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Danesfield Church of England School Living and Learning Together


 French Key subject skills:-

 Understanding (Listening and Reading)

 Communication (Speaking and Writing)

 Lifelong Learning

 World View


During their time at DMS, we want all students to make progress in both understanding French (listening and reading) and communicating French themselves (speaking and writing). The scheme of learning is structured in such a way as to take students through key topics represented in the GCSE specification, firstly at a basic level at KS2, and then towards ‘secure’ and ‘greater depth/mastery’ at KS3. The core requirements of the new GCSE, such as translation and roleplay, are included more explicitly in Years 7 and 8 when time allocations are increased, but the skills of language analysis, adaptation and development are introduced to students as early as possible to embed a curiosity in the subject and the confidence and sense of achievement that will spur them on. Challenges such as grammar and language structure are taught both explicitly and within the context of topic areas, as the teacher feels necessary to move the learning forward. This can be included at any time in KS2 or KS3, but especially in Year 8 when students tackle the past tense in an extended written account in all 3 tenses.


By the end of Key Stage 2, students should:

 be familiar with the concepts of masculine and feminine nouns and the articles used for them (un/une, le/la) and be aware of what that means for adjective endings and pronunciation.

 be able to introduce themselves (name, age, birthday), give likes and dislikes for hobbies (nouns and verb phrases)

 have a cultural awareness of French food, places of interest (Paris), celebrations and traditions (Christmas and Easter)

 be able to deduce meanings for unfamiliar vocabulary using ‘cognates’ and begin to apply what they know within the rest of the text to infer meaning. By the end of Key Stage 3, students should:

 be aware of the formation of regular verbs and the patterns to follow to create clear meaning, both in spelling and pronunciation.

 be able to speak/write about the core units; self and family, school and future plans, hobbies, holidays, where I live. They will give a range of opinions on what they like/dislike and reasons why.

 be able to understand a range of different text types, both written and auditory.

 have a broader awareness of French culture, including French spoken around the world, French media and music.

 have developed a range of skills to help them understand and interpret new language, as well as skills around learning vocabulary, text and adapting text to make it their own.