Languages
Through our Language curriculum, we aim to develop a lifelong love of another Language, an understanding of different cultures and the confidence to be able to contribute and communicate in the future, within a different Language. Whilst consolidating reading and writing skills, we emphasise the importance of cultural insight, always reinforcing a positive attitude to language learning and to other cultural perspectives. We want our students to use and experience authentic language in practical situations and as a result of this, we use a variety of approaches to develop language skills, including new technologies to enhance our delivery of the curriculum, all of which are aimed as improving confidence and competence within the language. We encourage our students to take part in our extra-curricular opportunities as well as enriching the whole school experience of Languages by becoming a Language Leader.
Year 7 French
| Module |
Context |
Knowledge & Skills |
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Module 1: Bonjour |
meeting and greeting people, formally and informally name, age, birthday – self and other, ask as well as respond months, days and dates classroom instructions and questions the alphabet
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Asking and responding to questions using Comment? Quel? Quand? Introduction to verbs in the 1st and 2nd person singular. Introduction to Qu/Ans patterns 2→1 Numbers →31 Introduction to grapheme/ phoneme links: oi (toi, mademoiselle) silent s, qu = k, ier, Possessive adjective mon/ton Introduction to informal register Accents Et Strategies for memorising/learning To use French in the classroom |
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Module 2: En Classe |
Classroom objects Working in the classroom Requesting, and responding to requests Identifying Classroom instructions and questions Games: le pendu; O & X’s; pelmanism, Kim’s game; bingo; Je suis allé(e) au marché; la pomme empoisonnée, dictionary challenge Classroom objects Working in the classroom |
Nouns: gender and number Indefinite article Adjective agreement and position Yes/No questions – asking and responding Informal with teeny intro to formal register Avoir (1st/2nd person singular) and Il y a Negatives: ne…pas Strategies for memorising vocabulary Using a dictionary i) to find gender; ii) to look up unfamiliar words, iii) to extend own vocabulary. Grapheme/phoneme links: un/une, silent ‘t’, u , è, ‘y’, ‘ai’ , ‘eur’, ‘ou’, able, qu = k Accents é, è Liaisons les étudiants/étudiantes Asking and responding to questions using C’est/Ce sont de quelle couleur? Combien de? Use and respond to French in the classroom Numbers up to 50 Reinforce social skills: s’il te/vous plaît/merci/de rien/désolé(e)/je m’excuse Develop visual/aural memory Use questions to initiate and develop conversation C’est/Ce sont Introduction to talking about someone else Expo 1 page 117 Lire 1b Il a/Elle a |
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Module 3: J’ai |
Other people Describing self, family & pets. |
Talking about self; talking about others. Question/answer patterns: 3 → 3; 2 → 1 Asking questions Singular and plural nouns Gender Adjectives: agreement and position. Indefinite article and its omission. Negative: ne … pas Il/Elle est Ils/Elles sont to describe and identify Use of ‘et’ and ‘mais’ Possessive adjectives mon/ma/mes; ton/ta/tes; son/sa/ses. Avoir/Être – singular, present tense Strategies for memorising Grapheme/phoneme links: ar: (parents) ère:(père, mere) œr: Using a dictionary I) to find gender; ii) to look up unfamiliar words; iii) to extend own vocabulary. Develop visual/aural memory Use questions to initiate and develop conversation. Intensifiers: très; assez; un peu |
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Module 4: Je suis |
Other people Describing self and family Nationality and country of origin |
Talking about self; talking about others. Question/answer patterns 3→ 2; 2→1 Asking and responding to questions Adjectives of nationality Adjectives: agreement and position Negative: ne … pas ;ne… ni….ni être – present tense venir – present Use of être to describe and identify Strategies for memorising Use questions to initiate and develop conversation Intensifiers; très; assez; un peu Countries where French is spoken European countries Interrogatives; d’où; quoi; quelle? Correct use of capital letters for countries/nationalities Grapheme/phoneme ais (français; anglais;) ien (italien etc) gn(Allemagne, etc) Use of pattern & cognates |
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Module 5: Les loisirs |
Sport Leisure Interests & hobbies
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Ask and understand questions about interests and leisure activities Express likes and dislikes, combining aimer with a/noun or an infinitive. Frequency and sequence Definite article The infinitive Negatives: ne …pas ; ne …jamais Je fais/Je joue Je joue au/je joue du 1st person singular, present tense Using a dictionary i) to find infinitives, ii) to find information about the infinitive – to begin to use verb tables. de & definite article: du/des à + def article au(x) Developing ideas Noun endings & Gender Giving reasons |
Year 8 French
| Module |
Context |
Knowledge & Skills |
|
Module 6: L’Ecole |
School Daily routine in school. Leisure activities Clothes Time
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Expressing opinions and giving reasons. Telling the time. Asking and responding to questions using A quelle heure? Quelle? Qu’est-ce que? Pourquoi? Negatives: ne … pas Question/ Answer patterns Er verbs, present tense. Adjectives Definite Article – plurals opinion vocab j’aime etc Grapheme phoneme link ique; ais; th; Time phrases Frequency & sequencing Use a dictionary to extend personal vocabulary. |
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Module 7: A table |
Food and drink Likes, dislikes and preferences Following and preparing recipes Buying food Bars and restaurants (Christmas Food) Meals Health and Lifestyle
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Time phrases: frequency Expressions of quantity Disjunctive pronouns: Pour moi, etc Likes, dislikes and preferences Large numbers for weights and prices Imperative Il faut; je dois Immediate future Je voudrais plus de and moins de+ noun Comparatives Impersonal expressions: C’est important, etc Present tense Question/answer patterns Using nouns as adjectives: jus d’orange; un sandwich au fromage ie ending for shops; application of pattern Generic characteristics of recipes and menus Giving instructions: imperatives; infinitives; devoir;il faut; il est necessaire de …) The partitive article with food Social skills through language. Cultural differences in food and eating habits. Appropriate use of dictionary/glossary Strategies for dealing with the unknown and the unexpected. |
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Module 8: La maison |
Description of homes: location; rooms; furniture Towns Daily activities Mealtimes and food |
Location Ordinal numbers Prepositions for precise location Present tense: 1st person plural Definite and indefinite articles – correct use Agreement and position of adjectives Il (n’)y a (pas) (de) Adjectives and prepositions to develop description Using a glossary/dictionary Contractions with def art Possessive adjective: notre Nouns – gender and plurals Negative: ne … pas, ne …jamais Sequence and frequency Time Possession: de Introduction to the partitive article with food Re-using and adapting previously learnt language Using a dictionary to extend vocabulary |
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Module 9: On fait des projets |
Leisure and entertainment Activities with friends and family Weather and seasons Invitations Messages |
apply knowledge of verb paradigms substitute words and phrases from memory use cognates to aid understanding strategies for dealing with the unfamiliar identify ways to learn rules use more detail – developing longer sentences read for information adapt language state preferences and give reasons make notes and use reference materials modal verbs, pouvoir, vouloir, devoir immediate future, including negative and interrogative use sequence and frequency describing the weather present time v future time verb categories the infinitive verbs in the dictionary question/answer patterns social skills working with language patterns linking finite verbs to an infinitive (ext) strategies for coping with the unexpected |
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Module 10: Ma journeé |
Daily routine House chores School Leisure
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Reflexive verbs. Present tense. Appropriate use of time phrases. Asking and responding. Time. Interrogatives: Quand? A quelle heure? Où? Apply knowledge of verb paradigms. Substitute words and phrases from memory. Express simple opinions. Express simple reasons. Strategies for memorizing. Use verb tables for support as appropriate. Recognise the infinitive of a reflexive verb. Adapt previously learnt language. Understand and use language from longer texts. Use detail to extend sentences. Use reference materials appropriately. Il faut / devoirto express obligation Infinitive construction after devoir Infinitive construction with a reflexive verb – 1st singular only |
Year 9 French
|
Module |
Context |
Knowledge & Skills |
|
Module 4.1: Me, my family and friends |
Identity Family members Physical Appearance Character & Personality |
Formation of Regular, Irregular & Reflexive verbs, Present & Imperfect. Using verb tables to support accuracy Use of the Imperfect tense to communicate ‘used to’ Use être with adjectives Regular & irregular adjectives Intensifiers with an adjectives Possessive adjectives |
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Module 4.2: Travel & Tourism |
Types of holiday/trip, destinations, holiday activities, opinions, preferences, advantages/disadvantages, booking accommodation and transport |
Formation of Regular, Irregular & Reflexive verbs, Perfect and Imperfect Using verb tables to support accuracy Sequencing words, expressions and phrases Weather expressions with ‘faire’ Complex Opinion markers Complex reasons Intensifiers |
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Module 4.3: Future Plans & Ambitions |
Career choices, education, marriages, children, plans, ideal jobs and reasons for choices. |
regular verbs: aimer (conditional/simple future) irregular verbs: être/avoir (immediate future, simple future, conditional) devenir (simple future and immediate future) vouloir (conditional) positive and negative constructions using verb tables: simple future and conditional Finite verbs + infinitive constructions |
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Module 4.15: Festivals in France and French speaking countries
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French life & routines. Local customs. Festivals in France and French speaking countries. |
Revision Perfect & Imperfect tenses of Regular & Irregular verbs. Effective use of verb tables to ensure accuracy. Revision of time phrases in the Past. Revision of numbers. Understand and communicate gist and detail in longer accounts. |
Year 7 Spanish
| Module |
Context |
Knowledge & Skills |
|
Module 1: Hola |
meeting and greeting people, formally and informally name, age, birthday – self and other, ask as well as respond months, days and dates classroom instructions and questions the alphabet
|
Asking and responding to questions using ¿Cómo? ¿Qué? ¿Cuándo? ¿Cuántos? Introduction to verbs in the three singular forms. Introduction to Qu/Ans patterns 2→1/3→3 Numbers →31 Introduction to grapheme/ phoneme links: h + vowel (hola, hasta, hay) consonant + u + vowel (cuanto, cuantos, buenos, muy, luego cuatro) j (junio julio, jueves) z (diez, marzo) Possessive adjective mi/tu/su Introduction to formal / informal register The differences between talking about oneself and talking about others Punctuation: ¿ ¡, and accents Introduction to the negative no Y Strategies for memorising /learning Using Spanish in the classroom |
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Module 2: En Clase |
Classroom objects Working in the classroom Requesting, and responding to requests Identifying Classroom instructions and questions Games: el Ahorcado; O & X’s; pelmanism, Kim’s game; picture bingo; Fui al Mercado; Escribe una lista; Happy Families etc.
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Nouns: gender and number Indefinite article Adjective agreement and position Yes/No questions – asking and responding Formal and informal register Tener (present singular paradigm) and hay Negatives: no and nada Strategies for memorising vocabulary Using a dictionary i) to find gender; ii) to look up unfamiliar words, iii) to extend own vocabulary. Grapheme/phoneme links: v [nueve, diecinueve, veinte]; ñ [mañana, años, castaño] Asking and responding to questions using ¿De qué color es/son? ¿Cuántos? Use and respond to Spanish in the classroom Numbers up to 50 Reinforce social skills: por favor/gracias/de nada/lo siento Develop visual/aural memory Use questions to initiate and develop conversation Es/son |
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Module 3: Tengo |
Other people Describing self, family & pets. |
ï Talking about self; talking about others. Question/answer patterns: 3 → 3; 2 → 1 Asking questions Singular and plural nouns Gender Adjectives: agreement and position. Indefinite article and its omission. Negative: no Es/Son to describe and identify Use of ‘y’ and ‘pero’ Possessive adjectives mi/mis; tu/tus; su/sus. Tener – singular, present tense Strategies for memorising Grapheme/phoneme links: que/qué [qu is ALWAYS k, never kw: ¿qué tal; pequeño] rr (pelirrojo; perro) Using a dictionary I) to find gender; ii) to look up unfamiliar words; iii) to extend own vocabulary. Develop visual/aural memory Use questions to initiate and develop conversation. Intensifiers: muy; bastante; algo |
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Module 4: Soy |
Other people Describing self and family Nationality and country of origin |
Talking about self; talking about others. Question/answer patterns 3→ 2; 2→1 Asking and responding to questions Adjectives of nationality Adjectives: agreement and position Negative: no; ni….ni Ser – present tense Use of ser to describe and identify Strategies for memorising Use questions to initiate and develop conversation Intensifiers; muy; bastante; algo Countries where Spanish is spoken European countries Interrogatives; ¿De dónde; Cuál; Cómo? Correct use of capital letters for countries/nationalities Grapheme/phoneme ia (Alemania; Austria; Francia; etc) Use of pattern & cognates |
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Module 5: El ocio |
Sport Leisure Interests & hobbies
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Ask and understand questions about interests and leisure activities Express likes and dislikes, combing gustar with a/noun or an infinitive. Frequency and sequence Definite article The infinitive Negatives: no; nunca Practico/juego Juego/toco 1st person singular, present tense Using a dictionary I) to find infinitives ii) to find information about the infinitive – to begin to use verb tables. a & definite article: al Developing ideas Noun endings & Gender Giving reasons Omission of Subject Pronouns |
Year 8 Spanish
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Module |
Context |
Knowledge & Skills |
|
Module 6: El insti |
School Daily routine in school. Leisure activities Clothes Time |
Expressing opinions and giving reasons. Telling the time. Asking and responding to questions using ¿A qué hora? ¿Qué? ¿Cómo? Negatives: no Question/ Answer patterns Singular Forms of AR verbs, present tense. Adjectives Definite Article – plurals Gustar – singular & plural Grapheme phoneme link ía (biología; geografía; tecnología) Time phrases ‘De’ & definite article: del Frequency & sequencing Use a dictionary to extend personal vocabulary. |
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Module 7: A comer |
Food and drink Likes, dislikes and preferences Following and preparing recipes Buying food Bars and restaurants (Christmas Food) Meals Health and Lifestyle |
Likes, dislikes and preferences Large numbers for weights and prices Imperative Hay que; tener que Suelo + infinitive Immediate future Quisiera Más and menos + noun Comparatives Impersonal expressions: es importante, etc Present tense Question/answer patterns Using nouns as adjectives: zumo de naranja; bocadillo de queso ia ending for shops; application of pattern Generic characteristics of recipes and menus Giving instructions: imperatives; infinitives; deber; tener que; hay que; es necesario…) Social skills through language. Cultural differences in food and eating habits. Appropriate use of dictionary/glossary |
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Module 8: En casa |
Description of homes: location; rooms; furniture Towns Daily activities Mealtimes and food |
Location Ordinal numbers Prepositions for precise location Present tense Definite and indefinite articles – correct use Agreement and position of adjectives Ser and estar Hay Adjectives and prepositions to develop description Using a glossary/dictionary Contractions with def art Possessive adjective: nuestro Nouns – gender and plurals Negative: no, nunca Sequence and frequency Time Possession: de Re-using and adapting previously learnt language Using a dictionary to extend vocabulary Using Verb tables |
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Module 9: Haciendo planes |
Leisure and entertainment Activities with friends and family Weather and seasons Invitations Messages |
apply knowledge of verb paradigms substitute words and phrases from memory use cognates to aid understanding strategies for dealing with the unfamiliar identify ways to learn rules use more detail – developing longer sentences read for information adapt language state preferences and give reasons make notes and use reference materials modal verbs, poder, querer, tener que immediate future, including negative and interrogative use sequence and frequency describing the weather present time v future time verb categories the infinitive verbs in the dictionary question/answer patterns social skills working with language patterns linking finite verbs to an infinitive (ext) strategies for coping with the unexpected |
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Module 10: Rutina Diaria |
Daily routine House chores School Leisure |
Reflexive verbs. Present tense. Appropriate use of time phrases. Asking and responding. Time. Interrogatives: ¿Cuándo? ¿A qué hora? ¿Dónde? Apply knowledge of verb paradigms. Substitute words and phrases from memory. Express simple opinions. Express simple reasons. Strategies for memorizing. Use verb tables for support as appropriate. Recognise the infinitive of a reflexive verb. Adapt previously learnt language. Understand and use language from longer texts. Use detail to extend sentences. Use reference materials appropriately. Tener que to express obligation Infinitive construction after tener que Infinitive construction with a reflexive verb – 1st singular only |
Year 9 Spanish
|
Module |
Context |
Knowledge & Skills |
|
Module 4.1: Me, my family and friends |
Identity Family members Physical Appearance Character & Personality |
Formation of Regular, Irregular & Reflexive verbs, Present & Imperfect. Verb tables to support accuracy The Imperfect tense to communicate ‘used to’ ser & estar with adjectives Regular & irregular adjectives Intensifiers with an adjective Possessive adjectives - short form |
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Module 4.2: Travel & Tourism |
Types of holiday/ trip, destinations, holiday activities, opinions, preferences, advantages/disadvantages of certain types of holidays |
Formation of Regular, Irregular & Reflexive verbs, Perfect and Imperfect Use of the Imperfect tense to describe places Using verb tables to support accuracy Sequencing words, expressions and phrases Weather expressions with ‘hace’ Complex Opinion markers Complex reasons Intensifiers |
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Module 4.3 Future Plans & Ambitions |
Career choices, further and higher education, marriages, children, plans, ideal jobs and reasons for choices. |
Formation of regular verbs, Future & Conditional Formation of irregular verbs, Future & Conditional [poner; valer; venir; tener; salir; poder; saber; querer; hacer; decir; + habrá & habría] Use verb tables effectively to ensure accuracy Infinitive constructions [ TAG + INFINITIVE ] Understand and explain reasons for choices |
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Module 4.15 Festival in Spain and the Hispanic countries |
Spanish life & routines. Local customs. Festivals in Spain and Hispanic speaking countries. |
Revision Preterite & Imperfect tenses of Regular & Irregular verbs. Effective use of verb tables to ensure accuracy. Revision of time phrases in the Past. Formation of the Perfect Tense. Revision of numbers. Understand and communicate gist and detail in longer accounts. |