Time Scale

Unit & Topic

   Skills/Grammatical concepts

Autumn

Sept-Nov

1.1  C’est Parti!

•       Bonjour
•       Dans mon sac
•       Quel âge as-tu?
•       Bon anniversaire
•       En classe/les couleurs

    Questions; ‘je’& ‘tu’

•     Alphabet; ‘un/une’
•     Numbers; the verb ‘avoir’
•     Dates; birthday
•     ‘Le/la’; adjectival agreements

Dec- Jan

1.2  Famille et Copains

•       Frères et soeurs
•       Ma famille
•       Tu as un animal?
•       Je me présente
•       Portraits

•     ‘avoir/être’; negatives
•     Possessive adjectives
•     Plurals
•     Adjective agreements(singular)
•     Adjective agreements(plural)

Spring

Feb- March

1.3  Chez moi

•       Où habites-tu?
•       Ma maison
•       Ma chambre
•       Le soir
•       Quelle heure est-il?

•    Verb ‘habiter’ – 1^st/2^nd/3^{rd person}
•    Rooms of a house; ‘il y a…’
•    prepositions
•    ‘On’ + ‘er’ verbs
•    Time; ils/elles

April- May

1.4  On va en ville

•       Au centre-ville
•       Où est le parc?
•       Où es-tu? Où vas-tu?
•       J’aime bien ça
•       Au snack bar

•    Places; ‘Est-ce qu’il y a …’
•    Directions; ‘Tu & vous’
•    ‘Aller/être’ + ‘à la’, ‘au’, ‘aux’
•    Opinions; C’est + adjective’
•    Prices; Ordering snacks and drinks;‘Je voudrais…’

Summer

June- July

1.5  Ma journée

•       Le matin
•       Mes matières
•       Pourquoi?
•       Mon emploi du temps
•       Après le collège

•     Daily routine; reflexive verbs
•     School subjects; ‘nous’
•     Opinions; connectives
•     Timetable; longer texts
•     After school; ‘faire’

Time Scale

Unit & Topic

Skills/Grammatical concepts

Autumn

1.5 Ma journée

•       Le matin
•       Mes matières
•       Pourquoi?
•       Mon emploi du temps
•       Après le collège

•  Daily routine; reflexive verbs
•  School subjects; ‘nous’
•  Opinions; connectives
•  Timetable; longer texts
•  After school; ‘faire’

Dec-Jan

1.6 On s’amuse

•   Le sport et les jeux
•  Tu joues d’un instrument
• Qu’est-ce que tu aimes faire?
• Au centre de loisirs
•  Vive les vacances!

• Activities; ‘jouer + au’
• Instruments; ‘jouer + de’
•  Opinions + infinitive
• ‘On peut’ + infinitive
• Future; ‘aller + infinitive’

Spring

Feb-March

2.1 Famille et Domicile

•   Salut!
•   Mon album de famille
•   Au boulot
•   Où habitent-ils?
•   Quel temps fait-il?

• yourself; ‘je & tu’
• others; ‘il & elle’
• jobs; masc./fem. nouns
• locations; ‘depuis’
• weather; ‘on’; ‘quand’

Apr-May

2.2 Temps libre

• Le week-end
• Que fais-tu comme sport?
• Micro-trottoir
• La télé
• Le week-end dernier

• activities; opinions + infinitive
• ‘je joue’; ‘je fais’
• ‘nous’ + key verbs
• tv programmes; perfect tense
• perfect tense with ‘er’ verbs

Summer June-July

2.4 Manger et Boire

• Bon appétit!
• Les Repas
• On prépare une fête
• On fait des achats
• Au restaurant

• food; opinions + ‘le/la/les’
• some: ‘du/de la/des’
• ‘il faut + infinitive’
• quantities with ‘de’
• meals; dialogues

Autumn half-term 1

Identity and culture

Me, my family and friends

• Relationships with family and friends

• avoir and être present tense
• possessive adjectives
• adjective agreement rules
• reflexive verbs
• se disputer/se fâcher/s’entendre avec
• comparatives plus que/moins que
• adverbs of frequency
• regular verbs in present tense
• direct object pronouns

Autumn half-term 2

Local, national, international and global areas of interest

Home, town, neighbourhood and region

See resources:

• il y a
• on a
• c’est
• prepositions (see plural partitive article and de after negative
• pouvoir + infinitive
• expressions of quantity
• irregular verbs aller/faire)
• ceux qui + verb
• s’intéresser à
• enhancing descriptions using qui/que/dont (see demonstrative adjectives ce, cet, cette, ces

Spring half-term 1

Current and future study and employment

My studies

See resources:

• devoir + infinitive (see il faut + infinitive (compulsory subjects)
• parce que/car to express reasons
• perfect tense regular avoir verbs (choisir/décider de/laisser tomber - options) (see two verbs together eg aimer/aimer mieux/préférer
• comparative and superlative in expressing opinions about subjects use of tu and vous in informal/formal exchanges

Spring half-term 2

Identity and culture

Free-time activities

• Music
• Cinema and TV

See resources:

• consolidation of present tense including irregular verbs sortir, prendre, mettre, voir, vouloir (see extend range of two verbs together
• adverbs such as d’habitude/normalement
• clauses introduced by quand/lorsque and si

Summer half-term 1

Identity and culture

Free-time activities

• Food and eating out
• Sport

• perfect tense with avoir using regular and common irregular verbs (ce que j’ai fait hier soir/le weekend dernier)
• simple opinion statements to express how it was (illustration of the imperfect)

Summer half-term 2

Identity and culture

Customs and festivals in French-speaking countries/ communities

• perfect of verbs with être + agreement rules reflexive verbs in perfect; perfect and imperfect tenses together
• describing a past event/festival; actions and opinions

Autumn half-term 1

Current and future study and employment

Life at school/college

See resources:

• transfer devoir/pouvoir/il faut/vouloir to school rules context
• quantity words beaucoup/trop/assez/pas assez + de (including with plurals)

Autumn half-term 2

Local, national, international and global areas of interest

Travel and tourism

See resourcess

• consolidation of perfect tense
• extension of imperfect tense (see resources:)
• sequencing words, expressions and phrases
• avant de/après avoir etc/pendant que/depuis/venir de
• developing greater complexity in spoken and written accounts of past events or experiences
• weather expressions with faire

Spring half-term 1

Current and future study and employment

Education post-16

See resource:

• ce qui/ce que… c’est… sentence pattern
• future tense introduced for eg future study plans
• building on si clauses with present and future
• more complex two verb structures (avoir l’intention de/avoir envie de/avoir le droit de)

Spring half-term 2

Local, national, international and global areas of interest

Social issues

• Healthy/unhealthy living

See resources:

• partitive articles with food items
• recap on devoir/il faut and introduce conditional forms – affirmative and negative
• il vaut mieux/il vaudrait mieux
• negative ne…jamais
• full explanation of imperfect tense to allow statements and opinions about previous health habits

Summer half-term 1

Identity and culture

Marriage/partnership

See resources:

• revisiting adjectives to describe and use of qui, que, dont to describe ideal partner and enhance descriptions
• en + present participle
• revision of future tense to outline future plans
• direct and indirect object pronouns

Summer half-term 2

Identity and culture

Technology in everyday life

• Social media
• Mobile technology

See resource:

• revision of past tenses to recount how social media have been used; or life before technology
• grâce à/sans/avec
• enhanced statements of possibility including permettre de
• il est possible que + subjunctive

Autumn half-term 1

Local, national, international and global areas of interest

Global issues

• The environment

See resources:

• modal verbs linked to behaviours (must do/can do/should do/could do etc)
• si clauses using imperfect and conditional
• si sentences revised for outlining consequences of actions

Autumn half-term 2

Local, national, international and global areas of interest

Social issues

• Charity/voluntary work

• vouloir + infinitive
• vouloir que + subjunctive
• il est possible que + subjunctive

Spring half-term 1

Local, national, international and global areas of interest

Global issues

• Homelessness/ poverty

• si j’étais…
• à la place de… with conditional completions
• il faut + infinitive and il faut que + subjunctive

Spring half-term 2

Current and future study and employment

Career choices and ambitions

See resources:

• enhanced statements of possibility including permettre de
• pluperfect tense perspective

Summer half-term 1

End of course examination focus

Summer half-term 2

End of course examination focus

Time Scale

Theme

Unit & Topic

Key Grammatical concepts

Autumn

Sep

Identity and culture

Me, my family & friends

1.1 - Relationships with family and friends

• avoir and être present tense
• possessive adjectives
• adjective agreement rules
• reflexive verbs
• se disputer/se fâcher/s’entendre avec
• comparatives plus que/moins que
• adverbs of frequency
• regular verbs in present tense
• direct object pronouns

Oct

Local, national, international and global areas of interest

Home, town, neighbourhood and region

5.1 – Home

• il y a
• on a
• c’est
• prepositions

plural partitive article and de after negative

Oct/Nov

Local, national, international and global areas of interest

Home, town, neighbourhood and region

5.2 – Where I live

• pouvoir + infinitive
• expressions of quantity
• irregular verbs aller/faire
• ceux qui + verb
• s’intéresser à
• enhancing descriptions using qui/que/dont
• demonstrative adjectives ce, cet, cette, ce

Nov

Current and future study and employment

My studies

9.1 – School and subects

• devoir + infinitive
• il faut + infinitive (compulsory subjects)
• parce que/car to express reasons
• perfect tense regular avoir verbs (choisir/décider de/laisser tomber - options)
• two verbs together eg aimer/aimer mieux/préférer
• comparative and superlative in expressing opinions about subjects
• use of tu and vous in informal/formal exchanges

Dec

Identity and culture

Free-time activities

3.1 – Music, Cinema & TV

• consolidation of present tense including irregular verbs sortir, prendre, mettre, voir, vouloir
• extend range of two verbs together
• future tense introduced for eg weekend plans
• adverbs such as d’habitude/normalement
• clauses introduced by quand/lorsque and si

Spring

Jan

Identity and culture

Free-time activities

3.2 – Food & eating out

Feb

Identity and culture

Free-time activities

3.3 - Sport

Feb/Mar

Local, national, international and global areas of interest

Social issues

6.2 – Healthy & Unhealthy Living

• partitive articles with food items
• recap on devoir/il faut and introduce conditional forms – affirmative and negative
• il vaut mieux/il vaudrait mieux
• negative ne…jamais
• previous health habits using imperfect tense

Mar

Current and future study and employment

Life at school and college

10.1 – Life at school and college

• transfer devoir/pouvoir/il faut/vouloir to school rules context
• si clauses using imperfect and conditional
• quantity words beaucoup/trop/assez/pas assez + de (including with plurals)
• perfect tense with avoir using regular and common irregular verbs (ce que j’ai fait comme devoirs)

Apr/May

Identity and culture

Customs and festivals

4.1 – French customs and traditions

• perfect of verbs with être + agreement rule

Summer May

Identity and culture

Customs and festivals

4.2 – Festivals in France and francophone countries

• reflexive verbs in perfect; perfect and imperfect tenses together
• describing a past event/festival; actions and opinions

Jun

Local, national, international and global areas of interest

Travel and tourism

8.1 – Holidays and Trave

• consolidation of perfect and imperfect tenses  
• sequencing words, expressions and phrases
• avant de/après avoir etc/pendant que/depuis/venir de
• developing greater complexity in spoken and written accounts of past events or experiences
• weather expressions with faire

Jun/July

Local, national, international and global areas of interest

Travel and tourism

8.2 – Regions of France

• ce qui/ce que … c’est… sentence pattern

July

Current and future study and employment

Education post-16

11.1 – University or work?

• ce qui/ce que … c’est… sentence pattern
• building on si clauses with present and future
• more complex two verb structures (avoir l’intention de/avoir envie de/avoir le droit de)

Autumn

Sep

Identity and culture

Me, my family and friends

1.2 – Marriage and partnership

• revisiting adjectives to describe and use of qui, que, dont to describe ideal partner and enhance descriptions
• en + present participle
• revision of future tense to outline future plans
• direct and indirect object pronouns

Oct

Local, national, international and global areas of interest

Global issues

7.1 – Environment

• modal verbs linked to behaviours (must do/can do/should do/could do etc)
• past tense for effects of behaviours on environment
• si sentences revised for outlining consequences of actions
• pluperfect tense perspective

Nov/Dec

Local, national, international and global areas of interest

Social issues

6.1 – Charity and voluntary work

• vouloir + infinitive
• vouloir que + subjunctive
• il est possible que + subjunctive)

Dec

Current and future study and employment

Career choices and ambitions

12.1 – Choice of career

• enhanced statements of possibility including permettre de

Spring

Jan/Feb

Identity and culture

Technology in everyday life

2.1 – Social Media

• revision of past tenses to recount how social media have been used; or life before technology
• grâce à/sans/avec

March

Identity and culture

Technology in everyday life

2.2 – Mobile Technology

• enhanced statements of possibility including permettre de
• il est possible que + subjunctive

April/May

Local, national, international and global areas of interest

Global issues

7.2 – Poverty and homelessness

• si j’étais …
• à la place de … with conditional completions
• il faut + infinitive and il faut que + subjunctive

Year 12

Topic

Skills/ Key concepts

Autumn

1. La Famille en voie de changement:

• La vie de couple
• La monoparentalité
• L’homoparentalité
• Le rôle des grands-parents

2. La «Cyber-société»

• La technologie dans la vie quotidienne
• Les dangers de la cyber-société
• Qui sont les cybernautes?

• To be able to discuss trends in marriage and in other forms of relationships
• To be able to skim texts for gist
• To use the perfect and imperfect tenses correctly
• To recognise and understand the past historic tense
• To understand infinitive constructions
• To use strategies to broaden range of vocabulary
• To understand the use of object pronouns
• To be able to form the present tense of irregular verbs
• To interpret and explain figures and statistics
• To summarise from reading and listening
• To form the future and conditional tense

Spring

3. Le patrimoine régionale, nationale et locale:

• Le patrimoine et le tourisme
  Comment le patrimoine reflète la culture
   

4. La musique francophone contemporaine:

• La diversité
  Qui apprécient la musique?
  Comment sauvegarder la musique francophone?

• To understand the notion of heritage on a regional and national level
• To use adjectival agreements , comparatives and superlatives
• To develop extended answers
• To use ‘si’ clauses
• To interpret pictures
• To use the present subjunctive with expressions of doubt, uncertainty and necessity
• To consider the popularity of contemporary francophone music, its genre and style.
• To use questions and command forms
• To use the subjunctive with verbs of wishing and wanting.

Summer

1. 5. Le septième art:

• Le cinéma français
• L’évolution du cinéma
• Le cinéma: une passion nationale

Dossier cinéma:

• L’étude d’un film français;
• La Haine, Les Petits enfants du siècle, 400 cents coups

Individual Research Project (IRP)

• Independent study of a cultural aspect of a French- speaking country

• To consider a variety of aspects of French cinema
• To be able to summarise from listening
• To use infinitive constructions
• To use persuasive language
• To write with a purpose
• To consider the major developments in French cinema and the popularity of French cinema and film festival
• To develop independent research skills
• To develop higher order thinking skills e.g. analysing evaluating, synthesising etc.

Year 13

Topic

Skills/ Key concepts

Autumn

Une société diverse:

• L’enrichissement de la mixité ethnique
• Diversité, tolérance et respect
• Apprentissage pour la vie
  
  Les marginalisées:
• Qui sont les marginalisés?
• Quelle aide pour les marginalisés?
• Les attitudes envers les marginalisé
  
  La criminalité:
• La prison – échec ou succès?
• Autres sanctions

• Discussing the benefits of living in an ethnically diverse society
• Dictionary skills
• The future tense
• Strategies for gist comprehension
• Uses of The conditional tense
• To examine groups which are socially marginalised
• To respond to stimulus
• To express approval & disapproval
• To vary vocabulary using synonyms
• To examine different attitudes to crime
• To express obligation
• To use ‘si’ clauses
• To summarise a reading text

Spring

1. Etude d’un texte littéraire:

«Kiffe kiffe demain»L’Engagement politique:

• Le droit de vote
• Les ados et l’engagement politique
• Avenir pour la politique

Manifestations et grèves

• Le pouvoir des syndicats:
• Les manifestations et les grèves
• Les tensions politiques

• To have a detailed understanding of a French novel and to be able to explain the main themes and characters and evaluate the impact on the reader.
• To discuss arguments relating to the vote and to evaluate the French political system
• To avoid using the passive
• To talk about data and trends
• To use the subjunctive mood to express doubt and uncertainty
• To translate the English gerund into French
• Understanding subject and object pronouns
• To use language to promote a cause
• To understand and use relative pronouns
• To talk about priorities
• To understand and use demonstrative pronouns

Summer

La politique et l’immigration

• Solutions politiques?
• L’immigration et les parties politiques
• L’engagement politique chez les immigres

REVISION AND PREPARATION FOR FINAL EXAMINATION
PREPARATION AND PRACTICE FOR SPEAKING EXAM

• To discuss some of the political issues concerning immigration in francophone countries
• To consider the viewpoints of political parties re: Immigration in France
• To use combination tenses: perfect & imperfect
• To use language for describing change
• To summarise from listening
• To be able to form and use the future perfect and conditional perfect tenses
• To be able to choose the correct tense
• To disagree tactfully
• To be able to describe a photo card
• To be able to justify opinions
• To be able to expand on conversation topics
• To ask pertinent questions
• To be able to talk at length on a chosen topic
• To demonstrate research skills
• To be able to analyse and evaluate
• To agree and disagree
• To offer counter arguments