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Languages Programme of Study

Key Stage 3


Year 8

Autumn Term 1

A La Rentrée - students are introduced to key grammatical structures and points such as the different ways we say ‘the’, and the context in which each version is used. students will also look at the verbs avoir (to have) and être (to be) to describe themselves and others. 2, 4

Autumn Term 2

En Classe - students will look at the use and formation of the present tense using regular -er verbs in the context of school and giving opinions. This topic also provides a look into France’s school system and its’ secularity, promoting comparative work and reasoning. 2, 4, 3

Spring Term 1

Vive Les Vacances - students will learn about how we form the passé composé in French (I played/I have played) and the near future (I am going to…) through the topic of holidays. 

1, 4, III

Spring Term 2

J’adore Les Fetes - students will learn about and compare festivals throughout francophone countries, as well as use transactional language. We will also introduce the near future tense ( I am going to…) with the intention of students confidently using three time frames. 

1, III, IV

Summer Term 1

A Loisir - students will be able to recall vocabulary and opinions from autumn term 1 and use them alongside new learning in this module. This topic explores hobbies including sports, tv and films. students have the opportunity to use all skills learnt throughout the course so far. 

1, 3, 4, VII, VIII

Summer Term 2

Le Monde Est Petit - students will learn how to describe their local area, as well as a range of Francophone countries. This topic gives an opportunity for cultural exploration and to glimpse at life across the French-speaking world

2, 3, I, II, III, IV


Languages Programme of Study: Key Stage 3

Department for Education - Purpose of Study

Students should be taught to:

Grammar and vocabulary

  1. identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied
  2. use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate
  3. develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues
  4. use accurate grammar, spelling and punctuation.

Linguistic competence

  1. listen to a variety of forms of spoken language to obtain information and respond appropriately
  2. transcribe words and short sentences that they hear with increasing accuracy
  3. initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address
  4. express and develop ideas clearly and with increasing accuracy, both orally and in writing
  5. speak coherently and confidently, with increasingly accurate pronunciation and intonation
  6. read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material
  7. read literary texts in the language [such as stories, songs, poems and letters], to stimulate ideas, develop creative expression and expand understanding of the language and culture
  8. write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.