The ability to understand and communicate in another language is a lifelong skill for education, employment and leisure in this

country and throughout the world

Modern foreign languages

Programme of study for key stage 3 and attainment targets

French Year 7 Year 8 Year 9

Contents

Curriculum aims Key concepts Key processes Range and content Example of evaluation sheet National Curriculum Targets Listening and responding Speaking Reading and responding Writing Learner profile skill mapping Assessment Teachers names and emails Useful websites How to help your child Bibliography

Page 3 4 6 8 21 22 22 23 25 27 29 30 31

Curriculum aims
Learning and undertaking activities in languages contribute to achievement of the curriculum aims for all young people to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society.

The importance of languages

Languages are part of the cultural richness of our society and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment. Students learn to appreciate different countries, cultures, communities and people. By making comparisons, they gain insight into their own culture and society. The ability to understand and communicate in another language is a lifelong skill for education, employment and leisure in this country and throughout the world. Learning languages gives students opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity. They explore the similarities and differences between other languages and English and learn how language can be manipulated and applied in different ways. The development of communication skills, together with understanding of the structure of language, lay the foundations for future study of other languages and support the development of literacy skills in a pupils own language

Key concepts There are a number of key concepts that underpin the study of languages.Students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. Linguistic competence a) Developing the skills of listening, speaking, reading and writing in a range of situations and contexts. b) Applying linguistic knowledge and skills to understand and communicate effectively. Knowledge about language a) Understanding how a language works and how to manipulate it. b) Recognising that languages differ but may share common grammatical, syntactical or lexical features. Creativity a) Using familiar language for new purposes and in new contexts. b) Using imagination to express thoughts, ideas, experiences and feelings. Intercultural understanding a) Appreciating the richness and diversity of other cultures. b) Recognising that there are different ways of seeing the world and developing an international outlook. Linguistic competence: Students who are competent in using language are able to adapt their knowledge and skills, take the initiative and cope with unexpected responses and unpredictable situations. Knowledge about language: Students should explore and learn about standard structures and patterns.

Manipulate: Students should understand how to adapt and reuse language in modified forms for different purposes and contexts. This is essential for being creative with language. Creativity: The ability to express ideas and feelings using a limited range of language is an important skill for students to develop and practise, as it prevents them from feeling frustrated because they are restricted in what they can say and write. For new purposes and in new contexts: This gives students the opportunity to use language imaginatively and creatively and to take risks. Intercultural understanding: Learning a new language provides unique opportunities for students to explore national identities and become aware of both similarities and contrasts between the cultures of different countries, including their own. Diversity: Many languages are spoken in more than one country and there may be significant cultural differences between these countries. Other cultures: This could include different aspects of other cultures, such as everyday life, social customs, school life, festivals and events of national importance. Different ways of seeing the world: These include religious beliefs, social customs, traditions, values, attitudes towards other countries and reactions to world events.

Key processes:
These are the essential skills and processes in languages that pupils need to learn to make progress.
Developing language-learning strategies

Pupils are able to: a) identify patterns in the target language b) develop techniques for memorising words, phrases and spellings c) use their knowledge of English or another language when learning the target language d) use previous knowledge, context and other clues to work out the meaning of what they hear or read e) use reference materials such as dictionaries appropriately and effectively.
Developing language skills

Pupils are able to: a) listen for gist or detail b) skim and scan written texts for the main points or details c) respond appropriately to spoken and written language d) use correct pronunciation and intonation e) ask and answer questions f) initiate and sustain conversations g) write clearly and coherently, including an appropriate level of detail h) redraft their writing to improve accuracy and quality i) reuse language that they have heard or read in their own speaking and writing j) adapt language they already know in new contexts for different purposes k) deal with unfamiliar language, unexpected responses and unpredictable situations.

Patterns in the target language: These include patterns in pronunciation, spelling, word order and sentence structure. Techniques for memorising: These include: identifying similarities between new and known words; associating words and phrases with a physical response, actions, images, the written form or sounds (including rhymes and repetition); practising with a friend or family member; and using the look, cover, write/say, check. Knowledge of English or another language: This includes comparing new words, phrases, expressions and grammatical structures with English and/or another language that the pupil knows well. This can help pupils to remember new language and to understand how the target language (French) works. Other clues: These include tone of voice, intonation, non-verbal communication (such as facial expression or body language), key words, similarities between the target language and English or another language, and grammatical function. Skim and scan: Skim refers to reading for general understanding; scan refers to looking for specific information in a text. Reuse language: This includes pupils using language that they have encountered as building blocks for their own spoken or written use of the target language. This kind of borrowing of language makes it easier to express ideas or information. Deal with unfamiliar language, unexpected responses and unpredictable situations: This includes developing strategies for coping, such as asking for repetition or clarification, listening or
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looking for key words, and using previous knowledge, context and other clues to try to make sense of what they hear or read. Interrelationship between sounds and writing: This includes underpinning principles such as common letter strings.
Range and content

The study of French includes: a) the spoken and written forms of the language b) the interrelationship between sounds and writing in the language c) the grammar of the language and how to apply it d) a range of vocabulary and structures e) learning about different countries where French is spoken and their cultures f) comparing pupils own experiences and perspectives with those of people in countries and communities where the French language is spoken.

Curriculum opportunities
During the key stage students are offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum provides opportunities for students to: a) hear, speak, read and write in the target language (French)regularly and frequently within the classroom and beyond b) communicate in the target language individually, in pairs, in groups and with speakers of the target language, including native speakers where possible, for a variety of purposes c) use an increasing range of more complex language d) make links with English at word, sentence and text level

e) use a range of resources, including ICT, for accessing and communicating information in the target language f) listen to, read or view a range of materials, including authentic materials in the target language, both to support learning and for personal interest and enjoyment use the target language (French) in connection with topics and issues that are engaging and may be related to other areas of the curriculum.

Explanatory notes
Beyond: This could include using websites, taking part in special days and events, school visits abroad, and exchanges and links with schools abroad. Including native speakers: This could be face to face, in school (eg with a foreign language assistant), on visits abroad, by email, or through video conferencing. Communication with young people in a country where the target language is spoken is particularly relevant and can be very motivating. Variety of purposes: These include real purposes, such as sending and receiving emails, simulated or actual real-life situations, and creative and imaginative work. Links with English: Learning another language helps pupils develop literacy skills, including understanding the origin of words, formation of structures, grammar and syntax, different text types and drama. Range of resources: This includes live or recorded audio and video resources, texts (including on-screen and multimodal texts) and the internet. Authentic materials: These could include textual materials of different kinds, video, television, images or video and audio recordings from the internet.
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167 www.qca.org.uk/curriculum

Content of the curriculum Year 7, Year 8 & Year 9

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Students starting in Year 7 study French during one lesson of 55 minutes a week. Students who choose to study French in Year 8 study during 3 lessons of 55 minutes per week. Students in Year 9 also study French during 3 lessons of 55 minutes each week The textbook used is Expo I Students are given an exercise book (pink) to record notes and class work as well as for doing homework. Each student is ar also given a Cahier dexercices which contains the vocabulary for each Unit studied. In the Cahierat the end of each unit there is an evaluation page where students record the Level in the 4 skills (Reading, Writing, Speaking and Listening) achieved in the Unit studied and set themselves achievable targets for the next Unit.

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Overview of Programme for Key Stage 3 ( Year 7,8 & 9)

The table below lists the units to be taught, the grammar and key language covered, and the highest National Curriculum level that can be achieved by working through the core tasks in each unit.
Week 1 Expo level/ Module/Unit Expo 1 Mod 1 Unit 1 Bonjour! Resources Expo 1 PB pp. 67 Grammar and Key Language Pronouns je and tu Pronunciation: using rising intonation in a question Bonjour! Salut! Je mappelle a va? a va bien, merci. Bof! Pas mal. Non, a ne va pas. Gender Indefinite article un/une The acute accent un stylo une rgle, etc. avoir: jai, tu as avoir to give ages Pronunciation: qu Numbers 120 Quel ge as-tu? Jai douze ans. Days Months Dates Numbers 2131 Cest quand, ton anniversaire? Mon anniversaire, cest le cinq mai. Position of adjectives Agreement of adjectives, including blanc and marron Pronunciation: Effect of e at end of some adjectives rouge, bleu, jaune, etc. Cest un portable vert. Cest une gomme marron. Cest une trousse blanche. Achievable NC Level 3

Expo 1 Mod 1 Unit 2 Dans mon sac

PB pp. 89

Expo 1 Mod 1 Unit 3 Quel ge as-tu?

PB pp. 1011

Expo 1 Mod 1 Unit 4 Bon anniversaire!

PB pp. 1213

Expo 1 Mod 1 Unit 6 Les couleurs

PB pp. 1617

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Week 6

Expo level/ Module/Unit Expo 1 Mod 2 Unit 1 Frres et surs

Resources Expo 1 PB pp. 2627

Grammar and Key Language avoir: jai, tu as Recognising statements in the negative qui as a connective Pronunciation: i (fille, fils, unique); silent ent ending (sappellent) Jai une sur. Jai deux frres. Je nai pas de frres et surs. Je suis fils/fille unique.

Achievable NC Level 23

Expo 1 Mod 2 Unit 2 Ma famille

PB pp. 2829

mon, ma, mes ton, ta tes Pronunciation: copain, copine Voici mon frre et mes deux surs. Voici ma mre, mon pre et mon demi-frre. Voici mes grands-parents: ma grand-mre et mon grandpre. Some plural forms: lapins, animaux, oiseaux, etc. More practice of qui Pronunciation: -in, -on, -ent ; liaison (deux oiseaux, six araignes) Tu as un animal? Jai un cochon dInde. Jai six lapins. Jai deux oiseaux. Je nai pas danimal. Qualifying adjectives using trs, assez Adjective agreements (singular): grande, sportive, paresseuse, etc. The verb tre: je suis, tu es, il/elle est Pronunciation: adjective agreement with feminine nouns (petite, paresseuse, sportive) Je suis grand/grande. Elle est trs petite. Il est de taille moyenne. bavard(e), sympa, etc. Adjective agreements (plural): bruns, rouges, etc. avoir: jai, tu as, il/elle a Pronunciation: eux, eu (yeux, bleus, cheveux) Jai les yeux bleus/verts/gris. Jai les cheveux blonds et courts. Jai les cheveux roux/friss. er verbs: jhabite, tu habites, il/elle habite Pronunciation: silent h at start of words O habites-tu? Jhabite Paris. Il/Elle habite un village la campagne. Cest une ville en Afrique/au Canada. Jhabite dans un appartement/une petite maison/une maison jumelle, etc. Au premier tage il y a ma chambre, la chambre de mes parents et la salle de bains. Prepositions tre: il/elle est, ils/elles sont Pronunciation: u and ou Dans ma chambre il y a un lit et une armoire. Mes livres sont sur ltagre. er verbs: on ne pas Le soir, on joue au foot. On coute de la musique dans la chambre. On ne tlphone pas des copains.

Expo 1 Mod 2 Unit 3 Tu as un animal?

PB pp. 3031

Expo 1 Mod 2 Unit 4 Je me prsente

PB pp. 3233

10

Expo 1 Mod 2 Unit 5 Portraits

PB pp. 3435

11

Expo 1 Mod 3 Unit 1 O habites-tu?

PB pp. 4445

12

Expo 1 Mod 3 Unit 2 Ma maison Expo 1 Mod 3 Unit 3 Ma chambre

PB pp. 4647

13

PB pp. 4849

14

Expo 1 Mod 3 Unit 4 Le soir

PB pp. 5051

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Week 15

Expo level/ Module/Unit Expo 1 Mod 3 Unit 5 Quelle heure est-il?

Resources Expo 1 PB pp. 5253

Grammar and Key Language Pronouns: ils/elles Pronunciation: oi Numbers up to 69 Quelle heure est-il? Il est huit heures. Il est neuf heures et demie., etc. Pronunciation: terminal sound (caf, march, muse) Est-ce quil y a ? Dans ma ville il y a un cinma, un march, etc. Il ny a pas de gare. Il y a beaucoup de cafs. tu, vous O est ? O sont ? Pronunciation: silent terminal t (tout, droit) ; terminal te (droite) Cest droite/ gauche. Tu vas/Vous allez tout droit. Puis tu tournes/vous tournez gauche. le camping, la bibliothque, etc. au, la, l, aux aller Pronunciation: bibliothque, club, hpital Je suis au stade/ la fte foraine. Je vais lhpital/aux toilettes. Reflexive verbs with je/tu/il/elle/on Asking questions using: quelle heure ? O est-ce que ? Avec quoi ? Est-ce que ? Je me rveille. Je me lve. Je vais au collge., etc. le/la before noun with likes/dislikes Pronoun nous er verbs: nous and ils/elles forms er verbs: full paradigm le franais, le dessin, le sport, etc. Jaime/Jadore Je naime pas/Je dteste Intensifiers Connectives Cest ennuyeux. Cest ma matire prfre. Jadore le sport parce que cest amusant. Je dteste lhistoire parce que le prof est trop svre. faire: full paradigm Expressions using faire Numbers 70100 Je rentre la maison. Je prends le goter. Je fais mes devoirs. Je fais du vlo., etc. jouer + sport/game Recapping of definite article with likes/dislikes Pronunciation: hiver, tennis, t, checs, dteste Je joue au foot. Je joue aux checs. Revision of days of the week le samedi tous les jours en t

Achievable NC Level 3

16

Expo 1 Mod 4 Unit 1 Au centre-ville

PB pp. 6263

17

Expo 1 Mod 4 Unit 2 O est le parc?

PB pp. 6465

18

Expo 1 Mod 4 Unit 3 O es-tu? O vas-tu? Expo 1 Mod 5 Unit 1 Le matin

PB pp. 6667

19

PB pp. 8081

20

Expo 1 Mod 5 Unit 2 Mes matires

PB pp. 8283

21

Expo 1 Mod 5 Unit 3 Pourquoi?

PB pp. 8485

34

22

Expo 1 Mod 5 Unit 5 Aprs le collge

PB pp. 8889

23

Expo 1 Mod 6 Unit 1 Le sport et les jeux

PB pp. 9899

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Week 24

Expo level/ Module/Unit Expo 1 Mod 6 Unit 2 Tu joues dun instrument? Expo 1 Mod 6 Unit 3 Quest-ce que tu aimes faire? Expo 1 Mod 6 Unit 4 Au centre de loisirs

Resources Expo 1 PB pp. 100101

Grammar and Key Language jouer de + instrument du, de la, de, l Pronunciation: violon, instrument bien, mal, une fois par semaine, etc. aimer + infinitive Expressions with faire Pronunciation: magasin, magazine, cuisine Jaime faire du vlo/ du skate/les magasins. Recap of phrases for expressing opinion on peut + infinitive More expressions with faire Pronunciation: bowling, mini-golf, skate, baby-foot On peut faire du patin glace/faire de la danse. On peut jouer au mini-golf. Using masculine and feminine nouns The omission of the indefinite article with job names tre avoir Il est coiffeur./Elle est coiffeuse. Mon frre est au chmage. Il travaille dans un bureau/ chez Danon. Using depuis with the present tense venir Elle habite dans le nord de lAngleterre. Jhabite ici depuis deux ans. Il vient de Chamonix, prs de Lyon. Using the connectives quand and si aller faire Pronunciation: the letter i Quel temps fait-il? Il fait chaud./Il y a du vent. Quand il pleut, on va au cinma. Sil neige, on fait du ski. ir verbs re verbs Using verb tables to find the present tense of irregular verbs Pronunciation: different letter combinations which make the same sound je finis/je saisis jattends/je descends je bois/je lis/je pars/je prends/je vois comme dhabitude quelquefois tout de suite The perfect tense with avoir Pronunciation: (e-acute) Jai Je nai pas jou au foot regard la tlvision The perfect tense with irregular past participles The i sound: Brie, fini, bonne nuit, lit, dit Jai lu un BD/pris une douche. Giving opinions using ctait Ctait intressant/passionnant/marrant Mon mission prfre est

Achievable NC Level 3

25

PB pp. 102103

34

26

PB pp. 104105

34

27

Expo 2 Rouge Mod 1 Unit 2 Au boulot

PB pp. 89

45

28

Expo 2 Rouge Mod 1 Unit 3 O habitent-ils?

PB pp. 1011

29

Expo 2 Rouge Mod 1 Unit 4 Quels temps fait-il?

PB pp. 1213

30

Expo 2 Rouge Mod 1 Unit 5 Une journe dans la vie de

PB pp. 1415

31

Expo 2 Rouge Mod 2 Unit 1 Le week-end dernier

PB pp. 2425

32

Expo 2 Rouge Mod 2 Unit 2 Hier soir

PB pp. 2627

End of year one for pupils who started as complete beginners 33 Expo 2 Rouge Mod 2 Unit 3 On a regard la tl PB pp. 2829 4

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Week 34

Expo level/ Module/Unit Expo 2 Rouge Mod 2 Unit 4 Tu es sorti(e) samedi?

Resources Expo 1 PB pp. 3031

Grammar and Key Language The perfect tense with tre Recap: au, aux, la, l with places Je suis all(e) au cinma/ la piscine/ laeroport parti(e) dix heures sorti(e) samedi vouloir Modal verbs Colloquialisms Tu veux aller en bote/faire une promenade/jouer au golf/ sortir/voir un film? Bonne ide! Daccord Tu plaisantes! pouvoir devoir ne pas with modal verbs Je ne peux pas aller au cinma. Je dois faire les courses/laver la voiture avec moi/toi

Achievable NC Level 4

35

Expo 2 Rouge Mod 3 Unit 1 Tu veux sortir?

PB pp. 4243

36

Expo 2 Rouge Mod 3 Unit 2 Dsol(e), mais

PB pp. 4445

37

Expo 2 Rouge Mod 3 Unit 3 Les vtements

PB pp. 4647

Position of adjectives Agreement of adjectives (gender and plural) ce/cette/ces The near future tense Pronunciation: the letters ch Je vais porter des baskets blanches/un jean bleu. mon avis, le jean est cool. Je pense que la veste est dmode. Using plus/moins with adjectives Il y a une boucherie/un grand magasin. Je peux vous aider? Je voudrais Quelle taille/pointure? Quelle couleur? Cest combien? Avez-vous ? quelque chose de plus/moins grand daccord voil Comparative and superlative adjectives jai pass le voyage sest bien pass jai trouv jai achet jai vu je suis rentr(e) un voyage scolaire en avance heureusement manquer plein de le tunnel sous la Manche Tu es daccord? mon avis vraiment trs un peu trop plus/moins

38

Expo 2 Rouge Mod 3 Unit 4 Faire les magasins

PB pp. 4849

39

Expo 2 Rouge Mod 3 Unit 5 La Cit de lEurope

PB pp. 5051

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Week 40

Expo level/ Module/Unit Expo 2 Rouge Mod 4 Unit 1 Bon apptit!

Resources Expo 1 PB pp. 6061

Grammar and Key Language The definite article after aimer and prfr Pronunciation: fruits/frites Jaime Je naime pas Je prfre le fromage/le poulet The partitive article du/de la/des Je mange des crales/du pain grill/une mousse au chocolat Je bois du chocolat chaud Je ne mange/bois rien au petit djeuner. Using de with quantities le march un kilo de (poires) un demi-kilo de deux cent grammes de un litre de une bouteille de une tranche de Using the prepositions and en Asking questions without question words Pronunciation: the nasal sounds un, on, in, an Il habite Berlin en Allemagne. Elle habite au Portugal. Il parle allemand/anglais. Asking questions using question words. Pronunciation: the letter cluster gn O ? Avec qui ? Combien de temps ? Que fais-tu ? Pourquoi? Quest-ce que ? Dhabitude, je vais au bord de la mer. Je vais la plage, je me baigne et je fais de la planche voile. Lanne dernire, je suis all(e) la campagne. Asking questions to find out opinions Est-ce quon peut ? Il y a un terrain de golf. laisser louer avant Je pense que Asking questions in the perfect tense O as-tu pass tes vacances? Ils sont partis/arrivs Il a fait/jou On a fait/visit Lhtel tait Il y avait Ctait faire de la plonge/de la planche voile Direct object pronouns une mission de tl-ralit une srie (policire) tous les soirs/semaines une/deux fois par semaine souvent rarement The perfect tense with avoir and tre un film darts martiaux/dhorreur une comdie Jai regard Shrek en DVD. Je suis all(e) au cinma.

Achievable NC Level 4

41

Expo 2 Rouge Mod 4 Unit 2 Les repas franais

PB pp. 6263

42

Expo 2 Rouge Mod 4 Unit 4 Au march

PB pp. 6667

43

Expo 2 Rouge Mod 5 Unit 1 Les pays

PB pp. 7879

44

Expo 2 Rouge Mod 5 Unit 2 On part

PB pp. 8081

45

Expo 2 Rouge Mod 5 Unit 3 Au centre de vacances

PB pp. 8283

46

Expo 2 Rouge Mod 5 Unit 4 Destination Sngal

PB pp. 8485

47

Expo 3 Rouge Mod 1 Unit 1 la tle ce soir

PB pp. 67

48

Expo 3 Rouge Mod 1 Unit 2 On va au cinema?

PB pp. 89

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Week 49

Expo level/ Module/Unit Expo 3 Rouge Mod 1 Unit 3 Ma vie, ma musique!

Resources Expo 1 PB pp. 1011

Grammar and Key Language Reflexive verbs in the present and perfect tense je me rveille je me brosse les dents je prends le petit djeuner je me suis habill(e) jai quitt la maison le hip-hop aller + the infinitive to talk about the future Pronunciation: ain/in and en/an les magazines de musique pop les BD (bandes dessines) les livres de Harry Potter je vais/on va aller/couter/faire le samedi prochain il y a + time Using present, past and future tenses Ctait affreux (affreuse)/mouvant(e) il y a (deux jours) The future tense: irregular stems of avoir and tre Je serai luniversit. Je ferai du bnvolat. Jaurai quatre enfants. Il fera chaud. Il y aura du vent. Il pleuvra. aujourdhui demain quand + the future tense je ferai une licence de je serai coiffeur/coiffeuse Si jai de bonnes notes Si mes rves se ralisent Expression with avoir Pronunciation: eu and u Jai mal au bras/ la gorge/ loreille/ aux dents. Jai chaud/faim/de la fivre. Je suis fatigu(e)/enrhum(e). Il a quatorze ans. Reflexive verbs in the perfect tense Je suis tomb(e) Je me suis cass la jambe. Jai pris un coup de soleil. Cest pas vrai! The pronoun en The negatives ne jamais, ne plus, ne que bon/mauvais pour la sant Je mange bien. Je bois assez deau. Je fais de la musculation. Jen mange beaucoup. The imperfect with je jadorais javais les cheveux courts mignon(ne) une mini-jupe en laine

Achievable NC Level 5

50

Expo 3 Rouge Mod 1 Unit 4 Tu aimes la lecture?

PB pp. 1213

51

Expo 3 Rouge Mod 1 Unit 5 De quoi sagit-il?

PB pp. 1415

52

Expo 3 Rouge Mod 2 Unit 2 Les prdictions

PB pp. 2627

53

Expo 3 Rouge Mod 2 Unit 3 Que feras-tu quand tu quitteras le collge? Expo 3 Rouge Mod 3 Unit 1 Je suis malade

PB pp. 2829

54

PB pp. 4243

55

Expo 3 Rouge Mod 3 Unit 2 a ne va pas!

PB pp. 4445

56

Expo 3 Rouge Mod 3 Unit 3 Es-tu en forme?

PB pp. 4647

57

Expo 3 Rouge Mod 4 Unit 1 Quand jtais petit(e)

PB pp. 6061

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Week 58

Expo level/ Module/Unit Expo 3 Rouge Mod 4 Unit 2 Le sport

Resources Expo 1 PB pp. 6263

Grammar and Key Language The imperfect tense (all forms) Pronunciation: ais, ait and aient aller un club (de rugby) faire de lathltisme jouer depuis (cinq) ans dans une quipe au badminton il aimait elle jouait The imperfect tense for descriptions un acteur/une actrice un(e) domestique boire fumer pousser un cri prendre un bain regarder par la fentre sortir du bain voler un crime The relative pronouns qui and que accuser apporter payer vendre voir un alibi coupable de jaloux/jalouse Cest Rachel qui est coupable. Je pense que Tu es daccord? Ce nest pas vrai! Quand + the future Si + the present The pronoun y Pronunciation: i/y vite Cher/Chre le Tunnel sous la Manche le ferry lavion (m) laroport (m) les bagages la grve la queue tard/en retard le babyfoot le cano la ptanque la voile lquitation tract(e) la prochaine fois essayer Verbs followed by or de + the infinitive la course automobile commencer russir dcider de essayer de avoir lieu la victoire lquipe gagner

Achievable NC Level 6

59

Expo 3 Rouge Mod 4 Unit 3 Crime au chteau

PB pp. 6465

60

Expo 3 Rouge Mod 4 Unit 4 Qui est coupable?

PB pp. 6667

67

61

Expo 3 Rouge Mod 5 Unit 2 Attention au dpart!

PB pp. 8081

62

Expo 3 Rouge Mod 5 Unit 4 Ctait comment?

PB pp. 8485

63

Expo 3 Rouge Mod 5 Unit 5 Les 24 heures du Mans

PB pp. 8687

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Week 64

Expo level/ Module/Unit Expo 3 Rouge Mod 6 Unit 1 Apprendre, cest vivre

Resources Expo 1 PB pp. 9697

Grammar and Key Language Possessive adjectives les affaires apprendre choisir commencer le cours finir la journe scolaire la matire luniforme scolaire mon, ma, mes, etc. mon avis Je pense que Indirect object pronouns The imperfect (describing how things were over a period of time) Je (ne) travaille (pas) en dehors de la maison Je livre des journaux. Je mets la table. tous les matins pendant la semaine On me donne de largent de poche nourrir une organisation bnvole un adolescent lesprance de vie la faim la guerre une maladie mourir les personnes ges le SIDA on devrait on pourrait Je voudrais faire du bnvolat. les pays en voie de dveloppement parrainer un enfant un(e) volontaire arrter se battre pour un discours une grve librer la loi lutter une manifestation la paix pnible supprimer

Achievable NC Level 7

End of the two-year course for pupils who started as complete beginners 65 Expo 3 Rouge Mod 6 Unit 2 Au travail, les jeunes! PB pp. 9899 7

66

Expo 3 Rouge Mod 6 Unit 3 Combattre la faim

PB pp. 100101

67

Expo 3 Rouge Mod 6 Unit 5 Les grands dfenseurs des droits

PB pp. 104105

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Example of evaluation sheet to be done by pupils at the end of each Unit. Travaille avec un(e) partenaire. I can 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 list members of an extended family say what people in my family like/dislike/collect/play G use all the subject pronouns G use -er verbs in the present tense pronounce the -er verb endings name some jobs, using male and female forms say what job someone does and where he/she works G use the verbs tre and avoir in the present tense say which area someone lives in say where someone comes from G use the verb venir in the present tense G use depuis with the present tense say what the weather is like G use the connectives quand and si

pronounce i correctly 16 understand longer texts about daily routine 17 G use -ir and -re verbs in the present tense 18 recognise that different letter clusters can make the same sound Your partner can tick and initial each item as you do it. Do the same for your partner! Comments:

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National Curriculum Targets Attainment target 1: Listening and responding Level 1 Students show that they understand a few familiar spoken words and phrases. They understand speech spoken clearly, face to face or from a good-quality recording. They may need a lot of help, such as repetition or gesture. Level 2 Students show that they understand a range of familiar spoken phrases. They respond to a clear model of standard language, but may need items to be repeated. Level 3 Students show that they understand the main points from short spoken passages made up of familiar language. They identify and note personal responses. They may need short sections to be repeated. Level 4 Students show that they understand the main points and some of the detail from spoken passages made up of familiar language in simple sentences. They may need some items to be repeated. Level 5 Students show that they understand the main points and opinions in spoken passages made up of familiar material from various contexts, including present and past or future events. They may need some repetition. Level 6 Students show that they understand the difference between present, past and future events in a range of spoken material that includes familiar language in less familiar contexts. They identify and note the main points and specific details. They need little repetition. Level 7 Students show that they understand longer passages and recognise peoples points of view. The passages cover a range of material that contains some complex sentences and unfamiliar language. They understand language spoken at near normal speed, and need little repetition. Level 8 Students show that they understand passages including some unfamiliar material and recognise attitudes and emotions. These passages include different types of spoken material from a range of sources. When listening to familiar and less familiar material, they draw inferences, and need little repetition. Exceptional performance Students show that they understand the gist of a range of authentic passages in familiar contexts. These passages cover a range of factual and imaginative speech, some of which expresses different points of view, issues and concerns. They summarise, report, and explain extracts, orally or in writing.

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Attainment target 2: Speaking Level 1 Students say single words and short, simple phrases in response to what they see and hear. They may need considerable support from a spoken model and from visual clues. They imitate correct pronunciation with some success. Level 2 Students answer simple questions and give basic information. They give short, simple responses to what they see and hear, and use set phrases. Their pronunciation shows an awareness of sound patterns and their meaning is clear. Level 3 Students ask and answer simple questions and talk about their interests. They take part in brief prepared tasks, using visual or other clues to help them initiate and respond. They use short phrases to express personal responses. Although they use mainly memorised language, they occasionally substitute items of vocabulary to vary questions or statements. Level 4 Students take part in simple conversations, supported by visual or other cues, and express their opinions. They begin to use their knowledge of grammar to adapt and substitute single words and phrases. Their pronunciation is generally accurate and they show some consistency in their intonation. Level 5 Students give a short prepared talk that includes expressing their opinions. They take part in short conversations, seeking and conveying information, opinions and reasons in simple terms. They refer to recent experiences or future plans, as well as everyday activities and interests. They vary their language and sometimes produce more extended responses. Although there may be some mistakes, pupils make themselves understood with little or no difficulty. Level 6 Students give a short prepared talk, expressing opinions and answering simple questions about it. They take part in conversations, using a variety of structures and producing more detailed or extended responses. They apply their knowledge of grammar in new contexts. Although they may be hesitant at times, pupils make themselves understood with little or no difficulty and with increasing confidence. Level 7 Students answer unprepared questions. They initiate and develop conversations and discuss matters of personal or topical interest. They improvise and paraphrase. Their pronunciation and intonation are good, and their language is usually accurate. Level 8 Students narrate events, tell a story or relate the plot of a book or film and give their opinions. They justify their opinions and discuss facts, ideas and experiences. They use a range of vocabulary, structures and time
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references. They adapt language to deal with unprepared situations. They speak confidently, with good pronunciation and intonation. Their language is largely accurate, with few mistakes of any significance. Exceptional performance Students take part in discussions covering a range of factual and imaginative topics. They give, justify and seek personal opinions and ideas in informal and formal situations. They deal confidently with unpredictable elements in conversations, or with people who are unfamiliar. They speak fluently, with consistently accurate pronunciation, and can vary

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Attainment target 3: Reading and responding Level 1 Students recognise and read out a few familiar words and phrases presented in clear script in a familiar context. They may need visual clues. Level 2 Students show that they understand familiar written phrases. They match sound to print by reading aloud familiar words and phrases. They use books or glossaries to find out the meanings of new words. Level 3 Students show that they understand the main points and personal responses in short written texts in clear printed script made up of familiar language in simple sentences. They are beginning to read independently, selecting simple texts and using a bilingual dictionary or glossary to look up new words. Level 4 Students show that they understand the main points and some of the detail in short written texts from familiar contexts. When reading on their own, as well as using a bilingual dictionary or glossary, they begin to use context to work out the meaning of unfamiliar words. Level 5 Students show that they understand the main points and opinions in written texts from various contexts, including present, past or future events. Their independent reading includes authentic materials. They are generally confident in reading aloud, and in using reference materials. Level 6 Students show that they understand the difference between present, past and future events in a range of texts that include familiar language in less familiar contexts. They identify and note the main points and specific details. They scan written material for stories or articles of interest and choose books or texts to read independently, at their own level. They are more confident in using context and their knowledge of grammar to work out the meaning of unfamiliar language. Level 7 Students show that they understand longer texts and recognise peoples points of view. These texts cover a range of imaginative and factual material that contains some complex sentences and unfamiliar language. Students use new vocabulary and structures found in their reading to respond in speech or writing. They use reference materials when these are helpful. Level 8 Students show that they understand texts including some unfamiliar material and recognise attitudes and emotions. These texts cover a wide variety of types of written material, including unfamiliar topics and more complex language. When reading for personal interest and for information, pupils consult a range of reference sources where appropriate.

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Exceptional performance Students show that they understand a wide range of authentic texts in familiar contexts. These texts include factual and imaginative material, some of which express different points of view, issues and concerns, and which include official and formal texts. Pupils summarise, report, and explain extracts, orally or in writing. They develop their independent reading by choosing and responding to stories, articles, books and plays, according to their interests.

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Attainment target 4: Writing t Level 1 Students write or copy simple words or symbols correctly. They label items and select appropriate words to complete short phrases or sentences. Level 2 Students write one or two short sentences, following a model, and fill in the words on a simple form. They label items and write familiar short phrases correctly. When they write familiar words from memory, their spelling may be approximate. Level 3 Students write a few short sentences, with support, using expressions that they have already learnt. They express personal responses. They write short phrases from memory and their spelling is readily understandable. Level 4 Students write short texts on familiar topics, adapting language that they have already learnt. They draw largely on memorised language. They begin to use their knowledge of grammar to adapt and substitute individual words and set phrases. They begin to use dictionaries or glossaries to check words they have learnt. Level 5 Students write short texts on a range of familiar topics, using simple sentences. They refer to recent experiences or future plans, as well as to everyday activities. Although there may be some mistakes, the meaning can be understood with little or no difficulty. They use dictionaries or glossaries to check words they have learnt and to look up unknown words. Level 6 Students write texts giving and seeking information and opinions. They use descriptive language and a variety of structures. They apply grammar in new contexts. Although there may be a few mistakes, the meaning is usually clear. Level 7 Students write articles or stories of varying lengths, conveying opinions and points of view. They write about real and imaginary subjects and use an appropriate register. They link sentences and paragraphs, structure ideas and adapt previously learnt language for their own purposes. They edit and redraft their work, using reference sources to improve their accuracy, precision and variety of expression. Although there may be occasional mistakes, the meaning is clear. Level 8 Students produce formal and informal texts in an appropriate style on familiar topics. They express and justify ideas, opinions or personal points of view and seek the views of others. They develop the content of what they have read, seen or heard. Their spelling and grammar are generally accurate. They use reference materials to extend their range of language and improve their accuracy.

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Exceptional performance Students communicate ideas accurately and in an appropriate style over a range of familiar topics, both factual and imaginative. They write coherently and accurately. They use resources to help them vary the style and scope of their writing.arget

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Learner Profile Skills Mapping

Term 1 Yr 7 French Spanish Yr 8 French Resourceful Perseverance Thinking Term 2 Forward thinking Reflective Responsible Term 3 Innovative/ creative Thinking Innovative/ creativity Spanish Yr 9 French Spanish Collaboration Thinking/creativity Collaborating Investigators Investigators Perseverance Perseverance Resourceful Forward thinking

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Assessment Ongoing informal teacher assessment takes place throughout KS3 through everyday teaching and marking. Students are expected to undertake regular vocabulary tests. These results will be recorded by the student and the teacher and an average will be recorded onto a central spreadsheet at the end of each term. Formal assessment takes place at the end of each module when pupils are assessed in two skills (eg. AT1 and AT3). In addition to this, students are expected to complete one focused writing task for each module. There will also be an End of Year examination in all four core skills. Data collected from the end of year examination will be used to set students for the following year. A British National Curriculum level and sub-level (where appropriate) is given to each piece of formally assessed work and recorded by the teacher. At the end of each term, teachers record a level for each skill and an average NC level and sub-level for each pupil onto a central spreadsheet. Levels are reported to pupils and pupils are made aware of what is necessary for them to do in order to move to the next level or sub-level.

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Teachers Names and Email Addresses Mrs Angela Blair a.blair_wis@gemsedu.com Ms Virginia Diaz Lopez v.lopez_wis@gemsedu.com Mrs Agustina Jenkinson - a.jenkinson_wis@gemsedu.com Miss Jane Bowden j.bowden_wis@gemsedu.com Mrs Sylviane Tallamy s.tallamy_wis@gemsedu.com Mr Mohammad Baya m.baya wis@gemsedu.com

Useful Websites www.wordreference.com online dictionary and verb conjugator www.bbc.co.uk/languages/spanish/ - Spanish TV, Radio, video clips, worksheets www.linguascope.com games and activities (Username wisdubai, p/word escargot) www.studyspanish.com - Free Spanish pronunciation, vocabulary and grammar tutorials, verb drills and other activities. How to help your child Ask your child to teach you 10 new words they have learnt every week. Encourage your child to perform role plays seen in class. Encourage the building of memory techniques. Learning a language comes with regular practices. It is better to do little, but often. Encourage your child to be organised to do the homework regularly. Set practice on the recommended websites.

Bibliography: www.qca.org.uk/curriculum Expo Rouge Teachers Guide and CD Rom John Meier Gill Ramage Books 1,2,3 Heinemann Pearson Education Ltd.

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