MFL
Y7 |
Term 1 Substantive Knowledge |
Term 2 Substantive Knowledge |
Term 3 Substantive Knowledge |
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Greeting people, saying and asking how we are, telling and spelling my name, saying how old I am
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Dates and birthdays-conventions- family members, main French bank holidays,
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My school – classroom; school subjects; opinions; telling the time; describing the uniform; school routines in French schools.
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Y7 |
Term 1 Disciplinary Knowledge |
Term 2 Disciplinary Knowledge |
Term 3 Disciplinary Knowledge
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Y7 |
Term 1 Hinterland Knowledge |
Term 2 Hinterland Knowledge |
Term 3 Hinterland Knowledge
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Y7 |
Term 1 End Point |
Term 2 End point
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Term 3 End Point |
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Y7 |
Term 1 Assessment |
Term 2 Assessment |
Term 3 Assessment |
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Formative
Greetings and name – classroom activity (rehearsal and feedback) Summative
Greetings and name – using feedback from rehearsal
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Formative
Birthdays and family members: being able to make a question and respond to spoken French using accurate pronunciation and intonation – rehearsal and feedback
Using avoir & definite articles accurately; pair work
Decoding & Phonics
Summative
Decoding & Phonics
See details above – using feedback from rehearsal
Using avoir & definite articles accurately; writing |
Formative
Using il y a, and accurate articles to make descriptions orally and in writing – classroom rehearsals and feedbakc
Using aimer to express opinions - er verbs endings
Using the third person to introduce and ask questions about their teachers including reflexive pronouns – rehearsal & feedback
Summative
Presenting my school, asking questions using the second and the third person of the singular
Describing a dream school / classroom using the present tense
Decoding & Phonics / answering comprehension questions: gist and details
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Y7 |
Term 1 Enrichment Opportunities |
Term 2 Enrichment Opportunities |
Term 3 Enrichment Opportunities
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Themes – childhood, education, meaning of learning and education
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Y7 |
Term 1 CIAG |
Term 2 CIAG |
Term 3 CIAG |
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Y8 |
Term 1 Substantive Knowledge |
Term 2 Substantive Knowledge |
Term 3 Substantive Knowledge |
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Weather; hobbies and sports; what I enjoy doing in my free time / near future
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Weather; hobbies and sports; what I enjoy doing in my free time / near future
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Where I live - house, rooms, furniture – daily routine; near future
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Y8 |
Term 1 Disciplinary Knowledge |
Term 2 Disciplinary Knowledge |
Term 3 Disciplinary Knowledge
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Concept of regular/irregular verbs |
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Y8 |
Term 1 Hinterland |
Term 2 Hinterland |
Term 3 Hinterland
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n/a
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Y8 |
Term 1 End Point |
Term 2 End point |
Term 3 End Point |
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Y8 |
Term 1 Assessment |
Term 2 Assessment |
Term 3 Assessment |
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Formative
Language for everyday life, spontaneous language, accurate pronunciation, and intonation, reading aloud, asking questions in class
Cumulative – classroom task and feedback Saying what I do and what I play in my free time Saying what I enjoy doing – using verbs of opinions and infinitives Justifying my opinions using a range of adjectives Describing what I am going to do depending on the weather: using aller at the present tense + infinitives / using quand or si/s’ + weather
Decoding & Phonics – being able to decode some unfamiliar language
Summative
All grammar points covered so far
See details above – impact of feedback
Decoding & Phonics – being able to decode some unfamiliar language
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Formative
Language for everyday life, spontaneous language, accurate pronunciation, and intonation, reading aloud, asking questions in class
Describing relationships – cumulative Using il y a and possessive pronouns Using verbs of opinions Saying whether we get on with family members – re verbs endings and reflexive pronouns Using more regular adjectives to describe personalities Asking accurate questions Using negative structures – ne/n’...pas/jamais - Saying what I and other people like using the definite articles Classroom activities and feedback
Decoding & Phonics – Adjectival agreements including silent letters –summative Summative
Etre, avoir and –er verbs at the present tense
See details above – impact of feedback Reading aloud and Transcription Adjectival agreements / silent letters |
Formative, cumulative and summative (after feedback) oral presentation and extensive writing covering all knowledge and skills seen in the year
Etre, avoir, aller, –er verbs, reflexive verbs at the present tense, possessive pronouns, definite and indefinite articles, adjectival agreements, making questions, using negatives, verbs of opinions + infinitives – summative and cumulative
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Y8 |
Term 1 Enrichment Opportunities |
Term 2 Enrichment Opportunities |
Term 3 Enrichment Opportunities
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Y8 |
Term 1 CIAG |
Term 2 CIAG |
Term 3 CIAG |
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Y9 |
Term 1 Substantive Knowledge |
Term 2 Substantive Knowledge – Y8 Revision Y |
Term 3 Substantive Knowledge |
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Past Holiday
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Lifestyle: diet, exercise; smoking; alcohol; drugs; sleeping times
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World of Technology: Internet, apps, social networks, online safety, YouTubers, bloggers, shopping online, asking for help and dealing with problems
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Y9 |
Term 1 Disciplinary Knowledge |
Term 2 Disciplinary Knowledge |
Term 3 Disciplinary Knowledge |
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Y9 |
Term 1 Hinterland |
Term 2 Hinterland |
Term 3 Hinterland |
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Y9 |
Term 1 End Point |
Term 2 End point |
Term 3 End Point |
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Y9 |
Term 1 Assessment |
Term 2 Assessment |
Term 3 Assessment |
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Formative
Comprehension & Transcription See content below
See content below
Summative End of Unit
Comprehension & Transcription
Avoir, être-present tense Agreement: past participles Irregular past participles: dû, voulu, pu + infinitives fait + des, de l’, de la, du bu/mangé/ vu + des... allé + aux, à l’, à la, au Asking accurate questions using où, quand, à quelle heure; avec qui, pourquoi, comment C'était + adjectives Weather, transport, accommodation, activities, food and drink – perfect tense Introducing opinions using j’ai pensé, j’ai trouvé, cru que/qu’ Saying what I enjoy doing to justify past activities |
Formative
Designing a survey on lifestyle (exercise, smoking, alcohol, drugs, sleep) in Y9 community - formative and summative (after feedback) Making accurate questions using qu’est-ce que/qu’ and est-ce que/qu’ , pourquoi, pourquoi pas - (feedback) Summative
Être, prendre, boire, manger, faire, aller - present and near future tenses - summative and cumulative
Conducting survey - speaking Writing in prose to report results of survey Content Describing how healthy I am based on what I (don’t, no longer, never) do Pour + infinitives... il faut / il va-ne va pas-jamais falloir Introducing opinions using je pense, trouve que/qu’ Devoir / pouvoir at the present tense + infinitives What people can, could, must, should do to be healthy Conditional tense Near future tense Describing what I am (not, no longer, never) going to do; what I should/could do to be healthy Ne/n' …. pas/plus/jamais Expressing what (young) people must, should, can, could (not, no longer, never) do in order to be healthy |
Formative
KS3 coverage
KS3 coverage
KS3 coverage
Description of my favourite YouTuber, blogger including personal details, physical description, why I admire them
Design my own profile including personal details, studies and interests
Summative
Internet usage and advantages and disadvantages Online safety – what can/can’t/must/must not/could/should/should not be done online What I have done recently online
KS3 coverage
KS3 coverage |
Y9 |
Term 1 Enrichment Opportunities |
Term 2 Enrichment Opportunities |
Term 3 Enrichment Opportunities
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Y9 |
Term 1 CIAG |
Term 2 CIAG |
Term 3 CIAG |
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Academy of Art University offers BFAs in Animation and Visual Effects, Game Development, Game Programming, Graphic Design, Illustration, and Visual Development…French Animation Schools |
Y10 |
Half-Term 1 Substantive Knowledge |
Half-Term 2 Substantive Knowledge |
Half-Term 3 Substantive Knowledge |
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Qui suis-je? GCSE
What is fair/unfair at home + why
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Home Town, Local Area, Places, Attractions, Weather
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TV, Cinema, Music, Reading, Celebrities & Role Models
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Y10 |
Half-Term 1 Disciplinary Knowledge |
Half-Term 2 Disciplinary Knowledge |
Half-Term 3 Disciplinary Knowledge |
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Y10 |
Half-Term 1 Hinterland |
Half-Term 2 Hinterland |
Half-Term 3 Hinterland |
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Y10 |
Half-Term 1 End Points |
Half-Term 2 End Points |
Half-Term 3 End Points |
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Y10 |
Half-Term 1 Assessment
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Half-Term 2 Assessment |
Half-Term 3 Assessment |
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Friendship Blog: description, socialising, interests, what makes a good friend - formative and summative (after feedback) - extensive writing Content/Criteria Using reflexive –er verbs at the present tense What friends /family are like What friends and family would say about me Plus/moins que – qu' ...le./la/les plus – moins + adjectival agreements What is fair/unfair at home + why What a friend must/should be like, what a friend must and should never do or be like À mon avis, d’après moi, selon moi Devoir + infinitive at present and conditional
Relationships and friendship |
Formative assessment
Home Town and Area
Finding my way: directions; places in town; pros and cons of areas/towns
Decoding & Phonics – formative, summative, cumulative
Devant / derrière
Formative, summative and cumulative Se retrouver/aller aux, à l’, à la, au Reflexive –er at present and reflexive pronouns
Decoding & Phonics – formative and summative Summative assessment
Home Town and Area
Home Town and Area
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Formative Assessment
Using the imperfect and the perfect tense
Review: programme, film, video, book, character – choice – formative and summative (after feedback) oral presentation and extensive writing
Famous French personality biography Content Types of TV programmes, films, books and music Physical descriptions Adj. agreements Describe favourite actor(s); actress(es); character(s) Summative assessment
TV, Cinema, Music, Reading Celebrities & Role Models |
Y10 |
Half-Term 1 Enrichment Opportunities |
Half-Term 2 Enrichment Opportunities |
Half-Term 3 Enrichment Opportunities
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Y10 |
Half-Term 1 CIAG |
Half-Term 2 CIAG |
Half-Term 3 CIAG |
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Y10 |
Half-Term 4 Substantive Knowledge |
Half-Term 5 Substantive Knowledge |
Half-Term 6 Substantive Knowledge |
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What School is like What rules are the most important and why What happens if one does not respect rules
Revision of present tense
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School Setting
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Classroom
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Y10 |
Half-Term 4 Disciplinary Knowledge |
Half-Term 5 Disciplinary Knowledge |
Half-Term 6 Disciplinary Knowledge |
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Y10 |
Half-Term 4 Hinterland |
Half-Term 5 Hinterland |
Half-Term 6 Hinterland |
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Y10 |
Half-Term 4 End Points |
Half-Term 5 End Points |
Half-Term 6 End Points |
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Y10 |
Half-Term 4 Assessment |
Half-Term 5 Assessment |
Half-Term 6 Assessment |
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Formative Assessment
Summative Assessment
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Formative Assessment Focus on literary extracts and authentic materials
Summative Assessment Compilation of questions from past examination papers
Role – play, photo-card, conversation
Translation, description of a photo and prose writing |
Formative Assessment Literary extracts and Authentic Materials
Summative assessment Compilation of questions from past examination papers – all topics
Role – play, photo-card, conversation
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Y10 |
Half-Term 4 Enrichment Opportunities |
Half-Term 5 Enrichment Opportunities |
Half-Term 6 Enrichment Opportunities
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Y10 |
Half-Term 4 CIAG |
Half-Term 5 CIAG |
Half-Term 6 CIAG |
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Y11 |
Half-Term 1 Substantive Knowledge |
Half-Term 2 Substantive Knowledge |
Half-Term 3 Substantive Knowledge |
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Ambitions
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Work
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Bringing the World together
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Y11 |
Half-Term 1 Disciplinary Knowledge |
Half-Term 2 Disciplinary Knowledge |
Half-Term 3 Disciplinary Knowledge |
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Half-Term 1 Hinterland |
Half-Term 2 Hinterland |
Half-Term 3 Hinterland |
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Y11 |
Half-Term 1 End Points |
Half-Term 2 End Points |
Half-Term 3 End Points |
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Y11 |
Half-Term 1 Assessment |
Half-Term 2 Assessment |
Half-Term 3 Assessment |
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Formative assessment
Future plans and ambitions including:
Summative assessment Compilation of questions: past exam..papers
(Y10 topics and unit 1 Y11)
Conversation on future plans – see content above
(Y10 topics and unit 1 Y11)
Translation, description of a photo and prose writing (Y10 topics and unit 1 Y11) |
Formative Assessment
Summative Assessment
Mock Examinations
2019 Examination Papers |
Formative Assessment
Summative Assessment Compilation of questions from past examination papers – Y10 and Y11 topics
Role – play, photo-card, conversation
Translation, description of a photo and prose writing |
Y11 |
Half-Term 1 Enrichment Opportunities |
Half-Term 2 Enrichment Opportunities |
Half-Term 3 Enrichment Opportunities |
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Half-Term 1 CIAG |
Half-Term 2 CIAG |
Half-Term 3 CIAG |
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Y11 |
Half-Term 4 Substantive Knowledge |
Half-Term 5 Substantive Knowledge |
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Environmental issues
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Preparation for Examinations Practice and Revision of Chatty Mats for Photo-Cards and Role-Plays Sophistication of opinions
Revision of all WAGOLLs: writing and speaking Walking Talking Mock Examinations in Listening, Reading and Writing – modelling |
Y11 |
Half-Term 4 Disciplinary Knowledge |
Half-Term 5 Disciplinary Knowledge |
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Y11 |
Half-Term 4 Hinterland |
Half-Term 5 Hinterland |
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Y11 |
Half-Term 4 End Points |
Half-Term 5 End Points |
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Y11 |
Half-Term 4 Assessment |
Half-Term 5 Assessment |
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Past examination papers – November 2020 series
Role – play, photo-card, conversation
Translation, description of a photo and prose writing |
Past examination papers – Summer 2018 series
Role – play, photo-card, conversation
Translation, description of a photo and prose writing |
Y11 |
Half-Term 4 Enrichment Opportunities |
Half-Term 5 Enrichment Opportunities |
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Y11 |
Half-Term 4 CIAG |
Half-Term 5 CIAG |
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2021 – Spanish Curriculum Plan - Essential Knowledge - Retrieval / Prior Knowledge
HT3 |
HT4 |
HT5 |
HT6 |
My school – classroom; school subjects; opinions; telling the time; describing the uniform; school routines in French speaking countries. Possessive pronouns Using Hay to describe a room. Using Hay / No hay Describing the school uniform using colours Indefinite articles to describe classroom. Using aimer to express opinions - ar verbs endings Using some irregular adjectives to justify opinions. School subjects and definite articles Asking questions in 2 different ways Telling the time using the 24-hour clock Saying what lesson(s) they have / do not have on different days of the week and at what time. Using the third person to introduce and ask questions about their teachers including reflexive pronouns Describing a dream school / classroom using the present tense |
Family relationships; saying what I like
Using Spanish verbs of opinions to describe relationships. Possessive pronouns Saying whether we get on with family members – re verbs endings and reflexive pronouns. Using more regular adjectives to describe personalities. Using porque to justify opinions. Ser at the present tense Asking accurate questions Adjectival agreements including silent letters – phonics. Saying what I and other people like using the definite articles Using y / tambien / a veces/ muy / demasiado to extend sentences about what we like Using ‘pero’ and the 3rd person to describe people’s different tastes and to justify why we get on or not with them. Using negative structures – no/nunca/nada |
Where I live - house, rooms, furniture – daily routine; near future
Using Hay to describe my house and my bedroom Using Hay / No hay Describing a room/house using colours and other relevant adjectives Saying what type of accommodation, I live in – regular verb patterns at the present Possessive pronouns Indefinite articles Definite articles Describing my daily routine – using reflexive verbs at the present tense Telling the time to describe routine Using ir at the present tense + reflexive infinitives Reflexive pronouns Describe what my routine is going to be like at weekends and on holidays Describing a dream house / bedroom using the present tense |
Saying what pet(s), I have - describing my pet and/or my favourite animal using a wider range of adjectives Domestic, farm and wild animals Definite & indefinite articles Personal Pronouns Reflexive pronouns Asking questions Simple negatives Regular verbs at present tense Tener, ser, ir at present tense Regular and irregular (some) adjectival agreements Spanish phonic system Ordinal and cardinal numbers Conventions to say/write dates Using Hay Expressing and justifying opinions Use of connectives and quantifiers Using the near future tense Using a dictionary for unknown vocabulary |
My area; activities and places; where I go in my free time Hay / Va a haber Definite and indefinite articles Un / una / unos / unas Places in town/area: leisure; shops Where I am going to go to at weekends/ on holiday Finding my way: directions Arranging to go out: meeting time/place Frente a / detrás Encontrar se /ir a los-las / al / a la at present tense Reflexive verbs at present and reflexive pronouns Using the 24-hour clock Ordering food and drink in a café Saying what I am going to have (ir + tomar) Reading a Spanish menu - authentic materials Social conventions |
Meal times and eating habits; healthy and unhealthy diets Comer and beber at the present tense Un / una / unos / unas Using no / nada / nunca / ya no más Verbs of opinions Topic specific adjectives to justify opinions and food and drinks Different types of cuisine porque Adjectival agreements Describing how healthy eating habits are Eating habits in Spanish speaking countries En / en los / en las + countries Nationalities – what people in Spanish speaking countries eat and drink at different meal times Designing a healthy school menu
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Lifestyle: diet, exercise; smoking; alcohol; drugs; sleeping times Para + infinitives... se debe / no se debe / se debería / no se debería ser, tomar, beber, comer at the present tense Describing how healthy I am based on what I (don’t, no longer, never) do Introducing opinions using pienso que / creo que Deber / poder at the present tense + infinitives What people can, could, must, should do to be healthy Conditional tense Near future tense Describing what I am (not, no longer, never) going to do; what I should/could do to be healthy Negative structure No / nunca / nada Expressing what (young) people must, should, can, could (not, no longer, never) do in order to be healthy Interpreting results of a survey and writing in prose to report on them Understanding percentages Designing a survey on lifestyle (exercise, smoking, alcohol, drugs, sleep) in Y8 community Making accurate questions using Qué, Porque, Cómo |
Countries; nationalities; holiday destinations; tourist attractions; holiday accommodation; transport A / a los / a las = top tourist destination worldwide Topic-specific adjectives - adjectival agreements Where British vs Spanish people spend their holidays Choose a region of Spain and a tourist attraction in that area (zoo, theme park etc) and arrange a future school trip – destination, activities, dates, with whom, justifications near future tense Describing a dream holiday – conditional tense Tener, ser, ir, hacer, peder, querer, deberse; tener que at conditional Justifying choice of accommodation and transport using topic-specific adjectives Adjectival agreements Reading a range of materials including authentic materials - timetables, website pages, online brochures Introducing opinions using pienso que / creo que
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Meal times and eating habits; healthy and unhealthy diets Comer / beber at the present tense (stem change - nous) Un / una / unos / unas Using no / nunca / nada Verbs of opinions Topic specific adjectives to justify opinions and food and drinks Different types of cuisine porque Adjectival agreements Describing how healthy eating habits are Eating habits in Spanish speaking countries En / en los / en las + countries Nationalities – what people in Spanish speaking countries eat and drink at different meal times Designing a healthy school menu
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Meal times and eating habits; healthy and unhealthy diets Comer and beber at the present tense Un / una / unos / unas Using no / nada / nunca / ya no más Verbs of opinions Topic specific adjectives to justify opinions and food and drinks Different types of cuisine porque Adjectival agreements Describing how healthy eating habits are Eating habits in Spanish speaking countries En / en los / en las + countries Nationalities – what people in Spanish speaking countries eat and drink at different meal times Designing a healthy school menu
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TV, Cinema, Music, Reading Celebrities & Role Models Types of TV programmes, films, books and music Physical descriptions Face & body parts Using the present and the perfect tense Adj. agreements Describe favourite actor(s); actress(es); character(s) Introducing opinions using pensar, creer que - present and perfect En mi opinión, según mí Review: programme, film, video, book, character - choice Era + topic specific adjectives Famous Spanish artist biography |
World of Technology: Internet, apps, social networks, online safety, YouTubers, bloggers Internet usage and advantages and disadvantages Online safety – what can/can’t/must/must not/could/should/should not be done online Social conventions online Advantages and disadvantages of apps, social networks, video games Describing what I do, what I did recently online Using the present and the perfect tense Devoir/pouvoir at the present and conditional followed by infinitives Description of my favourite YouYuber, blogger including personal details, physical description, why I admire them Design my own profile including personal details, studies and interests Time expressions |
School Setting Describing facilities Discuss the benefits of exchanges, trips, clubs and events To talk about getting the best out of school Celebrating success - what to do in order to succeed Para + infinitive, deber at present and conditional To make a comparison between school then and now - compare schools nowadays/in the past/primary vs secondary - school, class, subjects, education Imperfect vs present tense School rules – what one is allowed / not allowed to do – imperfect tense / school uniform Mejor / peor que Using porque Superlative and comparatives with school subjects
Suggested activity – compare in school learning to remote learning
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Using Languages beyond the Classroom Forming relationships Travelling – organising trips Compass points Employment Using the near future The future tense – regular and irregular Gracias a Poder + infinitives Ayudar à + infinitives To allow to in Spanish Chances and opportunities in the future Poder at the conditional + infinitives Display/Presentation to promote Languages aimed at KS3
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Relationships Relationships: getting own, liking, loving each other Using reflexive verbs at the present tense What friends /family are like What friends and family would say about me Mas / menos que ...el / la / los / las – mas / menos + adjectival agreements What is fair/unfair at home + why What a friend must/should be like, what a friend must and should never do or be like En mi opinion Deber + infinitive at present and conditional Se debe / Se deberia + infinitives Using negative sentences Interests- using nosotros Using the perfect tense Friendship Blog: description, socialising, interests, what makes a good friend
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Leisure – Influences When I was younger - imperfect tense of ser and tener– what I used to be/look like - comparisons Adjectival agreements-all types + comparisons Reflexive verbs and pronouns Asking accurate questions using a wide range of questioning words Using all negatives Present, near future, conditional and perfect tense of – see below: tener / ser / ir / hacer / poder / querer / deber / ver and regular verbs Using there is / there at all tenses Using it is / it has been / it was / it will be / it would be Ordinal/cardinal numbers Social conventions Varied ways of expressing opinions and justifying using clauses and extended sentences Range of connectives / quantifiers Using the 24-hour clock Reading a range of materials Common time expressions
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Ambitions Further study - discuss the pros and cons of higher education Talking about future plans relating to study Training – discuss the benefits of work experience placements, apprenticeships including the ones abroad Volunteering Stating importance of charities i.e. WWF, Water Aid, CAFOD, charities in Spanish speaking countries Benefits of volunteering – experience, personal gains, CVs, skills To be able to ask and answer questions during an interview Asking accurate questions using a wide range of questioning words Si + present followed by future Si + imperfect followed by conditional
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Work Jobs, careers and professions Part-time jobs: advantages and disadvantages Describing skills and personal qualities relating to jobs To discuss career choices & plans Expressing wishes, preferences relating to career plans I would like / love / prefer / hate etc. + infinitives Interview questions in Spanish Writing a letter of application for work experience placement, volunteering, job Formal emails Conventions when writing a formal letter in Spanish Understanding and responding to a job advert in Spanish Si + present followed by future Si + imperfect followed by condtional Revision of Themes 1 and 2 Second mock examination in writing - to be adapted to remote learning Walking Talking Mock Examinations in Listening and Reading – not feasible during lockdown Mock papers in examination conditions in all 4 skills – when and if schools reopen. Remote Learning and Summative Assessment: - How to conduct to ensure all students are completing at the same time - Feedback can be done in a live lesson -
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EXAMS |
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