Download the Curriculum Statement for Modern Foreign Languages

Academic year 2023-24

The Modern Foreign Languages Department at Futures Institute Banbury seeks to promote a deeper understanding of the international world by developing communication skills and the application of new language structures to different contexts. Students learn how to manipulate new language successfully so they can communicate clearly verbally and in written form.

They also learn how to develop collaborative learning skills so they can support each other with the understanding and application of new concepts. Students are encouraged to use resources such as vocabulary lists and grammatical explanations to work independently. They are also provided with clear criteria that enable them to understand their learning and the progress they are making. Access to authentic sources helps students to better understand the culture of the countries where the language is spoken and encourages curiosity and engagement.

As students approach each new topic there is an opportunity for them to develop their reading comprehension skills using academic and literary texts to endorse the school ethos of ‘Every child a reader’. These sessions also provide a springboard for discussions on how we embrace diversity, which is explored at various stages throughout the course.

WHAT ARE WE STUDYING IN FRENCH?


YEAR 7

ACCREDITATION ENTITLEMENT – 9-1 New spec AQA GCSE
Knowledge  covered   OUP Allez

TERM 1

Self Worth

Identity and Culture

Me, my family and friends

Themes:

Simple introductions with birthday, basic classroom vocabulary, numbers 1 – 100, description of self, family members and pets.

Grammar:

Interrogatives, present tense of key verbs avoir and être, possessive pronouns, adjectival agreement, simple negative sentences.

Metacognitive processes/ skills covered

Using your own and other languages to deduce meaning, understanding the full verb paradigm.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Cross-curricular links to mathematics with numbers / Links to French festivals and national holidays with dates .   Language Cultural Project – ‘Poetry in Colours’.

Assessment

Productive skill: Speaking (photo cards and reading aloud) .

Receptive skill: Listening.

TERM 2


Self Worth

Local, National Global areas of Interest

Home, town and region

Themes:

Describing where you live, house, area, country, rooms in your house, where to go to in town and what you can do.

Grammar:

Interrogatives, present tense of key verbs:  aller, habiter, vouloir, pouvoir + infinitive, different words for in, “there is/not” , prepositions de and à.

Metacognitive processes/ skills covered

Pronunciation and asking questions, understanding the importance of masculine and feminine for use other than adjectival agreement.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

To allow them to understand about the global French-speaking community, to develop their transference and deduction skills and to allow them to visit/communicate with other countries / Expanding cultural capital through learning about Christmas and its significance in France.

Assessment

Productive skill: Writing (40 words).

Receptive skill: Reading .

TERM 3

Engagement

Identity and Culture

Free-time activities

Themes:

Saying what you do and don’t like to do and giving simple justification.  Linking this to different weather conditions.

Grammar:

Full verb paragdigm of verbs of like e.g. aimer, détester etc. use of these with another verb in the infinitive, present tense of lire, mettre.

Metacognitive processes/ skills covered

Creating longer sentences with key connectives and verbs used with the infinitive.  Using the infinitive and conjugated verbs together.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Links to geography in producing a weather forecast / Learning how to articulate and justify opinions / Developing cultural capital through exposure to French regions.

Assessment

Productive skill: Speaking (role-play and general conversation) .

Receptive skill: Listening.

TERM 4

Engagement

Current and future study and employment

Life at school and college

Themes:

Giving your opinions on different subjects, telling the time, describing your timetable and school day simply, considering the differences in educational systems in France and England.

Grammar:

Present tense of more -er verbs and faire, finir, apprendre, boire, using key interrogatives.

Metacognitive processes/ skills covered

Using familiar language in a new context, creating more complicated justifications and sentences.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Expanding cultural capital through developing knowledge of the French school system and forming opinions on the positives and negatives of each system. / Enrichment through designing their own school timetable and justifying the benefits of studying each subject.

Assessment

Productive skill: Writing (40 words).

Receptive skill: Reading.

TERM 5

Purpose:

Local, National Global areas of Interest

Holidays

Themes:

Describing a holiday:  where you go, getting ready and activities.

Grammar:

Different words for “to”, reflexive verbs – full paradigm, producing the future tense with aller + infinitive.

Metacognitive processes/ skills covered

Understanding French idiomatic phrases, the use of verbs in the present tense to refer to future activities.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Improving digital literacy in learning how to search for holidays and flights online / Expanding cultural capital through discovering francophone countries / Cross-curricular links to Travel and Tourism in discussing holiday habits.

Assessment

Productive skill: Speaking (photo cards, reading aloud, roleplay) .

Receptive skill: Listening.

TERM 6

Purpose:

Identity and Culture

Healthy Living

Themes:

Describing what you do to lead a healthy life, discussing food preferences, sporting activities, learning how to buy food in a shop/café, describing feeling ill.

Grammar:

Partitive articles (some), de = of, jouer à, j’ai mal à.

Full paradigm of manger, boire, prendre, revision of the future tense.

Metacognitive processes/ skills covered

Formation of high numbers, recognising that de and à will merge with definite articles to form a combined word.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Cultural capital expanded through role-plays in French shops / Developing bargaining and trading skills / Cross-curricular link to PD and Food and Nutrition in terms of discussing healthy lifestyles.

Assessment

Productive skill: Writing (90 words).

Receptive skill: Reading.


YEAR 8

ACCREDITATION ENTITLEMENT – 9-1 New spec AQA GCSE
Knowledge  covered   OUP Allez

TERM 1

Self Worth

Identity and Culture

Me, my family and friends

Themes:

Simple introductions with birthday, basic classroom vocabulary, numbers 1 – 100, description of self, family members and pets.

Grammar:

Interrogatives, present tense of key verbs avoir and être, possessive pronouns, adjectival agreement, simple negative sentences.

Metacognitive processes/ skills covered

Using your own and other languages to deduce meaning, understanding the full verb paradigm.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Cross-curricular links to mathematics with numbers / Links to French festivals and national holidays with dates .   Language Cultural Project – ‘Poetry in Colours’.

Assessment

Productive skill: Speaking (photo cards and reading aloud) .

Receptive skill: Listening.

TERM 2

Self Worth

Local, National Global areas of Interest

Home, town and region

Themes:

Describing where you live, house, area, country, rooms in your house, where to go to in town and what you can do.

Grammar:

Interrogatives, present tense of key verbs:  aller, habiter, vouloir, pouvoir + infinitive, different words for in, “there is/not” , prepositions de and à.

Metacognitive processes/ skills covered

Pronunciation and asking questions, understanding the importance of masculine and feminine for use other than adjectival agreement.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

To allow them to understand about the global French-speaking community, to develop their transference and deduction skills and to allow them to visit/communicate with other countries / Expanding cultural capital through learning about Christmas and its significance in France.

Assessment

Productive skill: Writing (40 words).

Receptive skill: Reading .

TERM 3

Engagement

Identity and Culture

Free-time activities

Themes:

Saying what you do and don’t like to do and giving simple justification.  Linking this to different weather conditions.

Grammar:

Full verb paragdigm of verbs of like e.g. aimer, détester etc. use of these with another verb in the infinitive, present tense of lire, mettre.

Metacognitive processes/ skills covered

Creating longer sentences with key connectives and verbs used with the infinitive.  Using the infinitive and conjugated verbs together.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Links to geography in producing a weather forecast / Learning how to articulate and justify opinions / Developing cultural capital through exposure to French regions.

Assessment

Productive skill: Speaking (role-play and general conversation) .

Receptive skill: Listening.

TERM 4

Engagement

Current and future study and employment

Life at school and college

Themes:

Giving your opinions on different subjects, telling the time, describing your timetable and school day simply, considering the differences in educational systems in France and England.

Grammar:

Present tense of more -er verbs and faire, finir, apprendre, boire, using key interrogatives.

Metacognitive processes/ skills covered

Using familiar language in a new context, creating more complicated justifications and sentences.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Expanding cultural capital through developing knowledge of the French school system and forming opinions on the positives and negatives of each system. / Enrichment through designing their own school timetable and justifying the benefits of studying each subject.

Assessment

Productive skill: Writing (40 words).

Receptive skill: Reading.

TERM 5

Purpose:

Local, National Global areas of Interest

Holidays

Themes:

Describing a holiday:  where you go, getting ready and activities.

Grammar:

Different words for “to”, reflexive verbs – full paradigm, producing the future tense with aller + infinitive.

Metacognitive processes/ skills covered

Understanding French idiomatic phrases, the use of verbs in the present tense to refer to future activities.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Improving digital literacy in learning how to search for holidays and flights online / Expanding cultural capital through discovering francophone countries / Cross-curricular links to Travel and Tourism in discussing holiday habits.

Assessment

Productive skill: Speaking (photo cards, reading aloud, roleplay) .

Receptive skill: Listening.

TERM 6

Purpose:

Identity and Culture

Healthy Living

Themes:

Describing what you do to lead a healthy life, discussing food preferences, sporting activities, learning how to buy food in a shop/café, describing feeling ill.

Grammar:

Partitive articles (some), de = of, jouer à, j’ai mal à.

Full paradigm of manger, boire, prendre, revision of the future tense.

Metacognitive processes/ skills covered

Formation of high numbers, recognising that de and à will merge with definite articles to form a combined word.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Cultural capital expanded through role-plays in French shops / Developing bargaining and trading skills / Cross-curricular link to PD and Food and Nutrition in terms of discussing healthy lifestyles.

Assessment

Productive skill: Writing (90 words).

Receptive skill: Reading.


YEAR 9

ACCREDITATION ENTITLEMENT – 9-1 New spec AQA GCSE
Knowledge  covered   OUP Allez and Kerboodle

TERM 1

Self Worth

Identity and Culture

Me, my family and friends

Themes:

Simple introductions with birthday, basic classroom vocabulary, numbers 1 – 100, description of self, family members and pets.

Grammar:

Interrogatives, present tense of key verbs avoir and être, possessive pronouns, adjectival agreement, simple negative sentences.

Metacognitive processes/ skills covered

Using your own and other languages to deduce meaning, understanding the full verb paradigm.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Cross-curricular links to mathematics with numbers / Links to French festivals and national holidays with dates .   Language Cultural Project – ‘Poetry in Colours’.

Assessment

Productive skill: Speaking (photo cards and reading aloud) .

Receptive skill: Listening.

TERM 2

Self Worth

Local, National Global areas of Interest

Home, town and region

Themes:

Describing where you live, house, area, country, rooms in your house, where to go to in town and what you can do.

Grammar:

Interrogatives, present tense of key verbs:  aller, habiter, vouloir, pouvoir + infinitive, different words for in, “there is/not” , prepositions de and à.

Metacognitive processes/ skills covered

Pronunciation and asking questions, understanding the importance of masculine and feminine for use other than adjectival agreement.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

To allow them to understand about the global French-speaking community, to develop their transference and deduction skills and to allow them to visit/communicate with other countries / Expanding cultural capital through learning about Christmas and its significance in France.

Assessment

Productive skill: Writing (40 words).

Receptive skill: Reading .

TERM 3

Engagement

Identity and Culture

Free-time activities

Themes:

Saying what you do and don’t like to do and giving simple justification.  Linking this to different weather conditions.

Grammar:

Full verb paragdigm of verbs of like e.g. aimer, détester etc. use of these with another verb in the infinitive, present tense of lire, mettre.

Metacognitive processes/ skills covered

Creating longer sentences with key connectives and verbs used with the infinitive.  Using the infinitive and conjugated verbs together.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Links to geography in producing a weather forecast / Learning how to articulate and justify opinions / Developing cultural capital through exposure to French regions.

Assessment

Productive skill: Speaking (role-play and general conversation) .

Receptive skill: Listening.

TERM 4

Engagement

Current and future study and employment

Life at school and college

Themes:

Giving your opinions on different subjects, telling the time, describing your timetable and school day simply, considering the differences in educational systems in France and England.

Grammar:

Present tense of more -er verbs and faire, finir, apprendre, boire, using key interrogatives.

Metacognitive processes/ skills covered

Using familiar language in a new context, creating more complicated justifications and sentences.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Expanding cultural capital through developing knowledge of the French school system and forming opinions on the positives and negatives of each system. / Enrichment through designing their own school timetable and justifying the benefits of studying each subject.

Assessment

Productive skill: Writing (40 words).

Receptive skill: Reading.

TERM 5

Purpose:

Local, National Global areas of Interest

Holidays

Themes:

Describing a holiday:  where you go, getting ready and activities.

Grammar:

Different words for “to”, reflexive verbs – full paradigm, producing the future tense with aller + infinitive.

Metacognitive processes/ skills covered

Understanding French idiomatic phrases, the use of verbs in the present tense to refer to future activities.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Improving digital literacy in learning how to search for holidays and flights online / Expanding cultural capital through discovering francophone countries / Cross-curricular links to Travel and Tourism in discussing holiday habits.

Assessment

Productive skill: Speaking (photo cards, reading aloud, roleplay) .

Receptive skill: Listening.

TERM 6

Purpose:

Identity and Culture

Healthy Living

Themes:

Describing what you do to lead a healthy life, discussing food preferences, sporting activities, learning how to buy food in a shop/café, describing feeling ill.

Grammar:

Partitive articles (some), de = of, jouer à, j’ai mal à.

Full paradigm of manger, boire, prendre, revision of the future tense.

Metacognitive processes/ skills covered

Formation of high numbers, recognising that de and à will merge with definite articles to form a combined word.

Cultural Capital/Diversity/Enrichment/Curriculum Enhancement

Cultural capital expanded through role-plays in French shops / Developing bargaining and trading skills / Cross-curricular link to PD and Food and Nutrition in terms of discussing healthy lifestyles.

Assessment

Productive skill: Writing (90 words).

Receptive skill: Reading.

CONTACT DETAILS

Mrs Graver- Head of Modern Foreign Languages
cgraver@wykhampark-aspirations.org

WEBSITES
BBC Bitesize French
https://www.bbc.com/bitesize/subjects/z9dqxnb

Vocabulary consolidation
https://www.memrise.com/

Practice of key language structures/tenses and topic vocabulary
https://www.languagesonline/

THE LANGUAGES TOOLBOX
Everything you need to be successful in French

  • A dictionary (book or online access)
  • Keep an eye out for documentaries
  • An eagerness to learn about the world, other cultures and languages.

 

Where next

Curriculum

See the Remote Learning pages for our online learning plan for pupils who are not in school. Year 10 and 11 At Futures Institute Banbury,…

Curriculum

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