French and Spanish

Studying GCSE French or Spanish is exciting!  It will help you continue to develop confident, effective communication skills in the language and a good understanding of the culture of countries and communities where French or Spanish is spoken. It will develop your interest in, and enthusiasm for, language learning.  It will encourage you to consider the study of the language in a broader context and develop the skills that are sought after by both universities and employers alike.

Languages are an integral part of day-to-day life.  In a multilingual global society, there is everything to be gained from learning and speaking another language.

No one ever regrets the time spent learning to speak another language and you will often hear adults say that they wish they could speak a second language.

Half Term 1 - Pronunciation (phonics, alphabet, accents), classroom language, personal information (name, age, family, countries)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Essential classroom language and personal information - questions and answers- introduced and practised so that these become automised

Introduction to longer text to be broken down and exploited during the  year. Section 1) - personal information (name, age, family, countries) - implicit focus on grammar - possessive adjectives, prepositions, gender/sing./plural agreement, subordinate clauses.

Half Term 2 - Freetime, likes and dislikes (present and imperfect tense)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Section 2) and 3) of text exploited - Travel, activities on holidays and transport (present tense and preterite [past] tense)

Section 1) revisited.

Half Term 3 - Geography, likes & dislikes, more holiday activities and weather

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Section 4) of text exploited - Geography, likes & dislikes, more holiday activities and weather

Travel (perfect and future tense) and adjectival agreement.

Section 1), 2) & 3) revisited.

Half Term 4 - Spanish/French food and drink.  Healthy foods, shopping for food and drink,  colours, opinions on Spanish/French food (placement of adjectives and agreement).

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Section 5) of text exploited - Spanish/French food and drink.  Healthy foods, shopping for food and drink, colours, opinions on Spanish/French food (placement of adjectives and agreement)

Section 1), 2), 3), 4) revisited.

Half Term 5 - Spanish/French culture - famous painters 

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Section 6) of text exploited - 

Spanish culture/French - famous painters 

Section 1), 2), 3), 4), 5) revisited.

Adaptation of original text

“Speaking workout” added to classroom routines.

Half Term 6 - Cultural and film studies 

To show a French/Spanish film that is popular, relatable and funny.

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Writing and speaking on the to incorporate all the structures and vocabulary from original text {sections 1) - 6)}

“Speaking workout” as classroom routine.

Half Term 1 - Pronunciation (phonics, alphabet, accents), classroom language, personal information (name, age, family, numbers, countries). Travel, activities on holidays and transport (present tense and preterite [past] tense.

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English and Spanish through literal vs “accurate” translation.

Essential classroom language and

 personal information - questions and answers- introduced and practised so that these become automised.

Introduction to longer text to be broken down and exploited during the  year. Section 1) - personal information (name, age, family, countries) - implicit focus on grammar - possessive adjectives, prepositions, gender/sing./plural agreement, subordinate clauses.

Travel, activities on holidays and transport (present tense and preterite [past] tense)

Half Term 2 - Geography, likes & dislikes, more holiday activities and weather. Spanish/French Food and drink. Healthy foods, shopping for food and drink,  colours, opinions on Spanish/French food (placement of adjectives and agreement).

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Geography of Spain, likes & dislikes, more holiday activities and weather

Spanish/French food and drink. Healthy foods, shopping for food and drink,  colours, opinions on Spanish/French food (placement of adjectives and agreement) Sections 1), 2) & 3) revisited.

Half Term 3 - Spanish food and drink.  Healthy foods, shopping for food and drink,  colours, opinions on Spanish food (placement of adjectives and agreement).

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Spanish/French food and drink.  Healthy foods, shopping for food and drink,  colours, opinions on Spanish/French food (placement of adjectives and agreement)

Section 1), 2), 3), 4), & 5) revisited.

Adaptation of original text

“Speaking workout” added to classroom routines

Shopping role plays - buying food and souvenirs.

Half Term 4 - Spanish culture - famous painters 

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Learn about Spanish/French culture - famous painters 

Section 1), 2), 3), 4), 5) revisited.

Writing - based on original text.

Half Term 5 - Holidays and tourism in various other Spanish/French speaking countries (present, past and future tenses)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Learn about other Spanish/French speaking countries, their cultures, foods.  Holiday and tourist activities, transport and weather in francophone countries using present, past and future tense.

Writing incorporating holiday and original text vocabulary and grammar.

Half Term 6 - Cultural and film studies

To show a Spanish/French film that is popular, relatable and moving.

Learn about Spanish/French customs and to consider opinions on traditions and customs in Spain/France.

Half Term 1 - Travel and tourism, family and relationships

GCSE topic - “holidays” already familiar to year 9 as taught at end of year 8 and “family” covered in year 7.  Facilitates retrieval practice and some confidence when starting GCSE option. Focus on pronunciation to develop confidence in reading familiar and unfamiliar French language.

Lots of listening and speaking to support this development.

Study text focused on “1st group” of verbs (regular -ar verb)  in various tenses (present, imperfect, future, subjunctive) and together with “complex structures”.

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

Half Term 2 - Travel and tourism, family and relationships

Focus on pronunciation to develop confidence in reading familiar and unfamiliar French language.

Lots of listening and speaking to support this development.

Study text focused on “1st group” of verbs (regular -ar verb) in various tenses (present, imperfect, future, subjunctive) and together with “complex structures”

Comparison of English through literal vs “accurate” translation.

Text adapted using similar verbs in various tenses and with “complex structures”

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

Half Term 3 - Mobile technology, social media and hobbies

GCSE topic - tends to “interest” students and is easily relatable.  Vocabulary is generally well-remembered, increasing confidence and motivation.

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Study text focused on “2nd group” of verbs (regular -er and -ir verbs) and in various tenses (present, imperfect, future, subjunctive, past tense - passe compose) and together with “complex structures”

Comparison of English through literal vs “accurate” translation.

Text adapted using similar verbs in various tenses and with “complex structures”

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

Half Term 4 - Mobile technology, social media and hobbies

Focus on pronunciation to develop confidence in reading familiar and unfamiliar French language.

Lots of listening and speaking to support this development.

Study text focused on “2nd group” of verbs (regular -er and -ir verbs) in various tenses (present, imperfect, future, subjunctive, past tense - passe compose) and together with “complex structures”

Text adapted using similar verbs in various tenses and with “complex structures”

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

Half Term 5 - Home, neighbourhood and region, customs and festivals

GCSE Topic.

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Study text focused on “3rd group” of verbs (irregular verbs) in various tenses (present, imperfect, future, subjunctive, past tense - passe compose) and together with “complex structures”

Text adapted using similar verbs in various tenses and with “complex structures”

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

Half Term 6 - Home, neighbourhood and region customs and festivals and exam preparation and revision.

Half Term 1 - Home, neighbourhood and region, customs and festivals

GCSE topic - “holidays” already familiar to year 9 as taught at end of year 8 and “familiy” covered in year 7.  Facilitates retrieval practice and some confidence when starting GCSE option. Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text focused on “1st group” of verbs (regular -ar verb)  in various tenses (present, imperfect, future, subjunctive) and together with “complex structures”.

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

Half Term 2 - Home, neighbourhood and region, customs and festivals

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Home, neighbourhood and region, customs and festivals and environment focused on “3rd group” of verbs (irregular verbs) in various tenses (present, imperfect, future, subjunctive, past tense - preterite) and together with “complex structures”

Text adapted using similar verbs in various tenses and with “complex structures”

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity.

Half Term 3 - My studies, life at school and education post 16, family and relationships

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Study text on My studies, life at school and education post 16, family and relationships focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

Half Term 4 - Education post-16, jobs, career choices and ambitions

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Study text on Education post-16, jobs, career choices and ambitions,  focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

Half Term 5 - Jobs, career choices and ambitions, charity work, poverty and homelessness.  Marriage and partnerships

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Jobs, career choices and ambitions, charity work, poverty and homelessness, marriage and partnerships focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs)

Half Term 6 - Exam preparation and revision

Half Term 1 - Sport, food, healthy and unhealthy living, hobbies (shopping, eating out)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Sport, food, healthy and unhealthy living, hobbies (shopping, eating out) focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

Half Term 2 - Sport, food, healthy and unhealthy living, hobbies (shopping, eating out)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Sport, food, healthy and unhealthy living, hobbies (shopping, eating out) focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

Half Term 3 - Travel and tourism, customs and festivals, home, neighbourhood, region and environment

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Travel and tourism, customs and festivals, home, neighbourhood, region and environment focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

Half Term 4 - Travel and tourism, customs and festivals, home, neighbourhood, region and environment, charity work, poverty and homelessness

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Travel and tourism, customs and festivals, home, neighbourhood, region and environment, charity work, poverty and homelessness focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

Half Term 5&6 - Exam preparation and revision