Diversité – un apprentissage pour la vie Quelle vie pour les marginalisés ? Qui sont les marginalisés ? Quelle aide pour les marginalisés ? Quelles attitudes envers les marginalisés ? Comment on traite les criminels Quelles attitudes envers la criminalité ? La prison – échec ou succès ? D'autres sanctions Political and artistic culture Artistic culture in the French-speaking Une culture fière de son patrimoine culturel Le patrimoine sur le plan national, régional et Comment le patrimoine reflète la culture Le patrimoine et le tourisme La musique francophone contemporaine La diversité de la musique francophone contemporaine Qui écoute et apprécie cette musique ? Comment sauvegarder cette musique ? Cinéma – le septième art Pourquoi le septième art ? Le cinéma – une passion nationale ? Evolution du cinéma – les grandes lignes Aspects of political life in the French-speaking world Les ados, le de vote et l'engagement politique Pour ou contre le de vote ? Les ados et l'engagement politique – motivés ou démotivés ? Quel avenir pour la politique ? Manifestations, grèves – à qui le pouvoir ? Le pouvoir des syndicats Manifestations et grèves – sont-elles efficaces ? Attitudes différentes envers ces tensions politiques
study allows to target different needs of AS and A-level learners. Essay as % of total time: 26% Other skills % of total time: 74% Year 12- only Teacher A: lesson 1-3 Teacher B: lesson 1-2 Time allocation 1: 6 weeks Grammar revision and new grammar to develop writing and speaking skills. These grammar slots form an intensive start-of-course grammar programme that supports and develops productive language skills. Grammar slots are linked to the sub-themes within the themes of social trends and artistic culture. 30 hours towards assessment are divided equally between skills and other skills. 2: 18 weeks Through the thematic aspects linked to social trends teacher A develops: listening and reading skills vocabulary and grammar skills based on stimulus cards into and from the target language writing. Teacher A provides the programme for the study of the year 12 film or book which supports the development of skills. Through the thematic aspects linked to artistic culture teacher B develops: listening and reading comprehension skills vocabulary and grammar speaking skills based on stimulus cards translation into and from the target language summary writing. 18 x 2 for teacher A and 18 x 2 hours for teacher B - 72 hours for the development of all skills other than 18 hours for essay-writing and study of the work.
Phase 3b: Students AS or taking AS en route to A-level exams Continuation of phase 2 skills development. and skills for independent research project. 'Top up' on film or book for A-level needs. Continuation of phase 2 skills development. 11 x 2 hours - 22 hours for the development of all skills other than 11 hours added to essay-writing skills. 22 hours for effective programme of study skills, action planning and initial research for the independent research project. Year 13 Phase Teacher A: lesson 1-3 Teacher B: lesson 1-2 Time allocation Phase 1: 7 weeks Through the thematic aspects linked to social issues teacher A develops: listening and reading skills vocabulary and grammar speaking skills on stimulus cards Teacher A provides the programme for the study of the year 13 film or book which supports the development of skills. If a film has been studied in the first year of the course, a book must be studied in Political life: through the thematic aspects linked to political life Teacher B develops: listening and reading comprehension skills vocabulary and grammar speaking skills on stimulus cards translation into and from the target language summary writing. 14 hours for study of the second work. This allows the teacher and students to make rapid progress in this early stage in the year. 21 hours are spent on the social and political more time is given to political subjects as this is a new thematic area.
translation into and from the target language summary writing. the second year. Phase 2: 8 Social issues: as for phase 1 Work 2: as for phase 1 Political life: as for phase 1 32 hours for skills other than essay-writing. 8 hours allocated to essay Phase 3: 9 weeks Social issues: as for phases 1 and 2 Lesson 2: supporting students in independent research. Work 2: as for phases 1 and 2. Revision of work 1 for writing. Political life: as for phases 1 and 2. 18 hours for skills other than essay-writing. 18 hours for essay-writing allows completing year 13 work and revising year 12 work. 9 hours for supporting students in preparing their research knowledge for speaking. Phase 4: 6 weeks Intensive practice of skills for exam and assessment: speaking with stimulus card and independent research outcomes. Intensive practice of essay-writing skills. Intensive practice of skills for exam and assessment: speaking with stimulus card independent research outcomes. 24 hours for exam practice in skills other than essay-writing. 6 hours for test essay-writing practice.