Year 7
What do students need to know and understand by the end of each cycle to progress to the next stage?
STJ Long-Term Plan: MFL (French &
Department Curriculum Overview Document
Spanish)
At the end of each cycle, what knowledge and skills do students need to be secure with to make progress to the next stage of their learning in your subject?
Cycle 1
Focus of Cycle :
• Describing people and things
• Using the common irregular verbs ‘avoir’ and ‘être‘
• Making adjectives agree with the noun they describe Assessment: Reading Writing
Ambition for all: what nonnegotiable knowledge must all students learn, regardless of their starting points?
Year 8
What do students need to know and understand by the end of each cycle to progress to the next stage?
Students will be able to understand in listening and reading then produce in writing and speaking about people and their things.
Grammar- être, avoir, definite articles, plural nouns
Cycle 1
Focus of Cycle :
• Expressing future events
• Using the negative
Focus of Cycle :
Cycle 2
• Describing what people do
• Using the common irregular verb ‘faire’
• Using the present tense of ‘er’ verbs Assessment: Speaking Listening
Students will be able to understand in listening and reading then produce in writing and speaking about what people do, how many things there are, and what people have.
Grammar- faire, regular -ER verbs, il y a,
Focus of Cycle :
Cycle 3
• Saying where people go
• Using the common irregular verb ‘aller’
• Using the present tense of ‘re’ verbs Assessment: Listening
End of Year exam – Reading + writing
Students will be able to understand in listening and reading then produce in writing and speaking about where people go and asking questions.
Grammar- aller, inversion questions
Faith Learning Attitude Mutual Respect
Cycle 2
Focus of Cycle :
• Describing celebrations
• Different ways of forming questions
• Making irregular adjectives agree with the noun they describe
Assessment: Reading Writing
Ambition for all: what nonnegotiable knowledge must all students learn, regardless of their starting points?
Students will be able to understand in listening and reading then produce in writing and speaking about future events, what isn’t going to happen, and describing things.
Grammar- aller + infinitive, ne…pas, irregular adjectives
• Using possessive adjectives
Assessment: Speaking Listening
Students will be able to understand in listening and reading then produce in writing and speaking about celebrations, asking questions and who things belong to.
Grammar- numbers, intonation questions, inversion questions, question words, possessive adjectives.
Enrichment
TRANSFER skills/links to end points
Vocabulary: understand and use a range of vocabulary and structures including opinions and justifications
Manipulating language: understand and use a range of adjectives. Recognise known verbs in new contexts.
Accuracy in Grammar & Spelling: make links between sounds and spellings in unfamiliar language. Use masculine/feminine./plural adjectives agree accurately. Apply agreement rules to unseen adjectives.
Time Frames: understand and use present tense –avoir / etre / faire / aller + RE verbs.
Cycle 3
Focus of Cycle :
• Describing events in the past and the future
• Using ‘je vais aller’ + infinitive to discuss future plans
• Changing ‘er’ verbs into the past tense
Assessment: Listening End of Year exam – Reading + writing
Students will be able to understand in listening and reading then produce in writing and speaking about past activities and future plans
Grammar- perfect tense of -ER verbs, aller + infinitive
Faith Learning Attitude Mutual Respect
Enrichment
TRANSFER skills/links to end points
Vocabulary: understand and use more complex vocabulary and structures including a range of opinions and justifications.
Manipulating language: understand and use a wider range of adjectives and use known verbs in new contexts. Can form questions.
Accuracy in Grammar & Spelling: make links between sounds and spellings in unfamiliar language. Use adjectives and possessive adjectives accurately. Use negatives.
Time Frames: understand and use the immediate future tense, confidence in the present tense. Perfect past tense of ER verbs. Using unknown verbs in these time frames.
Year 9
What do students need to know and understand by the end of each cycle to progress to the next stage?
Focus of Cycle :
Cycle 1
• Talking about cultural events and holidays
• Using 3 tenses
• Making adjectives agree with the noun they describe
Assessment: Reading Writing
Ambition for all: what nonnegotiable knowledge must all students learn, regardless of their starting points?
Students will be able to understand in listening and reading then produce in writing and speaking about cultural events and holidays
Grammar- être, -ER verbs, intonation and est-ce que questions with and without question words
Focus of Cycle :
Cycle 2
• Discussing jobs and future plans
• Using adverbs
• Using infinitive structures
Assessment: Speaking Listening
Students will be able to understand in listening and reading then produce in writing and speaking about jobs and future plans.
Grammar- two-verb structures, modal verbs, adverb positioning, il faut/il ne faut pas + infinitive
Focus of Cycle :
Cycle 3
• Getting ready for GCSE
• Talking about family, friends and free time
• Discussing school and education
Assessment: Listening
End of Year exam – Reading + writing
Students will be able to understand in listening and reading then produce in writing and speaking about family, friends, and free time, school and education.
Grammar- present tense of -RE verbs, relative pronoun qui, two-verb structures, aller + infitive
TRANSFER skills/links to end points
Vocabulary: understand and use a range of more complex vocabulary and structures including a range of opinions and justifications.
Manipulating language: understand and use a wider range of adjectives and use known verbs in new contexts. Can form questions.
Accuracy in Grammar & Spelling: make links between sounds and spellings in a range of unfamiliar language. Use adjectives and possessive adjectives accurately. Use negatives and adverbs. Time Frames: understand and use the immediate future tense with confidence, increased accuracy in the present tense. Perfect past tense of a range of verbs. Using unknown verbs
Year 10- Edexcel FRENCH + SPANISH
What do students need to know and understand by the end of each cycle to progress to the next stage?
Cycle 1
STJ Long-Term Plan: MFL (French & Spanish)
Cycle 2
Focus of Cycle :
Unit 1 – As-tu de temps à perdre? Hobbies
Unit 2 - Mon clan, ma tribu - Friends and Family Assessment: Writing
Reading
Unit 1 - ¡Diviértete! - Freetime
Unit 2 – Viajes - Travel Assessment: Writing
Reading
Ambition for all: what non-negotiable knowledge must all students learn, regardless of their starting points?
Unit 1 - Students will be able to understand in listening and reading then produce in writing and speaking about online activities, hobbies, arranging to go out, describing their last weekend.
Grammar- ability to use: aimer + noun/ aimer + infinitive, present tense ER verbs, present tense irregular verbs, forming & answering questions, the near future tense, the perfect tense.
Unit 2 - Students will be able to understand in listening and reading then produce in writing and speaking about personal identity, describing weekend routine, friends and friendship, describing people, positive role models, talking about celebrations.
Grammar- ability to use: emphatic pronouns, reflexive verbs in present tense, making adjectives agree, position of adjectives, direct object pronouns.
Unit 1 - Students will be able to understand in listening and reading then produce in writing and speaking about online activities, hobbies, arranging to go out, describing their last weekend and a day that went wrong.
Grammar – ability to use: adjectives accurately, present tense of regular verbs, present tense of irregular verbs, the near future tense, the preterite tense, Direct object pronouns.
Unit 2 - Students will be able to understand in listening and reading then produce in writing and speaking about describing photos, travels plans, festivals in Spanish speaking countries, a past holiday, holidays using different tenses.
Grammar – ability to use: me gusta/n + infinitive, comparatives, se puede + infinitive superlatives si + present tense,
Acabar de + infinitive the imperfect tense, suelo + infinitive.
Focus of Cycle :
Unit 3 - Ma vie scolaire – School
Unit 4 - En Pleine forme –Health Assessment: Speaking
Writing Listening
Unit 3 – Mi gente, mi mundo – family & friendships
Unit 4 – Mi estilo de vida – Health Assessment: Writing Listening Speaking
Unit 3 - Students will be able to understand in listening and reading then produce in writing and speaking about schools in Francophone countries, describing photos, school life and school subjects, school rules, progress made at school, primary school, importance of language learning.
Grammar – ability to use: comparisons, il faut/. Il est interdit de + infinitive, irregular verbs in perfect tense, imperfect tense, negatives.
Unit 4 - Students will be able to understand in listening and reading then produce in writing and speaking about opinions on dishes, meals and meal times, good mental health, illnesses and accidents, plans to improve health, lifestyle changes.
Grammar – ability to use: vous imperative, partitive articles ( du/de la / des / de l’), perfect tense with avoir & être, near future tense.
Unit 3 - Students will be able to understand in listening and reading then produce in writing and speaking about different families describing people, who you admire, friends and friendships, what makes identity, problems and giving advice.
Grammar – ability to use: possessive adjectives, the present continuous tense, desde hace to say how long you have been doing something, reflexive verbs, para + infinitive, podrías and deberías + infinitive.
Unit 4 - Students will be able to understand in listening and reading then produce in writing and speaking about different food dishes, healthy daily routines, mealtimes, comparing old and current habits, illnesses and injuries, future plans for health and wellbeing.
Grammar – ability to use: adjectives for nationality, direct object pronouns, reflexive verbs in the preterite tense, giving advice using debes/ tiens que / necesitas _ infinitive, simple future tense, si clauses.
Focus of Cycle :
Cycle 3
Unit 5 - Numéro vacances – Holidays Assessment: End of Year full exam: Writing Reading Listening
Unit 5 ¡A clase! - School Assessment: End of Year full exam: Writing Reading Listening Speaking
Unit 5 - Students will be able to understand in listening and reading then produce in writing and speaking about holidays and accommodation, ideal holidays, activities to do and see on holidays, festivals, reviews of holidays, staycation activities.
Grammar – ability to use: pour + infinitive, j’aimerais / je voudrais, the conditional tense, il faut / on doit / on peut + infinitive, the imperfect and perfect together, present tense of modal verbs, si + present tense.
Unit 5 - Students will be able to understand in listening and reading then produce in writing and speaking about schools in Spain, a typical school day, talking about your studies, how you would change your school, students and teachers at school, a past school trip.
Grammar – ability to use: absolute superlatives, Using relative pronouns que, donde, cuando, , lo que, the conditional tense, impersonal verbs + infinitive, negatives, adjectives and adverbs.
Exceptional performance/links to end points
The ability to…
Communicate confidently 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 standard speech at near normal speed.
Understand extended language in a range of contexts.
Understand how language works.
Enrich their vocabulary.
Acquire new knowledge, skills and ways of thinking.
Have an awareness and understanding of the culture and identities of other countries where the studied language is spoken.
Bridging Unit into Y11 Summer pack - grammar recap & vocabulary building activities.
Year 11- Edexcel FRENCH + SPANISH
What do students need to know and understand by the end of each cycle to progress to the next stage?
Cycle 1
STJ Long-Term Plan: MFL (French & Spanish)
Cycle 2
Focus of Cycle :
Unit 6 - Notre Planète – environment
Unit 7 - Mon petit Monde a moi - where I live
Unit 6 Mi Barrio y yo – My local area
Unit 7 Un mundo mejor para todos – The wider world
Assessment:
Writing
Mock exam 1
Writing
Reading
Listening
Speaking
Focus of Cycle :
Unit 7 - Mon petit Monde a moi - Where I live
Unit 8 -Mes projects de l’avenir- Future plans
Unit 7 Un mundo mejor para todos – The wider world
Unit 8 El Futuro te espera – Future plans
Assessment:
Listening
Mock exam 2
Writing
Reading
Listening
Speaking
Cycle 3
Focus of Cycle :
Unit 8 -Mes projects de l’avenir- Future plans
Unit 8 El Futuro te espera – Future plans
GCSE exams begin
Ambition for all: what non-negotiable knowledge must all students learn, regardless of their starting points?
Unit 6 - Students will be able to understand in listening and reading then produce in writing and speaking about geography and climate, environmental problems, collective actions to protect the environment, day to day actions to protect the environment, school environmental projects.
Grammar- ability to use: comparative adjectives, future weather, present and perfect tenses together, the imperfect tense, present, past and future tenses together.
Unit 6- Students will be able to understand in listening and reading then produce in writing and speaking about describing a Spanish speaking city, how a city has changed over the years, shopping preferences, give preference over where to live, where you live.
Grammar – ability to use: Demonstrative adjectives, the perfect tense, direct object pronouns, use the present subjunctive with cuando, a variety of verb tenses.
Unit 7 - Students will be able to understand in listening and reading then produce in writing and speaking about adverts, describing towns, directions, shopping for clothes, describing ideal homes, describing visiting other towns.
Grammar- ability to use: demonstrative adjectives ( ce/cet/cette/ces) , indefinite adjectives ( chaque / tous/tout(e)(s)) , à and de with the definite article, negatives, de to indicate possession, si clauses.
Unit 7 - Students will be able to understand in listening and reading then produce in writing and speaking about natural wonders of Spanish speaking countries, how people help in their local community, climate change, actions to protect the environment, solutions to global issues.
Grammar – ability to use: pronouns after prepositions, the imperative, falta/ hace falta/ vale la pena / basta, the passive voce, the imperfect continuous tense, avoidance of he passive, the present subjunctive to give opinions, (no) se debería + infinitive.
Unit 8 - Students will be able to understand in listening and reading then produce in writing and speaking about summer plans, future plans and hopes, travelling and earning money, future career paths, different jobs.
Grammar- ability to use: 2 different tenses to express the future, a range of structures followed by the infinitive, verbs that take être in the perfect tense, feminine nouns, verbs followed by de or à.
Unit 8 - Students will be able to understand in listening and reading then produce in writing and speaking about Latino trailblazers, plans for the future, getting a job, future career intentions, the importance of learning languages, how the world of work has changed over the years, the impact of AI in the world.
Grammar – ability to use: Spanish stress patterns correctly, seguir and continuar + present participle, possessive pronouns, masculine and feminine forms for jobs, modal verbs, para que + present subjunctve.
Exceptional performance/links to end points
*The ability to…
Communicate confidently 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 standard speech at near normal speed.
Understand extended language in a range of contexts.
Understand how language works.
Acquire new knowledge, skills and ways of thinking.
Have an awareness and understanding of the culture and identities of other countries where the studied language.
Develop language repair strategies.
Develop language skills to prepare them for further language studies in school, higher education or employment.
Bridging into Y12
Students interested in A Level French or Spanish are given a bridging pack for the summer to prepare for Y12. This includes: Grammar recap / a cultural research topic / vocabulary building and listening activities.
Year 12 – AQA FRENCH
What do students need to know and understand by the end of each cycle to progress to the next stage?
STJ Long-Term Plan: MFL (French & Spanish)
Cycle 1 Cycle 2 Cycle 3
Ambition for all: what non-negotiable knowledge must all students learn, regardless of their starting points?
Focus of Cycle :
Aspects of French-speaking society: current trends
Unit 1 - La famille en voie de changement
Unit 2 - La cyber société
Unit 3 - Le rôle du bénévolat
Assessment:
Reading
Translation
Listening
AS paper 1 - adapted
Unit 1- Students will be able to understand in listening and reading then produce in writing and speaking about trends in marriages and other forms of partnerships and problems of different family structures, relationships between generations and problems that may arise.
Grammar – ability to use: the imperfect tense, the perfect tense, understanding f the past historic tense.
Skills: skim texts for gist, translate into French, use a bi-lingual dictionary.
Unit 2 - Students will be able to understand in listening and reading then produce in writing and speaking about how technology has changed everyday life, the dangers of digital technology, the different uses of technology and future developments.
Grammar – ability to use: infinitive constructions, object pronouns, the present tense of irregular verbs.
Skills: express opinions, strategies to broaden vocabulary, answer questions in French.
Unit 3 - Students will be able to understand in listening and reading then produce in writing and speaking about the voluntary sector in France, the benefits of voluntary work for the workers, the beneficiaries and on society.
Grammar – ability to use: temporal and causal connectives, conditional and si clauses in the imperfect and conditional tenses. The future tense.
Skills: interpret and explain figures and statistics, summarise from reding and listening texts, translate into English.
Focus of Cycle :
Artistic culture in the French-speaking world
Unit 4- Une culture fière de son patrimoine
Unit 5 - La musique francophone contemporaine
Study of a movie: La Haine
Assessment:
Speaking
Translation
Writing AS paper 1 - adapted
Unit 4 - Students will be able to understand in listening and reading then produce in writing and speaking about heritage and heritage preservation, how famous heritage sites market themselves, how heritage impacts culture in society.
Grammar – ability to use: adjectival agreements, comparatives and superlatives, si sentences in present and future tense, the subjunctive with expressions of doubt, uncertainty or necessity.
Skills: develop extended answers, avoid repetition, interpret pictures.
Unit 5- Students will be able to understand in listening and reading then produce in writing and speaking about the popularity of contemporary francophone music, who listens to it and by what means, the threats to francophone music and how to safeguard it.
Grammar – ability to use: question forms and command forms, the subjunctive to suggest possibility with verbs of wishing and emotional reaction, the conditional tense.
Skills: listen for detail, justify opinions, express doubt and uncertainty.
La Haine – study of film
▫ The historical and social context of the film
▫ The characters
▫ Liking themes to scenes
Focus of Cycle :
Artistic culture in the French-speaking world
Unit 6 - Une culture fière de son patrimoine
Unit 7 - Le septième art
Study of a movie: La Haine
Introduction: study of a novel: un Sac de Billes
Assessment:
Translation
Writing
Mock exam
AS paper 1 – full paper
Writing – la Haine
Speaking - photocard
Unit 6- Students will be able to understand in listening and reading then produce in writing and speaking about a variety of aspects of French cinema, the developments in French cinema from its beginnings until the present day, the popularity of French cinema and film festivals.
Grammar – ability to use: infinitive constructions, si sentences in the pluperfect and conditional tenses, connectives followed by the subjunctive.
Skills: summarise from listening, use persuasive language, write with purpose.
La Haine – study of film
▫ Influences for the film
Exceptional performance/links to end points
*The ability to…
Think critically based on their knowledge and understanding of the language, culture and society of French speaking countries.
Convey meaning, using spoken and written skills using an extended range of vocabulary.
Use their language skills to engage with texts, films, online media.
Deepen knowledge of issues in society and culture, past and present of French speaking countries.
Bridging into Y13 Y12 Revision pack for the summer. Recall Y12 topics in tasks in preparation for speaking exam. Vocabulary builders / grammar recap. La Haine recap. Independent Research Project for speaking.
STJ Long-Term Plan: MFL (French & Spanish)
Year 13 – AQA FRENCH
What do students need to know and understand by the end of each cycle to progress to the next stage?
1
Focus of Cycle :
Aspects of French-speaking society: current issues
Unit 1- Les aspects positifs d’une société diverse
Unit 2 - Quelle vie pour les marginalisés?
Unit 3 - Comment on traite les criminels
Study of a novel: un Sac de Billes
Assessment:
Translation
Writing
Mock exam 1
A level paper 1 – full paper
Writing – la Haine
Speaking - photocard
Focus of Cycle :
Aspects of political life in the Frenchspeaking world
Unit 4 - Les ados et le droit de vote
Unit 5 - Manifestations et grèves
Unit 6 - La politique et l’immigration
Study of a novel: un Sac de Billes
Assessment:
Writing
Listening
Mock exam 2
A level paper 1 – full paper
Writing – la Haine + un Sac de Billes
Speaking - photocard
Focus of Cycle : A Level final exams
Exceptional performance/links to end points
*The ability to… Think critically based on their knowledge and understanding of the language, culture and society of French speaking countries.
Convey meaning, using spoken and written skills using an extended range of vocabulary.
Use their language skills to engage with texts, films, online media.
Deepen knowledge of issues in society and culture, past and present of French speaking countries
Develop transferrable skills such as autonomy, creativity, critical thinking and linguistic and cognitive flexibility to further use in further study or in employment.
Ambition for all: what non-negotiable knowledge must all students learn, regardless of their starting points?
STJ Long-Term Plan: MFL (French & Spanish)
Unit 1- Students will be able to understand in listening and reading then produce in writing and speaking about the benefits of living in a ethnically diverse society, the need for tolerance and respect of diversity, how to promote diversity.
Grammar – ability to use: the present tense, the future tense, the conditional tense.
Skills: using bi-lingual dictionary, strategies for gist comprehension, pronouncing loanwords.
Unit 2 - Students will be able to understand in listening and reading then produce in writing and speaking about socially marginalised groups, measures to help those marginalised, contrasting attitudes of those marginalised.
Grammar – ability to use: the imperfect tense, the perfect tense, the pluperfect tense.
Skills: Respond to a stimulus, express approval and disapproval, vary vocabulary with synonyms.
Unit 3 - Students will be able to understand in listening and reading then produce in writing and speaking about different attitudes to crime, prisons –merits and problems, alternative forms of punishment.
Grammar – ability to use: understanding of the past historic, different tenses with si, infinitive constructions.
Skills: express obligation, ask questions and create dialogue, summarise a reading text.
La Haine – study of film
▫ Director techniques
Un Sac de Billes– study of novel
▫ Historical context
Unit 4 - Students will be able to understand in listening and reading then produce in writing and speaking about the right to vote and the French political system, engagement levels of young people and their influence in politics, the future of politics and political engagement.
Grammar – ability to use: the passive voice, the subjunctive mood.
Skills: how to avoid the passive, talking about data and trends, expressing doubt and uncertainty.
Unit 5- Students will be able to understand in listening and reading then produce in writing and speaking about the role and importance of unions, strikes and protests, attitudes towards strikes and protests.
Grammar – ability to use: subject and object pronouns, relative pronouns, demonstrative adjectives and pronouns.
Skills: translate the English gerund into French, use language to promote a cause, talk about priorities.
Unit 6- Students will be able to understand in listening and reading then produce in writing and speaking about political issues affecting immigration in some francophone countries, viewpoints of political parties regarding immigration, immigration from the standpoint of immigrants and aspects of racism.
Grammar – ability to use: combination tenses, future and conditional perfect tenses.
Skills: Use language to describe change, summarise from listening, disagree tactfully.
Un Sac de Billes– study of novel