Phases of learning – year 13 Phases 1 and 2 Practice in: speaking comprehension skills transfer of meaning skills linked to the themes in the second year programme. Both phases provide framework for the study of the second work and the assessment. The two phases have been separated based on different allocation of weekly contact time. 3 Teaching-time devoted to the independent research carried out by the students. The research task is a significant part of speaking assessment. Phase 4 Intensive practice of assessment and exam skills and tasks. Scheduling phases - year 12 and 13 Year 12 Time Phase Content September – October Phase 1: intensive grammar programme linked to thematic content. Aspects of French-speaking society: current trends. Artistic culture in the November – Easter Phase 2: development of all skills through theme-linked teaching and learning. Aspects of French-speaking society: current trends Artistic culture in the world. Chosen film or book. Easter – leave (for those taking AS exams) Phase 3a: practice of skills and assessment tasks in speaking, essay writing, listening, reading, summary writing and translation into and from target language. Content focus according to assessment tasks: on book or film speaking and stimulus reading, listening and translation according to and aspects. speaking
Session Theme Grammar focus 1 Grands-parents, parents, enfants – soucis et problèmes Regular and common irregular verbs in present tense 2 Qui sont les « cybernautes » ? Negative forms of verbs in present tense 3 Qui sont et que font les bénévoles ? Connectives – temporal, and causal 4 Le patrimoine national, régional et local Adjective agreements, comparatives and superlatives 5 La diversité de la musique francophone contemporaine Question forms and commands 6 Pourquoi le septième art ? Use of infinitive and infinitive structures 7 Monoparentalité, homoparentalité, familles recomposées Using 2 verbs together including verb + à and de 8 Comment la technologie facilite la vie quotidienne Imperfect – how things used to be 9 Le bénévolat – quelle valeur pour ceux qui sont aidés ? Conditional and si sentences (Imp / Cond) 10 Comment le patrimoine reflète la culture Subjunctive: uncertainty, necessity 11 Qui écoute et apprécie la musique francophone contemporaine ? Subjunctive: possibility, verbs of wishing, emotional reaction 12 Le cinéma – une passion nationale ? Subjunctive: connectives followed by 13 La vie de couple – nouvelles tendances Perfect Tense: avoir/ être/ reflexives 14 Quels dangers la cyber-société ? Pronouns: direct/ indirect object and disjunctive/ emphatic 15 Le bénévolat – quelle valeur pour ceux qui aident ? Future Tense 16 Le patrimoine et le tourisme Si sentences (Pres/ Future) 17 Comment sauvegarder la musique francophone contemporaine ? Conditionals of verbs 18 Evolution du cinéma – les grandes lignes Si sentences (Pluperfect/ Past Conditional)
Two teachers Year 12 – co-teaching AS and A-level Co-teaching one year AS course with year of A-level. Phase Teacher A: lesson 1-3 Teacher B: lesson 1-3 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 towards assessment are divided equally between skills and other skills. Phase 2: 18 Through the thematic aspects linked to social trends teacher A develops: and reading skills 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: and reading comprehension skills and grammar skills on stimulus cards into and from the target language writing. 18 x 2 hours 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 the study of the work. Phase 3(a): 6 weeks Students taking AS exam Intensive practice of skills for exam and assessment: speaking. Independent study allows to Intensive practice of essay-writing skills. Intensive practice of skills for exam and assessment: speaking. Independent study allows to target different needs of AS and A-level learners. 24 hours across two teachers to all other skills. 6 hours allocated to essay-writing.
target different needs of AS and A-level learners. Essay as % of total time: 26% Other skills % of total time: 74% Year 12- only Phase Teacher A: lesson 1-3 Teacher B: lesson 1-2 Time allocation Phase 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. Phase 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 hours 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 study skills for independent research project. 'Top up' on film or book for A-level needs. Continuation of phase 2 skills development. 11 x 2 - 22 hours for the development of all skills other than 11 hours added to essay-writing skills. 22 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 translation into and from the Teacher A provides the programme for the 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 the second year. Political life: through the thematic aspects linked to political life 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. 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.
target language summary writing. 2: 8 weeks Social issues: as for phase 1 Work 2: as for phase 1 Political life: as for 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 essay 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 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 skills. Intensive practice of skills for exam and assessment: speaking with stimulus card independent research outcomes. 24 for exam practice in skills other than essay-writing. 6 hours for test essay-writing practice. Essay writing as % of total time = 28% Other skills as % of total time = 72%