving advice: imperatives |
| Role playing |
| Using more complex structures |
| Using three timeframes: imperfect, present, simple future |
| Listening for clues: tenses |
| Links to prior learning |
| Partitive articles |
| negatives |
| Combining tenses |
| Assessment |
| End of mod 4 assessment |
| regular vocab tests |
| Half Term 5 |
| Knowledge |
| des vacances de rêve4 |
| on part pour la Corse |
| le monde en fête |
| guide de voyage |
| vive les vacances |
| Explicit Grammar: |
| · conditional tense: -er verbs |
| · irregular future stems |
| · il vaut la peine |
| · forming questions En/au countries |
| · Que & qui |
| · Using the imperfect tense and the perfect tense |
| · Past tense of modal verbs |
| · Opinions |
| · Relative pronouns: qui/ que |
| · ‘In’ |
| · Modal verbs: perfect tense |
| Skills / application of knowledge |
| Extending sentences with added detail |
| Giving advice: il vaut la peine de/ il vaut mieux |
| Forming different types of questions |
| Using perfect & imperfect tenses together |
| Creating complex sentences using relative pronouns |
| Identifying positive and negative opinions |
| Links to prior learning |
| Extending sentences |
| Asking questions |
| negatives |
| Combining tenses |
| Assessment |
| End of mod 5 assessment |
| regular vocab tests |
| Half Term 1 |
| Knowledge |
| GCSE theme 3: My studies |
| Recap: subjects and opinions/ justification |
| GCSE theme 3: Life at school |
| School uniform |
| Describing the school day |
| Describing school |
| Compare schools in England and France |
| School rules |
| School trips |
| GCSE theme 3: education post 16 & jobs, careers choices and ambitions |
| Career choices |
| Plans, hopes and wishes |
| Applying for jobs |
| Case studies: jobs |
| Explicit Grammar: |
| Skills / application of knowledge |
| Comparisons. |
| Third person singular/plural verbs. |
| Il faut/ il est interdit de. |
| Present, Past, Future time frames. |
| The pronoun “on”. |
| Job nouns. |
| Better/Worse. |
| The conditional. |
| Perfect infinitive. |
| Subjunctive. |
| Direct object pronouns |
| Verbs followed by à/ de. |
| Complex sentences in the future tense. |
| Links to prior learning |
| clothes/ adjectives/ school/ future plans |
| Assessment |
| Full tiered mock 1 (Nov) – Use full past paper |
| Half Term 2 |
| Knowledge |
| GCSE theme 2: Local, national, global and international areas of interest |
| Recap sport, music, what makes you tick |
| Problems facing the world |
| Protecting the environment |
| Ethical shopping |
| Volunteering |
| Big events |
| GCSE theme 2: Home, town, neighbourhood, and region |
| what would you change? |
| Explicit Grammar: |
| Skills / application of knowledge |
| Faire. |
| Opinions. |
| Present, Past, Future. |
| Making connections between word types. |
| Modal verbs (devoir / pouvoir) in the conditional. |
| The passive. |
| Indirect object pronouns. |
| Negatives |
| Links to prior learning |
| sport/ music/ opinions/ |
| Assessment |
| Full tiered mock 2 (Feb) – Use full past paper. |
| Half Term 3 |
| Knowledge |
| Revision of units studied and exam preparation. |
| Smith’s proforma – RAG the curriculum – address any Learning Gaps. |
| Assessment |
| Formal (terminal) GCSE – |