MFL

French Curriculum Map 2021-2022

Y7  

Term 1 Substantive Knowledge 

Term 2 Substantive Knowledge 

Term 3 Substantive Knowledge 

 

Greeting people, saying and asking how we are, telling and spelling my name, saying how old I am  

 

  • Silent final consonants, oi, ç, ien, ui 

  • Silent final letter ‘e’ 

  • Classroom language and instructions 

  • Making a simple question by raising your voice  

  • Personal pronouns 

  • Reflexive pronouns 

  • French alphabet and spelling words out 

  • Er verbs endings at present tense 

  • Greetings and social conventions 

  • Tu vs Vous 

  • Numbers 0-31 

  • Saying your age  

  • Awareness of verb avoir 

Dates and birthdays-conventions- family members, main French bank holidays,  

 

  • Silent final consonants, oi, ç, ui 

  • Silent final letter ‘e’ 

  • Sound è 

  • Days, months, and seasons 

  • Possessive pronouns  

  • Avoir at the present tense and personal pronouns  

  • Making a simple question raising your voice and using est-ce que/qu’  

  • Family members 

  • Saying what family members, I have/do not have  

  • Using ne/n’...pas + de/d’ 

  • Indefinite articles 

  • Using the third person to introduce and ask questions about other people – including reflexive pronouns 

My school – classroom; school subjects; opinions; telling the time; describing the uniform; school routines in French schools. 

  • Sounds un / une / silent h   

  • Silent final consonants, oi, ç, ui 

  • Silent final letter ‘e’ 

  • Final consonant followed by ‘e’ / es 

  • Using il y a to describe a room 

  • Using il n’y a pas + de/d’ 

  • Describing the school uniform using colours 

  • Possessive pronouns 

  • Indefinite articles to describe classroom. 

  • Using aimer to express opinions - er verbs endings  

  • Definite articles 

  • Using some (most common/high frequency) 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 3rd person to introduce and ask questions about their teachers including reflexive pronouns 

Y7 

Term 1 Disciplinary Knowledge 

Term 2 Disciplinary Knowledge 

Term 3 Disciplinary Knowledge 

 

 

 

  • oi, ç, ien, ui sounds and spellings 

  • Routine use of classroom language.  

  • Correct intonation in questions 

  • Role and use of personal/reflexive pronoun  

  • Routine use of alphabet 

  • –er verbs endings at the present tense with the first three persons  

  • Verb ‘avoir’ at the present tense with the first 3 persons  

  • Translating idioms: expressing age 

  • Apostrophes 

 

  • Conventions when writing the date  

  • Role and use of possessive pronouns 

  • Role and use of indefinite articles 

  • Accurate syntax in negative sentence 

  • Accurate manipulation of the 3rd person / singular 

  • To use è accurately 

  • Using apostrophes accurately 

  • Genders 

  • Impact of genders on spellings 

 

 

  • Apply genders/numbers accurately when using definite and indefinite articles 

  • Using apostrophes accurately 

  • Apply verb endings accurately when asking and answering basic questions about other people 

  • Accurate syntax when forming a basic negative sentence 

  • Adding up and subtracting accurately when using the 24-hour clock  

  • Accurate syntax when producing longer sentences 

  • Accurate grammatical knowledge when using adjectival agreements  

 

Y7 

Term 1 Hinterland Knowledge 

Term 2 Hinterland Knowledge 

Term 3 Hinterland Knowledge 

 

 

 

  • Social conventions / greetings in French speaking countries 

  • Christmas in France 

 

  • Religious significance of bank holidays 

  • ‘Faire le pont’ 

  • Food associated to religious customs  

 

 

 

 

  • French and UK school 

  • Presenting SEA to primary schools 

  • Designing ideal/dream classroom 

  • Le petit Nicolas or Les Choristes 

 

Y7 

Term 1 End Point 

Term 2 End point 

 

Term 3 End Point 

 

  • Use accurate pronunciation 

  • Transcribe short sentences accurately  

  • Use correct subject pronouns 

  • Use correct accurate pronouns 

  • Ask basic questions 

  • Manipulate regular –er verbs  

  • Manipulate avoir at present tense 

  • Express age accurately 

  • Use apostrophes accurately 

  • Use language in the classroom 

  • Decode accurately 

  • Pronounce / transcribe longer sentences accurately  

  • Use il y a  

  • Use ordinal and cardinal numbers 

  • Use conventions in dates 

  • Ask a wider range of questions  

  • Use simple negatives  

  • Write extended sentences  

  • Use accents accurately 

  • Accept the concept of genders 

  • Use accurate definite articles 

  • Write words in the correct order 

  • Correct some of my peers’ errors  

  • Decode sentences and questions accurately 

 

 

 

 

 

 

 

 

 

 

 

 

  • Pronounce and transcribe short passages accurately  

  • Express and justify opinions 

  • Use connectives and quantifiers  

  • Use accurate, high-frequency, adjectival agreements 

  • Use a glossary for unknown vocabulary 

  • Write a short paragraph 

  • Ask questions in the 3rd person 

  • Use the 24-hour clock accurately 

  • Write words in the correct order 

  • Correct some of my errors 

  • Decode passages accurately 

 

Y7 

Term 1 Assessment 

Term 2 Assessment 

Term 3 Assessment 

 

Formative 

  • Using language for everyday life (classroom routines) - formative every lesson 

  • Listening - being able to respond to spoken French at near normal speed – every lesson 

  • Reading aloud Decoding & Phonics 

  • Conversation in pairs:  

Greetings and name – classroom activity (rehearsal and feedback)  

Summative 

  • Reading aloud Decoding & Phonics  

  • Transcription - decoding and phonics – accurate spellings  

  • Conversation in pairs:  

Greetings and name – using feedback from rehearsal  

 

Formative 

  • Using language for everyday life (classroom routines) - formative  

  • Listening - being able to respond to spoken French at near normal speed – every lesson 

  • Conversation in pairs: 

Birthdays and family members: being able to make a question and respond to spoken French using accurate pronunciation and intonation – rehearsal and feedback  

  • Grammar test 

Using avoir & definite articles accurately; pair work 

  • Reading aloud  

Decoding & Phonics  

  • Transcription - decoding and phonics – accurate spellings – formative and summative 

Summative 

  • Reading aloud  

Decoding & Phonics  

  • Transcription - decoding and phonics – accurate spellings  

  • Conversation in pairs:  

See details above – using feedback from rehearsal  

  • Grammar test 

Using avoir & definite articles accurately; writing 

Formative 

  • Using language for everyday life – Cumulative and formative – spontaneous language, accurate pronunciation, and intonation 

  • Listening & Speaking 

Using il y a, and accurate articles to make descriptions orally and in writing – classroom rehearsals and feedbakc 

  • Listening & Speaking 

Using aimer to express opinions - er verbs endings  

  • Conversation in pairs: 

Using the third person to introduce and ask questions about their teachers including reflexive pronouns – rehearsal & feedback 

  • Reading aloud – pronunciation/intonation 

  • Transcription - accurate spellings  

Summative  

  • Speaking and Writing 

Presenting my school, asking questions using the second and the third person of the singular 

  • Writing 

Describing a dream school / classroom using the present tense  

  • Reading aloud  

Decoding & Phonics / answering comprehension questions: gist and details  

  • Transcription – accurate spellings  

Y7 

Term 1 Enrichment Opportunities 

Term 2 Enrichment Opportunities 

Term 3 Enrichment Opportunities 

 

 

 

  • Christmas Cards Competition 

 

 

  • French Christmas Carol 

 

 

 

  • French handwriting workshops 

 

  • Presentation of SEA – PowerPoint and audio in French to be used for Y6s  

 

  • Watching a French film – Les Choristes 

 

Themes – childhood, education, meaning of learning and education 

 

Y7 

Term 1 CIAG 

Term 2 CIAG 

Term 3 CIAG 

 

 

  • Transferable skills to be learned from MFL 

 

  •  

 

  • Completing an All about Me Questionnaire  

 

  • Support inclusion, challenge stereotyping and promote equality of opportunity 

  •  

 

  • Completing an All about Me Questionnaire 

 

  • Audit of skills and achievements in MFL  

 

  • Studying abroad – exchange students’ programmes 

 

 

 

 

 

 

 

Y8  

Term 1 Substantive Knowledge 

Term 2 Substantive Knowledge 

Term 3 Substantive Knowledge 

 

Weather; hobbies and sports; what I enjoy doing in my free time / near future 

  • Using faire at the present tense 

  • Il y a / il va y avoir des / de l’ / de la / du 

  • Using the near future tense 

  • Faire – present – des / de l’ / de la / du 

  • Jouer (er verbs present tense) + aux / à l’ / à la / au 

  • Using verbs of opinions followed by infinitives  

  • Asking questions  

  • Ne/n' …. pas/plus/jamais 

  • de / d’  

  • Using topic specific adjectives and activities I enjoy doing to justify opinions  

  • Car, parce que/qu’ 

  • Saying what I am going to do at weekends / on holiday 

  • C'est – cela va être 

  • Making accurate questions using qu’est-ce que and est-ce que, pourquoi, pourquoi pas 

  • Begin to use aller at the present tense + infinitives 

 

 

Weather; hobbies and sports; what I enjoy doing in my free time / near future 

  • Using faire at the present tense 

  • Il y a / il va y avoir des / de l’ / de la / du 

  • Using the near future tense 

  • Faire – present – des / de l’ / de la / du 

  • Jouer (er verbs present tense) + aux / à l’ / à la / au 

  • Using verbs of opinions followed by infinitives  

  • Asking questions  

  • Ne/n' …. pas/plus/jamais 

  • de / d’  

  • Using topic specific adjectives and activities I enjoy doing to justify opinions  

  • Car, parce que/qu’ 

  • Saying what I am going to do at weekends / on holiday 

  • C'est – cela va être 

  • Making accurate questions using qu’est-ce que and est-ce que, pourquoi, pourquoi pas 

  • Begin to use aller at the present tense + infinitives 

 

Where I live - house, rooms, furniture – daily routine; near future  

  • Using il y a to describe my house and my bedroom 

  • Using il n’y a pas + de/d’ 

  • Describing a room/house using colours and other relevant adjectives  

  • Saying what type of accommodation, I live in – er verbs at the present 

  • Possessive pronouns 

  • Indefinite articles 

  • Definite articles 

  • Describing my daily routine – using reflexive verbs at the present tense 

  • Using aller at the present tense + reflexive infinitives 

  • Telling the time to describe routine 

  • 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 

 

  

Y8 

Term 1 Disciplinary Knowledge 

Term 2 Disciplinary Knowledge 

Term 3 Disciplinary Knowledge 

 

 

 

  • Decoding  

  • Concept of regular/irregular verbs 

  • Accuracy of verbs’ endings 

  • Accuracy of adjectival endings 

  • Verbs followed by infinitives 

  • Role and use of infinitives  

  • Accuracy of syntax in questions and negative sentences 

  • Use of near future – comparison with English 

  • Use of and role or prepositions  

  • Translating idioms: expressing what one plays / does 

 

 

  • Decoding 

  • Accuracy of verbs’ endings 

  • Accuracy of adjectival endings 

  • Accuracy of definite articles 

  • Accurate use of apostrophes 

  • Accuracy of syntax in questions and negative sentences 

Concept of regular/irregular verbs 

 

  • Decoding  

  • Describing in detail using connectives, quantifiers, and intensifiers  

  • Making references to future events 

  • Using a compound tense accurately – near future 

  •  Using complex syntax – near future with reflexive infinitive  

  • Impact of gender and number on spellings 

  • Accuracy of adjectival endings 

 

Y8 

Term 1 Hinterland 

Term 2 Hinterland 

Term 3 Hinterland 

 

 

 

  • Hobbies and popular sports in French speaking countries - reading a range of materials including authentic ones 

 

  • Main sporting events in France 

 

 

n/a 

 

 

 

 

 

 

 

 

 

  • French house design according to geographical location 

 

  • Comparing routines in UK and in French speaking countries 

Y8 

Term 1 End Point 

Term 2 End point 

Term 3 End Point 

 

 

  • Use the near future 

  • Understand the gist and some detail in authentic materials  

  • Use verbs followed by infinitives 

  • Use prepositions accurately 

  • Use accurate propositions according to gender and number 

  • Write longer texts in paragraphs 

  • Express a wider range of opinions and justifications 

  • Use high-frequency irregular verbs accurately 

  • Refer to several people more routinely 

  • Use il y a / il va y avoir des / de l’ / de la / du 

  • Form questions using a range of questioning words 

  • Decode some unseen text 

  • Using quand and/or si-s’ in front of weather types 

 

 

 

 

 

 

  • Use negative structures routinely 

  • Refer to the first 3 persons regularly and accurately 

  • Use high frequency adjectival endings accurately 

  • Check genders and numbers to use definite articles 

  • Systematically use apostrophes in front of words beginning with a e i o u y or h 

  • Write words in the correct order in questions 

  • Write words in the correct order in a range of negative sentences 

  • Express & justify opinions 

  • Decode more complex language in passages accurately 

  • Access selected authentic materials 

  • Use reflexive pronouns accurately in sentences, questions and negative structures 

  • Use a wider range of connectives, quantifiers and intensifiers 

  • Write my passages under specific headings 

 

 

 

 

 

 

 

 

 

 

  • Refer to several people routinely 

  • Write a text in short, coherent paragraphs 

  • Refer to different time frames: present and future 

  • Use accurate syntax and grammar in extended sentences, negative sentences, and a wide range of questions 

  • Use the near future accurately 

  • Embed reflexive pronouns in my spoken and written work 

  • Decode more previously unseen text  

  • Access authentic written text – identify gist and details  

  • Using and understanding the time  

Y8 

Term 1 Assessment 

Term 2 Assessment 

Term 3 Assessment 

 

Formative 

  • Using language for everyday life – Cumulative  

Language for everyday life, spontaneous language, accurate pronunciation, and intonation, reading aloud, asking questions in class 

  • Speaking & Writing Content 

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 

  • Transcription - accuracy  

  • Reading aloud  

Decoding & Phonics – being able to decode some unfamiliar language 

  • Listening and Reading – gist, most details, begin to infer information 

Summative 

  • Grammar test  

All grammar points covered so far  

  • Speaking & Writing 

See details above – impact of feedback 

  • Transcription - accuracy  

  • Reading aloud  

Decoding & Phonics – being able to decode some unfamiliar language 

  • Listening and Reading – gist, most details, begin to infer information 

 

Formative 

  • Using language for everyday life – Cumulative  

Language for everyday life, spontaneous language, accurate pronunciation, and intonation, reading aloud, asking questions in class 

  • Speaking & Writing Content 

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  

  • Reading aloud  

Decoding & Phonics – Adjectival agreements including silent letters –summative 

Summative 

  • Grammar test - cumulative 

Etre, avoir and –er verbs at the present tense  

  • Speaking & Writing 

See details above – impact of feedback 

Reading aloud and Transcription Adjectival agreements /  silent letters 

  • Examination in 4 skills 

  • Speaking & Writing 

Formative, cumulative and summative (after feedback) oral presentation and extensive writing covering all knowledge and skills seen in the year 

  • Listening and reading summative and cumulative assessment on knowledge and understanding covered in the year 

 

  • Using a dictionary to enrich speaking and writing – formative 

 

  • Grammar test to be embedded in listening, reading, writing, and speaking assessment tasks 

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 

 

Y8 

Term 1 Enrichment Opportunities 

Term 2 Enrichment Opportunities 

Term 3 Enrichment Opportunities 

 

 

 

  • Profile of a famous sportsperson or 

 

  • Presentation of a sport that is popular in French speaking countries 

 

 

  • Writing to a penfriend – can be a letter to another pupil in another class 

 

 

  • Designing a brochure about my area 

Y8 

Term 1 CIAG 

Term 2 CIAG 

Term 3 CIAG 

 

 

  • Match of the Day in Spanish with Gary Linaker 

 

  • Amir Khan encourages kids to enter multilingual poetry competition 

 

 

  • Opportunities to travel through MFL  

 

  • Communication in a global world 

 

  

 

  • Using MFL in the tourism industry – link to enrichment activity (brochure) 

 

  • Speke and Manchester airports’/airlines’ careers 

 

 

 

Y9  

Term 1 Substantive Knowledge 

Term 2 Substantive Knowledge – Y8 Revision Y  

Term 3 Substantive Knowledge 

 

Past Holiday 

 

  • 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 / saying how I found something (HAPs) 

Lifestyle: diet, exercise; smoking; alcohol; drugs; sleeping times 

  • Connectives/quantifiers  

  • Pour + infinitives... il faut / il ne faut pas – jamais / il ne faut rien boire comme alcool - fumer 

  • Être, prendre, boire, manger at the present tense 

  • Describing how healthy I am based on what I (do not, no longer, never) do  

  • 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 

  • 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 Y9 community 

  • Making accurate questions using qu’est-ce que and est-ce que, pourquoi, pourquoi pas 

World of Technology: Internet, apps, social networks, online safety, YouTubers, bloggers, shopping online, asking for help and dealing with problems 

 

  • Internet usage and advantages and disadvantages 

  • Social conventions online 

  • Online safety – what can/can’t/must/must not/could/should/should not be done 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 

Y9 

Term 1 Disciplinary Knowledge 

Term 2 Disciplinary Knowledge 

Term 3 Disciplinary Knowledge 

 

 

  • Understanding the difference between the perfect and the imperfect tense 

  • Recognition of the imperfect tense 

  • Applying the perfect and imperfect tense accurately in descriptions including translations 

  • Expressing views  

  • Decoding  

  • Concept of past participle  

  • Emphasising when speaking and writing  

  • Writing for different purposes and audiences  

  • Structuring passages into paragraphs 

  • Translating from and into the target language 

  • Inferring information in a range of passages  

  • Identify gist and details - listening near normal speed 

  • Speed / accuracy of transcriptions  

  • Using the correct auxiliary verb 

  • Concept of auxiliary verb 

 

 

 

 

 

 

 

  • Designing an effective survey 

  • Writing an account  

  • Role and use of modal verbs 

  • Conditional tense 

  • Using verbs followed by an infinitive  

  • Using a range of time references  

  • Using a range of high frequency irregular verbs 

  • Translating idioms – what one has for their meals 

  • Interpreting data  

  • Use a wide range of negative structures 

  • Use only and apostrophes accurately 

  • Design a wide range of questions  

  • Interpret survey results to write a text in structured paragraphs 

  • Use data as base for extended writing  

  • Use partitive articles 

  • Present accurate text orally and in writing 

  • Infer information when accessing longer, more complex written and spoken texts 

  • Transcribe and paraphrase accurately 

  • Answering questions in the target language when listening 

  • Answering questions in the target language when reading 

 

 

  • Use modal verbs at different tenses accurately 

  • Refer to 3 time frames accurately 

  • Use verbs followed by infinitives 

  • Use high-frequency irregular past participles – introduction 

  • Use the perfect tense accurately with regular verbs 

  • Use verbs followed by infinitives 

  • Use a wide range of negative structures 

  • Use only and apostrophes accurately 

  • Design a wide range of questions   

  • Answering questions in the target language when listening 

  • Answering questions in the target language when reading 

Y9 

Term 1 Hinterland 

Term 2 Hinterland 

Term 3 Hinterland 

 

 

  • French holiday destinations  

 

  • France as a touristic destination 

 

 

  • Comparing diets in UK and in French speaking countries to assess how healthy they are 

 

  • Comparing young people’s habits in UK and in French speaking countries  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Social conventions online 

 

  • Online safety  

 

  • Famous French YouTubers 

 

  • Technology terminology – new French terms derived from English 

 

 

  

Y9 

Term 1 End Point 

Term 2 End point 

Term 3 End Point 

 

 

  • Accurate use of avoir at present tense 

  • Accuracy of high frequency past participles 

  • Questioning words 

  • Increased accuracy of transcriptions  

  • Using of range of structures to introduce points of view 

  • Using a range of adjectives to justify opinions  

  • Accessing authentic materials – timetables 

  • Telling the time using the 24-hour clock 

  • Using superlatives and comparatives 

  • Knowledge of topic specific vocabulary 

 

 

  • Interpret survey results to write a text in structured paragraphs 

  • Use data as base for extended writing  

  • Use a range of time references when referring to a range of subjects 

  • Use modal verbs at the present and conditional tenses accurately 

  • Use partitive articles 

  • Use infinitives after modal verbs  

  • Present accurate text orally and in writing 

  • Infer information when accessing longer, more complex written and spoken texts 

  • Transcribe and paraphrase accurately  

 

  • Using can/can’t/must/must not/could/should/should accurately at the present and conditional tenses 

  • Use a wide range of regular and irregular adjectival endings  

  • Refer to 3 time frames accurately 

  • Use verbs followed by infinitives 

  • Use high-frequency irregular past participles – introduction 

  • Use the perfect tense accurately with regular verbs 

  • Use verbs followed by infinitives including modal verbs 

  • Use a wide range of negative structures 

  • Use only in French and apostrophes accurately 

  • Design a wide range of questions   

  • Infer information when accessing longer, more complex written and spoken texts 

  • Transcribe and paraphrase accurately 

 

 

 

 

Y9 

Term 1 Assessment 

Term 2 Assessment 

Term 3 Assessment 

 

 

 

 

 

 

 

 

 

 

 

 

 

Formative 

  • Reading aloud – accuracy of pronunciation and intonation 

  • Listening  

Comprehension & Transcription  

See content below 

  • Reading Comprehension & Translation 

See content below 

  • Speaking (pair-work) See content below 

 

Summative 

End of Unit 

  • Listening  

Comprehension & Transcription  

  • Speaking – conversation - past holidays  

  • Writing – passage about past holidays Content 

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 

  • Reading aloud – accuracy of pronunciation and intonation 

  • Listening Comprehension & Transcription Content below 

  • Reading Comprehension & Translation Content below 

  • Grammar & Writing (drafting, re-drafting) 

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 

  • Grammar test  

Être, prendre, boire, manger, faire, aller - present and near future tenses - summative and cumulative 

  • Speaking & Writing – impact of feedback 

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 

  • Reading aloud – accuracy of intonation and pronunciation  

KS3 coverage 

  • Listening and Transcription 

KS3 coverage 

  • Reading and Translation 

KS3 coverage  

  • Speaking (presentation) - feedback 

Description of my favourite YouTuber, blogger including personal details, physical description, why I admire them 

  • Writing - feedback 

Design my own profile including personal details, studies and interests  

 

Summative 

  • Writing - Content  

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 

  • Grammar test – cumulative 

KS3 coverage  

  • Listening and reading – cumulative 

KS3 coverage 

Y9 

Term 1 Enrichment Opportunities 

Term 2 Enrichment Opportunities 

Term 3 Enrichment Opportunities 

 

 

 

  • Presentation of a French region of choice or 

 

  • Presenting one of the most famous landmarks in Paris and/or in France 

 

 

  • Designing a campaign promoting a healthy lifestyle  

 

 

 

  • Histoire de la Bande Dessinée 

 

  • Watching a French film – Les aventures extraordinaires d’Adèle Blanc-Sec 

 

  • Les frères Lumière – histoire du cinéma 

 

 

Y9 

Term 1 CIAG 

Term 2 CIAG 

Term 3 CIAG 

 

 

  • MFL and careers in the Tourism and Transport Industries – Airbus, Eurostar 

 

 

 

  • Why learn Languages Presentation 

 

  • MFL and Careers in the Food Industry  

 

 

 

 

  • MFL and Careers in the Media and in Animation 

 

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 

 

Qui suis-je? GCSE 

 

  • Relationships: getting own, liking, loving each other 

  • 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  

  • Il faut / il faudrait + infinitives 

  • Using ne/n’ … pas/jamais/plus/ personne / rien 

  • Interests- using on and nous 

  • Using the present tense  

  • Friendship Blog: description, socialising, interests, what makes a good friend 

  • When I was younger - imperfect tense of être and avoir – what I used to be/look like – comparisons 

Home Town, Local Area, Places, Attractions, Weather 

 

  • On peut + infinitives 

  • Il y a + definite and indefinite articles 

  • Il n’y a pas / plus / pas assez de/d’ in front of a e I o u y h 

  • Adjectival agreements  

  • Er verbs at present tense 

  • Using reflexive –er verbs at the present tense 

  • Plus/moins que – qu' 

  • ...le./la/les plus – moins + adjectival agreements 

  • Describing the weather and impersonal verbs (including extreme weather types) 

  • Imperfect tense – what the area used to be like compared to now 

  • Descriptions in the present and in the past 

  • Arranging to go out and eating out – transactional language 

 

TV, Cinema, Music, Reading, Celebrities & Role Models 

  • Types of TV programmes, films, books and music  

  • Physical descriptions  

  • Using the present and the perfect tense 

  • Adj. agreements 

  • Describe favourite actor(s); actress(es); character(s) 

  • Introducing opinions using penser, trouver, croire que / qu’ - present and perfect  

  • À mon avis, d’après moi, selon moi 

  • Review: programme, film, video, book, character – choice 

  • The least / the most + adjectives  

  • C'était + topic specific adjectives 

  • J’ai trouvé / pensé que – qu’   

  • Ce que j’ai trouvé / pensé que – qu’… était … qui étaient / était  

 

Y10 

Half-Term 1 Disciplinary Knowledge 

Half-Term 2 Disciplinary Knowledge 

Half-Term 3 Disciplinary Knowledge 

 

  • Understanding when to use the imperfect tense 

  • Comparatives and superlatives – impact of gender and number on spellings  

  • Extensive writing – blog – using extended sentences and structuring passages in paragraphs  

  • Decoding  

  • Reflexive verbs  

  • Full range of negative structures 

  • Reinforcement of conditional and present tenses  

  • Writing for different purposes and audiences  

  • Structuring passages into paragraphs 

  • Translating from and into the target language 

  • Identify gist and details in a range of passages  

  • Identify gist and details when listening to the target language at near normal speed 

  • Increased speed and accuracy of transcriptions 

 

 

 

 

 

  • Understanding when to use the imperfect tense 

  • Comparatives and superlatives – impact of gender and number on spellings  

  • Secure manipulation of the imperfect tense with different subjects 

  • Using and understanding the 24-hour clock 

  • Decoding 

  • Identifying gist and detail in passages spoken at near normal speed 

  • Writing for different purposes and audiences – talking about my area 

  • Expressing points of view and feelings 

  • Writing for different purposes and audiences: a review 

  • Structuring passages into paragraphs 

  • Emphasising: speaking and writing  

  • Difference between the perfect and the imperfect tense 

  • When to use perfect/imperfect 

  • How to add interest to descriptions using intensifiers and quantifiers  

  • Translating from and into the target language 

  • Identify gist and details in a range of passages  

  • Identify gist and details when listening to the target language at near normal speed 

  • Increased speed and accuracy of transcriptions  

  • Using the correct auxiliary when forming the perfect tense 

  • Concept of auxiliary verb 

Y10 

Half-Term 1 Hinterland 

Half-Term 2 Hinterland 

Half-Term 3 Hinterland 

 

 

  • French young people’s attitudes and beliefs on friendship 

 

 

  • French weather forecasts on YouTube 

 

  • Town centres and typicality  

 

  • Famous French personalities: names behind brands  

 

  • The Cannes Festival and most famous French actors/actresses  

Y10 

Half-Term 1 End Points 

Half-Term 2 End Points 

Half-Term 3 End Points  

 

 

  • Imperfect tense endings 

  • Present tense endings 

  • Personal pronouns 

  • Reflexive pronouns 

  • Full range of negative structures 

  • Ne/n’…que/qu’ 

  • Questioning words 

  • Using superlatives and comparatives  

  • Knowledge of topic specific vocabulary 

 

  • Imperfect tense endings 

  • Present tense endings 

  • Personal pronouns 

  • Reflexive pronouns 

  • Full range of negative structures 

  • Ne/n’…que/qu’ 

  • Questioning words 

  • Using superlatives and comparatives  

  • Knowledge of topic specific vocabulary 

  • Accessing authentic (written and spoken) passages 

  • Inferring information in a longer, more complex passage 

 

  • Using il y a, il y avait, il y a eu, c'est - cela était, cela a été 

  • Using superlatives and comparatives 

  • Accuracy of perfect tense with avoir and with être 

  • Using the perfect tense in negative sentences – syntax  

  • Increased speed and confidence when decoding 

  • Increased accuracy of transcriptions 

  • Recognising topic-specific vocabulary  

  • Full range of negative structures 

  • Ne/n’…que/qu’ 

  • Knowledge of topic specific vocabulary 

 

 

 

Y10 

Half-Term 1 Assessment 

 

Half-Term 2 Assessment 

Half-Term 3 Assessment 

 

  • Decoding 

  • Translating sentences into the target language 

  • Translating paragraphs from the target language into English 

  • Writing 

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  

 

  • Listening and Reading tasks  

Relationships and friendship 

Formative assessment 

  • Translation 

Home Town and Area 

  • Listening, Speaking 

Finding my way: directions; places in town; pros and cons of areas/towns 

  • Reading aloud 

Decoding & Phonics – formative, summative, cumulative 

  • Arranging to go out: meeting time/place 

Devant / derrière  

  • Ordering food and drink in a café  

  • Grammar test using transcriptions and translations 

Formative, summative and cumulative 

Se retrouver/aller aux, à l’, à la, au  

Reflexive –er at present and reflexive pronouns  

  • Reading aloud  

Decoding & Phonics – formative and summative 

Summative assessment 

  • Listening and Reading 

Home Town and Area 

  • Writing and Conversation  

Home Town and Area 

 

Formative Assessment  

  • Transcriptions 

  • Translations from and into the target language 

  • Grammar test using transcriptions and translations  

Using the imperfect and the perfect tense   

  • Writing – drafting and redrafting 

Review: programme, film, video, book, character – choice – formative and summative (after feedback) oral presentation and extensive writing 

  • Speaking (presentation) - formative and summative  

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 

  • Writing and Speaking– see content above 

  • Listening and Reading tasks – past examination questions 

TV, Cinema, Music, Reading Celebrities & Role Models 

 

 

Y10 

Half-Term 1 Enrichment Opportunities 

Half-Term 2 Enrichment Opportunities 

Half-Term 3 Enrichment Opportunities 

 

 

 

  • Opportunity to design a blog/webpage about themselves 

  

 

  • Produce a touristic brochure about the Liverpool City Region 

 

 

  • Watch a French film – opportunity for a KS4 Film Club 

 

Y10 

Half-Term 1 CIAG 

Half-Term 2 CIAG 

Half-Term 3 CIAG 

 

 

  • Self-evaluation of positive traits,  personal attributes and qualities, and of areas for development 

 

  • Explore local businesses, employment opportunities, and places of higher education and apprenticeships in the Liverpool City Region  

 

  • Visitor Economy in the Liverpool City Region 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Employment in digital sector and the media industry in the Liverpool City Region 

 

  • Studying, work-experience and working abroad  

Y10  

Half-Term 4 Substantive Knowledge 

Half-Term 5 Substantive Knowledge 

Half-Term 6 Substantive Knowledge 

 

What School is like 

What rules are the most important and why 

What happens if one does not respect rules 

  • school types; school day; subjects; topic specific adjectives, rules and pressures 

  • Discussing timetables 

  • Parental, peer pressure and pressure to perform 

  • Bullying  

  • School systems in French speaking countries 

  • Comparing systems – more use of ‘on’ as passive voice i.e. En France, on... 

  • À mon avis, d’après moi, selon moi, je pense/trouve/crois que-qu; 

  • Mieux/pire.moins/bien que-qu' 

  • Plus/moins que – qu' 

  • ...le./la/les plus – moins + adjectival agreements 

  • Topic specific adjectives 

  • Avoir le droit de/d’, pouvoir, devoir, Être autorisé à, on nous dit de/d’, on nous interdit de/d’ + infinitives 

  • Awareness of passive voice  

  • On nous répète, rabâche qu’on doit-devrait/qu’il faut/faudrait (using nous) 

  • Using the 24-hour clock 

  • Range of justifications of opinions on school subjects 

Revision of present tense 

 

School Setting 

  • Describing facilities 

  • Discuss the benefits of exchanges, trips, clubs and events 

  • Ce qui est (vraiment / très / plutôt / assez / réellement) bien / avantageux / positif / utile / agréable / intéressant / passionnant / pratique / (bien) organisé  

  • Ce qui me plait 

  • Ce que j’aime / je n’aime pas / j’adore / je préfère / je déteste (as above in conditional tense and future tenses)     

  • Profiter de ‘ d’ 

  • To talk about getting the best out of school 

  • Pour + infinitives… il faut / on doit etc  

  • Celebrating success - what to do in order to succeed  

  • Pour + infinitive, devoir/falloir at present and conditional 

  • Imperfect vs present tense  

  • Avoir le droit de/d’, pouvoir, Être autorisé à, on nous dit de/d’, on nous interdit de/d’ + infinitives – imperfect tense 

  • Avant / il y a + length of time / longtemps / autrefois / dans le passé / Quand j’étais en 

  • Maintenant / désormais / depuis… / aujourd’hui / de nos jours / actuellement 

  • Meilleur/mieux/pire/moins bien que-qu' 

  • Using car/ parce que’qu’/puisque-qu’/comme 

 

Classroom 

 

  • Forming relationships 

  • Travelling – using aux/au/en in front of countries and à in front of cities 

  • Compass points  

  • Employment 

  • Using the near future 

  • The future tense – regular and irregular 

  • Grâce aux, à l’, à la, au, à mes-ma-mon 

  • Pouvoir + infinitives 

  • Aider à + infinitives 

  • Permettre de/d’ + infinitives 

  • Avoir l’occasion, la chance, l’opportunité de/d’ + infinitives 

  • Si + present in main clause followed by future tense  

  • Pouvoir at the conditional + infinitives 

  • Display/Presentation to promote Languages aimed at KS3 

Y10 

Half-Term 4 Disciplinary Knowledge 

Half-Term 5 Disciplinary Knowledge 

Half-Term 6 Disciplinary Knowledge 

 

 

  • Expressing rights and responsibilities  

  • Concept of the passive voice 

  • Translation of the passive voice in French 

  • Impact of gender and number on spellings 

  • Expressing points of view and feelings 

  • Use of the conditional  

 

  • Expressing obligations 

  • Clauses  

  • Translation of the passive voice in French 

  • Impact of gender and number on spellings 

  • Expressing points of view and feelings 

  • Use of the conditional 

  • Use of imperfect tense: comparison with English 

  • Varying ways of justifying points of view 

  • Understanding the passive voice  

 

  • Using structures followed by infinitives 

  • Impact of gender and number on spellings  

  • Accurate manipulation of future verbs’ endings 

  • Using if clauses  

  • Translating at the / to the / in the accurately  

  • Use of articles in French and in English (in front of countries) 

  • Use of apostrophes in French and in English 

  • Addressing different audiences for different purposes  

 

Y10 

Half-Term 4 Hinterland 

Half-Term 5 Hinterland 

Half-Term 6 Hinterland 

 

 

  • To make a comparison between school then and now - compare schools nowadays/in the past/primary vs secondary - school, class, subjects, education 

Y10 

Half-Term 4 End Points 

Half-Term 5 End Points 

Half-Term 6 End Points  

 

 

  • Recognising the passive voice in translations 

  • Use of the passive voice in sentences 

  • Structures followed by infinitives 

  • Accurate use of de/d’ 

  • Accurate adjectival agreements 

  • Accurate use of comparatives 

  • Accurate use of superlatives 

  • Knowledge of topic specific vocabulary 

  • Range of introductions to points of view 

  • à vs a 

  • decoding  

  • Accessing authentic materials  

 

  • Recognising modal verbs 

  • Use of modal verbs in sentences 

  • Structures followed by infinitives 

  • Accurate use of de/d’ 

  • Accurate adjectival agreements 

  • Accurate use of comparatives 

  • Accurate use of superlatives 

  • Knowledge of topic specific vocabulary 

  • Range of introductions to points of view 

  • à vs a 

  • decoding  

  • accessing literary extracts and authentic materials 

 

  • Decoding  

  • Concordance des temps (tense usage) – si + present in main clause followed by future tense / comparison with English  

  • Recognition of questioning words 

  • Reporting speech in the third person 

  • Translating ‘will’ 

  • Accessing literary extracts and authentic materials 

Y10 

Half-Term 4 Assessment 

Half-Term 5 Assessment 

Half-Term 6 Assessment 

 

 

Formative Assessment  

 

  • Translations from and into the target language 

  • Listening: transcriptions, paraphrasing, reporting speech, summarising 

  • Decoding  

  • Written passage about school rules 

 

Summative Assessment  

 

  • Decoding  

  • Written passage about bullying 

  • Photo Card / Role Play / Conversation 

Formative Assessment  

Focus on literary extracts and authentic materials 

  • Translations from and into the target language 

  • Listening: transcriptions, paraphrasing, reporting speech, summarising reporting speech, summarising 

  • Decoding  

  • Written passage about school rules 

Summative Assessment  

Compilation of questions from past examination papers  

  • Listening assessment – 50 marks 

  • Speaking – 50 marks  

Role – play, photo-card, conversation 

  • Writing – 60 marks  

Translation, description of a photo and prose writing 

Formative Assessment  

Literary extracts and Authentic Materials 

  • Translations from and into the target language 

  • Listening: transcriptions, paraphrasing, reporting speech, summarising reporting speech, summarising 

  • Decoding  

  • Written passage about school rules 

Summative assessment 

Compilation of questions from past examination papers – all topics  

  • Listening assessment – 50 marks 

  • Speaking – 50 marks  

Role – play, photo-card, conversation 

  • Reading – 50 marks  

  • Writing – 60 marks full paper 

Y10 

Half-Term 4 Enrichment Opportunities 

Half-Term 5 Enrichment Opportunities 

Half-Term 6 Enrichment Opportunities 

 

 

 

  • Publish a newspaper articles about the consequences of bullying / cyberbullying – bullying in school 

 

 

  • Design my ideal school / dream school 

 

 

  • Mock Job Interviews in French – prepare questions and answers – students take on role of different Chief Executive Officers and other answer the questions 

 

Y10 

Half-Term 4 CIAG 

Half-Term 5 CIAG 

Half-Term 6 CIAG 

 

 

  • Arguing a point – effective communication 

 

 

 

  • Publishing my own writing 

 

  • Careers in translations 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Interview questions and techniques  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Y11  

Half-Term 1 Substantive Knowledge 

Half-Term 2 Substantive Knowledge 

Half-Term 3 Substantive Knowledge 

 

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. Médecins Sans Frontières, WWF, Water Aid, CAFOD 

  • Benefits of volunteering – experience, personal gains, CVs, skills 

  • Asking accurate questions using a wide range of questioning words 

  • Si / S’+ present followed by future 

  • Si / S’+ imperfect followed by conditional 

 

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 

  • Je voudrais / je souhaiterais / je préfèrerais / j’aimerais (bien), je rêverais de/d’ + infinitives 

  • Interview questions in French 

  • Writing a letter of application for work experience placement, volunteering, job 

  • Formal emails  

  • Conventions when writing a formal letter in French 

  • Understanding and responding to a job advert in French 

  • Si / S’+ present followed by future 

  • Si / S’+ imperfect followed by conditional 

 

 

 

 

 

 

Bringing the World together  

 

  • Sports events including French speaking countries 

  • Music events including French speaking countries 

  • Campaigning for good causes 

  • Avoir envie de / d’ + infinitives 

  • Avoir hâte de / d’ + infinitives 

  • Participer aux / au / à l’ / à la 

  • Reading and listening questions on social issues, volunteering, campaigns and good causes, sport events and music events  

  • Celebrations and festivals across the French speaking world 

  • Bastille Day  

Y11 

Half-Term 1 Disciplinary Knowledge 

Half-Term 2 Disciplinary Knowledge 

Half-Term 3 Disciplinary Knowledge 

 

  • Decoding  

  • Concordance des temps (tense usage) – using si/s’ comparison with English  

  • Use of apostrophes in French and in English 

  • Speed and accuracy of transcriptions 

  • Changing tenses in a sentences 

  • Gist and details in authentic materials 

 

  • Decoding  

  • Concordance des temps (tense usage) – using si/s’ comparison with English  

  • Use of apostrophes in French and in English 

  • Expressing wishes and aspirations 

  • Forming a wide range of questions 

  • Writing for different purposes and different audiences 

  • Using language to persuade and convince  

 

  • Using a text to form questions 

  • Changing the subject in sentences 

  • Summarising an account  

  • Knowledge of topic-specific vocabulary 

  • Speed and accuracy of translations 

  • Rewriting a passage in the first person 

  • Structures followed by infinitives 

  • Using de / d’ 

  • Expressing wishes and haste  

 

 

 

Half-Term 1 Hinterland 

Half-Term 2 Hinterland 

Half-Term 3 Hinterland 

 

 

  • Main French charities 

 

 

 

  • French sporting and music events  

  • Customs and traditions in French speaking countries (festivals, religious customs…)  

 

  • Bastille Day: concept of secularism and of a Republic; schism between the State and the Church  

 

 

 

Y11 

Half-Term 1 End Points 

Half-Term 2 End Points 

Half-Term 3 End Points 

 

  • Syntax in complex sentences containing clauses 

  • Degree of accuracy when manipulating references to the future with a range of subjects 

  • Embed and recognise topic-specific vocabulary 

 

  • Decoding  

  • Concordance des temps (tense usage) – using si/s’ comparison with English  

  • Use of apostrophes in French and in English 

  • Expressing wishes and aspirations 

  • Knowledge of topic-specific vocabulary 

  • Addressing different audiences for different purposes  

  • Adjectival agreements  

  • Using verbs followed by infinitives  

  • Embed and recognise topic-specific vocabulary  

  • Accurate use of prepositions  

  • Use of de/d’ 

  • Using structures followed by infinitives  

  • Inferring information 

  • Gist and details in authentic materials  

Y11 

Half-Term 1 Assessment 

Half-Term 2 Assessment 

Half-Term 3 Assessment 

 

Formative assessment 

  • Decoding 

  • Translating sentences into French 

  • Translating paragraphs into English 

  • Speaking – see content below 

Future plans and ambitions including: 

  • Studies / Gap-years / Volunteering 

  • Views (pros and cons) on studies and volunteering  

  • Work experience placements / abroad  

Summative assessment 

Compilation of questions: past exam..papers  

  • Listening assessment – 50 marks 

(Y10 topics and unit 1 Y11) 

  • Speaking – 30 marks  

Conversation on future plans – see content above  

  • Reading – 50 marks  

(Y10 topics and unit 1 Y11) 

  • Writing – 60 marks  

Translation, description of a photo and prose writing (Y10 topics and unit 1 Y11) 

Formative Assessment  

 

  • Writing a letter of application and a CV 

  • Answering Interview Questions  

 

Summative Assessment  

 

Mock Examinations 

 

2019 Examination Papers 

Formative Assessment  

  • Compilation of reading and listening questions on global events, festivals and traditions 

  • Preparation and practice of speaking questions 

  • Drafting and redrafting of written questions and translations into the target languages 

Summative Assessment  

Compilation of questions from past examination papers – Y10 and Y11 topics 

  • Listening assessment – 50 marks 

  • Speaking – 50 marks  

Role – play, photo-card, conversation 

  • Reading – 50 marks  

  • Writing – 60 marks  

Translation, description of a photo and prose writing 

Y11 

Half-Term 1  

Enrichment Opportunities 

Half-Term 2  

Enrichment Opportunities 

Half-Term 3  

Enrichment Opportunities 

 

 

  •  n/a 

 

 

 

  • MFL courses in sixth form and higher education 

 

 

  • Sixth Form Taster and Information during MFL lessons in the last week before the Christmas Holidays 

 

 

Half-Term 1 CIAG 

Half-Term 2 CIAG 

Half-Term 3 CIAG 

 

 

  • Volunteering abroad  

 

  • Work Experience placements including the ones abroad 

 

  • CVs 

 

  • Letters of application 

 

  • MFL courses in sixth form and higher education 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Sixth Form Taster and Information during MFL lessons in the last week before the Christmas Holidays 

 

  • Careers in MFL Presentation  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Y11  

Half-Term 4 Substantive Knowledge 

Half-Term 5 Substantive Knowledge 

 

Environmental issues  

  • Describing the most serious issues in relation to the environment 

  • Describing an environmental crisis 

  • Recycling 

  • Sources of energy / natural resources 

  • Discussing solutions and improvements 

  • Expressing points of view, impressions and feelings 

  • Write an article about an environmental crisis of choice 

  • Subjunctive – recognition and using il faut que/qu’ + er verbs at first and third person 

  • En + ant ending  

  • Passive Voice  

 

Preparation for Examinations 

Practice and Revision of Chatty Mats for Photo-Cards and Role-Plays 

Sophistication of opinions  

  • Il faut que + er verbs 

  • Il me semble que/qu’ 

  • On peut dire que/qu’ 

  • Je dirais que/qu’ 

  • La photo a été prise... 

  • Il faut avouer que/qu’ 

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 

 

 

  • Expressing what ought to be done 

  • Expressing hopes for the future 

  • Expressing urgency 

  • Using language to persuade and convince 

  • Writing for different audiences and purposes  

 

  • Giving precise and accurate descriptions 

  • Writing in different registers for a variety of audiences and purposes 

  • Being able to convince and persuade in a different language 

  • Ability to decode quickly and accurately 

  • Gist and details in written and spoken authentic extracts (at near normal speed)  

 

 

 

 

Y11  

Half-Term 4 Hinterland 

Half-Term 5 Hinterland 

 

 

  • Awareness of crisis: species that have already disappeared 

  • A world without bees 

  • Plastic in the sea 

  • Impact of extensive farming / consumerism on environment  

  • Palm oil 

  • Famous Environmentalists  

 

  • Description of French paintings and/or landscapes – preparation for oral and written examinations 

 

 

Y11 

Half-Term 4 End Points 

Half-Term 5 End Points 

 

  • Using en followed by gerund – ant ending 

  • Using all time references 

  • Writing extensively and accurately in prose 

  • Accurate and detailed descriptions 

  • Accuracy of pronunciation and intonation – knowledge of French phonics system  

  • Using grammar and French syntax with accuracy 

  • Using a range of clauses 

  • Using a wide range of quantifiers and intensifiers 

  • High degree of accuracy with adjectival agreements 

  • Manipulation of a range of negative structures, and question forms 

  • Expressing wishes, hopes, points of view and feelings, obligations, doubts and worries 

  • Spontaneity of answers  

  • Answering unexpected questions 

  • Using the subjunctive with -er verbs 

  • Using the passive voice with on 

  • Using other forms of the passive voice 

  • Concordance des temps 

  • Extracting gist and details in written and spoken (near normal speed) authentic materials including all literary extracts 

  • Translating idioms from and into the target language 

 

  • All content 

Y11 

Half-Term 4 Assessment 

Half-Term 5 Assessment 

 

Past examination papers – November 2020 series 

 

  • Listening assessment – 50 marks 

 

  • Speaking – 50 marks  

Role – play, photo-card, conversation 

 

  • Reading – 50 marks  

 

  • Writing – 60 marks  

Translation, description of a photo and prose writing 

Past examination papers – Summer 2018 series 

 

  • Listening assessment – 50 marks 

 

  • Speaking – 50 marks  

Role – play, photo-card, conversation 

 

  • Reading – 50 marks  

 

  • Writing – 60 marks  

Translation, description of a photo and prose writing 

Y11 

Half-Term 4 Enrichment Opportunities 

Half-Term 5 Enrichment Opportunities 

 

 

  • Choose an endangered animal on WWF website and translate the information into French / Spanish 

 

 

 

  • n/a 

 

Y11 

Half-Term 4 CIAG 

Half-Term 5 CIAG 

 

 

  • Employment Opportunities and careers in Clean Growth area in the Liverpool City Region 

 

  • n/a 

 

 

 

 

 

 

 

 

 

 

 

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

 

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

 

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

 

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

 

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

 

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

 

 

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

 

 

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

 

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

 

 

 

 

 

 

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

-           

 

 

 

EXAMS