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.
| unit 1 - weeks 1-15. Introductions | unit 2 - weeks 16-28: A week in my life | unit 3 - weeks 29-39: My home |
| Knowledge | Knowledge | Knowledge |
| Phonics | Phonics | Phonics |
| nasals (on an en), SFC (ptsx), un/ une, oi, SFE, SFC v SFE, ç, j/ ge | h/th qu, nasals (on en an un in), e v SFE, x-liaison, SFC, ch, SFC, u i/y, éau/ eau, eu | r, -er (like é)ill/ ille, ville, nasals (on en an un in), e v SFE, SFC |
| Vocabulary | Vocabulary | Vocabulary |
| greetings | school subjects and opinions | where I live |
| numbers (to 31) and age | teachers' personalities | rooms |
| months and birthdays | numbers to 100 | description of house/ rooms |
| school equipment | telling the time | daily routine (+ time/ sequencers) |
| prrsonality | the school day | breakfast food and drink |
| likes and dislikes | free time: what you like doing & what you do | opinions: aimer/ adorer/ détester + infinitive |
| opinions: j'aime + noun | weather | Grammar |
| Grammar | opinions: aimer/ detester/ adorer + noun | present tense |
| present tense | opinions: car c’est + adjective | reflexive verbs |
| paradigms of avoir/ être | opinions: aimer + infinitive | il y a…/ il n’y a pas de… |
| gender of nouns: un/ une | Grammar | definite/ indefinite articles |
| questions with raised intonation | present tense | demonstrative adjectives : ce cet cette ces |
| connectives: et, mais | full paradigms of regular -er verbs | ‘in’ |
| negatives: ne…pas as a phrase | reference to paradigms of -ir and -re verbs | pre-nominal adjectives (BAGS adjectives) |
| regular adjective endings as complement to verb | irregular verb faire full paradigm | partitive article |
| intensifiers: assez, très, trop, un peu, vraiment | gender of nouns – definite article | aimer/ adorer/ détester + infinitive |
| aimer + definite article when expressing opinions | connectives: et, mais, car | |
| regular adjective endings as complement to verb | adjectival endings (S & pl) as complement to verb | |
| intensifiers: assez, très, trop, un peu, vraiment | aimer + infinitive | |
| aimer + definite article when expressing opinions | negatives – ne…pas | |
| faire – impersonal verb (weather) | ||
| Skills / application of knowledge | Skills / application of knowledge | Skills / application of knowledge |
| Developing good pronunciation | Developing good pronunciation | Developing good pronunciation |
| Asking questions with raised intonation | Expressing opinions: adorer, detester + noun | Expressing opinions using aimer + infinitive |
| Developing translation/ transcription skills at word level | Using connectives to extend sentences | |
| Listening for specific detail | Manipulating regular -er verbs to talk about what other people do | |
| Expressing opinions with aimer + noun | Manipulating the irregular verb ‘faire’ to talk about what other people do | |
| Links to prior learning | Links to prior learning | Links to prior learning |
| builds on the KS2 national curriculum | opinions | opinions |
| verb paradigms: -er verbs + faire | verb paradigms – réflexive verbs | |
| numbers | ||
| Assessment | Assessment | Assessment |
| regular vocabulary tests | regular vocabulary tests | regular vocabulary tests |
| CAP 1: personal information speaking assessment. | CAP 5: extended writing – a school day | CAP 7: end of year assessment (LRW) |
| CAP 2: end of unit assessment (LRW) | CAP 6: speaking assessment and phonics check | |
| CAP 3: extended writing – me and others | ||
| CAP 4: phonics check |
| unit 1 - weeks 1-15: Holidays | unit 2 - weeks 16-28: My neighbourhood | unit 3 - weeks 29-39: My future |
| Knowledge | Knowledge | Knowledge |
| Phonics | Phonics | Phonics |
| nasals (on en an un in) -gn, r, a, é, u, cognates with é/ SFC, SFE, SFC + nasal on, ou | 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 | i/y, ç, h/th, ill/ille, ail/aille, nasals (on om en an un in |
| Vocabulary | Vocabulary | Vocabulary |
| holidays: destination, accommodation, facilities, transport | where I live – where I live, location | earning pocket money- what I can and must do |
| activities on holiday | places in the town and descriptions | spending pocket money in the future |
| weather on holiday | using prepositions | future plans |
| opinions : (R) aimer + noun | giving directions | future jobs and reasons |
| opinions : (R) aimer + noun + car/ parce que + adj | using two tenses together | using three tenses together |
| opinions : (R) aimer + inf + car/ parce que + adj | Grammar | Grammar |
| opinions : c’était…/ c’étaient + adj | present tense | near future tense |
| opinions: il y a …./ il y avait…... | vouloir | |
| Grammar | perfect tense | using two tenses together, |
| present tense | il y a…/ il n’y a pas (de)… | aller – full paradigm |
| perfect tense + avoir/ être key verbs | pouvoir | no article when talking about jobs |
| il y avait | using two tenses together | |
| Il faisait + weather avoir/ être | (R)habiter – full paradigm regular -er verbs | |
| R) gender of nouns | ||
| (R) un/ le, une/ la, des/ les | (R)gender of nouns | |
| (R) intensifiers : very, too, really, quite, a bit | pre- & post- nominal adjectives & agreement | |
| ne…pas + perfect tense | prepositions | |
| (R) sequencers: first, then, after that, then, finally | imperatives - formal | |
| connectives: donc, quand | ||
| Skills / application of knowledge | Skills / application of knowledge | Skills / application of knowledge |
| Developing good pronunciation | Developing good pronunciation | Developing good pronunciation |
| using tenses | using tenses | using tenses |
| Links to prior learning | Links to prior learning | Links to prior learning |
| avoir & être used for the perfect tense | using two tenses | verb paradigms – aller – irregular verb |
| Using sequencers, connectives & intensifiers | talking about where I live | verb paradigms- pouvoir- irregular verb |
| Assessment | Assessment | Assessment |
| regular vocabulary tests | regular vocabulary tests | regular vocabulary tests |
| speaking – discussion about a past holiday | extended writing – a town | end of year assessment (Listening reading) |
| end of unit assessment (Listening and reading) | end of unit assessment (Listening and reading) | extended writing – my life |
| phonics- read aloud |
| unit 1 - weeks 1-15. Me then and now | unit 2 - weeks 16-28: my daily routine |
| Knowledge | Knowledge |
| Phonics | Phonics |
| nasals (on an en), SFC (ptsx), un/ une, oi, SFE, SFC v SFE, ç, j/ ge | h/th qu, nasals (on en an un in), e v SFE, x-liaison, SFC, ch, SFC, u i/y, éau/ eau, eu |
| Vocabulary | Vocabulary |
| personality | breakfast foods and drink |
| family members and relationships | places to eat |
| appearance- hair and eye | telling the time |
| clothing and colours | daily routine |
| sports | after school activities |
| illness and injury | opinions of food |
| ways to be healthy | time |
| Grammar | |
| present tense | |
| paradigms of avoir/ être | |
| imperfect tense | Grammar |
| negative structures | paradigms of manger/boire |
| j'ai mal | near future tense (revision) |
| il faut + infinitive | reflexive verbs |
| partititve articles- faire de | perfect tense (revision) |
| jouer à | using du/de la, de l', des |
| time phrases | sequencers |
| quantifiers | regular 'er' present tense verbs |
| imperfect tense | faire and aller paradigms |
| Comparitive | perfect tense with avoir & etre |
| Modal verbs | |
| Skills / application of knowledge | Skills / application of knowledge |
| developing good pronunciation | developing good pronunciation |
| asking questions with raised intonation | asking questions with raised intonation |
| developing translation/transaction skills | developing translation/transaction skills |
| listening for specific detail | listening for specific detail |
| expressing and justifying opinions | expressing and justifying opinions |
| using 3 tenses | using 3 tenses |
| Links to prior learning | Links to prior learning |
| adjectives m/f/pl | opinions |
| colours | verb paradigms |
| jouer and faire with sports | tenses |
| time phrases | sequencers |
| Assessment | Assessment |
| CAP 1: I can produce an extended text | CAP 4: I can demonstrate understanding of phonics, vocabulary & Grammar |
| CAP 2: I can read French texts and pick out specific details | regular vocab tests |
| CAP 3: I can listen to sppoken French and pick out specific details | |
| CAP 4: I can demonstrate understanding of phonics vocabulary & grammar | |
| regular vocab tests | |
| unit 3 - weeks 29-35: music and technology | unit 4- weeks 36-39: holidays past, present and future |
| Knowledge | Knowledge |
| Phonics | Phonics |
| r, -er (like é)ill/ ille, ville, nasals (on en an un in), e v SFE, SFC | practice of all KS3 phonics |
| Vocabulary | Vocabulary |
| kinds of music | holidays - present tense |
| adjectives to describe favourite singer | holidays past tense |
| technology- when and how it is used | holidays future tense |
| Francophone countries | |
| giving and justifying opinions | |
| Grammar | |
| Grammar | present tense regular verbs |
| present tense ER verbs | present tense etre & aller |
| Time phrases | perfect tense avoir verbs |
| Irregular verbs mettre, prendre, faire, aller | perfect tense etre verbs |
| giving opinions | near future tense |
| justifying opinions | time phrases |
| using direct object pronouns | sequencers |
| Skills / application of knowledge | Skills / application of knowledge |
| using connectives to extend sentences | developing good pronunciation |
| manipulating regular er verbs | asking questions with raised intonation |
| expressing and justifying opinions | developing translation/transaction skills |
| Irregular verbs | using connectives to extend sentences |
| using 3 tenses | |
| present tense ER verbs | using appropriate time phrases |
| Links to prior learning | Links to prior learning |
| opinions | opinions |
| irregular verbs | verb paradigms |
| adjectives | time phrases |
| technology | sequencers |
| Assessment | Assessment |
| CAP 1: I can answer familiar questions in conversations | CAP 4: I can demonstrate understanding of phonics, vocabulary & Grammar |
| CAP 2: I can read French texts and pick out specific details | regular vocab tests |
| CAP 3: I can listen to spoken French and pick out specific details | |
| CAP 4: I can demonstrate understanding of phonics, vocabulary & Grammar | |
| regular vocab tests |
| Module 1: weeks 1- 8 | Module 2: Weeks 9-15 | Module 3: Weeks 16-21 |
| Knowledge | Knowledge | Knowledge |
| Ma vie en ligne | Une week-end en famille | quelle est ta matière préférée ? |
| Tu as une vie active ? | L’amitié est la clé du bonheur | c’est injuste |
| Qu’est-ce que tu regardes ? | couleur famille | as-tu fait des progrès ? |
| Qu’est-ce qu’on va faire ? | La place des idoles | souvenirs d’école |
| Qu’est-ce que tu as fait ? | famille, amour, gâteau | les langues et l’avenir |
| Jeux de la francophonie | Explicit Grammar: | |
| Explicit Grammar: | Explicit Grammar: | comparative adjectival structures: plus/moins…que |
| Present tense regular & irregular verbs | reflexive verbs: present tense | il faut + infinitive |
| C’est + adjective (opinions) | on & nous = we | il est (+adj) de + infinitive |
| On | possessive adjectives | irregular past participles |
| Négatives : nepas, ne…rien nejamais, ne…personne in present/ perfect tenses | adjectival agreement | Negatives: perfect tense |
| Quel, quelle, quels, quelles | position of adjectives | superlatives |
| Near future tense | emphatic pronouns (receptive) | imperfect tense |
| Perfect tense | direct object pronouns | negatives: ne…aucun/ ne…ni…ni, ne…que |
| Asking questions: intonation/ inversion of subject & verb/ addition of hyphen in perfect tense | present & perfect tenses contrasted & used together | |
| irregular past participles | ||
| adverb formation | ||
| Skills / application of knowledge | Skills / application of knowledge | Skills / application of knowledge |
| Discussing different points of view | Using sequencers, qualifiers/ intensifiers | Giving opinions with reasons |
| Listening & transcribing | Translating | Expressing opinions, agreeing/ disagreeing |
| Predicting | Describing a photo | Spotting present/ perfect tense structures in a text |
| Role plays | Using present, perfect and near future tenses | Asking/ answering questions in imperfect tense |
| Telling the time | Using imperfect, present and near future tenses together | |
| Past tense opinions | ||
| Asking questions: past tense | ||
| Using present & perfect tenses together | ||
| Links to prior learning | Links to prior learning | Links to prior learning |
| Building on tenses: present, perfect, near future | Reflexive verbs | Simple comparisons |
| Expressing opinions | Adjectives: position and agreement | Perfect tense: past participles |
| Negatives | Combining tenses | imperfect tense |
| Asking questions | negatives | |
| Assessment | Assessment | Assessment |
| End mod 1 assessment | end of mod 2 assessment | End of mod 3 assessment |
| regular vocab tests | regular vocab tests | regular vocab tests |
| Module 4: Weeks 22-27 | Module 5: Weeks 28-39 | |
| Knowledge | Knowledge | |
| bon appetit ! | des vacances de rêve4 | |
| bien dans ma peau | on part pour la Corse | |
| ça ne va pas | le monde en fête | |
| je change ma vie | guide de voyage | |
| mieux vivre | vive les vacances | |
| Explicit Grammar: | Explicit Grammar: | |
| Partitive articles | conditional tense: -er verbs | |
| Pronoun ‘en’ with present tense verbs | irregular future stems | |
| Imperatives: ‘tu’ form | il vaut la peine | |
| Modals + inf (devoir pouvoir vouloir) | forming questions En/au countries | |
| Negative modals | Que & qui | |
| À + definite article | Using the imperfect tense and the perfect tense | |
| Avoir mal | Past tense of modal verbs | |
| Reflexive verbs: perfect tense | Opinions | |
| Simple future tense | Relative pronouns: qui/ que | |
| Irregular verb forms across 3 tenses | ‘In’ | |
| Negatives: ne…plus | Modal verbs: perfect tense | |
| Skills / application of knowledge | Skills / application of knowledge | |
| Spotting small words that change meaning | Extending sentences with added detail | |
| Giving advice: imperatives | Giving advice: il vaut la peine de/ il vaut mieux | |
| Role playing | Forming different types of questions | |
| Using more complex structures | Using perfect & imperfect tenses together | |
| Using three timeframes: imperfect, present, simple future | Creating complex sentences using relative pronouns | |
| Listening for clues: tenses | Identifying positive and negative opinions | |
| Links to prior learning | Links to prior learning | |
| Partitive articles | Extending sentences | |
| negatives | Asking questions | |
| Combining tenses | negatives | |
| Combining tenses | ||
| Assessment | Assessment | |
| End of Module 4 assessment | End of year assessment modules 1-5 | |
| regular vocab tests | End of Year GCSE Foundation Exam L/R/W/S |
| Module 6: weeks 1- 8 | Module 7: Weeks 9-15 | Module 8: Weeks 16-21 |
| Knowledge | Knowledge | Knowledge |
| Notre monde est beau | Là où j’habite | Mon été de rêve |
| Planète en danger | Sur la bonne route | Mes passions et mon avenir |
| Des grandes gestes | Tendances et shopping | Express Mondial |
| Des petites gestes | La maison de mes rêves | Quelles sont tes compétences? |
| Innovation verte | As-tu déjà visité Paris? | Bien payé mais fatigant |
| Explicit grammar | Explicit grammar | Explicit grammar |
| Comparative and superlative | Pronoun y | Using three tenses to express the future |
| Passive voice | Demonstrative adjectives- ce, cet, cette, ces | Après avoir + past participle |
| Nous form of imperative | Depuis | Verbs that take être in the perfect tense |
| Negatives | À and de with definite article | Using infinitives as nouns |
| En + present participle | Using de to indicate possession | Using verbs followed by à or de |
| Imperfect vs perfect tense | Si clauses | |
| Être en train | Use of all tenses | |
| Skills/ application of knowledge | Skills/ application of knowledge | Skills/ application of knowledge |
| Reading | Reading | Reading |
| Listening | Listening | Listening |
| Dictation | Dictation | Dictation |
| Phonics | Phonics | Phonics |
| Writing | Writing | Writing |
| Role play | Role play | Role play |
| Asking questions | Asking questions | Asking questions |
| Translation | Translation | Translation |
| Read aloud | Read aloud | Read aloud |
| Photo card | Photo card | Photo card |
| Links to prior learning | Links to prior learning | Links to prior learning |
| Building on tenses | Building on tenses | Building on tenses |
| Justifying opinions | Justifying opinions | Justifying opinions |
| Negatives | Negatives | Negatives |
| Asking and forming questions | Asking and forming questions | Asking and forming questions |
| Assessment | Assessment | Assessment |
| Full mock assessment | Revision for January mocks | Revision for final GCSE exams |
| Regular weekly vocabulary tests | Regular weekly vocabulary tests | Regular weekly vocabulary tests |
| Monthly vocabulary | Monthly vocabulary | Monthly vocabulary |