| Subject | French |
| Members of staff | Richard.Ludlow – Curriculum Leader, Deborah Patterson – Teacher and Lee.Williams – Teacher |
Subject overview Students studying French cover a wide range of language and content which helps to support them with their reading, listening, speaking and writing skills in the foreign language. Students are encouraged to engage with authentic literature and media sources to develop their understanding of the language whilst also learning about different cultures across the world where French is spoken. At Churchill Community College all students who opt to take French as an option into key stage 4 study for a GCSE. |
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| Key Stage 3 | ||
| Content | Year 7 | Year 8 |
| Autumn term 1 | French literature project
Harry Potter |
Lifestyle Project
My Life and Me |
| Autumn term 2 | Historical Project
World War One |
Global Project
The World Around Us |
| Spring term 1 | Tourism Project
Safari Park Experience |
School Focus Project
My Studies and My Future |
| Spring term 2 | French History and Culture
The French Revolution |
House and Home Project
My Town and Where I Live |
| Summer term 1 | Media Project
Bienvenue chez les Ch’tis |
Media Project
Les Choristes |
| Summer term 2 | Transactional Language
Getting By In France |
Transactional Language
Focus On France |
| Key Stage 4 | |||
| Content | Year 9 | Year 10 | Year 11 |
| Autumn term 1 | GCSE Speaking Focus
Getting by in France |
GCSE Focus
Local, national, international and global areas of interest Travel and tourism |
GCSE Focus
Current and future study and employment Education Post-16 |
| Autumn term 2 | GCSE Translation Focus
Let’s Make Sense Of It All |
GCSE Focus
Local, national, international and global areas of interest Home, town, neighbourhood and region |
GCSE Focus
Current and future study and employment Jobs and career choices |
| Spring term 1 | GCSE Focus
Identity and Culture Me, my family and friends |
GCSE Focus
Local, national, international and global areas of interest Social issues |
GCSE Focus
Current and future study and employment Life ambitions and my future |
| Spring term 2 | GCSE Focus
Identity and Culture Technology In Everyday Life |
GCSE Focus
Local, national, international and global areas of interest Global issues |
GCSE Focus
Bringing it all together Exam preparation and revision period |
| Summer term 1 | GCSE Focus
Identity and Culture Free-time Activities |
GCSE Focus
Current and future study and employment My Studies |
GCSE Focus
Bringing it all together Exam preparation and revision period |
| Summer term 2 | GCSE Focus
Identity and Culture Customs and Festivals |
GCSE Focus
Current and future study and employment My School Life |
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| Revision links for GCSE course
Students at Churchill Community College actively use technology to support their learning and so the following websites and applications are used each week. Students at KS4 should use GCSEPod and Memrise on a weekly basis. Students may also use applications such as Duolingo through their mobile technology to help to reinforce the transactional language aspect of their education. |
| How can parents support their child’s progress in this subject?
Languages are learnt best when they are discussed and used openly with others. The best way to support your child outside of the classroom is to engage with them about the language that they are learning within their lessons. Parents may choose to support with their weekly vocabulary tests or ask them to show them the language that they have seen during classes. Parents could also choose to support children with the cultural element of the course by asking them to openly discuss the differences between cultures and what they have found out about French culture. |
| Extra-Curricular Activities
Students studying French at GCSE have the opportunity to take part in the yearly visit to Lille, Boulogne-sur-Mer and Paris where they have the chance to explore the language and the culture whilst also being able to experience life in a French school as well as developing their knowledge of the culture of Lille. |
