Skip to content ↓

French

“Learning another language is not only learning different words for the same things, but learning another way to think about things.” 

Flora Lewis (American Journalist)

There are so many clear personal, cultural, social and career benefits in being able to communicate confidently in another language that every child in our school should have the chance from this young age to develop their own modern foreign language skills. We want our pupils to be enthusiastic, engaged and challenged and to develop their ability to use and understand another language.

Through our curriculum, pupils:

  • Learn vocabulary and structures, including verbs and key expressions to promote their independence and communication skills through a range of enriching and stimulating material, including authentic resources, films and French pen friends;
  • Develop a knowledge of phonics, for a more accurate and spontaneous use of the target language;
  • Are explicitly taught an understanding of grammar in order to manipulate the target language.

We teach and assess our curriculum through our curriculum related expectations:

 

Year 6

Year 7

Year 8

I can write simple, short phrases from memory and my spelling may be approximate.

I can write a short paragraph on familiar topics from memory and my spelling is understandable.

I can write a short paragraph on familiar topics from memory and my spelling is understandable.

I can understand and begin to apply new grammar rules:  adjectival agreements and possessive adjectives. 

I can understand and begin to apply new grammar rules:

- plural of nouns

- adjectival agreements

- possessive adjectives
-to go to + places (aller au , à la, à l', aux)  
- to do + activities (faire du/ de la / de l' , des)
- to play + games and sports (jouer au/ aux)

I can understand and begin to apply new grammar rules:

- plural of nouns

- adjectival agreements

- possessive adjectives
- to go to + countries and cities (aller + au , en, aux, à)  
- to go to + shops (aller au, à la, à l', aux
-the partitive article =  some + food and drinks (du, de la, de l', des)
- to do + activities (faire du/ de la/de l' , des)
- to play + games and sports ( jouer au/aux)

I can understand and begin to apply new grammar rules:  use of les, des and mes and plural endings of regular nouns.

From memory, I can add structure to my paragraph and give a sense of time by using some time phrases. 

From memory, I can add structure to my paragraph and give a sense of time by using some time phrases. 

With the support of my book, I can use different subject pronouns with key verbs in the present tense.

With the support of my book, I can use key verbs in the present and future tenses in familiar topics. 

With the support of my book, I can use key verbs in the future OR past tenses as well as the present in familiar topics. 

I can express simple opinions.

I can express longer opinions, use connectives and give a simple reason.

I can express longer opinions, use connectives and give a simple reason.

I can engage in short conversations: I can speak in sentences, using familiar vocabulary, phrases and basic language structures.

I can engage in short conversations with some extra details: I can speak in full sentences in the present or future tenses, using familiar vocabulary, phrases and basic language structures.

I can engage in short conversations with some extra details: I can speak in full sentences in the present or future / past tenses, using familiar vocabulary, phrases and basic language structures.

I have an understanding of French phonics and I can recognise sound patterns and silent letters.

I can show an understanding of French phonics and I can recognise sound patterns and silent letters.  I can add expression to my speaking.

I have an understanding of French phonics and I can recognise sound patterns and silent letters. I can add expression to my speaking.

 

I can understand a range of familiar spoken phrases, delivered slowly and clearly with pauses between each question. I may need these to be repeated. 

I can understand a range of familiar spoken phrases in the present or future tenses, delivered slowly and clearly with pauses between each question.   I may need these to be repeated.

I can understand a range of familiar spoken phrases in the present or future/past tenses, delivered slowly and clearly with pauses between each question. I may need these to be repeated. 

I can understand the main points from a short, written text in clear printed script.

I can understand the main points and some of the detail from short, written texts in the present or future tenses, in familiar contexts.

I can understand the main points and some of the detail from short written texts in the present or future/past tenses, in familiar contexts.

I can guess the meaning of cognates and near-cognates.

I can guess the meaning of cognates and near-cognates and I can recognise if the texts are about the present or the future. 

I can guess the meaning of cognates and near-cognates and I can recognise if the texts are about the present, the future OR the past.

 

Curriculum Overview

Year 6

Content

Skills

In the context of ‘Je me présente’: greetings, introductions, numbers and age. Simple classroom instructions and use of the target language, classroom objects, days of the week, months of the year, birthdays, colours.

Listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary, in the context of basic conversational skills and use of everyday target language and classroom language

- key verbs in the first and second person of the singular.

- key phrases to write and communicate in full short sentences.

- use of colour and understanding of its place in the sentence.

- Use of the target language and focus on phonics.

In the context of ‘Où j’habite’: asking and describing where you live, finding out about France and Francophone countries, talking about home and rooms of the house, saying where things are.

Listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary, in the context of where we live, our environment, our home and our house. - key verbs in the first and second person of the singular.

- understanding of all subject pronouns with a regular er verb: habiter.

- understanding of prepositions and when to use à, en and dans with places.

- key phrases to write and communicate in full sentences, extended with qui s’appelle.

- use of colour, size and adjective expressing opinions, and understanding of its place in the sentence.

In the context of ‘Moi et ma famille’: talking about family members, describing animals/pets. Talking about likes and dislikes, talking about other people’s families.

Listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary, in the context of our family and animals.

- possessive adjectives: mon/ ma /mes / ton / ta /tes + family members, pets.

- consolidation of the verbs of être and avoir with all pronouns.

- Plural forms (nouns and adjectives)

- Adjectival agreement: feminine / masculine and plural. (colours/ size and adjectives of personality)

Year 7

Content

Skills

In the context of ‘C’est moi’ and ‘Qu’est-ce que tu fais?’ Adjectives and describing people, sports and hobbies, opinions, weather.

Listening, speaking, reading and writing skills based on a sound foundation of core grammar, vocabulary and phonics, in the context of myself, sports and hobbies.

- Reinforcement of previous learning on family members. Focus on gender of nouns.

- Use bilingual dictionaries and recognise patterns for adjective agreements.

- Use of the comparative.

- Use of the present tense of irregular verbs: être and avoir

- Use of regular -er verbs in the present tense.

Expressing longer opinions about sports and hobbies.

Extending sentences using expressions of time and the weather.

In the context of ‘En ville’: places in town, asking for directions., tourist office role play. Food and snacks: at the café - asking and understanding prices.

Listening, speaking, reading and writing skills based on a sound foundation of core grammar, vocabulary and phonics, in the context of places in town.

- Use of the verb aller: to go –

Use of preposition (to/ at + places)

- Introduction of the near future with aller + infinitives.

Expressing longer opinions about places. Understanding numbers to 100.

In the context of ‘une journée typique’: telling the time, daily routines, school subjects, food and drink, meal times.

Listening, speaking, reading and writing skills based on a sound foundation of core grammar, vocabulary and phonics, in the context of a typical school day.

-Use of reflexive verbs in the present tense

-Use of key verbs with different subject pronouns to talk about others.

-Expressing longer opinions with connectives and intensifiers about school subjects and food.

 - Use of present and near future tenses.

 

Year 8

Content

Skills

In the context of typical day, meals, food and drink:  

Listening, speaking, reading and writing, based on a sound foundation of core grammar, vocabulary and phonics, in the context of a typical day, meals, food and drink 

- Recap of reflexive verbs with daily routine. 

- Recap of the time and school subjects.  

-Recap and reinforcement of time phrases to structure writing.  

- Revisiting the present tense of regular ER verbs. 

- Introduction of the present tense of the key verbs boire and manger. 

- Recap and reinforcement of adverbs of frequency.  

 - Introduction to the partitive article.  

- Recap of the near future (aller + infinitives.) 

- Expressing longer opinions about school subjects / food and drinks.  

- Introduction to key verbs in the past tense + time phrases.  

In the context of “En ville”, shops and what they sell.  

Listening, speaking, reading and writing, based on a sound foundation of core grammar, vocabulary and phonics, in the context of shops and what they sell. 

- Talking about what you can / cannot buy. 

- Revisiting the use of aller + prepositions. 

- Introduction to the present tense of regular IR and RE verbs. 

- Use of the negative: il n’y a pas de / il n’y a plus de 

- Use of quantities. 

- Expressing longer opinions about shops and what they sell. 

- Use of key verbs in the past and near future tenses.  

- Describe our shopping habits using adverbs of frequency and time markers. 

- recap of numbers and use of prices for shopping conversation  

In the context of ‘’Les vacances’: countries, travel and transport. Tourism in France and around the world. Leisure and hobbies. Describing our holidays, using past, present and future tenses.  

Listening, speaking, reading and writing, based on a sound foundation of core grammar, vocabulary and phonics in the context of holidays.   

- Use of to/in + names of countries. 

- Use of on peut/on ne peut pas + infinitives. 

- Expressing longer opinions about transports, holiday destinations and activities. 

- use of adverbs of frequency and time phrases.  

- Use of time and the 24 hours clock. 

- Use of key verbs in all three tenses to describe what we normally do, are going to do, and did in a past holiday. 

-Reinforcement of present tense and the near future.  

- Explicit use of the past tense 

- of regular verbs with avoir. 

- of irregular verbs with avoir. 

- of MRS Van Der Tramp verbs with être 

 

Additional Learning Opportunities

  • Year 7 Trip to the Mayenne in France.
  • French pen pals in Years 7 and 8 with our partner school.
  • Weekly French Cub for extra support.
  • Range of French magazines available to pupils.
  • French Film Club.

Useful Links

Colourful, fun and great practice for Years 6, 7 and 8. Please ask your French teacher for our school login so that you can access these handy activities at home. Fancy a challenge? Have a go at the Spanish, German or Italian sections of the website!

Free and great to reinforce grammar points and verbs in the different tenses.

 

 

Last Updated: June 2023

Contact Us

Bredon Hill Academy
Elmley Road, Ashton-under-Hill, Evesham, Worcestershire WR11 7SW

01386 881426