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French Curriculum Plan

SUBJECT:  FRENCH 

 

FRENCH CURRICULUM PLAN

 

 French curriculum intent statement

At St Edmund’s Catholic School we value the importance of language learning in today’s global economy.   As specialist linguists we aim to deliver a stimulating, quality first learning environment in which all our students feel supported, valued and challenged. 

 

Our MFL curriculum is designed to engage students of all abilities and lessons are interactive and fun.  With an emphasis on communication, skills and transactional language, we aim to develop confident language learners.  In order to bring languages to life in the classroom, we use a variety of resources, including technology and authentic materials. 

 

Through enrichment projects and overseas visits, we also aim to develop wider cultural awareness and offer students an insight into other cultures.  EAL students are actively encouraged to take a GCSE in their home language.   

 

We have not deviated from the National Curriculum in this subject. 

 

By the end of Key Stage 2 

 

Pupils have studied: 

  • A variety of topics such as greetings, numbers, months, days, pets, colours, family members in some primary schools.   

  • Others have not had access to MFL at all. 

 

They should be able to: 

  • listen attentively to spoken language and show understanding by joining in and responding  

  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words, engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help  

  • speak in sentences, using familiar vocabulary, phrases and basic language structures  

  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases  

  • present ideas and information orally to a range of audiences  

  • read carefully and show understanding of words, phrases and simple writing  

  • appreciate stories, songs, poems and rhymes in the language  

  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary  

  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly  

  • describe people, places, things and actions orally and in writing Languages  

 

SUBJECT KEY CONCEPTS / COMPOSITES 

 

 

Key Stage 3 

 

  • Greetings and personal information 

  • School 

  • Descriptions 

  • Free time 

  • My area 

  • Phonics 

  • Media and Entertainment 

  • Past Holidays 

  • Identity 

  • Relationships 

  • Role models 

  • Customs and everyday life 

  • Social media and Technology 

  • Adjectives 

  • Verbs  

  • Tenses 

 

Key Stage 4 

 

  • Phonics 

  • Local area, holiday and travel 

  • School 

  • Future aspirations, study and work 

  • International and global dimension 

  • Adjectives 

  • Verbs 

  • Tenses 

 

CURRICULUM PLAN: KEY STAGE 3 

 

Year 7 

Year 8 

Year 9 

Knowledge 

Pupils will know: 

  • How to introduce themselves and greet others 

  • Numbers, days, months and numbers 0-100 

  • School subjects 

  • How to give opinions 

  • Telling the time using a 24 hour clock 

  • How to express likes and dislikes using topics relevant to young people 

  • How to express what is essential to them 

  • How to talk about musical preferences 

  • How to describe yourself including personality 

  • How to talk about others 

  • Sports 

  • How to talk about their technology use 

  • Hobbies 

  • How to describe their area 

  • Directions 

  • How to talk about your holiday 

  • Basic food and drinks 

 

Grammar: 

  • Personal pronouns 

  • ER verbs 

  • Adjective agreements 

  • Partitive articles 

  • Negatives 

  • Near future 

 

 

 

We have chosen to teach this knowledge because this should follow on from what they have learnt in primary schools.  The structure allows for logical progression. 

Pupils will know: 

  • Phonics 

  • How to formulate likes and dislikes 

  • Different types of TV programmes, films and books 

  • How to describe their use of technology 

  • More advanced hobbies 

  • The weather 

  • The landmarks and what you can do in Paris 

  • How to ask for information in a tourist information office 

  • How to describe relationships with friends 

  • How to talk about Music 

  • How to talk about clothes 

  • How to describe your house 

  • More elaborate food and drinks 

 

 

 

 

 

 

 

 

 

 

 

Grammar: 

  • New verbs such as Faire 

  • On peut + infinitive 

  • Perfect tense of ER verbs 

  • Revise near future 

  • Prepositions 

  • Modal verbs  

 

We have chosen to teach this knowledge because the topics lend themselves to the grammatical progression needed at this stage. 

Pupils will know: 

  • Phonics 

  • How to describe family relationships 

  • How to make arrangements to go out 

  • How to talk about hobbies and technology in more depth 

  • How to describe your daily life 

  • How to describe and understand festivals and traditions 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grammar: 

  • Reflexive verbs in the present tense 

  • IR and RE verbs 

  • Perfect tense 

  • Future tense 

  • Irregular verbs in the present tense 

  • Modal verbs 

 

 

 

We have chosen to teach this knowledge because the emphasis is on building grammatical knowledge and confident use of all tenses required for the GCSE course.  

Skills 

Pupils will be able to: 

  • listen to a variety of short passages of spoken language to obtain information and respond appropriately 

  • transcribe words that they hear with increasing accuracy 

  • express and develop ideas both orally and in writing 

  • read and show comprehension of adapted materials understanding important ideas and details  

 

Pupils will be able to: 

  • listen to a variety of short passages of spoken language in different tenses to obtain information and respond appropriately 

  • transcribe words and short sentences that they hear with increasing accuracy 

  • express and develop ideas clearly both orally and in writing, using different tenses 

  • read and show comprehension of adapted materials from a range of different sources, understanding the purpose, important ideas and details  

 

Pupils will be able to: 

  • listen to a variety of short passages of spoken language in all tenses to obtain information and respond appropriately 

  • transcribe short and longer sentences that they hear with increasing accuracy 

  • express and develop ideas clearly and with increasing complexity and accuracy, both orally and in writing, using all tenses 

  • read and show comprehension of adapted materials from a range of different sources, understanding the purpose, important ideas and details  

 

Cultural Capital 

Pupils will all have been exposed to: 

 

  • The concept of a foreign language 

  • Exploring cultural differences through the themes of education, family, sports, and European countries  

 

 

 

 

 

 

 

 

 

 

This will enhance cultural capital because it will help them understand their own culture and their place in the world as a global citizen. It will also enhance their understanding the similarities and differences among cultures. 

Pupils will all have been exposed to: 

  

  • Travelling and appreciation of European cities 

  • Building knowledge of landmarks and art in and outside of England 

  • Discovering French films, books and music 

  • Understanding different types of currency and the origin of the European Union 

  • An opportunity to travel to a foreign country 

 

This will enhance cultural capital because they will gain a greater understanding of their own heritage and appreciate the richness and diversity of other cultures.  

Pupils will all have been exposed to: 

 

  • The concept of a different family structure, customs and Technology in a different country.  

  • An opportunity to travel to a foreign country 

  • Foreign festivals and traditions 

 

 

 

 

 

 

 

 

 

This will enhance cultural capital because it will enable them to recognise that there are different ways of seeing the world and to develop a more open- minded outlook. 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed on understanding and expressing themselves on the topics of: 

  • How to introduce themselves and greet others 

  • Numbers, days, months and numbers 0-100 

  • School subjects 

  • How to give opinions 

  • Telling the time using a 24  hour clock 

  • How to express likes and dislikes using topics relevant to young people 

  • How to express what is essential to them 

  • How to talk about musical preferences 

  • How to describe yourself including personality 

  • How to talk about others 

  • Sports 

  • How to talk about their technology use 

  • Hobbies 

  • How to describe their area 

  • Directions 

  • How to talk about your holiday 

  • Basic food and drinks 

 

By completing assessments on the four skills: listening, speaking, reading and writing. 

Pupils will have been assessed on: 

  • How to formulate likes and dislikes 

  • Different types of TV programmes, films and books 

  • How to describe their use of technology 

  • More advanced hobbies 

  • The weather 

  • The landmarks and what you can do in Paris 

  • How to ask for information in a tourist information office 

  • How to describe relationships with friends 

  • To talk about Music 

  • To talk about clothes 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

By completing assessments on the four skills: listening, speaking, reading and writing. 

Pupils will have been assessed on: 

  • How to describe family relationships 

  • How to make arrangements to go out 

  • How to talk about hobbies and technology in more depth 

  • How to describe your daily life 

  • How to describe and understand festivals and traditions 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

By completing assessments on the four skills: listening, speaking, reading and writing. 

 

CURRICULUM PLAN: KEY STAGE 4 

 

Year 10 

Year 11 

Knowledge 

Pupils will know: 

  • Phonics 

  • How to describe your region and country 

  • How to book a holiday, describe it and deal with disasters 

  • How to order in a restaurant 

  • How to describe the weather 

  • How to talk about school subjects, facilities and rules 

 

 

Grammar: 

  • The comparative and superlative 

  • Si clauses 

  • Expressions with avoir 

  • All tenses including the imperfect and the conditional 

  • Idioms 

 

We have chosen to teach this knowledge because the curriculum builds on prior learning at KS3 by revisiting many of the same topics in order to deepen knowledge and increase linguistic and grammatical sophistication. 

The GCSE curriculum allows students to deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts. 

The curriculum sequences knowledge and skills, builds on prior learning and enables students to widen their understanding, knowledge and use of a variety of language competencies. It also serves to enrich students’ use of their mother tongue through comparison of the language and culture of another country. 

Pupils will know: 

  • Phonics 

  • How to talk about job preferences 

  • How to talk about plans, hopes and wishes 

  • How to talk about earning money 

  • How to describe work experience and volunteering 

  • How to talk about what concerns them 

  • How to talk about protecting the environment 

  • How to talk about ethical shopping 

  • How to talk about the importance of languages 

 

Grammar: 

  • The simple future tense 

  • Adverbs 

  • Understanding of the passive 

  • Emphatic pronouns 

 

 

 

 

 

We have chosen to teach this knowledge because this is the time when students choose their post-16 education. Besides, they require a higher level of maturity in order to approach the more serious topics, such as social and environmental issues. On the other hand, revisiting the grammar points will give them the opportunity to express themselves confidently and in a more sophisticated way, which will in turn enhance their chances of success.  

Skills 

Pupils will be able to: 

  • listen to a variety of forms of spoken language to obtain information and respond appropriately 

  • transcribe words and short sentences that they hear with increasing accuracy 

  • develop conversations, coping with unfamiliar language, making use of important social conventions such as formal modes of address 

  • express and develop ideas clearly and with increasing complexity and accuracy, both orally and in writing, using all tenses 

  • speak coherently and confidently, with increasingly accurate pronunciation and intonation 

  • read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details 

  • Translate with increasing accuracy from and to the target language longer passages containing a range of tenses and complex grammatical structures 

Pupils will be able to: 

  • listen to a variety of forms of spoken language to obtain information and respond appropriately 

  • transcribe words and short sentences that they hear with increasing accuracy 

  • initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address 

  • express and develop ideas clearly and with increasing accuracy, both orally and in writing 

  • speak coherently and confidently, with increasingly accurate pronunciation and intonation and spontaneity 

  • read and show comprehension of original and adapted materials from a range of different sources, making inferences, understanding the purpose, important ideas and details 

  • Translate with increasing accuracy from and to the target language longer passages containing a wide range of less common vocabulary and complex grammatical structures 

Cultural Capital 

Pupils will all have been exposed to:   

  • Exploring different school systems and routines 

  • Travelling and appreciation of other countries 

  • Building knowledge of landmarks in and outside of England 

  • Understanding of local area 

  • Understanding different types of currency and the origin of the European Union 

  • Exploring different types of food and customs  

  • An opportunity to travel to a foreign country 

 

This will enhance cultural capital because it will raise financial and cultural awareness of foreign countries.  

Pupils will all have been exposed to:  

  • Foreign festivals, traditions and cultural events 

  • Work experience, careers and post-16 education 

  • Gap year 

  • Applying for a job using a letter of motivation and a CV 

  • Understanding of environmental and social issues 

  • Charity work 

 

 

 

 

 

 

 

 

 

 

 

This will enhance cultural capital because they will have a better understanding of what it means to be a British and global citizen. It will also raise awareness of the responsibilities of being a citizen of the world. It will raise aspiration, which will in turn improve social mobility. 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed on: 

  • How to describe your region and country 

  • How to book a holiday, describe it and deal with disasters 

  • How to order in a restaurant 

  • How to describe the weather 

  • How to talk about school subjects, facilities and rules 

 

By completing assessments on the four skills: listening, speaking, reading and writing 

Pupils will have been assessed on: 

  • How to talk about job preferences 

  • How to talk about plans, hopes and wishes 

  • How to talk about earning money 

  • How to describe work experience and volunteering 

  • How to talk about what concerns them 

  • How to talk about protecting the environment 

  • How to talk about ethical shopping 

  • How to talk about the importance of languages 

 

By completing assessments on the four skills: listening, speaking, reading and writing 

 

YEAR GROUP PLANS 

Year 7 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Greetings 

  • Numbers, days, months and numbers 0-100 

  • School subjects 

  • Opinion phrases 

 

 

Pupils will be able to: 

  • Introduce themselves, give personal information and greet others 

  • Count 0-100 

  • Give opinions on school subjects and teachers 

  • Tell the time using a 24-hour clock 

 

 

 

 

Pupils will all have been exposed to sharing personal information with others and to others’ opinions of school. They will understand the concepts of justifying an idea, European time and will begin to be exposed to grammatical concepts.  

 

Pupils will complete a translation and a reading assessment, as well as a speaking peer-assessment task. 

Pupils will know: 

  • Everyday objects 

  • Music genres 

  • Appearance and character 

 

Pupils will be able to: 

  • Express likes and dislikes using topics relevant to young people 

  • Express what is essential to them 

  • Talk about musical preferences 

  • Describe themselves and others 

 

Pupils will all have been exposed to the importance of certain objects and to different music genres in a foreign language. 

 

 

 

 

 

 

 

 

Pupils will complete a writing and a listening assessment, as well as a speaking peer-assessment task. 

 

Pupils will know: 

  • Sports 

  • Hobbies 

 

 

 

 

 

Pupils will be able to: 

  • Talk about hobbies and sports 

  • Talk about their technology use 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to knowledge about sports and hobbies in French speaking countries and will have an awareness of cultural differences in these areas.       

 

 

Pupils will complete a translation and a reading assessment, as well as a speaking peer-assessment task. 

Pupils will know: 

  • Places in town 

  • Directions 

  • Holiday activities 

  • Basic food and drinks 

 

 

 

 

Pupils will be able to: 

  • Describe their area 

  • Give directions 

  • Talk about your holiday 

  • Order basic food and drinks 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to a basic understanding of travel and holiday in a French speaking country. 

 

 

 

 

 

 

 

 

 

 

Pupils will be assessed in the four skills. 

Literacy 

Key terms:   

C1 Nouns, verbs, stem, endings, definite and indefinite articles, infinitive, to conjugate, to translate, personal pronouns, partitive articles, connectives, accents, simple sentences. C2 Adjectives, adjectival agreement, cognates, singular, plural, present tense, intensifiers, compound sentences. C3 Sequencers, adverbs, frequency, fluency. C4 Modal verbs, prepositions, formal and informal speech. 

 

Reading Strategies: 

• Anticipate the content  

• Identify the cognates 

• Recognise false friends 

• Use topic vocabulary to understand the context 

• Apply derivations 

• Use phonics 

• Skim or scan 

• Infer meanings 

• Make guesses 

• Identify the key components of the sentence 

 

Reading opportunities:  

Online research on cultural aspects of French speaking countries. 

The Fable Cottage (bilingual tales for language learners). 

Mary Glasgow magazines. 

Writing strategies:  

• Consider spelling and orthography 

• Think of word families 

• Use derivations 

• Build sentences in the MFL mode 

• Grammatical components 

• Not translating literally 

• Being aware of syntax 

• Using the right tense 

• Using what they know 

• Transfer skills and vocabulary/grammar  

• Proof-reading 

  

Thinking strategies:  

• Use tier 3 vocabulary 

• Use phonics-sounding words out in their head 

• Think of verb tense and formation  

• Transfer skills, vocabulary and grammar 

• Consider gender and number 

• Being creative about working out the meanings  

• Consider synonyms and antonyms 

 

 

 

Connections 

We have identified these connections to other subject areas:  

 

Maths – adding, subtracting, multiplying and dividing units and 10s – Y7 C1, telling the time – KS2 

 

RE – Christmas – Y7 T1 

 

Connections 

 

 

Connections 

 

 

Connections 

We have identified these connections to other subject areas: 

 

History – French Revolution – Y9 C1 

 

Learning at home 

 

 

Consolidation of learning will take place at home by completing weekly vocabular tests and preparing for the 2 major assessments per cycle.      

Learning at home 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for the 2 major assessments per cycle.    

 

Learning at home 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for the 2 major assessments per cycle.      

Learning at home 

 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for an assessment in the 4 skills. 

 

Sequencing 

We have chosen this method of sequencing in Year 7 because this should follow on from what they have learnt in primary schools.  The structure allows for logical progression.  

 

It leads to the work that will be done in Year 8 because pupils will be able to use and further enhance their grammatical skills to explore new topics.  

 

 

YEAR GROUP PLANS 

Year 8 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Phonics 

  • Different genres of films and books 

  • Basic internet terms 

  • Simple weather vocabulary 

 

 

 

 

Pupils will be able to: 

 

  • Give an opinion on films and books 

  • Say how often and when they watch TV and read 

  • Describe their technology use 

  • Describe what they do according to the weather 

   

 

 

 

 

 

 

 

 

Pupils will be exposed to French examples of films, comics and books.  They will also understand French children’s use of technology.  

 

Pupils will complete a translation and a reading assessment, as well as a speaking peer-assessment task. 

 

Pupils will know: 

  • Famous landmarks in Paris 

  • Why Bastille Day is celebrated 

  • Vocabulary needed at the Tourist Information 

 

 

 

 

Pupils will be able to: 

 

  • Say what you can do and visit in Paris 

  • Ask for information at the tourist office 

  • Say what they visited and what it was like 

  • Say what they did in Paris and give an opinion 

 

 

 

 

 

 

 

 

 

Pupils will be exposed to cultural aspects of the French capital including landmarks and Art (La Joconde, impressionist painters, etc).  They will be introduced to the concept of Republic and the abolition of Monarchy and understand the idea of Revolution and Revolt. 

 

Pupils will complete a writing and a listening assessment, as well as a speaking peer-assessment task 

 

 

Pupils will know: 

  • Different genres of music 

  • Personality traits 

  • Personality and friendship vocabulary 

  • Items of clothing 

  • Regional differences 

 

Pupils will be able to: 

 

  • Describe their personality and others’ 

  • Talk about friendship 

  • Describe what they do with their friends 

  • Talk about music and describe their favourite artist/band 

  • Talk about clothes 

  • Say what they are going to wear in the future 

  • Say what they did last weekend using all the above information 

 

 

Pupils will be exposed to the concept of personal and regional identity.  They will become familiar with the idea of regional celebrations, food, dialects and costumes.  

 

Pupils will complete a translation and a reading assessment, as well as a speaking peer-assessment task. 

 

 

 

Pupils will know: 

  • Types of houses and rooms 

  • Types of meals and food 

  • Types of TV shows  

 

 

 

 

 

 

 

Pupils will be able to: 

 

  • Describe their area 

  • Describe their home and rooms in the house 

  • Say where they would like to live 

  • Describe basic meals 

  • Understand a basic recipe 

  • Talk about a celebration they will attend 

 

 

 

 

 

 

 

Pupils will be exposed to a different type of housing in France and will have an awareness of eating habits and food in a different country.  They will gain an understanding of festivals and celebrations.  

 

Pupils will be assessed in the 4 skills. 

 

 

 

 

 

Literacy 

Key terms:  

On-going revision and practice of Year 7 literacy terms. C1 Regular and irregular verbs. Genres. C2 Perfect tense.  Auxiliary.  Past participle. Question words. Revolution, Monarchy, Republic. C3 Perfect tense. Near future tense.  Possessive adjectives. Regional identity. C4 Prepositions, conditional tense. Gastronomy, cuisine.  

 

Reading Strategies: 

• Anticipate the content  

• Identify the cognates 

• Recognise false friends 

• Use topic vocabulary to understand the context 

• Apply derivations 

• Use phonics 

• Skim or scan 

• Infer meanings 

• Make guesses 

• Identify the key components of the sentence 

 

Reading opportunities:  

Online research on cultural aspects of French speaking countries. 

The Fable Cottage (bilingual tales for language learners). 

Mary Glasgow magazines. 

Writing strategies:  

• Consider spelling and orthography 

• Think of word families 

• Use derivations 

• Build sentences in the MFL mode 

• Grammatical components 

• Not translating literally 

• Being aware of syntax 

• Using the right tense 

• Using what they know 

• Transfer skills and vocabulary/grammar  

• Proof-reading 

  

Thinking strategies:  

• Use tier 3 vocabulary 

• Use phonics-sounding words out in their head 

• Think of verb tense and formation  

• Transfer skills, vocabulary and grammar 

• Consider gender and number 

• Being creative about working out the meanings  

• Consider synonyms and antonyms 

 

 

 

 

Connections 

We have identified these connections to other subject areas:  

 

RE – Christmas - Y7 T1  

 

Connections 

We have identified these connections to other subject areas: 

 

Maths – currency – Y7 C1 

 

History – French Revolution – Y9 C1 

 

Art – Mona Lisa, Notre-Dame, Louvre 

Connections 

We have identified these connections to other subject areas: 

 

Music – music genres – Y7 C4 & Y8 C3, critical appreciation (music, acting, what they like – rhythm, tunes, etc.) – Y7 C1, rap music origins (French music) – Y8 C4 

 

Connections 

We have identified these connections to other subject areas: 

 

History – French Revolution – Y9 C1 

Learning at home 

 

Consolidation of learning will take place at home by completing weekly vocabular tests and preparing for the 2 major assessments per cycle.    

Learning at home 

 

Consolidation of learning will take place at home by completing weekly vocabular tests and preparing for the 2 major assessments per cycle.    

 

 

Learning at home 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for the 2 major assessments per cycle.    

Learning at home 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for an assessment in the 4 skills. 

 

Sequencing 

We have chosen this method of sequencing because the topics are well suited to this age group and we feel that it is important to build on their cultural knowledge. 

 

We also use the Studio textbooks and largely follow its structure. 

 

YEAR GROUP PLANS 

Year 9 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Phonics 

  • Family terms 

  • Descriptions of positive and negative family relationships 

  • Places in town, activities and times 

 

 

Pupils will be able to: 

  • Describe their family and themselves including personality and physical description 

  • Talk about friends and what makes a good friend 

  • Talk about family relationships 

  • Make arrangements to go out 

  • Describe a day out 

 

Pupils will be exposed to the concept of family in today’s society and what makes for positive and negative relationships.  They will explore Friendship and young people’s going out habits in a foreign country. 

 

 

 

 

 

Pupils will complete a translation and a reading assessment, as well as a speaking peer-assessment task. 

Pupils will know: 

  • Descriptions of role models 

  • More advanced hobbies 

  • More sophisticated technology terms 

 

Pupils will be able to: 

  • Discuss role models 

  • Describe hobbies in more depth 

  • Describe their technology use in more depth 

  • Outline the benefits and dangers associated with technology 

 

 

 

Pupils will be exposed to world and French personalities who contribute significantly to society.  They will understand Philanthropy. 

They will be familiar with use of technology and safeguarding. 

 

 

 

Pupils will complete a writing and a listening assessment, as well as a speaking peer-assessment task. 

Pupils will know: 

  • More sophisticated food and drink items 

  • Clothes items worn for different occasions 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Talk about meals and what they eat and drink 

  • Discuss clothes and what to wear for different occasions 

  • Shop for clothes 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be exposed to different cultural habits and customs in France.  They will understand European styles and sizes. 

 

 

 

 

 

 

 

 

 

 

 

Pupils will complete a translation and a reading assessment, as well as a speaking peer-assessment task. 

 

Pupils will know: 

  • Descriptions of daily routine 

  • Festivals and traditions 

 

 

 

 

Pupils will be able to: 

  • Describe their daily life 

  • Describe festivals and traditions, including food and drink 

 

 

 

 

 

 

 

 

 

 

Pupils will be exposed to the daily routine of French pupils at school. 

They will also learn the basic age of driving a moped and car in France.  They will understand the importance of food and traditions in France. 

 

Pupils will be assessed in the 4 skills. 

 

Literacy 

Key terms:   

On-going revision and practice of Years 7 and 8 literacy terms. C1 

Reflexive verbs, narration. C2 Comparative and superlative.  

Philanthropy. C3 Demonstrative adjectives and pronouns. C4 Key words, distractors, intonation, pedestrian, sophisticated. 

 

Reading Strategies: 

• Anticipate the content  

• Identify the cognates 

• Recognise false friends 

• Use topic vocabulary to understand the context 

• Apply derivations 

• Use phonics 

• Skim or scan 

• Infer meanings 

• Make guesses 

• Identify the key components of the sentence 

 

Reading opportunities:  

Online research on cultural aspects of French speaking countries. 

The Fable Cottage (bilingual tales for language learners). 

Mary Glasgow magazines. 

 

Writing strategies:  

• Consider spelling and orthography 

• Think of word families 

• Use derivations 

• Build sentences in the MFL mode 

• Grammatical components 

• Not translating literally 

• Being aware of syntax 

• Using the right tense 

• Using what they know 

• Transfer skills and vocabulary/grammar  

• Proof-reading 

  

Thinking strategies:  

• Use tier 3 vocabulary 

• Use phonics-sounding words out in their head 

• Think of verb tense and formation  

• Transfer skills, vocabulary and grammar 

• Consider gender and number 

• Being creative about working out the meanings  

• Consider synonyms and antonyms 

Connections 

We have identified these connections to other subject areas:  

 

RE – Christmas – Y7 T1 

 

RSE – relationships and family -Y7 T3 & T4, Y9 T3 & T4, what makes a good friend - Y7 T3 & T4, Y9 T3 & T4 

Connections 

We have identified these connections to other subject areas: 

 

RSE – advantages and disadvantages on the use of technology and the internet - Y7 T3 & T4 

 

Music – role-models (musicians, actors) – Y8 C3 

 

PE – types of sport, role-models - Y10 C1 & C2, Y11 C1 & C3 

 

Connections 

We have identified these connections to other subject areas: 

 

Maths – fractions, 100s - Y7 C1 & Y8 C2 

 

RE – Easter – Y7 T4, Ramadam – Y8 T6 , Epiphany, Hanoukka – Y7 T3, Y10 T5 & T6 

 

English – re-birth story (Dickens) – Y8 C2 

 

Art – Christian after-life – Y7 C3 

Connections 

We have identified these connections to other subject areas: 

 

History – French Revolution – Y9 C1 

Learning at home 

 

 

Consolidation of learning will take place at home by completing weekly vocabular tests and preparing for the 2 major assessments per cycle.    

Learning at home 

 

Consolidation of learning will take place at home by completing weekly vocabular tests and preparing for the 2 major assessments per cycle.    

Learning at home 

 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for the 2 major assessments per cycle.     

Learning at home 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for an assessment in the 4 skills.  

Sequencing 

We have chosen this method of sequencing in Year 9 because we have decided to complete Theme 1 of the GCSE course which is Identity and Culture although we have gone back to a 3 year KS3.   

This allows us to revise grammatical structures and build on use of tenses with topics they have encountered at a more basic level.  For students who choose French as an option, it will lead on to Theme 2, Local area, holiday and travel. 

 

YEAR GROUP PLANS 

Year 10 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Phonics 

  • Places in the town 

  • Directions 

  • Geographical terms to describe your neighbourhood and region 

  • Weather terms 

 

 

 

 

 

 

Pupils will be able to: 

  • Describe their area and region and compare them to others in a more advanced way   

  • To know how to ask for directions, ask questions to be able to get around a place and describe plans according to the weather   

  • To describe their ideal town, village or neighbourhood 

 

 

 

 

 

 

 

 

 

 

Pupils will be exposed to the geography and climate of different French regions.  They will understand how France’s agricultural past shaped most of its customs and traditions. 

 

Pupils will complete a Listening, Reading and Writing assessment.  A Speaking assessment will take place in the form of a peer-assessment task. 

 

Pupils will know: 

  • Countries 

  • Modes of transport 

  • Types of holiday accommodation and facilities 

  • Types of holiday activities 

 

 

 

 

Pupils will be able to: 

  • Talk about what they normally do and where they travel to on holiday 

  • Deal with a hotel stay 

  • Use the train system confidently in France 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be exposed to the tourism industry in France. 

 

 

 

 

 

Pupils will complete a Listening, Reading and Writing assessment.  A Speaking assessment will take place in the form of a peer-assessment task. 

 

Pupils will know: 

  • Types of holiday disasters and solutions 

  • School subjects, settings and facilities 

  • School rules and regulations 

 

Pupils will be able to: 

 

  • Describe a holiday disaster and ask for assistance 

  • Talk about their timetable and subjects 

  • Give their opinions on school subject and facilities 

  • Compare their school to a French one 

  • Discuss rules and regulations 

 

Pupils will be exposed to the basics of the French health care system and its basic emergency procedures. 

 

Pupils will complete a Listening, Reading and Writing assessment.  A Speaking assessment will take place in the form of a peer-assessment task. 

 

Pupils will know: 

  • School rules and regulations 

  • School extra-curricular activities 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

 

  • Talk about rules and regulations 

  • Describe extra-curricular activities 

  • Talk about successes at school 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be exposed to the daily routine of French pupils at school.  

They will also revise the content of the academic year in preparation for the end of year assessments. 

 

Pupils will be assessed in all four skills in preparation for their GCSEs.  

 

 

Literacy 

Key terms:   

On-going revision and practice of Year 7-9 literacy terms. C1 

Idioms. Subordinate clauses.  Imperative. Simile. C2 Demonstrative adjectives. C3 Synonyms and antonyms 
 

Reading Strategies: 

• Anticipate the content  

• Identify the cognates 

• Recognise false friends 

• Use topic vocabulary to understand the context 

• Apply derivations 

• Use phonics 

• Skim or scan 

• Infer meanings 

• Make guesses 

• Identify the key components of the sentence 

 

Reading opportunities:  

Mary Glasgow magazines. 

 

Writing strategies:  

• Consider spelling and orthography 

• Think of word families 

• Use derivations 

• Build sentences in the MFL mode 

• Grammatical components 

• Not translating literally 

• Being aware of syntax 

• Using the right tense 

• Using what they know 

• Transfer skills and vocabulary/grammar  

• Proof-reading 

  

Thinking strategies:  

• Use tier 3 vocabulary 

• Use phonics-sounding words out in their head 

• Think of verb tense and formation  

• Transfer skills, vocabulary and grammar 

• Consider gender and number 

• Being creative about working out the meanings  

• Consider synonyms and antonyms 

 

 

Connections 

We have identified these connections to other subject areas:  

 

Maths – currency - Y7 C1, Y9 C1, Y11 C1 

 

English – literary texts – Y7-Y11 

 

Geography – weather and climate – Y7 T2, Y9 T5, location of countries – Y7 T3 & T5, describing the features of the area (volcanoes, lakes, etc.) - Y9 T1 

 

PA – role-play – Y7 C1 & Y8 C1  

 

Connections 

We have identified these connections to other subject areas: 

 

English – literary texts – Y7-Y11 

 

History – exploration of the Americas – Y8 C2, French speaking countries – Y9 C3 

 

Geography – urban issues Y8 T4 & T6, Y10 T2 

 

PA – role-play – Y7 C1 & Y8 C1  

 

Connections 

We have identified these connections to other subject areas: 

 

Maths – fractions – Y7 C1 & Y8 C2 

 

English – literary texts – Y7-Y11 

 

PA – role-play – Y7 C1 & Y8 C1  

 

Connections 

We have identified these connections to other subject areas: 

 

RSE – school rules - Y7 T3 & T4 

 

English – literary texts – Y7-Y11 

 

History – French Revolution – Y9 C1 

 

PA – role-play – Y7 C1 & Y8 C1  

 

PE – achievements in school and extra-curricular activities – Y7-11 

Learning at home 

 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for assessments in Listening, Reading and Writing. A Speaking assessment will take place in the form of a peer-assessment task. 

Learning at home 

 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for assessments in Listening, Reading and Writing. A Speaking assessment will take place in the form of a peer-assessment task. 

 

 

Learning at home 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for assessments in Listening, Reading and Writing. A Speaking assessment will take place in the form of a peer-assessment task. 

Learning at home 

 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for formal assessments in the four skills.  

Sequencing 

We have chosen this method of sequencing in Year 10 because we have decided to complete the more familiar themes of the GCSE course which have been covered to different extents during KS3. 

This allows us to revise vocabulary and grammatical structures previously taught, at the same that we build on complexity of vocabulary and grammar and we include a variety of new and more advanced tenses. It will lead on to Themes 4 (Future aspirations, study and work) and 5 (International and global dimension) of the GCSE course, which will include new content and will require a more mature approach from the students. 

 

 

YEAR GROUP PLANS 

Year 11 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Phonics 

  • Jobs 
    Chores and work 

  • Responsibilities 

 

 

Pupils will be able to: 

  • Talk about job preferences, plans, hopes and wishes for the future 

  • Talk about how to earn money 

  • Describe work experience and volunteering 

  • Apply for a job 

  • Talk about the importance of Languages 

 

 

Pupils will all have been exposed to a variety of jobs and future careers. They will also understand the requirements to apply for a job. 

 

 

Pupils will complete a Listening, Reading and Writing assessment.  Speaking will be continuously tested in class. 

 

Pupils will know: 

  • Ethical shopping 

  • Environmental problems 

  • Social problems 

  • International events 

 

 

Pupils will be able to: 

  • Talk about what concerns them 

  • Talk about protecting the environment 

  • Talk about international sporting events 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to the concept of ethical shopping and Fairtrade products. They will also gain a deeper understanding of current world problems and how to help solve them. 

 

Pupils will complete their PPEs in the four skills. 

 

Pupils will know: 

• The structure of the speaking paper 

 

 

 

 

Pupils will be able to: 

  • Revise the GCSE content 

  • Speak with increase 

  • confidence about a variety of topics 

  • Improve their skills through exam practice 

 

 

 

Pupils will all have been exposed to different types of and purposes for writing and speaking. 

 

 

 

Pupils will be assessed on all four skills in preparation for their GCSEs, focusing especially on the speaking skills, that will be assessed both by the teachers and by their peers.  

 

 

Pupils will know: 
• The structure of the writing, 

reading and listening papers 

 

 

Pupils will be able to: 

  • Identify distractors in their listening and reading papers 

  • Improve their skills through exam practice 

  • Make predictions on what they are reading or listening to 

 

Pupils will all have been exposed to different types of and purposes for writing. 

 

 

 

 

Pupils will be assessed on listening, reading and writing, in preparation for their remaining GCSE papers, focusing especially on their writing. 

 

Literacy 

Key terms: 

On-going revision and practice of Year 7-10 literacy terms. 
Regular and irregular verbs. Genres.  Near future tense. Possessive adjectives. Conditional. Subjunctive. Infinitive structures. 

 

Reading Strategies: 

• Anticipate the content  

• Identify the cognates 

• Recognise false friends 

• Use topic vocabulary to understand the context 

• Apply derivations 

• Use phonics 

• Skim or scan 

• Infer meanings 

• Make guesses 

• Identify the key components of the sentence 

 

Reading opportunities: 

Mary Glasgow magazines. 

 

Writing strategies:  

• Consider spelling and orthography 

• Think of word families 

• Use derivations 

• Build sentences in the MFL mode 

• Grammatical components 

• Not translating literally 

• Being aware of syntax 

• Using the right tense 

• Using what they know 

• Transfer skills and vocabulary/grammar  

• Proof-reading 

  

Thinking strategies:  

• Use tier 3 vocabulary 

• Use phonics-sounding words out in their head 

• Think of verb tense and formation  

• Transfer skills, vocabulary and grammar 

• Consider gender and number 

• Being creative about working out the meanings  

• Consider synonyms and antonyms 

Connections 

We have identified these connections to other subject areas:  

 

English – literary texts – Y7-Y11 

 

PA – jobs and careers – Y10 C1, role-play – Y7 C1 & Y8 C1  

 

PE – work experience: sports / gym – Y7 T4 

Connections 

We have identified these connections to other subject areas: 

 

English – literary texts, – Y7-Y11, inequality/wealth in An Inspector Calls – Y10 C1 

 

Science – environmental issues – Y9 C4 & Y11 C1, recycling materials – Y11 C1, renewable energies – Y7 C2, saving energy and energy efficient houses (materials) – Y9 C4, climate change and natural disasters – Y11 C1 

 

Geography – fair trade, ethical shopping – Y10 T4, environmental issues – Y8 T6, Y10 T2-T4, Y11 – T1-4, renewable energies – Y9 T4, Y11 T2 

 

PA – role-play – Y7 C1 & Y8 C1  

 

PE – sports events – Y7-Y11 

 

Art – personal and conceptual art (environmental issues) – Y9 C4, Y10 C3 

Connections 

We have identified these connections to other subject areas: 

 

English – literary texts – Y7-Y11 

 

PA – role-play – Y7 C1 & Y8 C1  

 

 

 

 

Learning at home 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for assessments in Listening, Reading and Writing. A Speaking assessment will take place in the form of a peer-assessment task. 

 

Learning at home 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for PPEs.  They will also practise their writing, translating, reading and listening skills through a variety of written tasks 

Learning at home 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for the major assessments per cycle. They will also practise their writing, translating, reading and listening skills through a variety of written tasks.        

Learning at home 

 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for GCSE papers in the four skills. 

 

 

Sequencing 

We have chosen this method of sequencing in Year 11 because during Cycle 1 students start thinking about post-16 education and therefore the content will be more engaging.  We then follow on in Cycle 2 with a topic where they can apply grammar previously taught.  Besides, they require a higher level of maturity in order to approach the more serious topics, such as social and environmental issues, and for this reason we leave this topic until the very end. 

 

It builds on the work done in Year 10 by revisiting the grammar points previously taught, which will give them the opportunity to express themselves confidently and in a more sophisticated way, which will in turn enhance their chances of success.  Besides, in Cycles 3 and 4 students will be revisiting all the content taught since Year 9. 

 

It leads to the work that will be done in Year 12 by giving them a good foundation of the language in terms of vocabulary, grammar and skills to approach the A-level course of the language studied. 

 

Our Mission and Values

“Therefore learn as if to live forever; live as if to die tomorrow” (St Edmund of Abingdon)

Read Our Values & Ethos Statement

Trust Information

St Edmund's Catholic School is an academy, and part of the Kent Catholic Schools’ Partnership. The Kent Catholic Schools’ Partnership is an exempt charity and a company limited by guarantee registered in England and Wales under company registration number 08176019 at registered address: Barham Court, Teston, Maidstone, Kent, ME18 5BZ. St Edmund's Catholic School is a business name of Kent Catholic Schools’ Partnership.

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