Welcome to Modern Foreign Languages


Intent

We fully support the school’s desire to inspire minds and grow learners. Learning languages promotes curiosity, deepens students’ understanding of the world and is becoming increasingly more important in today’s world. Through learning French, students will learn to understand and appreciate different cultures, countries and communities which in turn will help raise awareness of opportunities in later life.

The Key Stage 3 and 4 curriculum is driven by the national curriculum and informed by national research into effective language teaching. Our schemes of work are planned and sequenced to ensure that new knowledge builds on what students have learned previously and they support progression with a strong focus on the development of the essential pillars of phonics, vocabulary and grammar. The curriculum is ambitious and ensures that all students including those with SEND in the mainstream setting, are challenged. Assessment is used to support teaching and to identify the next steps for students.

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.

Year 7

Fertile question: What does excellent French look/sound like?

During year 7, students will follow the year 7 NCELP scheme of work and will learn essential French phonics, vocabulary and grammar within the following contexts:

  • Describing a thing or person
  • Saying what people have
  • Describing things
  • Distinguishing between having and being
  • Talking about a thing or person
  • Talking about doing and making things 
  • Essential verbs (1st, 2nd, 3rd persons singular)
    • To be, being - ÊTRE (c’est)
    • To have, having - AVOIR
    • To do, doing – FAIRE
  • Adjective agreement (as complement to verb)
  • Indefinite, singular articles and gender
  • Definite articles (le, la, l’, les)
  • Regular plural nouns (-s)
  • Yes/no questions with raised intonation
  • feminisation of job titles (-e)
  • subject pronouns il/ elle meaning 'it'
  • Saying what people do
  • Saying what we do
  • Saying what others do (they)
  • Saying ‘you’ (singular and plural) 
  • Using FAIRE to mean ‘go’
  • -ER verbs (used with simple present and present continuous meaning)
    (1st, 2nd, 3rd persons singular, 1st and 3rd persons plural)
  • Preposition à with certain verbs meaning at /to
  • Intonation questions
  • Two-verb structures with aimer
  • Saying how many there are, numbers
  • Describing people (family)
  • Saying what people have
  • Saying what people do (sports)
  • Il y a
  • Plural indefinite article ‘des’
  • Plural adjective agreement
  • Essential verbs (1st, 2nd, 3rd persons plural)
  • To be, being – ÊTRE
  • To have, having – AVOIR
  • To do, doing – FAIRE
  • possessive adjectives (mon, ma, mes, ton, ta, tes)
  • Saying where people go (places)
  • Saying where people go (countries)
  • Asking questions
  • Using question words
  • Talking about yourself, to and about someone else
  • Essential verbs (1st, 2nd, 3rd persons singular)
  • To go, going – ALLER
  • à – (au / à la / à l’ / aux ) meaning ‘to’
  • Intonation questions with question words
  • Essential verbs (1st, 2nd, 3rd persons plural)
  • To go, going – ALLER
  • à - meaning ‘to’ and ‘in’ with towns and cities
  • en - meaning ‘to’ and ‘in’ with countries (f)
  • chez
  • Present tense (-ER verbs)
  • Asking questions
  • Using question words
  • Saying people do not do something
  • Describing things and people
  •  Subject-verb inversion questions (single and two-verb structures)
  • Subject-verb inversion questions with question words (single-verb structures)
  • ne...pas negation with single-verb structures
  • ne...pas de negation with nouns
  • Adjectives in front of the noun
  • Essential irregular –RE/-IR verbs (1st, 2nd, 3rd persons singular) – PRENDRE, APPRENDRE, DIRE, SORTIR, VENIR, DORMIR
  • Asking questions
  • Expressing future intentions
  • Saying what you want to, can and must do
  • Saying what you don’t want to, can’t and don’t have to do
  • Saying what you know how to do
  • ALLER + infinitive (future intention)
  • Modal verbs - VOULOIR, POUVOIR and DEVOIR
  • Modal verbs in the negative
  • Subject-verb inversion questions with question words (two-verb structures)
  • To know (how to) - SAVOIR + infinitive
  • Essential irregular –RE/-IR verbs (1st, 2nd, 3rd persons singular) – PARTIR

Year 8

Fertile question: What does excellent French look/sound like?

During year 7, students will follow the year 7 NCELP scheme of work and will learn essential French phonics, vocabulary and grammar within the following contexts:

  • Asking how to say and write new words in French
  • Distinguishing between being and having
  • Talking about jobs
  • Talking about what, when, where and why you celebrate
  • Talking about how people celebrate
  • What happens and doesn't happen
  • il(s)/elle(s) meaning 'it'/'they'
  • intonation (SV), inversion (VS) and est-ce que questions (single-verb structures)
  • article use with être + profession
  • feminine adjective agreement rules  -x ➜ -se
  • feminine noun formation rule -eur ➜ -rice
  • construction rule for numbers 13-31
  • question word + est-ce que
  • pronoun 'on' with impersonal meaning 'people, you, one'
  • construction rule for dates
  • possessive adjectives (son, sa, ses, notre, nos)
  • Talking about what you are doing today vs what you did yesterday
  • Sharing past experiences
  • People and places in the past
  • Asking about what happened in the past
  • Talking about what you do in your free time and where you do it
  • Talking about parts and wholes
  • present vs perfect (with past simple equivalent in English)
  • past participle formation: faire, dire, -ER verbs (taking avoir)
  • intonation (SV) questions with question words (present vs perfect)
  • ce, cet, cette, ces
  • il y a vs il y avait
  • intonation (SV) and est-ce que questions (present vs perfect) (je, tu, il/elle)
  • negation: ne…pas de (present vs perfect)
  • prepositions taking de
  • contraction of definite article after à and de
  • verbs with à and de before a noun
  • partitive article for distinguishing between parts and wholes and after 'faire' with sports
  • quel, quelle, quels, quelles
  • Talking about nouns you can't count
  • What is it like?
  • Saying what you do or did in a typical day
  • Talking about what groups of people do
  • Formal and informal situations: Talking to people you do and don't know
  • partitive article (du, de la, des, de l') with uncountable nouns and unspecified quantities
  • partitive article de/d' in the negative and with expressions of quantity
  • boire (je, tu, il/elle)
  • adverb positioning (single-verb structures)
  • verbs like sortir (present) (nous, vous, ils/elles)
  • verbs like venir (present) (nous, vous, ils/elles)
  • sans + infinitive
  • vous as formal 'you'
  • on with impersonal meaning 'people, you, one' and with impersonal meaning 'we'
  • Talking about what you and others do at school
  • Talking about what you are doing this week and what you do every week
  • What is it like? Describing things
  • Talking about what you can, must, will and want to do
  • verbs like choisir (all persons)
  • present with future meaning
  • use of definite article with days of the week to express habitual actions
  • plural noun formation rules -au/-eu ➜ -aux/-eux and  -al ➜ -aux
  • plural adjective formation rules no change with -s or -x and -al ➜ -aux
  • même(s), autre(s), plusieurs
  • positioning of multiple adjectives
  • adverb placement in two-verb structures
  • What is it like? Comparing things
  • Talking about how groups of people do things
  • Comparing how people do things
  • Communicating in other languages
  • feminine adjective agreement rules  -l ➜ -lle and -n ➜ -nne
  • comparative forms of adjectives
  • verbs like prendre (present) (nous, vous, ils/elles)
  • comparative forms of adjectives and adverbs
  • verbs like entendre (present) (je, tu, il/elle)
  • verbs like lire (present) (je, tu, il/elle)
  • verbs like écrire (present) (je, tu, il/elle)
  • tout, toute, tous, toutes
  • verbs like entendre (present) (nous, vous, ils/elles)
  • Communicating in other languages
  • Talking about the environment
  • Asking and answering questions about what people did and have done
  • verbs like lire (present) (nous, vous, ils/elles)
  • verbs like écrire (present) (nous, vous, ils/elles)
  • present vs perfect (with past simple and present perfect equivalent in English)
  • inversion (VS) questions (perfect)
  • specified vs unspecified times in the past
  • adverb placement (present vs perfect)
  • past participle formation: verbs like prendre, dit, fait, bu, eu
  • intonation (SV) and est-ce que questions in the perfect (did? vs have/has?)
  • intonation (SV) questions with question words (perfect)

Year 9

Fertile question: My life… what is it like?

During year 9, students will learn essential French phonics, vocabulary and grammar within the following contexts:

  • Discussing likes and dislikes.
  • Discussing what I do after school and my extra-curricular activities.
  • Describing my friends and relationships
  • Talking about what I did on my birthday. Using the perfect tense.
  • Using the near future tense to say what I am going to wear.
  • Using aimer, adorer, détester + definite article + noun / + a verb in the infinitive
  • Using connectives
  • Questions with ‘est-ce que’ and ‘qu’est-ce que’
  • Verbs in the present tense
  • jouer à / de
  • Negatives (ne ... pas, ne ... jamais, ne ... rien)
  • Using reflexive verbs
  • The perfect tense
  •  Using sequencers
  •  Asking questions in the perfect tense
  • Inversion
  •  The near future tense
  • Time expressions that indicate the future
  • Using adjectives with qualifiers
  •  Using parce que to give reasons
  •  Using negatives in the perfect and near future tenses

Fertile question: What will my future be like?

Giving and understanding information about future events:

  • Talking about earning money.
  • Thinking about what you want to do when you are older.
  • Being able to develop ideas about what you will do in the future.
  • Predicting what the future will be like.
  • Pour + infinitive
  • Modal verbs pouvoir and devoir
  • Saying what job a person does; Masculine and feminine nouns Modal verb: vouloir
  • Giving extended reasons
  • Using reading texts as a model for writing
  • The future tense
  • The future tense: on …, ce sera, il y aura Translating tenses
  • Listening for verbs in the future tense
  • Writing in the future tense
  • Translating est-ce que into English in perfect tense questions
  • Answering questions in French
  • Formulating (French) questions in the perfect tense Translating French questions in different tenses

Fertile question: How things used to be?

Giving and understanding information the past, how things were and used to be.:

  • Being able to discuss present and past music tastes.
  • Describing your primary school how things used to be.
  • Ordering food
  • Using the present, perfect and imperfect tenses together; Using vouloir + infinitive to describe future plans.
  • Using the present and imperfect tenses together
  • Using the present, perfect and imperfect tenses together; Using vouloir + infinitive to describe future plans

Fertile question: Can we make the world a better place?

Giving and understanding information about world issues:

  • Learning about food and the effect it has on the environment.
  • Discussing eating habits.
  • Investigation pollution and environmental concerns.
  • Discussing how you could make changes to your behaviour concerning the environment.
  • Present tense verb form with ils and elles
  • plus … que and moins … que
  • Translating the present tense into French
  • Describing a photo
  • Negatives (ne … pas, ne … jamais, ne … plus, ne … rien)
  • The superlative
  • The perfect tense Identifying question words and answering questions in French
  • Possessive adjectives
  • Using different tenses (two time frames)
  • Using moins de and plus de
  • The conditional tense (j’aimerais and je voudrais)
  • Using the present and conditional tenses; il faut …; giving reasons with car and parce que

Fertile question: Is English enough?

  • Discovering la Francophonie.
  • Preparing to visit a francophone country 
  • Indefinite and definite articles
  • Definite articles with à and de (partitive articles)
  • Adjectival agreement (adjective after noun)
  • Adjectival agreement (adjective before noun)
  • Comparative adjectives
  • Using the infinitive after opinion verbs
  • Using the infinitive after modal verbs (pouvoir, vouloir, devoir) and il faut

Year 10

During year 10, students will begin their GCSE course and will focus on the following AQA topics further details can be found on https://www.aqa.org.uk/subjects/languages/gcse/french-8658

Fertile questions: Who am I? What makes a house a home?

  • Relationships with family and friends.
  • Home, town, neighbourhood and region.

Fertile question: What’s your problem...with school?

  • My studies.
  • Life at school.
  • Education post-16. 

Fertile question: Free-time….What is that?

  • Free time activities: music, cinema and TV, food and eating out, sport.

Fertile questions: What’s your problem…? Where would I like to be?  What is going on?

  • Healthy and unhealthy living.
  • Customs and festivals in French speaking countries.

Fertile question: Where would I like to be?

  • Travel and tourism

Year 11

During year 11, students will continue their GCSE course and will focus on the following AQA topics:

Fertile question: Why does the world need saving?

  • Social and global issues: poverty, charity, environment.

Fertile question: Who do I want to be?

  • Career choices and ambitions.

Fertile question: Technology… A blessing, or a curse?

  • Free time activities: mobile technology, social media.

Mr. J. P. Corbley

Miss S. Brichory

Teacher of French

Mrs J. Hoyle

Deputy Headteacher & Teacher of French


MFL

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