French — Year 9

 

French Overview

Term 1/Term 2: Ma vie sociale

Students revise French pronunciation and the use of present tense. They recap how to describe themselves, and how to use correct adjective agreement. There is an introduction to the perfect tense and the development of writing skills by inclusion of more complex sentences while developing the habit of checking accuracy.

Students will be assessed on speaking and writing which will include GCSE style tasks in order to begin to prepare students for their language learning journey at GCSE. They will also have regular vocabulary tests on topic vocabulary.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students describe their feelings as well as their likes and dislikes, and think about the feelings of others.

Create a supportive community:

Students will be more open to expressing themselves and appreciate other peoples' viewpoints.

Term 2/Term 3: Bien dans sa peau

Students will consider language for healthy lifestyles and sport. They will revise different grammar concepts such as partitive articles and 'il faut'. The near future tense will be revised and reinforced using two tenses together. Students will be challenged to use more and more complex sentences and self-assess their work afterwards.

Students will be assessed on Listening and Reading, and continue to have regular vocabulary tests on topic vocabulary. The assessment will mainly include structures and vocabulary from the current unit, but also recall on prior knowledge.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students consider their own well-being and how to live a healthy lifestyle. They also consider cultural similarities and differences with France.

Create a supportive community:

Students learn how to give each other advice and to care about each other's health and physical well-being.

Term 4/Term 5: A l'horizon

Students will learn vocabulary related to jobs, choices and reasons and will consider the importance of languages in jobs. They will compare past personality traits with present and talk about future job ambitions as well as understand job descriptions. The grammar aspects include direct object pronouns, comparatives, superlative irregular adjectives and comparatives. Students will use expressions with 'avoir' and 'si' to mean 'if' in complex phrases. There will be a focus on the imperitive (tu form).

Students will be assessed on Writing, Speaking and Translation. Students will prepare their answers to a set of questions in class, and will then be asked to answer these questions orally as part of the assessment. They will be assessed on communication, complexity of tenses of structures, pronunciation and fluency. They will also complete a GCSE Foundation style writing task.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students can conceptualise their place of work in the wider world. This unit enables them to widen their perspectives and horizons, showing them that the workplace is not limited to their close surroundings. A foreign language becomes all the more relevant in this context.

Create a supportive community:

Students gain an understanding of themselves within a global, rather than a local or national, community. They can comprehend their place in society which in turn has an impact on their perception of school life as a preview of the wider world.

Term 5/6: Special Vacances

Students will talk about past and future holidays, extend opinions with justifications and make suggestions. They will consider adventure holidays and react to plans and ideas. Students will discuss holiday activities and tourist attractions. Grammar aspects include questions using inversion, the pronoun 'Y', comparatives and superlatives. There will be a focus on reflexives, conditional tense and combining tenses. Emphatic pronouns will be introduced.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students develop their ability to evaluate choices and preferences from an individual and then global perspective. They can begin to debate and give justification for their opinions using a wider variety of structures and vocabulary. They also consider the advantages of learning languages for communication and transaction.

Create a supportive community:

Students gain an understanding of the impact of tourism in the wider community. They consider the importance of language in developing global links and understanding culture.