Curriculum

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 https://enacteuropa.com/ 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 Using idioms relating to food -Our top 10 French idioms related to food - Renestance	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 https://www.journaldespalaces.com/	Why learn Languages Presentation MFL and Careers in the Food Industry https://programme.kedge.edu/en/msc-in-wine-hospitality-management https://learn.ecole-ducasse.com/ https://www.escoffier.edu/	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
	French accounts or cyber bullying incidents Harcélement scolaire, le témoignage bouleversant d'une maman - C à vous - 22/01/2015 - YouTube Au nom de Marion, 13 ans - C à vous - 27/09/2016 - YouTube	To make a comparison between school then and now - compare schools nowadays/in the past/primary vs secondary - school, class, subjects, education	Interview techniques and answering difficult questions Tricky questions in interviews Entretien d'embauche : 15 questions pièges decryptées pour vous ! - YouTube Pourquoi vous et pas un autre ? Exemples de réponses (entretien d'embauche, oral de concours) - YouTube
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	Answering interview questions Entretien d'embauche : 15 questions pièges decryptées pour vous ! - YouTube Pourquoi vous et pas un autre ? Exemples de réponses (entretien d'embauche, oral de concours) - YouTube World of work in French speaking countries	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 How do French celebrate their national holiday? \| Easy French 87 - YouTube
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 3^rd 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