The Cheadle Academy

SUBJECT INTENT

Subject

In a World gone global, MFL is the only subject that combines cultural awareness with communicative skills and, by extension and comparison, reflection on your own culture and language as well as our place in the World. Language learning is proven to: increase IQ, problem-solving abilities, develop soft skills, raise the professional profile of the learner, benefit the economy of the nation and delay the onset of dementia.

SUBJECT LONG TERM PLAN

Key Stage 3

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 7

FSB/U1 – Talking about my age

FSB/U2 – Saying when my birthday is

FSB/U3 – Describing hair and eyes

FSB/U4 – Saying where I live and am from

FSB/U5 – Talking about my family

FSB/U6 (pt.1) – describing myself and another family member / “être” (1)

FSB/U6 (pt.2) – describing my family and saying why I like them / “avoir” (1)

FSB/U7 – talking about pets; asking questions / “avoir” (2)

FSB/U8 – saying what jobs people do / “travailler” (-ER verbs pt.1)

FSB/U9 – comparing people’s appearance and personality / “être” (2)

FSB/U10 – saying what is in my school bag/classroom; describing colours / “avoir” (3) / agreements (1)

FSB/U11 – food we like and dislike (1) / “manger” & “boire”

 Year 8

St.2/M1 T’es branché ? (1)

·         U1 - Talking about television programmes

·         U2 – Talking about films

St.2/M1 T’es branché ? (2)

·         U3 – Talking about reading

·         U4 – Talking about the Internet

St.2/M2 Paris je t’adore (1)

·         U1 - Saying what you did in Paris

·         U2 – saying when you did things

St.2/M2 Paris je t’adore (2)

·         U4 - Saying what you can do in Paris

St.2/M3 Mon identité (1)

·         U1 - Talking about personality

St.2/M3 Mon identité (2)

·         U2 – Talking about relationships

·         U4 – talking about clothes

St2./M4 Chez moi, chez toi

·         U1 – describing where you live

·         U2 – describing your home

Year 9

St.3/M1 Ma vie sociale d’ado (1)

·         U1 - talking about facebook/social media

·         U2 – Giving your opinion about someone

St.3/M1 Ma vie sociale d’ado (2)

·         U3 - Arranging to go out

·         U4 – describing a date

St.3/M2 Bien dans sa peau (1)

·         U2 – talking about sport

·         U3+4+5 – talking about healthy eating and fitness

St.3/M3 À l’horizon

·         U3 - Saying what you used to do

St.GCSE/M2 Le temps des loisirs

·         U1 – talking about sport

St.GCSE/M3 Jours ordinaires, jours de fête (1)

·         Pdd1 – Talking about food and meals

·         U2 – Talking about food for special occasions

St.GCSE/M3 Jours ordinaires, jours de fête (2)

·         Pdd2 – discussing and shopping for clothes

·         U1 – describing your daily life

Key Stage 4

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 10

St.GCSE/M4 – De la ville à la campagne (1)

·         U1 – describing a region

·         U2 – talking about your town, village or district

St.GCSE/M4 – De la ville à la campagne (2)

·         U4 – Discussing plans and the weather

·         U5 – Describing community projects

St.GCSE/M5 Le grand large

·         U1 – Talking about an ideal holiday

·         U4 – Talking about travelling

St.GCSE/M6 Au collège (1)

·         U1 – Talking about your school

·         U3 – Discussing school rules

St.GCSE/M6 Au collège (2)

·         U4 – discussing healthy living

·         U5 – Discussing vices

St.GCSE/M7 Bon travail (1)

·         Pdd – Discussing jobs and work preferences

·         U1 – Discussing career choices

 Year 11

St.GCSE/M7 Bon travail (2)

·         U2 - Talking about plans, hopes and wishes

·         U4 – Understanding case studies (work related)

St.GCSE/M8 Un œil sur le monde (1)

·         U1 - Discussing problems facing the World

·         U2 - Talking about protecting the environment

St.GCSE/M8 Un œil sur le monde (2)

·         U4 - Talking about volunteering

Revision and Preparation

GCSE

Year 7 –Medium Term Overview

In Year 7 students will

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

KQFL:  

Talking about my age

Saying when my birthday is

KQFL:  

Describing hair and eyes

Saying where I live and am from

KQFL:  

Talking about my family

Describing myself and another family member / “être” (1)

KQFL:  

Describing my family and saying why I like them / “avoir” (2)

Talking about pets; asking questions / “avoir”

KQFL:  

Saying what jobs people do / “travailler” (-ER verbs pt.1)

Comparing people’s appearance and personality / “être” (2)

KQFL:  

Saying what is in my school bag/classroom; describing colours / “avoir” (3) / agreements (1)

Food we like and dislike (1) / “manger” & “boire”

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

·       To memorise / to recall numbers 0-31 (0-100); the verb “to have” [avoir] and all its paradigms; words for family members; the verb “to be called” [s’appeler]and its first 3 paradigms; the verb “to be” [être] and all its paradigms; the months of the year

·       To translate sentences in which people tell their name and/or their age, and how many siblings they have, their birthday

·       To discuss with another student details about yourself (name, age, siblings) and to talk about any sibling you may have

·       To explain how the spelling of a verb in French changes when it is conjugated; to explain the syntax of a question

·       To express personal details about yourself and your family, incl. name, age, and where you come from, your birthday, your personality

·       To apply the rules of conjugation of the present tense to the regular reflexive verb “s’appeler”, the regular verb “habiter”, the irregular verbs “avoir” and “être”

·        To use a number of verbs in the present tense

·       To produce a paragraph or a presentation in which you detail your name, age, family, where you live and where you come from, your birthday, your personality

·       To infer the spelling patterns of the various verb paradigms from a series of examples

·       To discriminate between the first, second and third person of a verb; between numbers

·       To compose / To prepare / To develop a presentation and/or paragraph about yourself and your family (siblings) with a focus on age, name, and possibly where you live and come from, your birthday and your personality

·       To assess proficiency in the use of numbers and the verbs “avoir” and “être”; in the use of a variety of verbs to express personal details; in the use of subordinate clauses with the subordinate pronoun “qui”

·       To justify the spelling of a verb based on the choice of subject

·       To compare the personal details of a variety of people in the class

·       To memorise / to recall what a person’s hair and eyes are like; details about their faces (beard and glasses); colours; the verb “to wear” [porter]; “avoir” (revision) and numbers 1-15; where you live and are from; the types of accommodations; revisiting: introducing yourself, telling age and birthday

·       To translate sentences about eyes, hair and face details; name, age and physical descriptions; about where you live

·       To discuss with another students physical details, such as eyes, hair and face details; to discuss in the first, second and third person singular; where you/they live

·       To explain adjectival agreement

·       To express physical details about yourself or another person, specifically face details; descriptions of accommodations / regions

·       To apply the rules of the masculine, feminine and plural agreements

·        To use a variety of verbs; negative structure

·       To produce a paragraph that includes: name, age, where you live, physical details, and birthday.

·       To infer the rules of masculine, feminine and plural agreements

·       To discriminate between the masculine and feminine agreement of adjectives [aural]

·       To compose / To prepare / To develop a presentation and/or paragraph about name, age, where you live, physical details, birthday

·       To assess proficiency in the use of a variety of verbs in the present tense; the use of adjectival agreement

·       To justify the change in spelling of an adjective, based on whether it agrees with a masc./fem./plur. noun

·       To compare the details of a variety of presentations; to compare spellings and infer the person/paradigm [verb] or the gender/number [masc./fem./plur.]

·       To memorise / to recall adjectives describing a person; “être”, third paradigm; “avoir”, all paradigms; numbers 0-100; hair and eyes description; adjectival agreement; words for family members;

·       To translate (verb drills) sentences describing family members’ physical traits; age; whether you get on with people or not [“je m’entends bien”]

·       To discuss with a partner how many people are in your family; what your relatives are like (physical and personality traits) and if you get on with them or not

·       To explain adjectival agreement (recall)

·       To express the traits of a person – physical, but also personality – using the correct gender agreement; whether you get on well or badly with people

·       To apply the rules of masculine and feminine; the rules of third person masculine or feminine [verb conjugation]

·        To use the verbs “être” and “avoir” [all paradigms] to describe oneself and other family members [physical and personality traits]; the reflexive verb “s’entendre” in the 1^st person singular

·       To produce a paragraph describing oneself and other family members, that includes members of the extended family, and adjectives with the correct agreement.

·       To infer whether a noun is masculine or feminine from its possessive pronoun [mon, ma]

·       To discriminate between masculine and feminine gender [written and aural skills]

·       To compose / To prepare / To develop a presentation and/or paragraph about oneself and other family members, that includes members of the extended family, and adjectives with the correct agreement

·       To assess proficiency in using “être” and “avoir” [various paradigms], and descriptive adjectives [correct gender]

·       To justify the spelling of the verb based on the person used; the spelling of the descriptive adjective based on the gender of the subject

·       To memorise / to recall [see Describing myself and another family member (1)]; using connective “because” [car / parce que] and “also” [aussi] ; intensifiers “very” “quite” “a bit”; nouns for pets; colours; “je voudrais” + infinitive [+ negative]; subordinate qith “qui” [recall]

·       To translate reasons as to why you like your family members; sentences describing what pets you have/have not and/or pets you would like to have (or not)

·       To discuss with another student the reasons why you like/dislike a family member; the personality of your pet

·       To explain the use of “avoir” v. “être”; to explain why you get on with people; to explain the use of “je voudrais” + infinitive

·       To express a variety of opinions and reasons

·       To apply the rules of adjectival agreement (gender, number)

·        To use a variety of adjectives, connectives and intensifiers as a way to complexify and diversify your language

·       To produce a paragraph about one or several relatives, that includes: name, age, how many people in your family, who you like / dislike and the reasons why; about pet(s) you have/have not and/or would like to have (or not)

·       To infer the gender of a relative by looking at grammatical and semantic clues

·       To discriminate between the people who are liked and those who are disliked, by identifying the key verbs and the reasons invoked; between pets you own and/or would like to own (or not)

·       To compose / To prepare / To develop a presentation and/or paragraph about one or several relatives, that includes: name, age, how many people in your family, who you like / dislike and the reasons why; about pets you own or would like (or not)

·       To assess proficiency in using a variety of adjectives / reasons to explain why you like / dislike people in your family and/or pets; to assess the proficiency in expressing which pets you own or would like to own (or not)

·       To justify your opinions with 1 or more reasons; to justify the use of the masculine or feminine agreement on the adjectives

·       To compare the spellings of adjectives and determine the patterns that rule the masculine and feminine agreement

·        

·       To memorise / to recall words for family relatives; jobs; opinions and justifications; the verb “travailler” [to work] in the present tense (all paradigms); the word “comme” [as], comparative pronouns; extending the list of adjectives to describe people; revisiting family members, pets and words for appearance and character

·       To translate sentences that describe what jobs people do, where and why; sentences using comparatives

·       To discuss with another student the different jobs that people have in your family and to explain where they work and why they chose that job

·       To explain the endings of regular ER verbs in the present tense; the rules of masc./fem. spelling for jobs; the patterns of comparatives

·       To express what people work as, with the correct gender agreement.

·       To apply the conjugating patterns of regular ER verbs in the present tense [see “travailler”]; the patterns of the comparative forms

·       To use the masculine and feminine spellings of job words; to use a variety of paradigms when using “travailler” in sentences

·       To produce a paragraph explaining what jobs people in your family do, why, and where they work; to compare people in your family.

·       To infer the endings of regular ER verbs when conjugated in the present tense; the pattern of the comparatives

·       To discriminate between masculine and feminine pronunciation [jobs]

·       To compose / To prepare / To develop a presentation and/or paragraph about what jobs people in your family do, why, and where they work; include also information from previous chapters: name, place, who is in the family, descriptions of the relatives, etc. incl. how they compare with each other.

·       To assess proficiency in the use of “travailler”, but also regular ER verbs in general, masculine and feminine spellings for jobs, using a variety of details when writing or speaking; proficiency in the use of comparatives

·       To justify why people do the jobs they do; verb endings when the subject is not a mere personal pronoun; justify when comparing people

·       To compare the careers of males and females, this is an opportunity to discuss gender discrimination in the workplace; to compare people based on their qualities and personality

·       To memorise / to recall “avoir” [to have]; what objects you have in your schoolbag / pencil case / classroom; words for classroom equipment; what you have and do not have; revisiting: colours, adjectival agreement (gender, number), introducing yourself, pets

·       To translate what there is/is not in your schoolbag / pencil case / classroom; opinions; what you need/do not need;

·       To discuss with another student the rules of adjectival agreement; what there is/is not in your schoolbag / pencil case / classroom; opinions; what you need/do not need

·       To explain the rules of adjectival agreement (revisiting); how to express “to need” in French; where to position the negative particles

·       To express details about yourself (revisiting); what there is/is not in your schoolbag / pencil case / classroom; opinions; what you need/do not need

·       To apply the rules of adjectival agreement; the rules of the negative; the conjugating paradigms of “avoir” in the present tense

·       To use “avoir” (all paradigms) in the present tense to express possession and/or need

·       To produce a presentation and/or paragraph  about yourself (revisiting); what there is/is not in your schoolbag / pencil case / classroom; opinions; what you need/do not need; as well as other people

·       To infer the rules of adjectival agreement (revisiting); the syntax of “to need” [avoir besoin de]

·       To discriminate between masculine/feminine/singular/plural sounds (articles, adjectives); between paradigms

·       To compose / To prepare / To develop a presentation and/or paragraph about a presentation and/or paragraph  about yourself (revisiting); what there is/is not in your schoolbag / pencil case / classroom; opinions; what you need/do not need; as well as other people

·       To assess proficiency in the use of “avoir” (revisiting); negatives; “avoir besoin de” and “il y a”

·       To justify the spelling agreement of adjectives; the spelling of the different forms of “avoir”; the position of the negative particles

·       To compare the use of “avoir” to express possession and to express the need for something

·        

Assessment:  Knowledge Check Test, End of Unit test

Year 8 –Medium Term Overview

In Year 8 students will

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

KQFL:  

Talking about television programmes

Talking about films

KQFL:  

Talking about reading

Talking about the internet

KQFL:  

Saying what and when you did things while visiting (Paris)

KQFL:  

Saying what you can do in Paris

Talking about personality

KQFL:  

 Talking about relationships

Talking about clothes

KQFL:  

describing where you live

describing your home

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

·       To memorise / to recall the different types of TV programmes / film genres; the paradigms of regular ER verbs in the present tense; the paradigms of irregular verbs “avoir” and “être”

·       To translate texts about what TV programmes and/or films people watch and their opinions about them

·       To discuss with another student the programmes / films that you watch

·       To explain the different paradigms of regular ER verbs in the present tense

·       To express your opinions about TV shows and films

·       To apply the rules for conjugating regular ER verbs in the present tense

·        To use a variety of opinions

·       To produce an extensive presentation or paragraph detailing what you watch on and your opinion

·       To infer the rules for conjugating regular ER verbs in the present tense

·       To discriminate between positive and negative statements

·       To compose / To prepare / To develop a presentation and/or paragraph about what shows / films people watch and what they think about them

·       To assess your proficiency in conjugating regular ER verbs in the present tense, the verb “avoir” and the verb “être”

·       To justify your opinions about TV shows and films

·       To compare TV shows / films and to justify why you prefer some to others

·       To memorise / to recall the different types of books / activities you can do on the internet; the paradigms of regular IR and RE verbs in the present tense; the paradigms of irregular verbs “aller” and “faire”

·       To translate texts about what books people read and/or what people do on the internet, and their opinions about it

·       To discuss with another student what you read / what you do on the internet

·       To explain the different paradigms of regular IR and RE verbs in the present tense

·       To express your opinions about books and what you can do on the internet

·       To apply  the rules for conjugating regular IR and  RE verbs in the present tense

·        To use  a variety of verbs, both regular and irregular

·       To produce an extensive presentation or paragraph detailing what you read or do on the internet and your opinion

·       To infer the rules for conjugating regular IR and RE verbs in the present tense

·       To discriminate between paradigms during aural activities

·       To compose / To prepare / To develop a presentation and/or paragraph about what books people read / what people do on the internet, and their opinions

·       To assess your proficiency in conjugating regular IR & RE verbs in the present tense, the verb “aller” and the verb “faire”

·       To justify your opinions about books and activities online

·       To compare  books / activities online and to justify why you prefer some to others

·       To memorise / to recall activities while visiting a city; the paradigms of “avoir” in the present tense while conjugating in the perfect tense; the past participle form of regular and irregular verbs

·       To translate texts about what people did while visiting Paris

·       To discuss with another student what & when you did things while visiting (Paris)

·       To explain how to form the perfect tense with “avoir” of regular and irregular verbs

·       To express your opinions about what you did

·       To apply the rules for conjugating regular and irregular verbs in the perfect tense

·        To use a variety of verbs and paradigms in the perfect tense

·       To produce an extensive presentation or paragraph detailing what you did while out on a visit and when you did it, and your opinion

·       To infer the rules for conjugating regular and irregular verbs in the perfect tense with “avoir” tense

·       To discriminate  between positive and negative statements

·       To compose / To prepare / To develop  a presentation and/or paragraph about what people did and when while out on a visit, and their opinions

·       To assess

·       To justify

·       To compare

·        

·       To memorise / to recall typical activities while in Paris; the structure “on peut” + infinitive; the different paradigms of “pouvoir” in the present tense; the negative form

·       To translate texts about what people can or cannot do in Paris

·       To discuss with other students what you can / cannot do when visiting Paris

·       To explain how to form the “on peut” + infinitive structure

·       To express what you can do, and your opinion about it

·       To apply the rule for conjugating “pouvoir” + infinitive

·        To use a variety of infinitives and activities

·       To produce leaflet or brochure describing what people can/cannot do while visiting Paris

·       To infer the spelling of the infinitive form of verbs

·       To discriminate between positive and negative statements; between infinitive and conjugated verbs

·       To compose / To prepare / To develop a presentation and/or paragraph and/or leaflet about what people can do in Paris and what they think about them

·       To assess the ability to use “on peut” + in finitive; the paradigms of “pouvoir”

·       To justify opinions about the types of activities that can be done in Paris

·       To compare visits and activities; using a comparative

·       re

·       To memorise / to recall adjectives that describes people; how to say if you get on with people or not; words that designate items of clothing; reflexive verbs (s’entendre); ER verbs (porter)

·       To translate texts / dialogues in which people describe themselves and others, incl. how they get on with them; texts / dialogues in which people describe what they wear.

·       To discuss relationships with others; fashion and clothing

·       To explain how reflexive verbs work; how ER verbs conjugate in the present tense (revision); the masc./fem./plu. agreements of adjectives

·       To express a viewpoint about how people get on and why; an opinion about clothes

·       To apply the conjugating rules of reflexive verbs in the present tense; the conjugating rules of ER verbs in the present tense; the masc./fem./plu. rules of agreement of adjectives

·        To use a variety of adjectives to describe people and/or clothes; a variety of paradigms with “s’entendre”

·       To produce a dialogue / paragraph describing oneself and one’s relationships with others

·       To infer the rules of conjugating reflexive verbs in the present tense

·       To discriminate masc./fem./plu. agreements of adjectives

·       To compose / To prepare / To develop a presentation and/or paragraph describing oneself and one’s relationships with others

·       To assess proficiency in conjugating reflexive verbs in the present tense, masc./fem./plu. agreements of adjectives

·       To justify why you get on with people or not

·       To compare people based on their personality traits; to compare items of clothing

·       To memorise / to recall the different types of accommodations and locations; comparative adjectives

·       To translate texts about where people live and their opinions about them (comparative)

·       To discuss how where you live compares with other places

·       To explain how the rules of the comparative

·       To express comparative opinions about the different places to live

·       To apply the rules of the comparative

·        To use a variety of comparative adjectives

·       To produce an extended paragraph about yourself and where you live

·       To infer the rules of the comparative

·       To discriminate masc./fem./plu. adjectives

·       To compose / To prepare / To develop a presentation and/or paragraph about where  people live and what they think about it (comparisons)

·       To assess proficiency in using comparative adjectives and statements in the present tense using a variety of verbs (aimer, habiter, s’appeler, avoir, être)

·       To compare places and accommodations

·        

Assessment:  Knowledge Check Test, End of Unit test

Year 9 –Medium Term Overview

In Year 9 students will

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

KQFL:  

Talking about facebook/social media

Giving your opinion about someone

KQFL:  

 Arranging to go out

Describing a date

KQFL:  

Talking about sport

Talking about healthy eating and fitness

KQFL:  

Saying what you used to do

Talking about sport

KQFL:

Talking about food and meals

Talking about food for special occasions

KQFL:

Discussing and shopping for clothes

Describing your daily life

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

·       To memorise / to recall ER verbs in the present tense to describe activities online or to express opinions; adjectives of opinions

·       To translate texts about what you do online or how you find people

·       To discuss with other students what activities you do online and why; how you find people

·       To explain the different paradigms of regular ER verbs in the present tense (revision); the rules of the direct object pronouns

·       To express your opinions about people

·       To apply the rules for conjugating regular ER verbs in the present tense; the rules of the direct object pronouns

·       To use the direct object pronoun in context

·       To produce an extensive presentation or paragraph detailing what you do online; how you find people

·       To infer the rules of the direct object pronoun

·       To discriminate between masculine, feminine and plural (DOP le, la and les)

·       To compose / To prepare / To develop a presentation and/or paragraph about what people do online;  how people find others

·       To assess proficiency in conjugating regular ER verbs in the present tense; proficiency in using the DOP accurately

·       To justify why you find people this way or that way

·       To compare your opinions of people

·        

·       To memorise / to recall verbs and activities describing what you do when going out or going on a date;

·       To translate texts about what you are planning to do / what you did while going out / going on a date

·       To discuss what you are going to do at the weekend; what you did while on a date

·       To explain the rules of the perfect tense / the near future tense

·       To express yourself using a variety of tenses, incl. perfect tense / near future tense

·       To apply the rules of the perfect tense with être / avoir; the rules of the near future tense

·        To use the appropriate auxiliaries and verb endings, depending on the tense you use

·       To produce an extensive presentation or paragraph detailing what you are going to do / what you did on a day out / on a date

·       To infer the rules of the perfect tense with être / avoir; the rules of the near future tense

·       To discriminate between past and future time frames

·       To compose / To prepare / To develop a presentation and/or paragraph about people’s future plans (next weekend) and/or what they did while out on a date.

·       To assess proficiency in conjugating a variety of verbs  in the perfect and/or near future tenses, the auxiliary verbs “avoir,”  “être” and “aller”

·       To justify your opinions regarding what you did or what you are going to do

·       To memorise / to recall vocabulary relating to sport and healthy living; the perfect tense (recall); “il faut” + infinitive

·       To translate texts about what people have to do to become good at sport; what people will do to stay healthy

·       To discuss with another student what you have to do / what you will do to stay fit and healthy

·       To explain the structure “il faut” + Inf. ; the structure of the simple future tense

·       To express yourself in the simple future tense; in the perfect tense

·       To apply the conjugating rules of the simple future

·        To use a variety of tenses / time frames

·       To produce an extensive presentation or paragraph detailing what you have to do / what you will do to stay fit and healthy

·       To infer the rules of the simple future from a variety of iterations

·       To discriminate between the various time frames (past, present, future)

To compose / To prepare / To develop a presentation and/or paragraph about what you have to do / what you will do to stay fit and healthy

·       To assess your proficiency in conjugating verbs in the simple future tense, in using “il faut” + inf.

·       To justify why you will be doing this or that to stay healthy/fit

·        

·       To memorise / to recall verbs/activities re. personality, the web, sport, etc.; the endings of the imperfect tense

·       To translate texts about what you used to do when you were younger

·       To discuss with another student what you used to do when you were younger

·       To explain the different paradigms of verbs in the imperfect tense

·       To express yourself using different viewpoints (different paradigms)

·       To apply the rules for conjugating verbs in the imperfect tense

·       To use the imperfect across a variety of topics

·       To produce an extensive presentation or paragraph detailing what you used to do when you were younger

·       To infer the rule for conjugating verbs in the imperfect tense

·       To discriminate between positive and negative statements

·       To compose / To prepare / To develop a presentation and/or paragraph about what people used to do when they were younger

·       To assess proficiency in conjugating verbs in the imperfect  tense

·       To compare what people used to do

·       To memorise / to recall vocabulary about food; the partitive article (du / de la /des); vocabulary about special occasions, the present tense

·       To translate texts about what people eat – and their opinions – and what they have on special occasions (customs and cultures)

·       To discuss with another student the food you eat and on which occasions

·       To explain the rules for using the pronoun “en”

·       To express your opinions about foods

·       To apply the rule for using the pronoun “en”

·       To use a variety of opinions and justifications

·       To produce an extensive presentation or paragraph detailing what you have and on which special occasions

·       To infer the rule for using the pronoun “en”

·       To discriminate between positive and negative statements

·       To compose / To prepare / To develop a presentation and/or paragraph about what people have and what occasions

·       To assess your proficiency in detailing what happens and what you have on specific occasions

·       To justify your opinions about food

·       To compare food and special  occasions

·       To memorise / to recall items of clothing; daily routines; modal verbs “pouvoir” and “devoir”

·       To translate texts describing what people wear and what they do on a daily basis

·       To discuss with another student what you wear and how you daily routine is organised

·       To explain the different paradigms of modal verbs “devoir” and “pouvoir”; modal verb + infinitive

·       To express what you can and must do

·       To apply the rules for conjugating irregular modal  verbs “devoir” and “pouvoir”

·        To use a variety of verbs and activities

·       To produce an extensive presentation or paragraph detailing what you wear and what you can/must do on a daily basis

·       To infer the paradigms of modal verbs “devoir” and “pouvoir”

·       To discriminate between what you can and must do; between masc. and fem. adjectival agreement

·       To compose / To prepare / To develop a presentation and/or paragraph about what you wear and what you can/must do on a daily basis

·       To assess proficiency in using modal verbs; using adjectival agreement

·       To justify why you must do this or that on a daily/weekly basis

Assessment:  Knowledge Check Test, End of Unit test

Year 10 –Medium Term Overview

In Year 10 students will

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

KQFL:  

Describing a region

Talking about your town, village or district

KQFL:  

Discussing plans and the weather

Describing community projects

KQFL:  

Talking about an ideal holiday

Talking about travelling

KQFL:  

 Talking about your school

Discussing school rules

KQFL:  

Discussing healthy living

Discussing vices

KQFL:  

Discussing jobs and work preferences

Discussing career choices

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

·       To memorise / to recall vocabulary describing accommodation, location, landscape; the verb “habiter;” weather and climate; “depuis” + duration

·       To translate texts about where people live, what there is, the climate, and how long they have lived there

·       To discuss with another student where you live

·       To explain how to use present tense +  “depuis” + duration; the pronoun “y”

·       To express your opinion about your region

·       To apply the rules of “y” and “depuis”

·       To use a variety of opinions

·       To produce an extensive presentation or paragraph describing the region where you live

·       To infer the rules of “depuis” and “y”

To compose / To prepare / To develop a presentation and/or paragraph about your region and what you think about it

·       To assess the ability to produce a presentation about your region without looking at notes

·       To justify why you like you region

·       To compare your region with someone else’s

·       To memorise / to recall vocabulary about the weather; vocabulary about leisure/holiday activities; vocabulary about community projects

·       To translate texts about people will do depending on the weather; texts describing what people will do as a community project depending on the state of their town

·       To discuss with another student what you will do (leisure activity-wise or as a community project)

·       To explain the various paradigms of the simple future tense and/or the imperfect (recall)

·       To express an opinion about the state of your town

·       To apply the rules of the simple future tense and the imperfect tense

·        To use a variety of tense and time frames in you speaking/writing

·       To produce an extensive presentation or paragraph detailing what you will do depending on the weather; or what you  will do as a community project depending on the state of their town

·       To infer the time frames depending on the tenses being used

·       To discriminate between the different tenses and time frames

·       To compose / To prepare / To develop a presentation and/or paragraph about your future activities or projects depending on the circumstances

·       To assess proficiency in using a variety of tenses and time frames

·       To justify your opinions about the state of your community

·       To compare what used to be vs. what you will do to improve your town

·       To memorise / to recall vocabulary about the holidays; vocabulary about transport and journeying; “il faut” + infinitive

·       To translate texts about what people would do in an ideal holiday; what you have to do before doing this or that

·       To discuss with another student what makes an ideal holiday and why

·       To explain the different paradigms of verbs in the conditional tense

·       To express what you would do using the conditional tense

·       To apply the rules for conjugating verbs in the conditional; for using “avant de” + infinitive

·       To use a variety of points of view and a variety of verbs

·       To produce an extensive presentation or paragraph detailing what you would do on an ideal holiday and your opinion

·       To infer the rules for conjugating the conditional tense; for using “avant de” + infinitive

·       To discriminate between positive and negative statements

·       To compose / To prepare / To develop a presentation and/or paragraph about what you would do on holiday and why, and what you have to do before leaving.

·       To assess proficiency in using the conditional / “avant de”

·       To justify opinions

·       To compare an ideal holiday with a catastrophic holiday

·        

·       To memorise / to recall question words and structures; vocabulary about school/education; complex opinions about education

·       To translate texts describing people’s school, texts comparing schools in the UK and abroad

·       To discuss with another student / a foreign student what their school is like and how the education systems compare

·       To explain how verb endings change when you use il, elle, ils and elles

·       To express your opinions about the different education systems

·       To apply the conjugating rules when using il, elle, ils, elles

·        To use a variety of question techniques

·       To produce a questionnaire, or an extensive presentation or paragraph detailing what your school is like

·       To infer the conjugating rules with il, elle, ils and elles

·       To discriminate between masculine and feminine nouns

·       To compose / To prepare / To develop a presentation and/or paragraph about what your school is like and how it compares with other schools / other education systems

·       To assess ability in asking / answering a variety of questions about your school

·       To justify why your prefer one aspect/characteristic of your school or education system

·       To compare schools and education systems

·       To memorise / to recall vocabulary about healthy living / about vices

·       To translate injunctions/instructions in the imperative tense; descriptions of people vices and what they will do to address them

·       To discuss healthy living and vices with another student

·       To explain the rules of the imperative tense

·       To express your opinions about vices and to issue injunctions to be healthy

·       To apply the rules of the imperative

·        To use a variety of tenses and time frames, incl. the imperative, the present and the simple future tense

·       To produce an extensive presentation or paragraph detailing what vices you have and what you will do about it; a poster detailing what to do (imperative) to be healthy

·       To infer the rules of the imperative

·       To discriminate between the various time frames and tenses

·       To compose / To prepare / To develop a presentation and/or paragraph about what shows / films people watch and what they think about them

·       To assess proficiency in using the imperative tense

·       To justify why one should do this or that to stay healthy; why you engage in certain vices and why they’re unhealty

·       To compare healthy advice

·       To memorise / to recall vocabulary about jobs, education and careers; adjectives

·       To translate texts about career choices, jobs and including comparatives and superlatives

·       To discuss with another student your career choices and what jobs other people around you do

·       To explain the rules of the comparative and the superlative

·       To express opinions and compare the various career paths

·       To apply the rules of the comparative and superlative

·        To use a variety of adjectives in comparative structures

·       To produce an extensive presentation or paragraph detailing what your ambition would be and why

·       To infer the rules of the comparative and superlative structures

·       To discriminate between the various career paths and to justify

·       To compose / To prepare / To develop a presentation and/or paragraph about what career path you would take and why

·       To assess proficiency in using the conditional in the context of careers and in using comparatives and superlatives

·       To justify your choices and opinions

·       To compare career paths and jobs

·        

Assessment:  Knowledge Check Test, End of Unit test

Year 11 –Medium Term Overview

In Year 11 students will

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

KQFL:  

 Talking about plans, hopes and wishes

Understanding case studies (work related)

KQFL:  

Discussing problems facing the World

Talking about protecting the environment

KQFL:  

 Talking about volunteering

Revision and Preparation   

GCSE  

n/a

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

·       To memorise / to recall vocabulary of plans, hopes and wishes

·       To translate texts in which people details what they would like to achieve in their life

·       To discuss with another student  what you would like to do before starting your career

·       To explain the rules of the subjunctive tense

·       To express hopes and wishes using the conditional and subjunctive tenses

·       To apply the conjugating rules of the subjunctive tense

·        To use the perfect infinitive in order to give a sense of perspective

·       To produce an extensive presentation or paragraph detailing what you would like to do before starting your career

·       To infer the rules of the subjunctive

·       To discriminate between the conditional and the subjunctive

·       To compose / To prepare / To develop a presentation and/or paragraph about  your plans, hopes and wishes

·       To assess proficiency in using the subjunctive and the perfect infinitive

·       To justify why you would do this or that

·        

·       To memorise / to recall vocabulary linked to the environment and the problems facing the world

·       To translate texts describing environmental issues and what ought to be done

·       To discuss environmental issues with another student

·       To explain “pouvoir” and “devoir” in the conditional tense

·       To express opinions using modal verbs in the conditional tense

·       To apply the rules of the conditional tense to the modal verbs “devoir” and “devoir”

·       To use “pouvoir” and “devoir” in the conditional tense

·       To produce an extensive presentation or paragraph detailing environmental issues and what ought to be done

·       To compose / To prepare / To develop a presentation and/or paragraph about environmental issues and what ought to be done

·       To assess proficiency in conjugating “pouvoir” and “devoir” in the conditional tense

·       To justify the action that ought to be taken

·        

·       To memorise / to recall vocabulary about volunteering jobs

·       To translate texts detailing what people do to volunteer, containing indirect object pronouns

·       To discuss the different volunteering jobs one can do with another student

·       To explain the rules of the indirect object pronoun

·       To express opinions about the various volunteering jobs

·       To apply the rules of the indirect object pronouns

·       To use the IOP in context

·       To produce an extensive presentation or paragraph detailing what you do to volunteer

·       To infer the rules of the IOP

·       To compose / To prepare / To develop a presentation and/or paragraph about what you or other people do to volunteer

·       To assess proficiency in using the IOP

·        

n/a

n/a

n/a

Assessment:  Knowledge Check Test, End of Unit test