Year 9 French - Nord Anglia Education

Year 9 French
The Importance of Modern Foreign Languages
Languages are part of the cultural richness of our society and the world in which we live and work. Learning
languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment. Pupils learn to
appreciate different countries, cultures, communities and people. By making comparisons, they gain insight into
their own culture and society. The ability to understand and communicate in another language is a lifelong skill for
education, employment and leisure in this country and throughout the world.
Learning languages gives pupils opportunities to develop their listening, speaking, reading and writing skills and to
express themselves with increasing confidence, independence and creativity. They explore the similarities and
differences between other languages and English and learn how language can be manipulated and applied in
different ways. The development of communication skills, together with understanding of the structure of language,
lay the foundations for future study of other languages and support the development of literacy skills in a pupil’s
own language.
Overall aims and objectives
Students in KS3 follow programmes in French, German or Spanish based around the English National Curriuclum. The
aims of the MFL programme are to:
 provide on enjoyable and stimulating language learning experience for students of all levels of abilities;
 develop the ability to use a MFL effectively for purposes of practical communication both within and outside
the classroom;
 establish the skills, language and attitudes required to promote and facilitate further study of MFLs;
 develop a knowledge and understanding of and positive attitude towards speakers of MFLs throughout the
world;
 raise awareness of multicultural and gender issues;
 establish an awareness of the language learning process and thereby facilitate the learning of further
languages;
 promote a range of learning styles including collaborative work with peers and independent learning;
 contribute to the general education of the learner;
 develop students' communication skills in general;
 make a useful contribution to other areas of the curriculum, especially IT, Humanities, Health Education and
Personal and Social Education.
The objectives derived from these aims are contained in the 9 Level Descriptions in each Attainment Target (ATs) as
stated in The National Curriculum document for MFL. These are included elsewhere in this document.
Overall Learning Outcomes
At TBSW formal study of a MFL begins in Year 5 and continues through to Year 13.
We use a ‘12 Step’ scale, from low to high performance. Each step is divided into 4 strands: Listening, Speaking,
Reading and Writing.
Each step maps how learning is progressing for the student and builds on the skills learnt in previous steps. The
descriptors for each step outline what the student is expected to be able to do in each of the four strands. Note:
There is a grammar scale; however, rather than being treated as an individual strand, students should experience
grammar in the context in which it is needed, and revisit areas of grammar in different contexts and with increasing
complexity. Some items of grammar may be introduced sooner or later than described in the steps, depending on
which resources are being used.
Progress will, therefore, depend on the number of years, amount of prior study (if any) and the point of entry into
the School.
The expected progress for a student in Year 9 who was a beginner in Year 5 is the 7th step, with an aspirational target
of being on the 8th or 9th step for those displaying a particular talent for or interest in languages.
Students making:
 more than one step of progress per year are ‘Above expectations’;



expected progress are ‘On track’;
less than one step of progress per year are ‘Below expectations’;
little or no progress per year are ‘Well below expectations’ .
Whilst learners of languages will learn at different rates, all students are encouraged to be ambitious and set high
standards and targets for themselves.
Progress - Steps 7 to 9
Strand
7th Step
8th Step
Deduce meaning and demonstrate
understanding of overall message and
key points in a range of passages which
include a range of at least three different
tenses, justified opinions and some less
familiar, as well as familiar, vocabulary
and grammatical structures (including
some grammar up to and including the
7th Step), spoken clearly.


Begin to initiate and develop
conversations and narrate events.
Use a wide range of common vocabulary
and grammatical structures (including
some grammar up to and including the
7th Step), referring to the past, present
and future.
Demonstrate spontaneity by asking
unsolicited questions, responding to
unexpected questions and expanding
answers where appropriate.
Use increasingly accurate pronunciation
and intonation.

Listening


Speaking
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

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

Reading




Writing

Demonstrate understanding of overall
message and key points of a range of
texts, including extracts from literary
texts, which include a range of at least
three different tenses, opinions and
some less familiar vocabulary and more
complex grammatical structures
(including some grammar up to and
including the 7th Step).
Use processes to work out meaning in a
variety of short and longer authentic
texts (e.g. emails and short magazine
extracts, and adapted or abridged short
stories).
Translate short passages, containing
occasional more complex grammatical
structures and less common vocabulary,
into English with increasing accuracy.
Write longer texts for different purposes
and in different settings, giving
descriptions, narrations and personal
opinions with some justification,
referring to the past, present and future.
Translate longer sentences containing
linked ideas and a variety of vocabulary
and grammatical structures (including
some grammar up to and including the
7th Step) into the target language.
Mostly accurate and meaning is clear, but
with some minor errors (e.g. spellings,
genders, agreements) and some errors
with more complex structures.
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

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


9th Step
Deduce meaning and demonstrate
understanding of detail in longer
passages (including some authentic
sources, adapted or abridged) which
include a range of at least three different
tenses, well-justified opinions and some
less familiar, as well as familiar, language
and grammatical structures (including
some grammar up to and including the
8th Step), spoken clearly.
Initiate and develop conversations
coherently and confidently on a variety
of topics.
Use and adapt language for new
purposes and narrate events.
Occasionally use some less common
vocabulary and some more complex
grammatical structures (including some
grammar up to and including the 8th
Step), referring to the past, present and
future.
Demonstrate spontaneity by asking
unsolicited questions, responding to
unexpected questions and expanding
answers where appropriate.
Begin to use coping strategies to deal
with unknown words.
Use pronunciation and intonation which
are mostly accurate.
Deduce meaning and understand detail
in longer texts, including extracts from
literary texts, which include a range of at
least three different tenses, opinions and
some unfamiliar, as well as familiar,
language, including some more complex
structures (including some grammar up
to and including the 8th Step).
Understand longer authentic texts (e.g.
longer blogs, letters, extracts from novels
and short articles).
Translate short passages on a range of
topics, including more complex
structures and less common vocabulary,
accurately into English with occasional
errors.

Write longer coherent texts on a variety
of topics, containing descriptions,
narrations and personal opinions with
justification, referring to the past,
present and future.
Link sentences and paragraphs, and
structure ideas.
Translate a short passage containing
linked longer sentences with more
complex language structures (including
some grammar up to and including the
8th Step) into the target language.
Mostly accurate and meaning is clear,
with only isolated minor errors (e.g.
spellings, genders, agreements) and a
few errors with complex structures.














Deduce meaning and demonstrate
understanding of overall message and
detail in longer passages (including
authentic sources, adapted or abridged)
which include a range of at least three
different tenses, opinions and some more
complex grammatical structures (including
some grammar up to and including the 9th
Step) and less familiar vocabulary, spoken
clearly.
Initiate and develop discussions on a wide
variety of topics, using appropriate register.
Narrate events coherently.
Use some less common vocabulary and
more complex grammatical structures
(including some grammar up to and
including the 9th Step), referring to the
past, present and future.
Demonstrate spontaneity by asking
unsolicited questions, responding to
unexpected questions and points of view,
and expanding answers where appropriate.
Use coping strategies to deal with unknown
words and phrases.
Use pronunciation and intonation which
are mostly accurate.
Deduce meaning in longer texts, including
extracts from literary texts, which include a
combination of different tenses, opinions,
some more complex grammatical
structures (including some grammar up to
and including the 9th Step) and some less
common vocabulary.
Understand longer authentic texts (e.g.
news magazine articles, email exchanges
and extracts from plays).
Translate short passages, containing more
complex language and grammar, accurately
into English with occasional errors.
Write extended texts on a variety of topic
areas, containing detailed descriptions,
narrations and well-justified personal
opinions, referring to the past, present and
future.
Link sentences and paragraphs, structure
ideas and adapt previously-learned
language.
Use a variety of grammatical structures
accurately, including some more complex
forms.
Use familiar language creatively. Translate a
short passage containing more complex
language structures (including some
grammar up to and including the 9th Step)
into the target language.
Mostly accurate and meaning is clear, with
only isolated minor errors (e.g. spellings,
genders, agreements) and occasional errors
with complex structures.
Course Outline:
Advanced Group:
Weeks 1-8
Expo 3 Rouge Module 5 – On y va !
Unité 1 pp. 78–79 On va en Normandie
Learning objectives
Learning about a region of France / Using adjectives
Unité 2 pp. 80–82 Attention au départ !
Learning objectives
Travel arrangements / Using different tenses in sentences
Unité 3 pp. 83–84 Je voudrais un hôtel
Learning objectives
Arranging hotel accommodation / Using the conditional
Unité 4 pp. 84–86 C’était comment ?
Learning objectives
A visit to an attraction / Understanding authentic texts
Unité 5 pp. 86–88 Les 24 heures du Mans
Learning objectives
A visit to a sporting event / Using verbs with à and de
En plus pp. 90–91 Je dois me plaindre
Learning objectives
A letter of complaint
Weeks 9-16 Expo 3 Rouge Module 6 – Les droits des jeunes
Unité 1 pp. 96–97 Apprendre, c’est vivre
Learning objective
Schools in different countries / Using possessive adjectives
Unité 2 pp. 98–99 Au travail, les jeunes !
Learning objective
Young people and work / using indirect object pronouns
Unité 3 pp. 100–101 Combattre la faim
Learning objective
Discussing world issues / Modal verbs in the conditional
Unité 4 pp. 102–103 Les droits et la religion
Learning objective
Religion in France – Giving opinions on a topical issue
Unité 5 pp. 104–105 Les grands défenseurs des droits
Learning objective
Weeks 17-24
Human rights activists / Understanding authentic texts
Expo AQA GCSE Module 1 Moi – Leisure/lifestyle
Déjà vu pp. 6–7 Moi…et quelques autres
Learning objectives
Talking about yourself and other people / Revising present tense
Déjà vu pp. 8–9 Les choses que j’aime faire
Learning objectives
Saying what you like and you don’t like doing / aimer + infinitive
Unité 1 pp. 10–11 Moi, moi et encore moi !
Learning objectives
More about yourself / Reflexive verbs
Unité 2 pp. 12–13 Mes parents
Learning objectives
Talking about your parents /masculine and feminine nouns
Unité 3 pp. 14–15 Mes copains et mes copines
Learning objectives
Talking about your friends / Adjective agreement
Unité 4 pp. 16–17 Centre de loisirs
Learning objectives
Saying what you have done / The perfect tense
Unité 5 pp. 18–19 Les champions sportifs
Learning objectives
Describing famous sport people / Using the infinitive to express -ing
Unité 6 pp. 20–21 Ma passion
Learning objectives
Talking about your main hobby / The near future tense
Weeks 25-32 Expo AQA GCSE Module 2 Mon temps libre – Leisure
Déjà vu pp. 28–29 Qu’est-ce qu’on fait?
Learning objectives
Discussing TV and cinema / Using articles and object pronouns
Unité 1 pp. 30–31 Ça te dit ?
Learning objectives
Arranging to go out / Using pronouns after prepositions
Unité 2 pp. 32–33 Désolé, je ne peux pas…
Learning objectives
Explaining why you can’t do something / Using modal verbs
Unité 3 pp. 34–35 Ce n’était pas mal
Learning objectives
Describing what you did / Using the perfect and the imperfect tense
Intermediate Group:
Expo 3 Rouge Module 4 Il était une fois
Weeks 1-12
Unité 1 pp. 60-61 Quand j’étais petit(e) …
Learning
objectives
Talking about what you used to do / The imperfect tense with je
Unité 2 pp. 62-63 Le sport
Learning
objectives
Talking about sports you used to do / More practice with the imperfect tense
Unité 3 pp. 64-65 Crime au château
Learning
objectives
A whodunnit! / Understanding a narrative in the imperfect tense
Unité 4 pp. 66-67 Qui est coupable?
Learning
objectives
Who did it? / Using qui and que
Unité 5 pp. 68-69 Deux champions olympiques canadiens
Learning
objectives
A profile of two sportspeople / Understanding a range of tenses
En plus pp. 72-75 Autrefois, aujourd’hui - Les vacances
Learning
objectives
Weeks 13-24
Comparing the past and the present / Holidays in the past and the present
Expo 3 Rouge Module 5 On y va!
Unité 1 pp. 78-79 On va en Normandie
Learning
objectives
Learning about a region of France / Using adjectives
Unité 2 pp. 80-81 Attention au départ !
Learning
objectives
Travel arrangements / Using different tenses in sentences
Unité 3 pp. 82-83 Je voudrais un hôtel
Learning
objectives
Arranging hotel accommodation / Using the conditional
Unité 4 pp. 84-85 C’était comment?
Learning
objectives
A visit to an attraction / Understanding authentic texts
Unité 5 pp. 86-87 Les 24 heures du Mans
Learning
objectives
A visit to a sporting event / Using verbs with à or de
En plus pp. 90-93 Je dois me plaindre Le tourisme Harry Potter
Learning
objectives
Weeks 25-36
A letter of complaint / A themed tour
Expo 3 Rouge Module 6 Les droits des jeunes
Unité 1 pp. 96-97 Apprendre, c’est vivre
Learning
objectives
Schools in different countries / Using possessive adjectives
Unité 2 pp. 98-99 Au travail, les jeunes!
Learning
objectives
Young people and work / Using indirect pronoun objects
Unité 3 pp. 100-10 Combattre la faim
Learning
objectives
Discussing world issues / Understanding some modal verbs in the conditional
Unité 4 pp. 102-103 Les droits et la religion
Learning
objectives
Religion in France / Giving opinions about a topical issue
Unité 5 pp. 104-105 Les grands défenseurs des droits
Learning
objectives
Human rights activists / Understanding authentic texts
En plus pp. 108-111 Déclaration des droits de l’enfant Jeux des droits humains
Learning
objectives
Discussing the rights of children/ Human rights games
Assessment:
Students have summative testing in the four skills areas:
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
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Listening
Reading
Speaking
Writing
Revision for the tests is carried out during lessons and homework. The results, along with other evidence from
formative and summative testing, are used to inform progress, attainment and effort / behaviour grades for internal
and external reporting purposes.
Resources:
Course Book: Expo 3, Heinemann / Pearsons,