We are passionate about teaching and learning languages at Boldon School.
We believe that learning French is a wonderful way of opening doors for our
students; broadening their horizons, offering them new experiences, giving
them an insight into different cultures and developing a variety of valuable
skills that will, we hope, set them on the path to a bright and successful
future.
Here at Boldon School we have an energetic and dedicated team of language
teachers who aim to inspire and enthuse our learners to effectively develop
their own language skills. We work collaboratively to create interesting and
engaging lessons, introducing our students to French language and culture
and demonstrating the benefits of language learning. We focus on the four
key skills of language learning: listening, speaking, reading and writing to
enable our students to communicate in a realistic, authentic way. We enthuse
our students with a variety of different activities in lessons, designed to
challenge and motivate them. Language games and competitions make
learning fun. We make regular use of retrieval practice to check progress and
inform planning.
At Boldon, we believe it is important to give our students a taste of the
culture of French-speaking countries. Students have benefitted from a film
study trip to the Tyneside Cinema in Newcastle where they watched an
award-winning French film and took part in a discussion workshop
afterwards. This is in partnership with Newcastle University. In the summer
term we hold a film week, showing award-winning French films to boost the
language skills of our learners and introduce them to wider French culture.
Studying French is far more than simply lessons followed in school. We
believe it is a lifelong adventure with a wide variety of benefits. We
encourage all our students to study French, regardless of ability, for the
benefits it brings.
Learning a foreign language is not simply learning how to read, write, speak
and understand. By learning these skills our students are also learning how to
problem solve, how to decode, how to infer meaning, to think logically, to
structure an argument, identify patterns and develop repair strategies.
Consequently they are also better able to express themselves in their own
language. Learning a foreign language is a fantastic way of improving our
students’ understanding of the way English works and improving their
English vocabulary and grammar.
We hope to show the practical value of language skills in a global jobs market
and the exciting opportunities further language study can offer.
Languages boost employability and wages (20% more for those using
languages).
8000 French words have influenced a third of the English language.
75% of the world’s people cannot speak English.
Many scientists believe
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Half Term 1 | Describing a thing or a person Verb ‘être’ = to be Verb ‘avoir’ = to have Adjectives to describe a thing or person | Sharing past experiences Feminisation of nouns Past tense Information questions | La famille/La technologie Ma famille et moi (family) On se marie (relations) On garde le contact (technology) Tu es technophile | Family, Relationships & Free time | Holidays / Leisure / France |
Assessment focus on listening and Grammar (je tu il/elle pronouns) | Assessment focus on reading and speaking | Assessment focus on reading, writing and grammar | |||
| Half Term 2 | Saying what people do Sept couleurs magiques (text) Verb ‘faire’ = to do -ER verbs | Il y avait = there was Langue de Boeuf (text) Talking about nouns you can’t count Formal and informal situations: | Free time/Festivals What you like to do On fait la fête (party time) Partout, c’est la fête (festivals) | School & Weekends (2) | Health / Traditions / Festivals |
Assessment focus on reading, translation and Grammar (how to conjugate the -er verbs) | Assessment focus on speaking and writing | Assessment focus on listening and grammar | |||
| Half Term 3 | Saying what people have Use the plural Il y a = there is Numbers | Talking about what you and others do at school | Food/Sport/House La nourriture (food) Tu fais du sport? A la maison (my house) | School (2) | Social & Global Issues |
Assessment focus on speaking | Talking about what you are doing this week and what you do every week Saying what you do or did in a typical day | Assessment focus on reading, writing and grammar | |||
| Half Term 4 | Saying where people go Verb ‘aller’ = to go Answer questions Familiale (text) | Comparing how people do things Communicating in other languages Talking about what you can, must, will and want to do | Social issues/ Environment Associations caritatives (charities) Health Environment Problèmes sociaux | House / Town / Region | Revision |
Assessment focus on writing and translation | Assessment focus on reading and writing | Assessment focus on listening and grammar | |||
| Half Term 5 | Asking questions -RE verbs -IR verbs Negation[1] | Communicating in other languages Talking about what has happened at a specified time Déjeuner du matin (text) | Holidays/ School Les vacances (holidays) Past activities L’école et les matières (school and subjects) | Technology | Revision & Exams |
Assessment focus on listening and grammar | Assessment focus on reading, listening and writing | Assessment focus on listening, reading, writing and grammar | |||
| Half Term 6 | Expressing future intentions Future tense Negation [2] Prepositions | Talking about the environment Talking about what you know Talking about travel activities | School [2]/ The future La vie scolaire (school life) Les études (future studies) L’avenir (the future) | Relationships & Holidays | End of course |
Assessment focus on reading and speaking | Assessment focus on speaking | Assessment focus on speaking | |||
Year 7
Half Term 1
Describing a thing or a person
Verb ‘être’ = to be
Verb ‘avoir’ = to have
Adjectives to describe a thing or person
Assessment focus on listening and Grammar (je tu il/elle pronouns)
Half Term 2
Saying what people do
Sept couleurs magiques (text)
Verb ‘faire’ = to do
-ER verbs
Assessment focus on reading, translation and Grammar (how to conjugate the -er verbs)
Half Term 3
Saying what people have
Use the plural
Il y a = there is
Numbers
Assessment focus on speaking
Half Term 4
Saying where people go
Verb ‘aller’ = to go
Answer questions
Familiale (text)
Assessment focus on writing and translation
Half Term 5
Asking questions
-RE verbs
-IR verbs
Negation[1]
Assessment focus on listening and grammar
Half Term 6
Expressing future intentions
Future tense
Negation [2]
Prepositions
Assessment focus on reading and speaking
Year 8
Half Term 1
Sharing past experiences
Feminisation of nouns
Past tense
Information questions
Assessment focus on reading and speaking
Half Term 2
Il y avait = there was
Langue de Boeuf (text)
Talking about nouns you can’t count
Formal and informal situations:
Assessment focus on speaking and writing
Half Term 3
Talking about what you and others do at school
Talking about what you are doing this week and what you do every week
Saying what you do or did in a typical day
Half Term 4
Comparing how people do things
Communicating in other languages
Talking about what you can, must, will and want to do
Assessment focus on reading and writing
Half Term 5
Communicating in other languages
Talking about what has happened at a specified time
Déjeuner du matin (text)
Assessment focus on reading, listening and writing
Half Term 6
Talking about the environment
Talking about what you know
Talking about travel activities
Assessment focus on speaking
Year 9
Half Term 1
La famille/La technologie
Ma famille et moi (family)
On se marie
(relations)
On garde le contact (technology)
Tu es technophile
Assessment focus on reading, writing and grammar
Half Term 2
Free time/Festivals
What you like to do
On fait la fête (party time)
Partout, c’est la fête
(festivals)
Assessment focus on listening and grammar
Half Term 3
Food/Sport/House
La nourriture (food)
Tu fais du sport?
A la maison (my house)
Assessment focus on reading, writing and grammar
Half Term 4
Social issues/ Environment
Associations caritatives (charities)
Health
Environment
Problèmes sociaux
Assessment focus on listening and grammar
Half Term 5
Holidays/ School
Les vacances (holidays)
Past activities
L’école et les matières (school and subjects)
Assessment focus on listening, reading, writing and grammar
Half Term 6
School [2]/ The future
La vie scolaire (school life)
Les études
(future studies)
L’avenir (the future)
Assessment focus on speaking
Year 10
Half Term 1
Family, Relationships & Free time
Half Term 2
School & Weekends (2)
Half Term 3
School (2)
Half Term 4
House / Town / Region
Half Term 5
Technology
Half Term 6
Relationships & Holidays
Year 11
Half Term 1
Holidays / Leisure / France
Half Term 2
Health / Traditions / Festivals
Half Term 3
Social & Global Issues
Half Term 4
Revision
Half Term 5
Revision & Exams
Half Term 6
End of course