French
Subject Leader : Catherine Williamson c.williamson@lavington.wilts.sch.uk
Second in Department : Amy Coates a.coates@lavington.wilts.sch.uk
Year 7
What are we studying?
Students benefit from access to a range of authentic resources. Elements of Francophone culture are explored and discussed. 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 work towards expressing a range of ideas and opinions as well as touching on the future tense.
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 a front of class package, audio files, video files and an online learning package.
How are we assessed?
Students have an online learning account, ActiveHub. They use this to complete vocabulary, spelling and grammar tests, and reading and listening tasks. The class teacher monitors the account.
The students are provided with an Application 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 booklet to help them, so that their spoken French can be monitored.
Students complete one speaking or writing assessment, as well as reading and listening assessments at the end of each topic, this is usually four times a year. These assessments are completed in class, in test conditions. Assessment scores are reported as a percentage.
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?
Students are given a new booklet at the beginning of each new topic, containing the vocabulary that they need to learn.
All students are given a username and password for their ActiveHub online learning account and they should log-on at least once a week. (https://activehub.pearson.com/#/login)
Students are set homework activities such as vocabulary learning and speaking practice. This will be either as online activities or independent learning of their booklet work.
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. We therefore expect students to revise vocabulary regularly and independently throughout the week – this should form part of their weekly homework routine.
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.
Careers in French
Careers is linked to our curriculum for Gatsby Benchmark 4 in Key stage 3 in the following ways:
In National Careers Week, all KS3 lessons have careers related starter activities which directly link the subject with the world of work which culminates in the department, creating a display of evidence to illustrate the work and student engagement.
- In the long-term planning Careers is written illustrating how the skills of listening and speaking are being developed in line with our school priorities to ensure that students in all KS3 lessons can link the subject and employability skills to support their knowledge for key stage 4 when they will apply these in the world of work.
- Trips, visits and speakers: In our subject we ensure that the world of work and careers is explicitly linked in our planning and delivery across the key stage three curriculum. When we plan our visits, trips or speakers we deliberately link careers so that our students can learn the context of our subject with the real world of work to meet Gatsby Benchmark 4 - linking the curriculum to careers.
What can parents do to help?
Review the Application booklet 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.
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 complete a Spanish taster course in term 1, in order to broaden their cultural experience and increase and diversity their experience of modern foreign languages.
Following this, students benefit from access to a range of authentic resources. There is an emphasis on understanding and celebrating differences within Anglo and Francophone cultures and countries.
Students develop skills in understanding written and spoken French and in actively using the language to speak and write. They develop skills in expressing opinions and providing justification. They also move towards explaining past, present and future events.
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 2” which consists of a front of class package, audio files, video files and an online learning package.
How are we assessed?
Students have an online learning account, ActiveHub. They use this to complete vocabulary, spelling and grammar tests, and reading and listening tasks. The class teacher monitors the account.
The students are provided with an Application 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 booklet to help them, so that their spoken French can be monitored.
Students complete one speaking or writing assessment, as well as reading and listening assessments at the end of each topic, this is usually four times a year. These assessments are completed in class, in test conditions. Assessment scores are reported as a percentage.
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 or four 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?
Students are given a new booklet at the beginning of each new topic, containing the vocabulary that they need to learn.
All students are given a username and password for their ActiveHub online learning account and they should log-on at least once a week. (https://activehub.pearson.com/#/login )
Students are set homework activities such as vocabulary learning and speaking practice. This will be either as online activities or independent learning of their booklet work.
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. We therefore expect students to revise vocabulary regularly and independently throughout the week – this should form part of their weekly homework routine.
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.
Careers in French
Careers is linked to our curriculum for Gatsby Benchmark 4 in Key stage 3 in the following ways:
In National Careers week all KS3 lessons have careers related starter activities which directly link the subject with the world of work which culminates in the department creating a display of evidence to illustrate the work and student engagement.
- In the long-term planning Careers is written illustrating how the skills of listening and speaking are being developed in line with our school priorities to ensure that students in all KS3 lessons can link the subject and employability skills to support their knowledge for key stage 4 when they will apply these in the world of work.
- Trips, visits and speakers: In our subject we ensure that the world of work and careers is explicitly linked in our planning and delivery across the key stage three curriculum. When we plan our visits, trips or speakers we deliberately link careers so that our students can learn the context of our subject with the real world of work to meet Gatsby Benchmark 4 - linking the curriculum to careers.
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. There is an emphasis on understanding and celebrating differences within Anglo and Francophone cultures and countries.
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.
This year, students are expected to express and explain their opinions on a wide range of modern and current topics and be able to understand other people’s points of view. All students work towards being able to recognise the three tenses, past, present and future. Some groups will also explore the imperfect and simple future tenses.
We follow the course “Dynamo 3” which consists of a front of class package, audio files, video files and an online learning package.
During the final term, students will cover an introductory module to the GCSE.
How are we assessed?
Students have an online learning account, ActiveHub. They use this to complete vocabulary, spelling and grammar tests, and reading and listening tasks. The class teacher monitors the account.
The students are provided with an Application 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 booklet to help them, so that their spoken French can be monitored.
Students complete one speaking or writing assessment, as well as reading and listening assessments at the end of each topic, this is usually four times a year. These assessments are completed in class, in test conditions. Assessment scores are reported as a percentage.
How are we grouped?
Groupings in Year 9 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?
Students are given a new booklet at the beginning of each new topic, containing the vocabulary that they need to learn.
All students are given a username and password for their ActiveHub online learning account and they should log-on at least once a week. (https://activehub.pearson.com/#/login )
Students are set homework activities such as vocabulary learning and speaking practice. This will be either as online activities or independent learning of their booklet work.
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. We therefore expect students to revise vocabulary regularly and independently throughout the week – this should form part of their weekly homework routine.
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.
Careers in French
Careers is linked to our curriculum for Gatsby Benchmark 4 in Key stage 3 in the following ways:
In half terms 2 and 3, students are taught a range of vocabulary so that they can communicate their future educational and careers plans. They also learn about inspiring French professionals and historical figures from a variety of professional sectors.
- In the long-term planning Careers is written illustrating how the skills of listening and speaking are being developed in line with our school priorities to ensure that students in all KS3 lessons can link the subject and employability skills to support their knowledge for key stage 4 when they will apply these in the world of work.
- Trips, visits and speakers: In our subject we ensure that the world of work and careers is explicitly linked in our planning and delivery across the key stage three curriculum. When we plan our visits, trips or speakers we deliberately link careers so that our students can learn the context of our subject with the real world of work to meet Gatsby Benchmark 4 - linking the curriculum to careers.
What can parents do to help?
Review Application booklet 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.
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 modern and 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 Pearson Edexcel series, which includes a pupil book, audio files and authentic French videos. The GCSE course covers six different thematic contexts: Media and technology, My personal world, Studying and my Future, Lifestyle and wellbeing, Travel and tourism, and My neighbourhood.
Within these contexts there are eight modules:
Year 10
Module 1: Tu as du temps à perdre? (free time and technologie)
Module 2: Mon clan, ma tribue (family, friends, relationships and idenitity)
Module 3: Ma vie scolaire (school and future education)
Module 4: En pleine forme (health and fitness)
Year 11
Module 5: Numéro vacances (holidays and travel)
Module 6: Notre planète (global issues)
Module 7: Mon petit monde à moi (local area)
Module 8: Mes projets d’avenir (future life and careers)
How are we assessed?
Students will sit four exams at the end of the two-year course. The examination board is Edexcel. 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. They will complete end of Module assessments, Year 10 mock exams and Year 11 mock exams.
How are we grouped?
Students are either in mixed ability groups or split between a Higher and Foundation group.
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 practise 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 Pearson Active Hub online learning program. 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.
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:
Active hub (students will all have their own log-in details.)
www.languagesonline.org.uk – grammar explanations and practice
www.verb2verbe.com – verb conjugation look up
https://www.bbc.co.uk/bitesize/examspecs/zhkvkhv - all vocabulary and grammar
www.wordreference.com – approved online dictionary
Provide students with as much visual and audio stimulus as possible, for example French magazines and films.
