In this unit, pupils will revise family and describing people, as well as places in town and activities. They will also learn to discuss family and friendly relationships, to make arrangements to go out and describe a night out, and talk about their lives when they were younger and their role models. Grammar points will include a range of verbs tenses, reflexive verbs and possessive adjectives.
Students will be tested on their Listening, Reading, Writing and Translation skills. Each skill will follow GCSE style questions and include mainly items of vocabulary from the unit, but also general vocabulary and structures.
the sense of humour
patience
the in-laws/ the step family
to get angry with
to get on with
loyalty
kindness
to tell the truth
to see the good side of things
The module encourages students to reflect on their own character and opinions as well as their relationship with others.
Students can recognise and appreciate differences in personalities and reflect upon what makes a successful friendship.
This unit is about leisure and culture: sports, music, technology, life online, books and reading, television programmes, films and actors. Grammar points will include depuis, the comparative, the imperfect tense, direct object pronouns and superlative adjectives. This unit will allow us to discuss cultural aspects of French-speaking countries.
Students will be tested on their Listening, Reading, Writing and Translation skills. Each skill will follow GCSE style questions and include mainly items of vocabulary from the unit, but also general vocabulary and structures.
when
in any case
notably
I practice fencing
it is good for
I set goals for myself
It helps me relax/ unwind
we have been playing for three years
I never miss
This topic raises awareness of daily life in French-speaking countries and encourages students to compare this to their own lives.
Students can appreciate the similarities and differences between their lives and those of others around the world.
In this unit, pupils will learn about social life and celebrations, including food for special occasions, shopping and clothes, daily lives, and festivals, traditions and celebrations. This unit will be the occasion to develop cultural awareness. Grammar points will include pouvoir and devoir, the pronoun on and tutoiement, ‘venir de + infinitive and using a combination of tenses.
The assessment will test students on Listening, Speaking and Reading. The speaking assessment is on the topic of Cultural Life. It follows the GCSE format and will contain conversation questions regarding the entire topic as well as a role play and/or photocard.
I wear
I am going to put on
(made of) cotton/ leather/ wool/ silk
clothes
I can stay in bed
I must help my parents
I never snack
while eating
the bank holiday
First Saturday of October, when a lot of museums and art galleries stay open all night
This module informs students on cultural life and family traditions in French-speaking countries, encouraging them to make comparisons with their own traditions and cultures.
This module is a platform for inter-cultural conversations and comparisons, using French-speaking countries as a starting point for conversations and leading on to the cultures which are represented in the classroom .
In this unit, pupils will describe the difference between school in the UK and in French-speaking countries and talk about a school exchange, discuss school rules, as well as healthy eating and vices. Grammar points will include the pronouns il and elle,
Students will be tested on their Listening, Reading, Writing and Translation skills. Each skill will follow GCSE style questions and include mainly items of vocabulary from the unit, but also general vocabulary and structures.
in my region there is/ there are
vineyards
a hill
the climate is dry
the border
I fell like (+verb)
I am keen to
to pick up litter
sunny intervals
what I like here is
While focusing on their local environment, students reflect on the wider world and on different lifestyles.
This unit is about the world of work: jobs, work preferences, career choices, plans, hopes and wishes, applying for jobs and case studies, including working in tourism. Grammar points will include: the subjunctive, direct object pronouns in the perfect te
The Year 10 Exams will replicate GCSE exams by testing on four papers (Listening, Speaking, Reading, Writing) separately. Students will be assessed according to GCSE mark schemes and assessment criteria to get the full experience of GCSE papers in French. The Speaking will cover all the modules we have worked on so far, but the other papers will cover the entire content of the course, including the three modules we are yet to work on.
I stay in a holiday cottage
we spend our holidays
I would rest
to watch the sunset
restful/ to rest
to book a ticket
my bag was stolen
to buy souvenirs
the welcome was warm
in first/ second class
The module allows students to discover new countries, cultures and experiences, and encourages them to contrast with their own lives and experiences. Students can think about how they would cope with holiday disasters.
By sharing experiences about holidays and/ or lives in other countries, student develop their resilience when faced with unexpected or unfamiliar situations.
This unit is about issues in the world, and how to make things better: protecting the environment, ethical shopping, volunteering, and big cultural events. Grammar points will include making connections between word types, modal verbs (devoir and pouvoir) in the conditional. The passive, indirect object pronouns, and giving arguments for and against.
Students will be tested on their Listening, Reading, Writing and Translation skills. Each skill will follow GCSE style questions and include mainly items of vocabulary from the unit, but also general vocabulary and structures.
what worries me
I could
I would like to
to avoid doing
volunteering
carsharing
deforestation
war
we could all do more
Students learn about environmental and social issues and reflect on how these could be resolved.
Students consider their place in the world and consider strategies to improve the world for everyone.