French Curriculum Overview, 2019-2020

Why do we teach Languages at Ark BDA?

An education in Languages at BDA is characterised by a passion for developing essential communication skills and generating a broader cultural curiosity. The sequence of learning ensures knowledge-rich and ambitious learning is taking place, allowing all students an opportunity to engage with the spoken and written word. Curriculum hooks are developed to engage our disadvantaged pupils and an emphasis on phonics and literacy skills feeds into the wider school curriculum. Through MFL Burlington Danes students embrace a wider cultural capital needed to succeed in modern life: discussing religious celebrations, food customs and wider family occasions in French speaking countries.


In KS3 our languages provision equips students with a range of transferrable life skills required to master effective communication. Through regular consolidation of key knowledge and vocabulary our students can produce target language with confidence. Through a range of pedagogical techniques teachers will inculcate students with a passion for learning and building increasingly intricate linguistical constructions.


KS4 will begin in Year 9 to provide a higher level of challenge and exposure to examined content. Students will master the past, present, future and one other tense to add further development to their work, a range of French idioms, high-level descriptive language thus enabling them to discuss daily life and routines, future aspirations, holidays, global issues and education. By the end of KS4 our students will be adequately equipped in reading, writing, speaking and listening to master the requirements of the GCSE examinations and pursue a career in MFL at KS5. At KS5 we endeavour to widen students’ intellectual curiosity through seminar style teaching of a range of current affairs, societal shifts and historical movements.


How do we deliver our Christian values in Languages?

“I have come that you may have life, and have it in all its fullness.”  John 10:10. By learning another language and culture students begin to gain a wider perspective on world outside of their local context. We encourage students to be curious, respectful and tolerant learners continually seeking to improve their communication skills, and thus able to make their voices heard to a much greater audience.


Courage: In MFL we acknowledge the courage required to speak confidently in another language with peers and in front of the class. We actively encourage students to step out of the comfort zone of their home language and push themselves to greater things.

Resilience & Commitment: we understand that language learning is difficult and challenging but it requires our students to demonstrate commitment to improvement and resilience to persevere when the content is challenging to grasp.

Leadership: we endeavour to equip students with the necessary skills and resources to be leaders of their own language learning. Regular vocabulary testing and deep mark pieces of extended work will encourage students to take ownership of their own progress across the subject.


How do we build core skills and knowledge over time?

The MFL curriculum is designed to be cyclical and cumulative from KS2 all the way to KS5. This allows students to build and develop the core skills and grammar/content/vocabulary knowledge required to master the French language appropriately.  Across the curriculum students are encouraged to develop and improve on their grammatical knowledge with the range of tenses becoming progressively more challenging. In MFL we focus highly on improving generic Literacy skills in both the mother tongue and target language.


The knowledge-based curriculum equips students with necessary vocabulary acquisition skills and our knowledge is planned thematically with an increased level of difficulty in topics discussed: ranging from personal in KS3 to societal and global in KS4 onwards. Finally, our training in explicit examination skills (reading, writing, speaking, listening) afford our students an opportunity to deepen their complexity in writing and description, speaking skills, intonation, accent and fluency.


How does the study of Languages prepare students for life beyond Ark BDA?

Our curriculum has been designed to meet the needs of the community of students we serve. Our key foci highlight the development of literacy and oracy skills alongside an opportunity to engage with cultural customs and traditions. We address the vocabulary gap and prioritise exposing our students to a wealth of vocabulary in different contexts. We promote the identification of our students as global citizens – aspirational and respectful. We provide our students with the cultural capital they need go on to be successful in the next phase of their education and beyond. MFL studies support a wider cultural respect and tolerance necessary in our multicultural post-Brexit society.






MFL Curriculum Implementation

Curriculum Implementation


At KS2 students have one 30-minute lesson per week supplemented by additional vocabulary learning led by their classroom teacher throughout the week. KS3 students have 3 lessons per week alongside homework of vocabulary learning and self-quizzing. For KS4, Year 10 have three lessons whereas Y11 students have four lessons per week supplemented by vocabulary learning, self-quizzing and example exam style questions to be completed at home. In Year 9 teaching of the GCSE course begins with the majority students taking French to GCSE allowing them to follow the English Baccalaureate route. In general topics are split per half-term allowing students to deep-dive into the language they will be using and develop a metacognitive understanding of the formation of key grammatical constructions and tenses required to master the French language to a high standard. At KS5 students have seven hours per week in small tuition style sessions, currently two sessions per week on course content, one grammar focus, one independent listening practice.


The structure of the curriculum has been planned to build upon knowledge cumulatively- revising often key grammatical concepts, tenses and essential vocabulary. Each topic is taught thematically with a greater focus on introducing new vocabulary and using this successfully in simple language before increasing the level of difficulty by manipulating familiar vocabulary in a range of different contexts. SOL specify the end point students must achieve in order to move onto the next module and continue their language learning. In Year 7 time is spent ensuring all students are brought up to a base level in French regardless of the quality of their KS2 MFL provision. Additional stretch and challenge enables students to embed their prior learning and complete increasingly complex tasks.


All lessons will begin with a vocabulary retrieval DNA improving student’s memory skills and end with a well-planned end of lesson task allowing students to demonstrate and evidence mastery of the lesson objective. A mixture of skills (speaking, writing, reading, listening) should be used across lessons. At BDA however, we will maintain a particular focus on improving the complexity of writing and listening skills reflecting areas of development from previous years’ examination results. When teaching, lessons will prioritize a backwards planned end of lesson task which enable students to demonstrate master of the lesson objective. Gathering data on student performance in this way allows staff to adapt lessons further and reteach or differentiate.


A priority for the department moving forwards is to further embed approaches from the most recent research around MFL teaching into our teaching practice. Elements of sustained improvement on student outcomes can be found in our work on: collaborative learning, whole-class feedback, intentional monitoring, vocab acquisition strategies and embedding memory transfer skills. Curriculum development sessions throughout the academic will be used to upskill staff across the department in mastery of these essential pedagogical approaches. We are committed to the continued development of staff and ensuring staff are well-equipped with the expect subject knowledge required to produce excellent lessons.


There a range of documents provided to support staff with the core knowledge required to be covered in all lessons. The Schemes of Learning include: necessary vocabulary learning, common misconceptions, model end of lesson task, deep mark assessment tasks and the rational for each module. For students the learning will be anchored in the lesson objective and time should be spent highlighting the importance of the content they are covering eg. links to assessments, real-life use, links to prior or future learning. Currently communication with parents regarding the core knowledge learning is minimal however study packs per module are being created to enable parents to support with essential home learning.












Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2




Year 3


Je m’appelle/Greetings and Names

Dans ma trousse/ In my pencilcase

J’ai un zoo!/ Describing animals

Les couleurs/ Colours

Au café/ Ordering food

La chenille qui fait des trous/The Very Hungry Caterpillar


Basic introductions, feelings, simple numbers

Pencil case items, nouns. Key verbs, asking questions

Range of animals, saying ‘I have/ I don’t have,’ introduction to articles

Range of colours. Describing animals

Range of food, asking for food, saying what you would like

Understanding a story in French. Retelling a story with basic vocabulary, days of the week, food, animals


Salut / Bonjour / Au revoir
Comment t'appelles tu?
(What do you call yourself?) 
Je m'appelle….. (I call myself)
Ça va ?(How's it going?) 

oui / non
fantastique/super (great)
très bien merci (very well, thanks)
pas mal, merci (not bad, thank you),
ça ne va pas (badly)

Numbers 1-12



Pencil case
une trousse (a pencil case)
un stylo (a pen)
un crayon ( a pencil)
un taille-crayon (a sharpener)
une bâton de colle ( a glue stick)
une règle (a ruler)
une gomme (a rubber)
les/des feutres (felt-tip pens)
les/des ciseaux (scissors)

Pencil case
As tu un/une...?(Do you have a?)
Oui, Non (Yes, No)

Pencil case
Qu'est-ce que tu as dans ta trousse? (What do you have in your pencil case?)
Dans ma trousse j'ai…(In my pencil case I have…)


9 animals - nouns
un chat ( a cat)
un chien (a dog)
un poisson (a fish)
un oiseau (a bird)
un canard (a duck)
un cheval (a horse)
un mouton (a sheep )
un ours (a bear)
une grenouille (a frog)


9 animals - articles
Articles change: un, une, des,
le, la, les


bleu (blue), rouge(red), blanc (white), noir (black), vert (green), jaune (yellow), marron (brown), violet (purple), orange, gris (grey)


une tranche de gateau au chocolat, un cornet de glace/une glace, un cornichon, une tranche de fromage, une rondelle de saucisson, une sucette, une portion de tarte aux fruits, une saucisse, une madeleine, une tranche de pastèque

Snack foods
une salade (a salad), un hamburger (a hamburger), un jus d'orange (an orange juice), une banane (a banana), Ordering food in a café
Qu'est-ce que vous voulez?
(What do you want?)
Je voudrais un / une…(I want a )
S'il vous plaît (please)
Voilà (Here you are)
Merci (thank you)
De rien (you're welcome)



Days of the week
les jours de la semaine - lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche



Year 4


Instructions de classe/ Classroom Langage

Mon Anniversaire/ My birthday

Je me décris/ Describing myself

Je me décris/ Describing myself

Dans ma famille/ My Family



Know a range of French classroom instructions, revise greetings and simple questions, use imperative to give instructions

Know days of the week, months, numbers to 31, say when your birthday is, describe what you do for your birthday

Describe what you look like, know range of body parts

Describe your hair and eyes, ask people about themselves, use complex adjectives to add more detail

Describe the members of your family, understand genders, be able to use the third person to talk about others



Revision greetings + classroom language
Salut / Bonjour / Au revoir
Comment t'appelles tu?

(What do you call yourself?) 
Je m'appelle….. (I call myself)
Ça va ?(How's it going?) 

oui / non
fantastique/super (great)
très bien merci (very well, thanks)
pas mal, merci (not bad, thank you),
ça ne va pas (badly)
Asseyez-vous, Sortez vos affaires, Regardez, Écoutez, Répetez, Répondez, Levez la main, Dessinez, Écrivez, Rangez vos affaires, Silence!, Levez-vous

Classroom language

Silence! (Silence!)
Prenez un stylo! (Get out a pen!)
Un volontaire! (A volunteer)
Ouvrez vos cahiers! (Open your exercise books!)
Regardez! (Look!)
Croisez les bras! (Fold your arms!)
Ecoutez (Listen!)
Écrivez! (Write!)


Numbers 1-31 + revision days of the week
un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix, onze, douze, treize, quatorze, quinze, seize, dix-sept, dix-huit, dix-neuf, vingt, vingt-et-un, vingt-deux, vingt-trois, vingt-quatre, vingt-cinq, vingt-six, vingt-sept, vingt-huit, vingt-neuf, trente, trente-et-u

Numbers 1-31 + months
janvier, février, mars, avril, mai, juin, juillet, août, septembre, octobre, novembre, décembre

Birthday celebration vocabulary

un dessin, un cadeau, un ballon, un gâteau, les amis, joli, fantastique, délicieux, heureux, heureusement, malheureusement, quel dommage!



Parts of the face
le visage, les yeux, le nez, les cheveux, les dents, la bouche, la langue, les oreilles

Parts of the body
la tête, les épaules, le bras, le coude, la main, le doigt, la jambe, le genou, le pied, l'estomac


Describing hair & eyes
Tu as les yeux de quelle couleur?
J'ai les yeux bleus, verts, marron, gris
Comment sont tes cheveux?
J'ai les cheveux noirs/blonds/gris/roux/bruns


Nouns for family members
ma mère, mon père,  ma grand-mère, mon grand-père, ma soeur,  mon frère

What is he/she called? Comment il s'appelle?  Comment elle s'appelle?
How do you spell that? Comment ça s'écrit?
Alphabet introduction




Year 7


Who am I

Describing others




Where I live

Key question

Who am I? Who is in my family? How can I introduce myself in French?

What do other people look like? What are other peoples’ personalities like?

What do I think about school? What are the main differences between school in the UK and France?

How do I use technology everyday? What are the dangers of the internet?

 What do I do in my free time? What have I done recently with friends?

Where do I live? What is my town and local area like? Can I describe a tow in France in detail?


Who Am I – introductions, classroom routine & items.

My Family – members of my family, where I live & countries


Descriptions of me & 3rd person descriptions


School – what subjects I do, telling the time & giving opinions

Food – different types of food and added opinions


Technology – how I use it + present tense

Sports – Am I sporty & different kinds of sports


Hobbies – what I like to do & what I don’t like to do

3rd person descriptions

On peut + infinitives


Where I live – what is there in my town & descriptions in present tense.

Near future – what are you going to do




ACA Aut 2

Reading, Writing, Listening




ACA Summer 2 Listening, Writing, Speaking




Year 8


Free time activities



Francophone World

Where I live

Daily Routine

Key question

 What do I do in my free time? What have I done recently with friends?

What can I do in Pairs? What am I going to do in Paris when I visit in the future?

Can I order a meal in a French restaurant?

Where else in the world do people speak French?

What is my local area like compared to where people in Francophone countries live?

How do I get myself ready every morning? Is my daily routine different at the weekend?


Classroom routines and language

Hobbies – TV, cinema, reading and social media – asking questions (tu veux venir?)

Food & healthy eating

Market and resto role play


Paris touristique – on peut/il faut

Giving opinions and being a tourist

Passé compose – extensive intro

How was it?

14th July in Paris

Near future tense – combine with passé


Food – what do you like to eat & negatives

In a restaurant (role play practice)

Near future tense

Conditional (j’aimerais)

Negative statements (I cannot)

Daily routine – reflexive verbs


Holidays in a Francophone country

Tourism/lost & found office role play


Where I live what my house is like

Where is it? Directions and descriptions


Daily routine – reflexive verbs






ACA Reading, writing, listening


Assessed poster


ACA- reading, writing, listening, 3minute speaking exam


Year 9


Module 1: Qui suis je?

Module 2: Le temps des Loisirs

Module 2: Le temps des Loisirs

Module 3: Jours de fete

Module 3: Jours de fete

Year 9 Skills based revision

Key question

Who am I? What do I do in my free time? Who is in my family? What am I going to do this weekend?

Who is my role model in life? How do I stay safe online? What do like to read/watch/listen to?

Can I accurately formt he near future and imperfect tenses?

Which films have I seen in the

How do I celebrate special occasions with my family and friends?

How are a range of special occasions celebrated across the francophone world?



Revision of 7/8 topics: Family and Friends

Reflexive verbs - family

Present tense – revision with friends

Passé compose – revision with what you did last night

Near future – we are going to see a show

Imperfect tense – passé compose vs imperfect


My role model – using 3 tenses together

Revision of technology, films and TV

My life online – comparatives

Reading and TV programs


Cinema and superlatives

Recap on near future tense and imperfect tense


Daily routine – devoir and pouvoir

Healthy eating

Tu vs Vous

Clothes – shopping for and discussing

Felicitations – venir de


Range of religious festivals

Range of special dates in the French calendar




ACA SAMS 1 Adapted

Reading, writing, listening




Adapted SAMS

Including 5minute speaking exam


Year 10


Module 4: La ou j’habite

Module 5: Les vacances

Module 5: Les vacances

Module 6: Au college

Year 10 Skills based revison

Year 10 Revision

Key question

What is there in my region? What is the climate like? What can people do locally?

Where do I usually go on holiday? Where have I been in the past?

Where would I like to go on my dream holiday?

Do I like my school? What do I think about school uniform? How is the French school system different to the British school system?




Theme: Local Area, Holiday & Travel

Where I live, weather & transport

What is in my region

Describing my town – positives and negatives

Weather using simple future

C’est pour un renseignement – asking questions

Francophone town case study


Theme: Local Area, Holiday & Travel

Holidays: what you normally do using present tense

Describing holidays in past, present & future

Directions – asking and answering


In a hotel – ordering a room, what you would like

Food – food on holiday, ordering, descriptions

Dream holidays – conditional tense + c’était catastrophique


Theme: School

School subjects

My school – describing what is in my school

School rules – il faut, il est interdit de


Je suis fier de moi – past, present and future recap

School exchange – past, present and future recap






ACA SAMS 2 adapted: Reading, Writing, Listening


ACA: reading, writing, listening

Mock speaking examination: General Conversation questions Module 1-6

2018 Full mock examination: reading, writing, listening


Year 11


Module 7: Bon Travail

Module 8: Un oeil sur le monde

Speaking Exam Preparation

Skills Revision

Skills revision


Key question

Where would I like to work in the future? What jobs do my parents do?

How can I help to protect the planet from pressing environmental issues?

‘General conversation’ questions covering all 8 modules





Theme: Future aspirations, study and work

Jobs, part-time jobs and work preferences

Ambitions and interests – conditional tense

Il faut que je fasse ça: WOW expressions for writing

Importance of languages for work

How was it – recap of past tenses

Je voudrais postuler – conditional


Theme: Bringing the world together

Our planet – problems for the environment

Problems in town

Solutions to environmental issues

Ethical shopping – where does your tee-shirt come from?

Big events – advantages and disadvantages



Lesson 1-4

Lesson 4-8

Lesson 8-12

Lesson 12-16






2018 GCSE French

Full set of papers (Reading, writing, listening)

Conducted in class


Mock GCSE Speaking examination

2019 GCSE French

Full set of papers (4XSkills)

In Hall and off timetable for speaking exams


Vocab and grammar testing

Practice exam questions





Year 12


Les changements dans la société française

La culture politique et artistique dans les pays francophones

‘No et Moi’ text

French politics/ French Education

Festivals/le monde du travail

Revision and examination preparation

Key question

How have notions of society changed throughout recent history in France?

What has been the impact of the Arts in the Francophone world?

How does the text present social and cultural issues?

How is the impact of French politics felt in different domains?

What do French customs and traditions teach us about the beliefs of French society?



Les changements dans les attitudes envers le mariage, les couples et la famille

Le système éducatif et les questions estudiantines

La vie active en France et les attitudes envers le travail

Le droit à la grève

L’égalité des sexes

Les changements et les développements L’impact de la musique sur la culture populaire

La liberté d’expression

 La presse écrite et en ligne


La Vie en Rose, dir. Olivier Dahan (2007)

Characterisation Structure

Stylistic features Concepts and issues

Free choice of work

 different characters

key themes/issues

social and cultural setting styles/techniques employed



L’impact sur la société et la politique

La montée du Front National

Les leaders du Front National

L’opinion publique


Les festivals, fêtes, coutumes et traditions




Listening, reading and translation

No et Moi, Delphine de Vigan, 2007 (novel)



Paper 1 : Listening, Reading and Translation

Paper 2 : written response to works and translation

Paper 3: Speaking


Year 13



Film Study: ‘La Haine’

Occupation and Resistance

Consolidation of Book and Film



Key question

How does the topic of Immigration play out on the French political landscape?

What does La Haine teach us about French views on marginalised groups of society?

What has been the lasting impact of the French Occupation by Nazi Germany and the Resistance movement?





Les contributions des immigrés à l’économie et à la culture

Les activités des communautés

La marginalisation et l’aliénation du point de vue des immigrés

Free choice of film

different characters

key themes/issues

social and cultural setting styles/techniques employed

La collaboration L’antisémitisme

Maréchal Pétain et la Révolution nationale

Jean Moulin, Charles de Gaulle et les femmes de la Résistance

La résistance des Français





Mock examinations: Listening and reading, writing and translation

La Haine, dir. Mathieu Kassovitz (1995)