Download the Curriculum Statement for Modern Foreign Languages
Academic year 2023-24
The Modern Foreign Languages Department at Wykham Park Academy seeks to promote a deeper understanding of the international world by developing communication skills and the application of new language structures to different contexts. Students learn how to manipulate new language successfully so they can communicate clearly verbally and in written form.
They also learn how to develop collaborative learning skills so they can support each other with the understanding and application of new concepts. Students are encouraged to use resources such as vocabulary lists and grammatical explanations to work independently. They are also provided with clear criteria that enable them to understand their learning and the progress they are making. Access to authentic sources helps students to better understand the culture of the countries where the language is spoken and encourages curiosity and engagement.
As students approach each new topic there is an opportunity for them to develop their reading comprehension skills using academic and literary texts to endorse the school ethos of ‘Every child a reader’. These sessions also provide a springboard for discussions on how we embrace diversity, which is explored at various stages throughout the course.
WHAT ARE WE STUDYING IN FRENCH?
YEAR 7
ACCREDITATION ENTITLEMENT – 9-1 New spec AQA GCSE
Knowledge covered OUP Allez
TERM 1
Self Worth
Identity and Culture
Me, my family and friends
Themes:
Simple introductions with birthday, basic classroom vocabulary, numbers 1 – 100, description of self, family members and pets.
Grammar:
Interrogatives, present tense of key verbs avoir and être, possessive pronouns, adjectival agreement, simple negative sentences.
Metacognitive processes/ skills covered
Using your own and other languages to deduce meaning, understanding the full verb paradigm.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Cross-curricular links to mathematics with numbers / Links to French festivals and national holidays with dates . Language Cultural Project – ‘Poetry in Colours’.
Assessment
Productive skill: Speaking (photo cards and reading aloud) .
Receptive skill: Listening.
TERM 2
Self Worth
Local, National Global areas of Interest
Home, town and region
Themes:
Describing where you live, house, area, country, rooms in your house, where to go to in town and what you can do.
Grammar:
Interrogatives, present tense of key verbs: aller, habiter, vouloir, pouvoir + infinitive, different words for in, “there is/not” , prepositions de and à.
Metacognitive processes/ skills covered
Pronunciation and asking questions, understanding the importance of masculine and feminine for use other than adjectival agreement.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
To allow them to understand about the global French-speaking community, to develop their transference and deduction skills and to allow them to visit/communicate with other countries / Expanding cultural capital through learning about Christmas and its significance in France.
Assessment
Productive skill: Writing (40 words).
Receptive skill: Reading .
TERM 3
Engagement
Identity and Culture
Free-time activities
Themes:
Saying what you do and don’t like to do and giving simple justification. Linking this to different weather conditions.
Grammar:
Full verb paragdigm of verbs of like e.g. aimer, détester etc. use of these with another verb in the infinitive, present tense of lire, mettre.
Metacognitive processes/ skills covered
Creating longer sentences with key connectives and verbs used with the infinitive. Using the infinitive and conjugated verbs together.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Links to geography in producing a weather forecast / Learning how to articulate and justify opinions / Developing cultural capital through exposure to French regions.
Assessment
Productive skill: Speaking (role-play and general conversation) .
Receptive skill: Listening.
TERM 4
Engagement
Current and future study and employment
Life at school and college
Themes:
Giving your opinions on different subjects, telling the time, describing your timetable and school day simply, considering the differences in educational systems in France and England.
Grammar:
Present tense of more -er verbs and faire, finir, apprendre, boire, using key interrogatives.
Metacognitive processes/ skills covered
Using familiar language in a new context, creating more complicated justifications and sentences.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Expanding cultural capital through developing knowledge of the French school system and forming opinions on the positives and negatives of each system. / Enrichment through designing their own school timetable and justifying the benefits of studying each subject.
Assessment
Productive skill: Writing (40 words).
Receptive skill: Reading.
TERM 5
Purpose:
Local, National Global areas of Interest
Holidays
Themes:
Describing a holiday: where you go, getting ready and activities.
Grammar:
Different words for “to”, reflexive verbs – full paradigm, producing the future tense with aller + infinitive.
Metacognitive processes/ skills covered
Understanding French idiomatic phrases, the use of verbs in the present tense to refer to future activities.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Improving digital literacy in learning how to search for holidays and flights online / Expanding cultural capital through discovering francophone countries / Cross-curricular links to Travel and Tourism in discussing holiday habits.
Assessment
Productive skill: Speaking (photo cards, reading aloud, roleplay) .
Receptive skill: Listening.
TERM 6
Purpose:
Identity and Culture
Healthy Living
Themes:
Describing what you do to lead a healthy life, discussing food preferences, sporting activities, learning how to buy food in a shop/café, describing feeling ill.
Grammar:
Partitive articles (some), de = of, jouer à, j’ai mal à.
Full paradigm of manger, boire, prendre, revision of the future tense.
Metacognitive processes/ skills covered
Formation of high numbers, recognising that de and à will merge with definite articles to form a combined word.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Cultural capital expanded through role-plays in French shops / Developing bargaining and trading skills / Cross-curricular link to PD and Food and Nutrition in terms of discussing healthy lifestyles.
Assessment
Productive skill: Writing (90 words).
Receptive skill: Reading.
YEAR 8
ACCREDITATION ENTITLEMENT – 9-1 New spec AQA GCSE
Knowledge covered OUP Allez
TERM 1
Self Worth
Identity and Culture
Me, my family and friends
Themes:
Simple introductions with birthday, basic classroom vocabulary, numbers 1 – 100, description of self, family members and pets.
Grammar:
Interrogatives, present tense of key verbs avoir and être, possessive pronouns, adjectival agreement, simple negative sentences.
Metacognitive processes/ skills covered
Using your own and other languages to deduce meaning, understanding the full verb paradigm.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Cross-curricular links to mathematics with numbers / Links to French festivals and national holidays with dates . Language Cultural Project – ‘Poetry in Colours’.
Assessment
Productive skill: Speaking (photo cards and reading aloud) .
Receptive skill: Listening.
TERM 2
Self Worth
Local, National Global areas of Interest
Home, town and region
Themes:
Describing where you live, house, area, country, rooms in your house, where to go to in town and what you can do.
Grammar:
Interrogatives, present tense of key verbs: aller, habiter, vouloir, pouvoir + infinitive, different words for in, “there is/not” , prepositions de and à.
Metacognitive processes/ skills covered
Pronunciation and asking questions, understanding the importance of masculine and feminine for use other than adjectival agreement.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
To allow them to understand about the global French-speaking community, to develop their transference and deduction skills and to allow them to visit/communicate with other countries / Expanding cultural capital through learning about Christmas and its significance in France.
Assessment
Productive skill: Writing (40 words).
Receptive skill: Reading .
TERM 3
Engagement
Identity and Culture
Free-time activities
Themes:
Saying what you do and don’t like to do and giving simple justification. Linking this to different weather conditions.
Grammar:
Full verb paragdigm of verbs of like e.g. aimer, détester etc. use of these with another verb in the infinitive, present tense of lire, mettre.
Metacognitive processes/ skills covered
Creating longer sentences with key connectives and verbs used with the infinitive. Using the infinitive and conjugated verbs together.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Links to geography in producing a weather forecast / Learning how to articulate and justify opinions / Developing cultural capital through exposure to French regions.
Assessment
Productive skill: Speaking (role-play and general conversation) .
Receptive skill: Listening.
TERM 4
Engagement
Current and future study and employment
Life at school and college
Themes:
Giving your opinions on different subjects, telling the time, describing your timetable and school day simply, considering the differences in educational systems in France and England.
Grammar:
Present tense of more -er verbs and faire, finir, apprendre, boire, using key interrogatives.
Metacognitive processes/ skills covered
Using familiar language in a new context, creating more complicated justifications and sentences.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Expanding cultural capital through developing knowledge of the French school system and forming opinions on the positives and negatives of each system. / Enrichment through designing their own school timetable and justifying the benefits of studying each subject.
Assessment
Productive skill: Writing (40 words).
Receptive skill: Reading.
TERM 5
Purpose:
Local, National Global areas of Interest
Holidays
Themes:
Describing a holiday: where you go, getting ready and activities.
Grammar:
Different words for “to”, reflexive verbs – full paradigm, producing the future tense with aller + infinitive.
Metacognitive processes/ skills covered
Understanding French idiomatic phrases, the use of verbs in the present tense to refer to future activities.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Improving digital literacy in learning how to search for holidays and flights online / Expanding cultural capital through discovering francophone countries / Cross-curricular links to Travel and Tourism in discussing holiday habits.
Assessment
Productive skill: Speaking (photo cards, reading aloud, roleplay) .
Receptive skill: Listening.
TERM 6
Purpose:
Identity and Culture
Healthy Living
Themes:
Describing what you do to lead a healthy life, discussing food preferences, sporting activities, learning how to buy food in a shop/café, describing feeling ill.
Grammar:
Partitive articles (some), de = of, jouer à, j’ai mal à.
Full paradigm of manger, boire, prendre, revision of the future tense.
Metacognitive processes/ skills covered
Formation of high numbers, recognising that de and à will merge with definite articles to form a combined word.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Cultural capital expanded through role-plays in French shops / Developing bargaining and trading skills / Cross-curricular link to PD and Food and Nutrition in terms of discussing healthy lifestyles.
Assessment
Productive skill: Writing (90 words).
Receptive skill: Reading.
YEAR 9
ACCREDITATION ENTITLEMENT – 9-1 New spec AQA GCSE
Knowledge covered OUP Allez and Kerboodle
TERM 1
Self Worth
Identity and Culture
Me, my family and friends
Themes:
Simple introductions with birthday, basic classroom vocabulary, numbers 1 – 100, description of self, family members and pets.
Grammar:
Interrogatives, present tense of key verbs avoir and être, possessive pronouns, adjectival agreement, simple negative sentences.
Metacognitive processes/ skills covered
Using your own and other languages to deduce meaning, understanding the full verb paradigm.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Cross-curricular links to mathematics with numbers / Links to French festivals and national holidays with dates . Language Cultural Project – ‘Poetry in Colours’.
Assessment
Productive skill: Speaking (photo cards and reading aloud) .
Receptive skill: Listening.
TERM 2
Self Worth
Local, National Global areas of Interest
Home, town and region
Themes:
Describing where you live, house, area, country, rooms in your house, where to go to in town and what you can do.
Grammar:
Interrogatives, present tense of key verbs: aller, habiter, vouloir, pouvoir + infinitive, different words for in, “there is/not” , prepositions de and à.
Metacognitive processes/ skills covered
Pronunciation and asking questions, understanding the importance of masculine and feminine for use other than adjectival agreement.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
To allow them to understand about the global French-speaking community, to develop their transference and deduction skills and to allow them to visit/communicate with other countries / Expanding cultural capital through learning about Christmas and its significance in France.
Assessment
Productive skill: Writing (40 words).
Receptive skill: Reading .
TERM 3
Engagement
Identity and Culture
Free-time activities
Themes:
Saying what you do and don’t like to do and giving simple justification. Linking this to different weather conditions.
Grammar:
Full verb paragdigm of verbs of like e.g. aimer, détester etc. use of these with another verb in the infinitive, present tense of lire, mettre.
Metacognitive processes/ skills covered
Creating longer sentences with key connectives and verbs used with the infinitive. Using the infinitive and conjugated verbs together.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Links to geography in producing a weather forecast / Learning how to articulate and justify opinions / Developing cultural capital through exposure to French regions.
Assessment
Productive skill: Speaking (role-play and general conversation) .
Receptive skill: Listening.
TERM 4
Engagement
Current and future study and employment
Life at school and college
Themes:
Giving your opinions on different subjects, telling the time, describing your timetable and school day simply, considering the differences in educational systems in France and England.
Grammar:
Present tense of more -er verbs and faire, finir, apprendre, boire, using key interrogatives.
Metacognitive processes/ skills covered
Using familiar language in a new context, creating more complicated justifications and sentences.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Expanding cultural capital through developing knowledge of the French school system and forming opinions on the positives and negatives of each system. / Enrichment through designing their own school timetable and justifying the benefits of studying each subject.
Assessment
Productive skill: Writing (40 words).
Receptive skill: Reading.
TERM 5
Purpose:
Local, National Global areas of Interest
Holidays
Themes:
Describing a holiday: where you go, getting ready and activities.
Grammar:
Different words for “to”, reflexive verbs – full paradigm, producing the future tense with aller + infinitive.
Metacognitive processes/ skills covered
Understanding French idiomatic phrases, the use of verbs in the present tense to refer to future activities.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Improving digital literacy in learning how to search for holidays and flights online / Expanding cultural capital through discovering francophone countries / Cross-curricular links to Travel and Tourism in discussing holiday habits.
Assessment
Productive skill: Speaking (photo cards, reading aloud, roleplay) .
Receptive skill: Listening.
TERM 6
Purpose:
Identity and Culture
Healthy Living
Themes:
Describing what you do to lead a healthy life, discussing food preferences, sporting activities, learning how to buy food in a shop/café, describing feeling ill.
Grammar:
Partitive articles (some), de = of, jouer à, j’ai mal à.
Full paradigm of manger, boire, prendre, revision of the future tense.
Metacognitive processes/ skills covered
Formation of high numbers, recognising that de and à will merge with definite articles to form a combined word.
Cultural Capital/Diversity/Enrichment/Curriculum Enhancement
Cultural capital expanded through role-plays in French shops / Developing bargaining and trading skills / Cross-curricular link to PD and Food and Nutrition in terms of discussing healthy lifestyles.
Assessment
Productive skill: Writing (90 words).
Receptive skill: Reading.
CONTACT DETAILS
Mrs Graver- Head of Modern Foreign Languages
cgraver@wykhampark-aspirations.org
WEBSITES
BBC Bitesize French
https://www.bbc.com/bitesize/subjects/z9dqxnb
Vocabulary consolidation
https://www.memrise.com/
Practice of key language structures/tenses and topic vocabulary
https://www.languagesonline/
THE LANGUAGES TOOLBOX
Everything you need to be successful in French
- A dictionary (book or online access)
- Keep an eye out for documentaries
- An eagerness to learn about the world, other cultures and languages.