About the units
There are 18 units, six for each
year (year 7: units 1-6; year 8: units 7-12; year 9: units 13-18).
Each unit contains a number of
activities, which together form a coherent sequence. The units, or activities within
them, may be adapted, developed, or omitted. Some activities (indicated by the
symbol ‡) are designed for higher-attaining pupils. Some pupils may be able to cope
with only some of the activities, or parts of them, working with support.
Time allocation
Each unit is designed to be taught
in approximately 12-15 hours. This time allocation is based on recommendations
in the 1995 review of the curriculum and QCA's research on the range of times
allocated by schools to modern foreign languages. The times are indicative only;
they do not constitute a recommended time for French and should not be regarded
as the total amount of time required for the subject.
Coverage of the programme of study
The units cover the key stage 3 programme of study for
modern foreign languages, as applied to French (see the table below). However, the
programme sets out a minimum entitlement, so schools are free to supplement the
units and decide the depth of coverage. Teachers may need to adjust the units to
suit pupils' needs and the time available.
Coverage of the key stage 3 programme of study
The following chart shows how the
key stage 3 French scheme of work covers the national curriculum requirements.
It indicates those parts of the programme of study that are particularly highlighted
by activities within each unit.
 |
| Unit
| Statements in the programme of study |
|
|
1
|
1a, 1b, 1c, 2a, 2b, 2c, 2d, 2e, 3a, 3c, 4c, 5a, 5b, 5d, 5f, 5i |
|
|
2
|
1a, 1b, 1c, 2b, 2c, 2e, 3a, 3b, 3c, 3d, 3e, 4c, 5a, 5b, 5d, 5e, 5i |
|
|
3
|
1a, 1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 3a, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 5a, 5d, 5f, 5h, 5i |
|
|
4
|
1a, 1b, 1c, 2a, 2b, 2c, 2f, 2g, 2i, 3a, 3b, 3c, 3d, 3e, 4b, 5a, 5c, 5d, 5e, 5f, 5g, 5h, 5i |
|
|
5
|
1a, 1b, 1c, 2a, 2b, 2c, 2e, 2f, 2g, 3a, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 5a, 5c, 5d, 5e, 5f, 5h, 5i |
|
|
6
|
1a, 1b, 1c, 2a, 2d, 2f, 2g, 2h, 2j, 3a, 3b, 3c, 3d, 3e, 4a, 5a, 5c, 5d, 5e, 5g, 5h, 5i |
|
|
7
|
1a, 1b, 1c, 2b, 2e, 2f, 2g, 2i, 3a, 3b, 3c, 3d, 3e, 4c, 4d, 5a, 5b, 5e, 5f, 5g, 5h, 5i |
|
|
8
|
1b, 1c, 2a, 2b, 2c, 2f, 2g, 2j, 3b, 3c, 3d, 3e, 4a, 5a, 5b, 5d, 5e, 5f, 5h, 5i |
|
|
9
|
1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 2j, 3c, 3e, 4a, 4b, 4c, 4d, 5a, 5c, 5d, 5f, 5h, 5i |
|
|
10
|
1a, 1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 2i, 2j, 3b, 3c, 3d, 3e, 4a, 4c, 5a, 5b, 5d, 5e, 5f, 5g, 5i |
|
|
11
|
1b, 1c, 2a, 2b, 2d, 2f, 2g, 2h, 2j, 3a, 3b, 3c, 3e, 4b, 4c, 4d, 5a, 5b, 5d, 5e, 5f, 5g, 5h, 5i |
|
|
12
|
1a, 1b, 1c, 2a, 2b, 2d, 2e, 2f, 2g, 2h, 2j, 3a, 3b, 3c, 3e, 4c, 4d, 5a, 5b, 5c, 5d, 5f, 5h, 5i |
|
|
13
|
1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 2i, 3b, 3c, 3d, 3e, 4a, 4b, 4d, 5a, 5b, 5c, 5d, 5e, 5f, 5h, 5i |
|
|
14
|
1a, 1b, 1c, 2c, 2d, 2e, 2f, 2h, 2i, 3a, 3b, 3c, 3d, 3e, 4a, 4c, 4d, 5a, 5b, 5d, 5e, 5f, 5g, 5i |
|
|
15
|
1a, 1b, 1c, 2a, 2b, 2c, 2d, 2f, 2g, 2h, 2j, 3b, 3e, 4a, 4b, 4c, 5a, 5c, 5d, 5e, 5f, 5h, 5i |
|
|
16
|
1b, 1c, 2a, 2d, 2e, 2f, 2g, 2h, 2i, 3b, 3d, 3e, 4a, 4b, 5a, 5c, 5d, 5f, 5h, 5i |
|
|
17
|
1a, 1b, 1c, 2a, 2b, 2e, 2f, 2g, 2i, 2j, 3a, 3b, 3c, 3d, 3e, 4a, 5a, 5b, 5c, 5d, 5e, 5f, 5g, 5i |
|
|
18
|
1b, 1c, 2a, 2d, 2f, 2g, 2i, 3e, 4a, 4b, 4c, 4d, 5d, 5e, 5g, 5h, 5i |
Teaching and learning approaches
The units suggest a range of approaches
to teaching and learning, including:
- direct teaching, through whole-class and small-group
sessions;
- opportunities for pupils to apply their learning,
either on their own (eg reading or writing independently), or with others (eg
working in pairs or small groups or communicating with people in other
countries), with varying degrees of support;
- opportunities for pupils to reinforce their learning,
eg learning by heart or revising work;
- opportunities for pupils to reflect
on their own learning, eg learning by heart, or revising and redrafting work.
The approaches may need to be adapted to meet pupils' needs.
Long-term plans
The units are sequenced in order to develop pupils'
language skills and linguistic knowledge, rather than being 'topic-led'. Although the language in each unit is linked to a context,
the topic is subsidiary. The language and skills of most units could be
developed in other contexts, and this is indicated in the 'alternative contexts'
section in 'About the unit'.
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