What does this course involve at Key Stage 3?
All students involved will learn to understand and respond to spoken and written language from a variety of authentic sources. They will learn to speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation. They will learn to write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt and will finally discover and develop an appreciation of a range of writing in the language studied.
What do you need to be successful in this course?
Students will need to
- identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied.
- use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate.
- develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues.
- use accurate grammar, spelling and punctuation.
- listen to a variety of forms of spoken language to obtain information and respond appropriately.
- transcribe words and short sentences that they hear with increasing accuracy.
- initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address.
- express and develop ideas clearly and with increasing accuracy, both orally and in writing.
- speak coherently and confidently, with increasingly accurate pronunciation and intonation.
- read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material.
- read literary texts in the language [such as stories, songs, poems and letters], to stimulate ideas, develop creative expression and expand understanding of the language and culture.
- write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.
Holidays Past tense, prepositions. Imperfect phrases. Time phrases, wider range of linking words. Translation, cultural awareness. Creativity Work out conjugating patterns. To use a question as a source of language for an answer (remember to change the person).
Clothes and shopping Points of view. Prices and size. Adjectival agreement. Word order. Modal verbs. Possessive adjectives (my…) Translation, cultural awareness. Target language structure.
Jobs Conditional Languages in careers. Masculine/feminine. Omission of article. Translation.
My town and local area Negatives Formal/informal to go Prepositions Asking and responding to invitations Near future tense Reading / listening for gist Writing from memory Preparing unseen dialogue Translation How to extend sentences Listening to familiar and unfamiliar language. Structuring text Translation.
Food and healthy living Partitive Quantities Impersonal verbs Giving advice Imperfect Point of view with justification Applying KS3 grammar Understanding authentic materials Translation How to extend sentences Listening to familiar and unfamiliar language Structuring text Translation.
Travel Frequency Third person in the present tense Role plays Cultural awareness Mixture of tenses. Spontaneity Creativity Applying KS3 grammar Understanding.
Years 9 and 10 – New GCSE Specification.
The aims and objectives of this qualification are to enable students to:
- develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing 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.
- acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts.
- develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken.
- be encouraged to make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge.
- develop language-learning skills both for immediate use and to prepare them for further language study and use in school, higher education or employment.
- develop language strategies, including repair strategies.
Talking about self, My free time, My local area
Shopping, School, Jobs and Future Plans
Holidays, Healthy Lifestyle, Environment
How you will be assessed?
Paper 1F or 1H
(Listening exam end of year 11) – 25%
This requires you to listen to recordings in French and answer questions on what you hear. Some of these questions will be multiple-choice and some will need you to write short answers in English and French.
Paper 2F or 2H
(Speaking exam end of year 11) – 25%
In this part of the exam you will do a short role play with the examiner and talk about a photo. You will also talk about two of the topics you have studied.
Paper 3F or 3H
(Reading exam end of year 11) – 25%
The reading section will give you passages to read and questions to answer.
Some of these questions will be multiple-choice and some will need you to write short answers in English and French. Passages will be from French sources such as emails, magazines and books. You will also need to translate sentences or a short passage from French into English.
Paper 4F or 4H
(Writing exam end of year 11) – 25%
In the foundation paper you will write about a photo, write a short passage and write a longer passage on one of a choice of two topics. In the higher paper you will write longer passages about two topics from a choice of four. At both levels there is also a translation exercise, from English into French.
Students do either all Foundation tier or all Higher tier papers.
GCSE French Grades 9 – 1
Year 11 2017
A. I give information and narrate events both factually and imaginatively. I express and justify ideas and points of view. I produce longer sequences using a range of vocabulary, structures and tenses.
B. I can understand and produce longer pieces of work on real and imaginary subjects. I link sentences and structure my ideas in paragraphs. I adapt previously learnt language. I edit and redraft my work.
C. I understand and produce longer paragraphs about a variety of topics, including past, present and future events.
D. I can understand and produce short paragraphs, using simple sentences, conveying information and opinions. I can understand and use at least two tenses.
E. I can understand and produce two or three short sentences on familiar topics. I convey information and express simple opinions.
F. I can understand and respond to written texts by substituting words and set phrases.
G. I can produce and understand short phrases.
Lifestyle Speaking controlled assessment to be done on the topic Home and environment
Speaking controlled assessment to be done on the topic Leisure Writing controlled assessment to be done on the topic
Work and education Writing controlled assessment to be done on the topic
GCSE Assessment areas
Unit 1 Listening: Examination – 20% weighting
Unit 2 Reading: Examination – 20% weighting
Unit 3 Speaking: Controlled Assessment – 30% weighting
Unit 4 Writing: Controlled Assessment – 30% weighting