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Lavington School

EQUA Trust

French

Subject Leader : Mrs Amy Coates

Second in Department : Catherine Williamson

Curriculum Map

Year 7

What are we studying?

Students benefit from access to a range of authentic resources. Elements of Francophone culture are explored and discussed throughout the year. There is an emphasis on understanding and celebrating differences within cultures and Francophone countries. 

Students develop skills in understanding written and spoken French and in actively using the language to speak and write.  They develop a wide range of language learning techniques, which will aid them in learning across the curriculum and with any language they may choose or need to study in the future. We follow the course “Dynamo” which consists of front of class package, audio files, video files and an online learning package.

How are we assessed?

Students complete vocabulary, spelling and grammar tests, reading and listening tasks using their online Activelearn account. The class teacher monitors the account.

The students are provided with a Questions and Answers booklet for each topic, which they complete throughout the course. This is marked and corrected by the class teacher to ensure good progress is made. Students are also expected to participate in conversations, using their Questions and Answers booklet to help them, so that their spoken French can be monitored.

Students complete one speaking or writing assessment as well as reading, listening, grammar and translation assessments at the end of each topic, this is usually four times a year.  These assessments are completed in class in test conditions. For each assessment, students are awarded a level and this is compared to their target level to measure progress and performance.

How are we grouped?

Groupings in Year 7 follow the same groupings as maths and science.  Our maximum class size is 32, although some groups will be smaller than this.

What homework are we expected to do?

  • All students are given a username and password for their Dynamo online learning account and they should log-on at least once a week. (www.pearsonactivelearn.com)
  • Students need to learn vocabulary and spellings every week. They are given a new Questions and Answers booklet at the beginning of each new topic, containing all of the vocabulary that they need to learn.  It is much more effective to learn spellings and vocabulary for five minutes every day, rather than 30 minutes the night before the test. Learning in regular intervals drastically improves the chance of the words being stored in the long-term memory. If spelling/vocabulary homework is not set they can choose ten words or an item of grammar that they found challenging to work on.
  • Students are also set homework activities consisting of reading, grammar practice and speaking practice. They do not normally receive more than one homework task per week, in addition to vocabulary learning. At the end of each topic, students need to learn and revise thoroughly for the end of topic assessments.

 What can parents do to help?

Review exercise book regularly. Discuss your child’s progress with him/her.

Ensure that students learn vocabulary at home for at least 5 minutes three times a week. Support them with making flash cards and/or using the ‘look, cover, write and check’ method to learn spellings. If spelling/vocabulary homework is not set they can choose ten words or an item of grammar that they found challenging to work on. Students are provided with topic vocabulary sheets.

Provide an “easy learning” bi-lingual dictionary and encourage your child to use it when completing written homework.

Direct students to vocabulary building and grammar practice websites such as  www.French-games.net and www.languagesonline.org.uk.

Provide students with as much visual and audio stimulus as possible, for example, French magazines, French film, French radio/TV and, if possible, a trip to France.

Year 8

What are we studying?

Students benefit from access to a range of authentic resources. Elements of Francophone culture are explored and discussed throughout the year. There is an emphasis on understanding and celebrating differences within cultures and Francophone countries. 

Students develop skills in understanding written and spoken French and in actively using the language to speak and write.  They develop a wide range of language learning techniques, which will aid them in learning across the curriculum and with any language they may choose or need to study in the future.

We follow the course “Dynamo” which consists of front of class package, audio files, video files and an online learning package.

How are we assessed?

Students complete vocabulary, spelling and grammar tests, reading and listening tasks using their online Activelearn account. The class teacher monitors the account.

The students are provided with a Questions and Answers booklet for each topic, which they complete throughout the course. This is marked and corrected by the class teacher to ensure good progress is made. Students are also expected to participate in conversations, using their Questions and Answers booklet to help them, so that their spoken French can also be monitored.


Students complete one speaking or writing assessment as well as reading, listening, grammar and translation assessments at the end of each topic, this is usually four times a year.  These assessments are completed in class in test conditions. For each assessment, students are awarded a level and this is compared to their target level to measure progress and performance.

How are we grouped?

Using both Key Stage 2 data and data from Year 7 classwork and assessments, students divided between two sides of the year and there are three sets within each side. If it becomes clear that a student is in the wrong group during the year, this may be adjusted.  At the end of the year, students may move groups depending on assessment outcomes.

What homework do we do?

    • All students have a username and password for their Dynamo online learning account and they should log-on at least once a week. (www.pearsonactivelearn.com)
    • Students need to learn vocabulary and spellings every week. All of the vocabulary that they need to know is in their Questions and Answer booklet, which they are given at the beginning of each new topic.  It is much more effective to learn spellings and vocabulary for five minutes every day, rather than 30 minutes the night before the test. Learning in regular intervals drastically improves the chance of the words being stored in the long-term memory. If spelling/vocabulary homework is not set they can choose ten words or an item of grammar that they found challenging to work on.
    • Students are also set homework activities consisting of reading, grammar practice and speaking practice. They do not normally receive more than one homework task per week, in addition to vocabulary learning. At the end of each topic, students need to learn and revise thoroughly for the end of topic assessments.

What can parents do to help?

Review exercise book regularly. Discuss your child’s progress with him/her.

Ensure that students learn vocabulary at home for at least 5 minutes three times a week. Support them with making flash cards and/or using the ‘look, cover, write and check’ method to learn spellings. If spelling/vocabulary homework is not set they can choose ten words from their booklet or an item of grammar that they found challenging to work on.

Provide an “easy learning” bi-lingual dictionary and encourage your child to use it when completing written homework.

Direct students to vocabulary building and grammar practice websites such as  www.French-games.net and www.languagesonline.org.uk.

Provide students with as much visual and audio stimulus as possible, for example, French magazines, French film, French radio/TV and, if possible, a trip to France.

Year 9

What are we studying?

Students benefit from access to a range of authentic resources. Elements of Francophone culture are explored and discussed throughout the year. There is an emphasis on understanding and celebrating differences within cultures and Francophone countries. 

Students work towards, and develop their ability to use and understand the past, present and future tenses. They are expected to express their opinions on a wide range of modern and current topics and be able to understand other people’s points of view.

We follow the course “Dynamo 3” which consists of front of class package, audio files, video files and an online learning package.

How are we assessed?

Students complete vocabulary, spelling and grammar tests, and reading and listening tasks using their online Activelearn account. The class teacher monitors the account.

Students are provided with a Questions and Answers booklet, which they complete throughout the course. This is marked by the class teacher and corrected to ensure good progress is made.

As we move towards the GCSE, students complete reduced GCSE style assessments. This includes one speaking or writing assessment as well as reading, listening grammar and translation assessments, at the end of each topic, this is usually four times a year.  These assessments are completed in class in test conditions.

How are we grouped?

Using both Key Stage 2 data, CATs data and assessment results from Year 8, they are then set into usually four French groups.  If it becomes clear that a student is in the wrong set for their ability during the year, this may be adjusted.

What homework are we expected to do?

  • All students have a username and password for their Dynamo online learning account and they should log-on at least once a week. (www.pearsonactivelearn.com)
  • Students need to learn vocabulary and spellings every week. They are given a vocabulary sheet at the beginning of each new topic, which they can work from.  It is much more effective to learn spellings and vocabulary for five minutes every day, rather than 30 minutes the night before the test. Learning in regular intervals drastically improves the chance of the words being stored in the long-term memory. If spelling/vocabulary homework is not set they can choose ten words or an item of grammar that they found challenging to work on.
  • Students are also set homework activities consisting of reading, grammar practice and speaking practice. They do not normally receive more than one homework task per week, in addition to vocabulary learning. At the end of each topic, students need to learn and revise thoroughly for the end of topic assessments.

What can parents do to help?

Review exercise book regularly. Discuss your child’s progress with him/her.

Ensure that students learn vocabulary at home for at least 5 minutes three times a week. Support them with making flash cards and/or using the ‘look, cover, write and check’ method to learn spellings. If spelling/vocabulary homework is not set they can choose ten words or an item of grammar that they found challenging to work on. Students receive with topic vocabulary sheets.

Provide an “easy learning” bi-lingual dictionary and encourage your child to use it when completing written homework.

Direct students to vocabulary building and grammar practice websites such as www.French-games.net and www.languagesonline.org.uk.

Provide students with as much visual and audio stimulus as possible, for example, French magazines, French film, French radio/TV and, if possible, a trip to France.

Years 10 and 11

What are we studying?

Students further develop their skills in understanding written and spoken French and in actively using the language to speak and write.  They are expected to have and discuss their opinion on a wide range of current topics in French.

They continue to develop a wide range of language learning techniques, which will aid them in learning across the curriculum and with any language they may choose or need to study in the future.

We follow the Studio series, which includes a pupil book, audio files and authentic French videos. Students begin year 10 with a grammar, pronunciation and language learning skills refresher course and then go on to study the following modules:

Year 10       

Module 1

Me, my family and friends

(Identity and culture)

Module 2

Free time, leisure and technology

(Identity and culture)

Module 3

everyday life and celebrations, customs and festivals

(Identity and culture)

Module 4

The town and the countryside

(Local, national, international and global areas of interest )

 

Skills work, exam style practice, revision/assessment

 Year 11

Module 5

 

Travel and holidays

(Local, national, international and global areas of interest)

Module 6

School

 (Current and future study and employment)

Module 7

Work

(Current and future study and employment)

Module 8

Global issues, environment ethics and politics

(Local, national, international and global areas of interest)

 

Skills work/exam-style practice

 

Revision/exams

 

Revision/exams

How are we assessed?

Students will sit four exams at the end of the two-year course. The examination board is AQA. Candidates will be entered for writing, speaking, reading and listening examinations. Each is worth 25%.

There are two exam tiers, Foundation (grades 1-5) and Higher (grades 4- 9).

Students’ progress in all four skills is monitored and supported throughout the course.

How are we grouped?

Students are put in either group 1 or 2 in Year 10 depending on their understanding of French grammar.  These groups are reviewed throughout the course and especially in Year 11 when final decisions are made regarding the examination tiers (foundation or Higher).

There are usually between 20 and 26 students in each group.

What home learning are we expected to do?

  • Students complete writing and speaking preparation in their booklets. Teachers will give feedback on this work and students must respond to this feedback, upgrade their work and practice answering and asking questions aloud.
  • Students must revise and learn the vocabulary and grammar presented in class and will have learning activities, including vocabulary, grammar and speaking practice.
  • All students will have a username and password for the AQA GCSE Studio online learning programme. www.pearsonsactivelearn.com. This website should be visited at least once a week.

It is much more effective to learn spellings and vocabulary for five minutes every day, rather than 30 minutes the night before a test. Learning in regular intervals drastically improves the chance of the words being stored in the long-term memory and improves students’ overall GCSE grades in the final exams. If spelling/vocabulary homework is not set, they can choose ten words or an item of grammar that they found challenging to work on as well as visiting the online learning programme.

AQA GCSE revision workbooks can be purchased from school at a reduced cost, (Free for students who receive Free School Meals). We expect students to complete between 1 hour and 1 hour and 30 minutes of home learning per week. 

What can parents do to help?

Discuss your child’s progress with them. They will receive regular written feedback and they will be able to show this to you.

  • Ensure that students learn vocabulary at home every day and support them with making flash cards and learning spellings using the ‘look, cover, write and check’ technique.
  • Candidates make extensive use of bilingual dictionaries throughout the course. It is very beneficial for them to have their own, as they are then familiar with the layout and can find words more easily. Parents could help by providing a dictionary – if possible an “easy learning” dictionary, which contains verb tables in the middle.
  • Direct students to the following websites:
  • Provide students with as much visual and audio stimulus as possible, for example French magazines and films.
  • We are hoping to offer all Year 10 students the opportunity to visit the Opal coast. This will be a residential visit for four nights and students will benefit from a well-organised French immersion course, including a day in a French school.