Curriculum – French

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the GCSE syllabus for French. The SHSG French curriculum is what we believe will expose and challenge students to a cultural capital in French that is the best that has been thought and said in this subject.

The French curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

• Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
• Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
• Rhetoric (Communication) essays, speeches, performances, presentations

Pre-requisite or helpful knowledge from Year7- 9 French to study GCSE successfully :
Regular and Irregular verbs in three time frames (Present, Past, Future), giving opinions with justification, using connecting words and conjunctions to expand simple ideas.  Core vocabulary from KS3 about Family, Free time, School, Town and region.

The topics below have been chosen as they reflect the demands of the GCSE and challenge students beyond these requirements, they have been sequenced in order to build a student’s learning journey to achieve the aims of our MFL intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.

Year 10

Term 1

People and lifestyle 

Grammar 

• The present tense of regular    -re verbs
• Adjective agreements
• The future tense of regular -er verbs
•  Ne … aucun(e)
• The present tense of regular    -ir verbs
• Comparative adjectives
• The present participle of regular verbs
• Impersonal verbs

Theme 2 Free time activities 

• Describe recent activities, including sporting activities, 
• Describe leisure activities in the past.
• Add details regarding when, where, and who with Describe TV, cinema and music preferences.
• Express positive and negative opinions about own and other people’s hobbies.
• Refer to events involving famous people, e.g., TV, film, and music.
• Refer to and give opinions on leisure activities around the world. Give opinions about extreme sports and refer to sporting events, including nationally renowned events such as the Tour de France. 

Grammar 

• The perfect tense of regular verbs with avoir 
• Indirect object pronouns (singular forms) 
• The perfect tense with avoir: irregular past participles   
• Emphatic pronouns (moi, toi)  
• Reflexive verbs in the present tense (plural forms)  
• Reflexive pronouns in the correct position  
• The perfect tense with être  
• En and à with places  
• Modal verbs in the perfect tense 
• Agreement with preceding direct object pronouns 

Assessment 

• Vocabulary learning ongoing assessment
• Listening and Reading tasks in class (peer marked)
• Writing 90 word passage (teacher assessed)
• Speaking – pair work in class monitored by teacher
• Speaking questions issued at start of each theme to prepare

Term 2

Theme 3 Travel and tourism, including places of interest 

• Describe places where we used to live.
• Refer to places of interest and different locations, including francophone islands across the world.
• Describe plans for a gap year abroad.
• Refer to future travel preferences, including destinations, activities, accommodation, and transport.
• Learn about places of interest, including descriptions of things to do and see.
• Describe a recent holiday experience,
• including the destination, location, transport, weather, activities and accommodation.
• Learn about French-speaking holiday destinations, including descriptions of cities.
• Refer to recent and future holidays / school trips. 

Grammar 

• The imperfect tense of être, avoir and faire 
• Revising adjective agreements
• Two tenses together: future and near future
• Dans and en
• Two tenses together: perfect and imperfect
• Pour and sans + infinitive
• The passive voice Revising y and en 

Assessment 

• PPE March
• Listening, speaking, reading and writing papers

Term 3

Theme 1. 2: Healthy living and lifestyle 

• Describe health problems. 
• Refer to addictions (smoking / vaping, drugs and alcohol).
• Give reasons for staying healthy and consequences of not staying healthy.
• Compare present lifestyle choices and future intentions.
• Describe sporting activities and ways of keeping fit.
• Refer to healthy choices, including physical and mental well-being.
• Describe recent activities, including sporting activities, ways of keeping fit and food choices.
• Refer to physical and mental well-being, reasons for staying healthy, and consequences of not staying healthy.
• Express opinions about food choices, smoking, drugs, and alcohol, including consequences 

Grammar 

• The near future tense
• Plural nouns
• Two tenses together: present and future
• Avant de + infinitive
• The perfect tense of regular verbs with avoir
• Indirect object pronouns (singular forms)
• Irregular present participles
• Impersonal expressions 

Assessment  

• Vocabulary learning ongoing assessment
• Listening and Reading Assessment (peer marked)
• Writing 150 word passage (teacher assessed)
• Speaking – pair work in class monitored by teacher

Year 11

Term 1

Theme 1 Education and work 

• Express opinions about school subjects.
• Describe personal qualities.
• Refer to education post-16: options available, advantages and disadvantages, future intentions and plans.
• Describe your dream school, expressing opinions about school subjects, rules, uniform, and teachers.
• Refer to ideal job / personal ambitions and skills required
• Describe work experience, including recognising opportunities to use language skills. 

Grammar 

• Negative constructions
• Nouns ending in –ation
• The conditional of regular –er verbs
• Superlative adjectives
• Il y a and il y aura
• Indefinite adjectives
• Être en train de and venir de + infinitive
• Adverbs of quantity 

Term 2

Topic 2

Future educational plans

• Future plans
• University or employment
• Jobs
• Advantages and disadvantages

Grammar

• Future time frames

Social issues 

• Types of charity work 
• Need for charity work 
• Healthy and unhealthy lifestyles now and in the past 
• Future plans for a healthy lifestyle

Grammar 

• The conditional of vouloir and aimer 
• En + present participle  
• Vouloir que + subjunctive 
• Using ce que 
• Imperfect tense of être, avoir and faire 
• Expressions of quantity 
• Recognising the pluperfect tense 
• Il vaut / il vaudrait mieux 
• Revision of negative constructions 

Grammar 

• Using si + present tense 
• Si clauses + present tense + future tense 
• Recognising and using the pluperfect tense 
• Verbs of possibility 
• Permettre de + infinitive The subjunctive 
• Present-tense forms of the subjunctive 

Assessment  

• PPE2 – Listening, Reading, Writing in January
•  GCSE Speaking exams in May

Term 3

Topic 3

International issues 

• Environmental problems 
• Inequality 
• Poverty  

Assessment 

Speaking external exams in late April/ early May 

Achieving outstanding outcomes in French – knowing and remembering even more than what is expected in a grammar school GCSE Curriculum

Our assessment practice at SHSG reflects on how successful students have been in knowing, remembering and doing more through the above topics.

To achieve outstanding outcomes in French as a student in Year 11 and achieve grade 9 in French, students should…..

• develop their ability to communicate confidently and coherently in speech and writing, conveying what they want to say with accuracy
• express and develop thoughts and ideas spontaneously and fluently
• listen to and understand clearly articulated, standard speech at near normal speed
• deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts
• demonstrate an awareness and understanding of the culture and identity of the countries and communities where the language is spoken
• develop language-learning skills both for immediate use and to prepare them for further language study and use in school, higher education or employment

Cultural Capital in Year 10-11 French

• French speaking world the modern French speaking world.
• French Festivals
• Global issues in the French speaking world (environment, social issues)

Useful websites and independent learning

• Quizlet.com
• SenecaLearning
• This is Language
• eRevision
• BBC Bitesize
• AQA website and use of past papers
• LeMonde.fr
• UnjourUnactu
• LawlessFrench

Language to master in Middle School French (Years 10 – 11)

Expanding KS3 knowledge of 3 time frames to include tenses:

• imperfect;
• perfect;
• pluperfect;
• conditional;
• passive voice (R);
• present subjunctive: imperative, affirmation and negation, future after conjunctions of time; after verbs of wishing, command, request, emotion, to express purpose);
• High-frequency language and topic specific language

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the A level syllabus for French. The SHSG French curriculum is what we believe will expose and challenge students to a cultural capital in French that is the best that has been thought and said in this subject.

The French curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

• Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
• Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
• Rhetoric (Communication) essays, speeches, performances, presentations

Pre-requisite or helpful knowledge from Year 11 French to study A level successfully
It is expected that students will begin their A level studies on the back of the highest outcomes at GCSE. Students should be able to communicate fluently and accurately in speaking and writing, offering and justifying opinions and using a wide range of complex language in a variety of registers. They should be able to elicit the opinions of others and react appropriately. They should be able to understand a range of written and spoken French from a variety of sources which will also include adapted or abridged literary texts. We expect students to have a very secure grasp of the range of grammar covered at GCSE including a range of tenses (present, future, imperfect, conditional, passé composé and pluperfect tenses) comparative and superlative adjectives, adverbs, subject and object pronouns, relative pronouns and clauses. They should be students who are prepared to read around the topic areas and find out more as well as deepen their own understanding of the language and culture.

The topics below have been chosen as they reflect the demands of the A level syllabus and challenge students beyond these requirements, they have been sequenced in order to build a student’s learning journey to achieve the aims of our MFL intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.

Year 12

Term 1

Topic 1

Teacher 1 Le Cinéma

• Consider a variety of aspects of French cinema
• Consider the major developments in the evolution of French cinema from its beginnings until the present day
• Consider the  continuing popularity of French cinema and film festivals 

Grammar:

• Use infinitive constructions
• Use si sentences (Pluperfect/Past Conditional)
• Use connectives followed by the subjunctive
• La Haine/ Les 400 coups
• An in-depth study of the film considering technique of film making, characterisation and character development, music, plot development and impact of the film on cinema in general and wider society. Students learn how to analyse and evaluate a film

Assessment

• Ongoing Vocabulary assessment 
• Topic test in listening, reading and writing

Teacher 2 La famille en voie de changement

• Describe and discuss trends in marriage and other forms of partnership
• Consider and discuss the merits and problems of different family structures
• Consider relationships between the generations and discuss problems that can arise

Grammar

• Form and use the imperfect tense
• Form and use the perfect tense
• Recognise and understand the past historic tense

Le bénévolat

• Examine the voluntary sector in France and the range of work volunteers provide

Grammar

• Use connectives –temporal and causal
• Use conditional and si sentences (Imperfect and conditional)
• Form and use the future tense

Assessment

• Ongoing vocabulary assessment
• Topic tests in reading, writing and listening

Term 2

Topic 2

Teacher 1 Le Patrimoine

• Understand the notion of heritage and heritage preservation on a regional and
• national scale.
• Consider the ways in which some of the country’s most famous heritage sites market themselves
• Comprehend how heritage impacts upon and is guided by culture in society 

Grammar:

• Use adjective agreements,
• comparatives and superlatives
• Use si sentences
• (present and future)
• Use the subjunctive with expressions of doubt, uncertainty or necessity

 La technologie

• Describe and discuss how technology has
• transformed everyday life
• Consider and discuss the dangers of digital technology

Teacher 2 Le bénévolat

• Discuss the benefits of voluntary work for those that are helped and how beneficiaries request help
• Look at the benefits of voluntary work for those that do it and for society as a whole

Grammar

• Use conditional and si
• sentences (Imperfect and conditional)
• Form and use the future tense

La musique

• Consider the popularity of contemporary francophone music and its diversity of genre and style
• Consider who listens to contemporary francophone music, how often and by what means

Grammar

• Use question forms and command forms
• Use the subjunctive to suggest possibility with verbs of wishing and emotional reaction

Assessment

• PPE 1 
• This will cover Paper 1 – Reading, listening and translation into and out of French.  
• Students write an essay about the film studied 
• Speaking card to assess the first year themes

Term 3

Topic 3

Teacher 1 La technologie

• Consider the different users of digital technology and discuss possible future developments 

Grammar:

• Form the present tense of regular and irregular verbs

Introduction to IRP

• Students are introduced to the technique and research skills required to prepare for the speaking element of the examination.

Teacher 2 La musique

• Consider and discuss the threats to contemporary francophone music and how it might be safeguarded

Grammar

• Use the conditional

No et moi/ Un sac de billes

• Students begin to read the novel and pick out the key themes, characters and character development. Students begin to develop a bank of resources including a range of quotations to support their analysis of the text.

Assessment

• Ongoing vocabulary assessment 
• Topic tests in reading, writing and listening 
• Continued essays on film and book 

Year 13

Term 1

Topic 1

Teacher 1 No et moi/ Un sac de billes

• Continue the novel. Students become more proficient in the analysis required to produce an A level analytical essay.

La politique chez les jeunes

• Discuss arguments relating to the vote and examine the French political system and its evolution
• Discuss engagement levels of young people and their influence on politics
• Discuss the future of politics and political engagement

Grammar

• Form and use the passive voice
• Form and use the subjunctive mood
• Use the subjunctive mood

Teacher 2 La diversité

• Consider the benefits of living in an ethnically diverse society
• Consider the need for tolerance and respect of diversity
• Consider how we can promote diversity to create a richer world

Grammar

• Form and use the  present tense
• Form and use the future tense
• Form and use the conditional

Les marginalisés

• Examine different  groups who are socially marginalised
• Discuss measures to help those who are marginalised
• Consider contrasting attitudes to people who are marginalised

Grammar

• Form and use the imperfect tense
• Form and use the  perfect tense
• Form and use the pluperfect tense

Assessment

• Ongoing vocabulary assessment
• Topic tests in the Listening, Reading, Writing and Translation
  

Term 2

Topic 2

Teacher 1 La politique de la protestation

• Understand the important role of unions
• Talk about strikes and protests and consider different methods of protesting
• Discuss different attitudes towards strikes, protests and other political tensions

Grammar

• Understand and use subject and object pronouns
• Understand and use relative pronouns
• Understand and use demonstrative adjectives and pronouns

La politique de l’immigration

• Discuss some of the political issues concerning immigration in francophone countries
• Consider the viewpoints of political parties regarding immigration
• Consider immigration from the standpoint of immigrants, as well as aspects of racism

Grammar

• Form and use combination tenses: imperfect and perfect
• Form and use the future perfect and the conditional perfect

Teacher 2 Le traitement des criminels

• Examine different attitudes to crime
• Discuss prison and its merits and problems
• Consider alternative forms of punishment

Grammar

• Recognise and understand the past historic tense
• Use different tenses with si
• Use infinitive constructions

IRP preparation

• Students continue to be supported in their preparation for the IRP speaking.

Assessment

• Ongoing vocabulary assessment
• Topic tests in the Listening, Reading, Writing and Translation 
• Speaking practice exam of card to discuss the themes

Term 3

Topic 3

• Both teachers revision and exam practice

Assessment

• Speaking external exams in early May

Achieving outstanding outcomes in French – knowing and remembering even more than what is expected in a grammar school GCSE Curriculum
Our assessment practice at SHSG reflects on how successful students have been in knowing, remembering and doing more through the above topics.

To achieve outstanding outcomes in French as a student in Year 13 and achieve an A*-A grade in French, students should expose themselves to as much written and spoken French as possible. They should aim to read/listen to the news from the Francophone world on a daily basis and should look to read around the topics that they study as well as read something for pleasure – fiction, drama or poetry. They should watch as much French TV or films as they can and could also alter the settings on DVD/ Streaming services to alter soundtracks or subtitles to French. They should be self-critical learners, identifying what they are struggling with in terms of grammar and going to the appropriate places (Seneca/ Conjuguemos/ Practice in French Grammar) to help improve. They should be pro-active learners, making efforts to go beyond the minimum vocabulary that they need to learn and developing a rich and varied vocabulary of their own.

Cultural Capital in Year 12-13 French
Essentially the whole course is an exposure to the culture of the Francophone world! However, the IRP is the area where students can really deepen their knowledge and understanding of a particular aspect of cultural life in the French speaking world. Previous IRP’s have included the changing rights and roles of women in Sénégal, the role of women in the French Resistance during the Nazi Occupation, the wider influence of Yves St Laurent beyond the world of fashion, a focus on the Breton region and the wider cinematic world of the Nouvelle Vague. Briefly, a student can choose whichever aspect of French speaking life that they find most compelling and allow their passion to guide their research. For us, as staff, the speaking exam where the students share with us the fruits of their interests and research is one of the highlights of the year. There is an opportunity to visit Paris in October of Year 13 for a 5 day Art and French trip. 

Useful websites and independent learning

• Le Monde.fr (French press)
• Allocine (French film reviews)
• Lawless French (good linguistically and also culturally
• Conjuguemos (good verb practice)
• 1 Jour 1 actu (news items aimed at younger viewers)
• Seneca (very good grammar and content)
• France 24 (news channel)
• eRevision
• AQA website

Language to master in Upper School (Years 12 – 13)
Students should be able to use all of the language covered during GCSE and extend their receptive knowledge to productive. In particular, they should be able to use pronouns, the subjunctive mood and the passive voice fluently and accurately. They should also be able to use writing techniques to explain, analyse and criticise works of literature and convince a reader of their argument/ point of view. They should be able to look in depth at topics and analyse the information as well as narrate facts and go deeper into explaining the reasons behind changes in French society/ ideas. They need to be able to deal with abstract concepts and hypothetical situations and support their arguments with evidence drawn from the real Francophone sphere.