French Curriculum Overview

French - 5 Year Curriculum Map

Curriculum Intent: Students who study MFL at Hall Park Academy learn about a language and a culture other than their own. They gain an awareness of their place in the world as a global citizen, and the
opportunities that this affords them. They develop the ability to understand, and to communicate in, another language, which is a lifelong skill that can be applied to education, employment and leisure.
Students develop their reading, writing, listening and speaking skills in French and/or German, which in turn supports the development of these skills in their native language. Our core purpose is to provide the
foundations for further language study, be that French, German or another language, and to equip pupils for study, work and travel in other countries.

7 Content Skills and Grammar Key Questions Assessment
Weekly homework quizzes
Topics: Family & Pets Introducing reading strategies to decode texts – cognates, top-down Comment tu t’appelles? simple verb structures
Quel âge as-tu? key items of vocabulary
First 300 minutes strategies Quelle est la date de ton
Half-termly extended writing (in
greetings Using phonics to support pronunciation anniversaire ? booklet) – marked with literacy
Qui est dans ta famille ? code and redrafted
name Responding to familiar questions from memory Tu es comment ?
Comment est ta famille ? Writing assessment – Band A-D
numbers 1-31 1st, 2nd, 3rd person of ‘avoir’ and ‘être’ As-tu un animal ?
Listening and reading
Term 1 alphabet and letter Forming sentences and short paragraphs independently assessment A-D

strings Developing listening skills to recognise new vocabulary and structures

age, birthday, dates Word gender

Describing animals Plural forms of nouns

Describing family Adjectival positioning and agreement
members Expressing ideas about family members e.g. opinions and reasons

Using ‘qui’ to describe people and pets

Use of simple negatives with ‘avoir’ and ‘être’

Writing from memory including accurate use of 1st and 3rd person verbs

Topics: School & Topics: School & ordering food in France Qu’est-ce que tu étudies à Weekly homework quizzes
l’école ? simple verb structures
ordering food in Correct use of 1st, 2nd, 3rd person present tense –er verbs – aimer, manger, key items of vocabulary
Tu aimes quelles
France etc. matières ? Half-termly extended writing (in
booklet) - marked with literacy
 School subjects Correct use 1st, 2nd, 3rd person irregular verbs - boire Qu’est-ce que tu aimes code and redrafted
manger et boire ?
 Describing your Use of opinion phrases and conjunctions such as ‘car’ and ‘parce que’ Writing and translation
Qu’est-ce que tu vas assessment – Band A-D
timetable (days, Use positive and negative adjectives to justify opinions manger / boire demain ?

Term 2 simple times with Use transactional language i.e. ‘je voudrais’ in real-life context Quelles sont les spécialités
‘à’, teachers) françaises ?
 Opinions and Translation of single sentences into French using accurate verb forms and
reasons word order Speaking assessment – Band A-
 describing school D
subjects Translation of longer chunks of text into English, including all detail
Introduce the future tense for the 1st, 2nd and 3rd person.

 Items of food and Skills and grammar to be revisited (interleaving)
drink 1st, 2nd, 3rd person of ‘avoir’ and ‘être’
word gender and plurals
 Ordering food and phonics and use to pronounce unfamiliar words
drink items in a café Writing from memory including detailed descriptions and opinions
/ restaurant

Developing listening skills for transcription

Term 3 Topics: Town and Use of ‘il y a’ and ‘il n’y a pas de’ Où habites-tu? Weekly homework quizzes
learning about Paris Understanding longer chunks of written text Où vas-tu habiter à simple verb structures
Introduce key structures and vocab for describing towns key items of vocabulary
 To be able to Using authentic materials to learn about Paris l’avenir ?
describe your town Developing listening skills (listening for gist using authentic listening Où est…? Half-termly extended writing (in
and what is in your Qu’est-ce qu’il y a dans ta booklet) - marked with literacy
town passages) code and redrafted
ville ?
 Asking for giving and Skills and grammar to be revisited (interleaving) Qu’est-ce qu’il y a à Paris ? Reading and listening
understanding phonics and use to pronounce unfamiliar words Qu’est-ce qu’ils mangent à assessment – Band A-D
directions in town to be able to choose between different spelling options i.e. banc / banque ,
Paris ?
 Understanding and droit / droite negatives (what your town / Paris doesn’t have)
talking about Developing listening skills
seasons and  Future tense for 1st, 2nd and 3rd person.
weather Writing from memory including detailed descriptions and opinions
Translation of single sentences into French using accurate verb forms and
 Learning about and
describing Parisian word order
landmarks, culture French to English translation skills using authentic materials (about Paris)
and cuisine Reading strategies to de-code authentic French texts

 Future tense
description of a trip
to Paris

8 Content Skills and Grammar Key Questions Assessment
Weekly homework quizzes
Topics: Free-time  Two verb structures including opinion structures  Qu’est-ce que tu fais dans simple verb structures
ton temps libre ? key items of vocabulary
activities and house  Present tense including the irregulars ‘faire’ and ‘aller’  Où fais-tu ces activités ?
 Qu’est-ce que tu vas faire Half-termly extended writing (in
and home  Future tense (aller + infinitive) le week-end prochain ? booklet) - marked with literacy
 Comment est ta maison ? code and redrafted
Term 1  Free-time activities  Introduce simple opinion structures for future tense (ce sera)  Qu’est-ce que tu fais pour
that you do and  Introducing time phrases aider à la maison ? Reading and listening
don’t do  High frequency words e.g. je fais du / de la  Tu reçois de l’argent de assessment – Band A-D
 Opinions with reasons (range of adjectives) poche ?
 Time phrases  Writing from memory including descriptions and opinions, present and near
 Places
 Description of rooms future tense

in the house

 Household chores Skills and grammar to be revisited (interleaving)

 Revisiting numbers  Negative forms, e.g. ne..jamais, ne…plus

 Phonics

 Listening for detail

 Reading skills for understanding detail from longer passages of text

Topics: TV, film and Revisit formation of ‘avoir’ and ‘être’ (all forms) Tu aimes regarder la télé ? Weekly homework quizzes
Les films ? Quel genre ? simple verb structures
holidays Introduce perfect tense with ‘avoir’ and ‘être’ (1st and 3rd person) key items of vocabulary
As-tu regardé un film
 Genres of tv Introduce simple opinion structures for perfect tense (c’était, je l’ai trouvé) français ? Half-termly extended writing (in
booklet) - marked with literacy
programmes and Responding to speaking questions from memory Où est-ce que tu aimes code and redrafted
films Structures to extend opinions and reasons aller en vacances ?
 Opinions of films Peer-assessed speaking
Tu es allé où l’année assessment
Term 2  Countries Skills and grammar to be revisited (interleaving) dernière ? Reading, writing and listening
assessment – Band A-D
 Extra details to Two verb structures Tu vas aller où l’année
prochaine ?
describe holidays Reinforce formation of present tense – regular and irregular verbs
e.g. who you go Future tense and future tense opinion structures Où restes-tu en vacances ?
with, when you go, Time phrases
accommodation Listening for detail

Reading skills for understanding details from longer passages of text

High-frequency words e.g. au / à la

Topic: Learning about Comparatives Qu’est-ce que tu portes en Weekly homework quizzes
vacances ? À l’école ? etc. simple verb structures
francophone countries Key structures to describe pictures from francophone countries key items of vocabulary
Qu’est-ce que tu as porté ?
Term 3 (especially Senegal and Using il / elle and ils / elles forms of present tense verbs Qu’est-ce que tu vas Half-termly extended writing (in
booklet) - marked with literacy
la Réunion) Using a wider variety of conjunctions to extend sentences (give reasons) porter ? code and redrafted
Qu’est-ce qu’ils font au
 Describing
Sénégal ?
francophone Skills and grammar to be revisited (interleaving)
countries (food, Irregular verbs in the present tense

drink, weather, Past, present and future tense though authentic reading texts Comment sont les Peer-assessed speaking
towns and cities) Expressing pinions and reasons maisons ? Listening and writing
Listening for detail assessment – Band A-D
 Similarities and Reading skills for understanding details from longer passages of text Qu’est-ce qu’ils portent /
differences of how Phonics mangent / etc.
people in
francophone
countries live
(compared to the
UK)

 Articles of clothing
 Describing what you

and others wear in
different tenses

9 Content Skills and Grammar Key Questions Assessment

Topics: Free-time, holidays Opinion phrases (present and past)  Qu’est-ce que tu as fait Weekly homework booklet

and healthy living  Wider range of adjectives, adverbs & conjunctions to extend pendant les grandes verb conjugation

 Leisure/sports activities - for ideas and views and give reasons vacances ? / sentence-level translation

free time and holidays  Time phrases to indicate past, present and future  Qu’est-ce que tu vas faire

(Present and past tense)  Translation skills – not always focusing on literal pendant les grandes Half-termly extended writing (in

Past/best and future holidays  Introducing question words and informal and formal question forms vacances ? booklet) - marked with literacy

(destination, transport,  Qu’est-ce que tu fais pour code and redrafted

Term 1 accommodation, food, Skills and grammar to be revisited (interleaving) rester en forme ? Le week-

weather etc.)  Present tense regular verbs end dernier / prochain ? Tenses test
The importance of holidays  Key irregular verbs – avoir, être, aller, faire  Où est-ce que tu aimes Reading assessment – holidays
Question words  Present Tense negatives Listening assessment – holidays
 Discussing whether or not  Perfect tense (avoir and être, regular and aller en vacances ? Translation assessment –
 irregular) holidays
foods are healthy and why  Giving opinions with reasons in the past tense - all grades 1-9
Healthy and unhealthy  Future tense (aller+infinitive)
 Revision of regular present tense verbs
activities
Future plans for improving

health

Term 2 Topics: Technology Using higher-level structures to give opinions Comment utilises-tu les Weekly homework booklet
• Discussing your own and  Structures for giving advantages and disadvantages nouvelles technologies ? Le verb conjugation
others use of technology in Extend justification through more sophisticated reasons week-end dernier / sentence-level translation
Past /Present and Future Comparatives and superlatives prochain ?
tenses Using ‘je voudrais + infinitive’ to express the conditional Half-termly extended writing (in
 Other forms of vouloir in the conditional Quels sont les avantages/ booklet) - marked with literacy
 Advantages and inconvénients des code and redrafted
disadvantages of technology Skills and grammar to be revisited (interleaving) nouvelles technologies ?
 Key structures for describing pictures Reading and listening
 Gaming preferences  Regular and irregular present tense Qu’est-ce que tu regardes assessment
• TV viewing habits  Perfect tense (avoir and être, regular and irregular) à la télé ? Le week-end Translation assessment
• Discussing your own and  Future tense (aller+infinitive) dernier / prochain ?
other views on TV programmes  Time phrases to indicate past, present and future tenses
• Talking about different  Negatives
genres of film Key reading skills (scanning, understanding and answering, target
• Discussing films in the past,
present and future tenses language questions, exam traps)

Term 3 Topics: Environment and exam Imperfect tense with key verbs Tu préfères habiter en ville Weekly homework booklet
preparation  Conditional tense (1st and 3rd person) with key verbs / à la campagne ? verb conjugation
Conditional – 2nd person for recognising and using question forms sentence-level translation
 Discussing environmental Si clauses with the conditional tense Que fais-tu pour protéger
problems and their impact Using a wider variety of conjunctions to extend sentences l’environnement ? Preparation for Y9 Exams –
How to revise for writing paper walking, talking listening and
(at a local and global level) Walking, talking listening and reading papers (in lesson time) Tu voudrais habiter où à reading papers, how to revise
• What you do / have done to Extend strategies to support extended writing from memory l’avenir ? for writing paper (memory and
help the environment Learning from mistakes in end of year exams recall)
• What you could /should Que ferais-tu si tu étais
/would like to do to help the Skills and grammar to be revisited (interleaving) riche / gagnais au loto, Speaking exam (peer-assessed)
environment Improving listening skills through the use of authentic listening etc. ? – 1-9
• Future plans to help the Y9 Exam – writing and
environment materials and videos Preparation for Y9 Exams translation, reading, and
Weekly revision of present, past and future tenses (1 lesson per week) listening – 1-9
Recognising and translating tenses accurately
Recognising and using question words

10 Content Skills and Grammar Key Questions Assessment
Topics: Family, Friends and  Reflexive verbs Tu t’entends bien avec ta Weekly skills homework
Relationships  Conditional tense (avoir and être) famille ? booklets
 Talking about Family  Justifying opinions with more complex reasons Quels sont les avantages d’une  GCSE reading and listening
Relationships  Key transactional language (role-plays) famille nombreuse ?
 Things you do with Que fais-tu normalement avec questions
family / friendsTerm 1 Skills and grammar to be revisited (interleaving) ta famille le week-end ?  12 mark translation
 Views on marriage  Qu’est-ce que tu as fait
 Marriage and living  key regular and irregular verbs in the present tense récemment avec ta famille ? Kerboodle assessments for Unit
together Veux-tu te marier à l’avenir ? 1 – reading, listening, writing
 Describing your ideal  Perfect tense (avoir and être, regular and irregular) through Comment serait ton / ta and translation, speaking (peer-
partner partenaire idéale ? assessed)
activities with family Prepare key questions as
Topics: Technology & Free- Préfères-tu sortir avec tes amis general conversation questions
time  Future tense (marriage) ou rester chez toi ?
• leisure/sports activities Weekly skills homework
• Different genres of music  Conditional tense (vouloir)  Vas-tu sortir avec tes amis ce booklets
and describing our music week-end ?  GCSE reading and listening
taste  Key structures for describing pictures
• Eating out – talking about Est-ce que tu utilises souvent la questions
food and drink in  Imperfect tense for regular verbs and être nouvelle technologie ?  12 mark translation
France/francophone
countries  Recognising and using question words Préfères-tu Facebook ou Kerboodle assessments for
• Discussing your own and Twitter ? Pourquoi ? Units 2 and 3– reading,
others’ use of technology in  Listening and reading skills listening, writing and
the Past, Present and Quelles sont les dangers de translation, speaking (peer-
Future tenses  Wider range of adjectives to give opinions l’Internet ? assessed)
• Advantages and Prepare key questions as
disadvantages of  Effective revision for writing and speaking general conversation questions
technology
 Wider range of higher-level structures and conjunctions

 Translation skills

 Modal verbs (pouvoir, devoir)

 Strategies and skills for improving accuracy and detail when

writing from memory

 Effective revision for writing – using complex structures from

Term 2 memory

 Extend comparatives and superlatives

Skills and grammar to be revisited (interleaving)
 Key regular and irregular verbs in the present tense
 Perfect tense (avoir and être, regular and irregular) through
free-time activities and use of technology
 Future tense (free-time activities, future use of technology)
 Structures for describing photos and role-plays

Term 3 Topics: Customs & Festivals  Imperfect tense (where did you live when you were Quelle est ta fête préférée ? Weekly skills homework
& Home & Town younger) Que sais-tu des fêtes booklets
 Customs and festivals in  GCSE reading and listening
 Strategies for revising for speaking exams françaises ?
francophone and other  Revising for the writing exam Où habites-tu ? questions
countries  Vocabulary revision for reading and listening exams Comment est ta maison / ta  12 mark translation
 Discussing what  Perfect infinitives (après avoir / être)
traditions mean to you  Learning from mistakes from Year 10 exams chambre ? Kerboodle assessments for
 A recent celebration you Que fais-tu pour aider à la Units 4 and 5– reading,
have been involved in Skills and grammar to be revisited (interleaving) listening, writing and
(past tense)  Key regular and irregular verbs in the present tense maison ? translation, speaking (peer-
 Describing your home/  Perfect tense (avoir and être, regular and irregular) through Comment serait ta maison / ta assessed)
ideal home
 Describing your town recent festivals / celebrations and how has your town ville idéale ? Prepare key questions as
and region changed Comment a changé ta ville ? general conversation questions
(size, population,  Future tense (future celebrations) Qu’est-ce qu’on peut faire dans
facilities etc.)  Conditional (vouloir, avoir, être) (ideal home / town) Y10 Mock Exams – past GCSE
 What you have done  Structures of photo cards and role plays ta ville ? papers: reading, listening,
recently in your town  Si clauses with speaking questions writing and teacher-assessed
 Where you would like to speaking
live in the future

11 ContentTerm 1 Skills and Grammar Key Questions Assessment
Topics: Social & Global  Using ‘il faut’ and ‘on doit’ (environment) Weekly skills homework
Issues, Travel & Tourism  Wider range of opinions and reasons  Quels sont les problèmes booklets
 Launch ‘Big Question’ reading and listening skills (weekly principaux parmi les jeunes ?  GCSE reading and listening
 Talking about
environmental question to teach and re-visit key listening and reading skills)  Quels sont les problèmes questions
problems in your area  Learning from mistakes in Y11 Mock 1 principaux pour  Sentence-level translation
l’environnement ?
 Talking about local Skills and grammar to be revisited (interleaving) Kerboodle assessments for Unit
solutions  Key regular and irregular verbs in the present tense  Où est-ce que tu aimes aller 1 – reading, listening, writing
 Perfect tense (avoir and être, regular and irregular) - holidays en vacances ? (normalement / and translation, speaking (peer-
 What do you do for the  Future tense (holidays) l’année dernière / l’année assessed)
environment?  Conditional tense (vouloir, avoir, être) – ideal holidays prochaine) Prepare key questions as
 Active revision for speaking and writing exams general conversation questions
 Talking about global  Revision strategies for learning vocabulary for reading and  Comment seraient tes
environmental issues vacances idéales ?
listening passages
 Discussing social issues Recognising and using question words Y11 Mock 1 - past GCSE papers:
– homelessness, drugs, reading, listening, writing and
poverty teacher-assessed speaking

 Discussing travel and
tourism – holidays,
accommodation,
activities, transport

Term 2 Topics: School, Education  Developing Reading Skills using literary texts  Comment est ton collège ? Weekly skills homework
and the World of Work  Responding to questions (reading and listening) in French  Qu’est-ce que tu aimes / n’aimes booklets
 Learning from mistakes in Y11 Mock 2  GCSE reading and listening
 My studies – giving view  Use of Higher Level structures in 3 tenses pas étudier ?
on different subjects  Modal verbs (school rules/future plans  Qu’est-ce que tu as fait la questions
 Sentence-level translation
 Life at school / college – Skills and grammar to be revisited (interleaving) semaine dernière au collège ?
different types of school,  Key regular and irregular verbs in the present tense  As-tu déjà fait un voyage Kerboodle assessments for
typical school day,  Perfect tense (avoir and être, regular and irregular) – school Units 2 and 3– reading,
recent school trips, ideal scolaire ? listening, writing and
school trips, last week at school  Que penses-tu du règlement translation, speaking (peer-
 Future tense (future study and career plans) assessed)
 Education Post-16 –  Conditional tense (vouloir, avoir, être) – ideal school / scolaire à Hall Park ? Prepare key questions as
future study, university  Comment est-ce que tu general conversation questions
improvements to school
 Jobs, career choices and  Continue with ‘Big Question’ to develop reading and listening améliorerais ton collège ? Y11 Mock 2 - past GCSE papers:
ambitions = future  Que feras-tu après tes reading, listening, writing and
career plans, your ideal skills teacher-assessed speaking
job  Structures for photos and role-plays examens ?
 Que feras-tu à l’avenir, comme

boulot par exemple ?
 Que serait ton emploi de rêves ?

Topics: Final exam revision and  Learning from Mistakes in Mock 2 exams (L/S/R/W) Weekly skills homework
preparation  Listening and reading skills via weekly Big question booklets
 Practice in all four skills across all topic areas  GCSE reading and listening
Term 3  Exam practice for listening and reading exams in more
questions
challenging topics such as …  Sentence-level translation
Festivals and traditions, social issues, global issues
GCSE Speaking Exams (April /
 Final tense revision (particular focus on perfect and near May)
future) Final GCSE Exams

 Revision of complex grammatical structures (subjunctive
phrases, si clauses with 2 tenses)

 Active revision for speaking and writing exams
 Vocabulary learning