Year 9 — French

Term 1: Ma vie sociale d’ado

In this unit pupils discuss social media and learn to arrange to go out and to discuss dates and events. They are reviewing the use of all verb tenses and giving their opinion.

Students will be assessed on Listening, Reading, Writing and Translation. The assessment will mainly include structures and vocabulary from the current unit, but also recall on prior knowledge.

j'ai les les cheveux bruns

I have brown hair

tu as les yeux verts

you have green eyes

roux

red (for hair)

lunatique

moody

tu veux aller

(do) you want to go

je peux

I can

je dois

I must

on a rigolé

we had a laugh

c'était incroyable

it was unbelievable

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students describe their feelings as well as their likes and dislikes, and think about the feelings of others.

Create a supportive community:

Students are more open to expressing themselves and to appreciate other people's viewpoint.

Term 2: Bien dans sa peau

In this unit pupils learn about body parts and healthy habits, including healthy eating and making resolutions to be fit. They are using il faut and the future tense in more depth.

Students will be assessed on Listening, Reading, Writing and Translation. The assessment will mainly include structures and vocabulary from the current unit, but also recall on prior knowledge.

j'ai mal au/ à la/ à l' /aux ..

my ..... hurts

je suis touché(e)

I have been hit

je suis blessé(e)

I am hurt

manger sain

to eat healthy

il faut dormir

you must sleep

l'entrainement

the training/ practice

le corps

the body

une équipe

a team

c'est fatigant

it's tiring

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students consider their own well-being and how to live a healthy lifestyle. They also consider cultural similarities and differences with France.

Create a supportive community:

Students learn how to give each other advice and to care about each other's health and physical well-being.

Term 3: A l’horizon

In this unit pupils learn to talk about jobs, work experiences and demands, plans for their own future and the importance of languages in the workplace. They are using modal verbs in more depth.

Students will be assessed on Listening, Reading, Speaking and Translation. Students will prepare their answers to a set of questions in class, and will then be asked to answer these questions orally as part of the assessment. They will be assessed on communication, complexity of tenses of structures, pronunciation and fluency.

un apprentissage

an apprenticeship

travailler

to work

voyager

to travel

communiquer

to communicate

le lendemain

the next day

stimulant

stimulating

ce serait

it would be

une langue étrangère

a foreign language

créer

to create

une formation

a course

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students can conceptualise their place at work in the wider world. This unit enables them to widen their perspective and horizons, showing them that the workplace is not limited to their close surroundings. A foreign language become all the more relevant in this context.

Create a supportive community:

Students gain an understanding of themselves withing a global, rather than a local or national, community. They can apprehend their place in society which in turn has an impact on their perception of school life as a preview of the wider world.

Term 4: Spécial Vacances

In this unit pupils learn to describe holiday activities, holiday plans and holiday essentials. They are using the conditional tense and emphatic pronouns.

Students will be assessed on Listening, Reading, Writing and Translation. The assessment will mainly include structures and vocabulary from the current unit, but also recall on prior knowledge. The writing should not only showcase a confident use of a range of verb tenses, but also imaginative ideas and ambitious vocabulary.

je m'ennuie

I get bored

je me baigne

I bathe/ swin

les grandes vacances

the summer holidays

faire de la plongée sous-marine

to go scuba-diving

une bombe anti-insectes

an insect repellent spray

prendre un coup de soleil

to get a sun burn

des lunettes de plongée

goggles

ma destination de rêve

my dream destination

quinze jours

two weeks

j'aimerais aller

I would like to go

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students describe their own experience of time spent abroad or away from home. They reflect on the own experiences and on the experiences of others. This assists in their communication development and in their understanding of differences between people.

Create a supportive community:

Students are learning about the experience of life when abroad and are exposed to the traditions and lifestyles of different cultures.

Term 5: Moi dans le monde

In this unit pupils discuss their rights and priorities as teenagers. They talk about what makes them happy and what they don’t like in the world, using si and the direct object pronoun.

Students will be assessed on Listening, Reading, Writing and Translation. The assessment will mainly include structures and vocabulary from the current unit, but also recall on prior knowledge.

j'ai le droit de

I have the right to

je n'ai pas le droit de

I don't have the right to

sortir seul(e)

to go out on my own

mes priorités sont

my priorities are

la santé

health

l'argent

money

mes études

my studies

la cruauté envers les animaux

animal cruelty

la pauvreté

poverty

fair-trade products

les produits issus du commerce équitable

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students reflect on their own values by relating what matters to them to what matters for others.

Create a supportive community:

Students have the opportunity to think about themselves in relation to the wider world. They can exchange on their worries, priorities and hopes for the future.

Term 6: GCSE Preparatory Work

Pupils review the work that has been done during the year and develop key skills that will be used at GCSE, particularly regarding spontaneous speech.

End of Year assessment.

The assessment will cover the content and concepts/ grammar points we studied throughout the school year. Students will be expected to confidently isolate and understand information in a range of unseen passages (spoken and written), to develop written paragraphs on a topic of their choice, and to answer questions spontaneously in speaking. Results will inform set groups at the start of Year 10.

le conditionnel

the conditional tense

l'imparfait

the imperfect tense

le passé composé

the perfect tense

le présent

the present tense

le futur simple

the simple future tense

le futur proche

the near future tense

un nom

a noun

un verbe

a verb

un adjectif

an adjective

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students will refine their comprehension of the tools to express themselves in a range of time frames. They will also get a more systematic understanding of exam expectations at GCSE.

Create a supportive community:

Students will be able to debate issues effectively while demonstrating sensitivity to other cultures.