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Each term combines targeted grammar revision (tenses, conditionals, imperatives, reflexives, prepositions) with structured phonics sound-symbol work and vocabulary development through exploitation of texts and subject-specific word sets. Learning activities include listening, dictation, pronunciation practice, and real-life communication tasks such as booking and making complaints.","YEAR 10 FRENCH OVERVIEW  \n\n| TERM | CONTEXT | GRAMMAR | PHONICS\u003Cbr>SSC-Sound-symbol correspondence | VOCABULARY |\n| --- | --- | --- | --- | --- |\n| TERM 1.1 | Travel and tourism:\u003Cbr>• Describing different holiday destinations and talking about holiday preferences.\u003Cbr>• Revisiting weather expressions.\u003Cbr>• Accommodation and transport (revisit)\u003Cbr>• Talking about holiday preparations and describing holiday activities.\u003Cbr>• Talking about different holiday activities past vs present.\u003Cbr>• Talking about past holidays.\u003Cbr>• Describing a disastrous holiday. | • Aller/ Partir in the present tense\u003Cbr>• Aller and Partir + prep\u003Cbr>• En +means of transport\u003Cbr>• Perfect tense with AVOIR and regular verbs-revision\u003Cbr>• Perfect tense with AVOIR and irregular verbs-revision\u003Cbr>• Perfect tense with ÊTRE-revision\u003Cbr>• Imperfect tense-revision\u003Cbr>• Perfect Vs imperfect | • Students will have weekly sessions with the French FLA, in which they will revisit the sounds studied and practised in KS3 .\u003Cbr>•\u003Cbr>• Phonics should be practised once a week in class as part of whole class teaching and revision.\u003Cbr>• Phonics will also be practised in dictation activities.\u003Cbr>• Common sounds from KS3 will be further revisited and practised regularly.\u003Cbr>• Languagenut is also available to students for further practice | • Introduction of new vocab andrevisiting previous vocab seen in KS3 .\u003Cbr>• Building the verb lexicon\u003Cbr>• Cognates\u003Cbr>• Text exploitation to extend vocabulary\u003Cbr>• Acquiring the ability to successfully interact in realistic holiday situations such as booking rooms, making complaints etc |\n| TERM 1.2 | Tourism and Francophone festivals:\u003Cbr>• Discovering different regions of France\u003Cbr>• Discussing advantages and disadvantages of tourism\u003Cbr>• Gaining an awareness of tourism in Francophone countries\u003Cbr>• Talking about my ideal holidays\u003Cbr>• Researching a French festival and advantages and disadvantages of different celebrations\u003Cbr>• My favourite festival\u003Cbr>• Introduction to some Francophone festivals, including music and film festivals. (Le festival de Menton/ Ledéfilé -fête Nationale)\u003Cbr>• A memorable festival | • Review future tense\u003Cbr>• Conditional\u003Cbr>• How to use three-time phrases to describe holidays\u003Cbr>• Using complex structures (e.g. après avoir mangé   ) to improve our work (Shine for a 9)\u003Cbr>• Perfect tense and reflexives\u003Cbr>• Revisiting prepositions en/au/ aux + countries\u003Cbr>• Revisiting imperfect tense |  | • Learning vocab for French festivals |\n| TERM 2.1 | My house and town:\u003Cbr>• Types of housing, rooms and furniture:\u003Cbr>• My house and where I live\u003Cbr>• Buying a house and my ideal house\u003Cbr>• Household chores\u003Cbr>• Points of the compass\u003Cbr>• Places in town and activities to do there\u003Cbr>• Where I went\u003Cbr>• Twinning | • Revision of the position and agreement of adjectives\u003Cbr>• Using adjectives to enhance descriptions\u003Cbr>• Habiter/vivre?\u003Cbr>• Revision of il y a/ il n’y a pas de\u003Cbr>• Revision of regular and irregular verbs in the present tense\u003Cbr>• Revision of the near future\u003Cbr>• Understanding the conditional\u003Cbr>• Conditional of avoir using il y aurait/ il n’y aurait pas de\u003Cbr>• Common irregular conditional verbs\u003Cbr>• Mettre, faire and aller in the present tense |  | • Vocabulary pertinent to house and home\u003Cbr>• Adjectives to describe house and town\u003Cbr>• Compass points\u003Cbr>• Places in town\u003Cbr>• Revisiting transferable verbs for holidays/ freetime topics |\n\nYEAR 10 FRENCH OVERVIEW  \n\n| TERM | CONTEXT | GRAMMAR | PHONICS SSC-Sound-symbol\u003Cbr>correspondence | VOCABULARY |\n| --- | --- | --- | --- | --- |\n| TERM 2.2 | My region,the environment and social issues in my region:\u003Cbr>• Advantages and disadvantages of living in a particular region\u003Cbr>• What my region was like before\u003Cbr>• La Guadeloupe\u003Cbr>• Drought and other environmental issues\u003Cbr>• Dangers and ways to protect the environment\u003Cbr>• Social problems in my region\u003Cbr>• Different charities and what they do | • En + present participle\u003Cbr>• Modal verbs to express obligation positive and negat","cbCainjHx2t0ecGN","https://ap.wps.com/l/cbCainjHx2t0ecGN","pdf",227630,1,6,"English","en",105,"# Term 1.1 - Travel and tourism\n# Term 1.2 - Tourism and Francophone festivals\n# Term 2.1 - My house and town\n# Term 2.2 - My region, the environment and social issues in my region\n# Term 3.1 - L’égalité – les problèmes et les actions\n# Term 3.2 - Une vie saine ou malsaine?","[{\"question\":\"What main topics are covered across Year 10 French terms?\",\"answer\":\"The curriculum covers travel and tourism, Francophone festivals, housing and town life, the region and environmental/social issues, equality actions and problems, and healthy or unhealthy living.\"},{\"question\":\"Which grammar areas are revisited in Term 1.1?\",\"answer\":\"Term 1.1 revisits Aller/Partir, Aller and Partir + prepositions, the perfect tense with avoir (regular and irregular verbs), perfect with être, and imperfect alongside contrasts between perfect and imperfect.\"},{\"question\":\"How is phonics practice organised across the year?\",\"answer\":\"Phonics is practised weekly as part of whole-class teaching and revision, supported by listening activities and dictation, with continued SSC sound-symbol correspondence from KS3.\"}]","Curriculum Map KS4 French - Year 10 Overview | PDF",1788600240,15,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"curriculum-map-ks4-french-year-10-overview","",{"@graph":36,"@context":85},[37,53,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/exam/",3,{"item":52,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/curriculum-map-ks4-french-year-10-overview/207637/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-09-06","2026-09-05",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What main topics are covered across Year 10 French terms?","Question",{"text":75,"@type":76},"The curriculum covers travel and tourism, Francophone festivals, housing and town life, the region and environmental/social issues, equality actions and problems, and healthy or unhealthy living.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"Which grammar areas are revisited in Term 1.1?",{"text":80,"@type":76},"Term 1.1 revisits Aller/Partir, Aller and Partir + prepositions, the perfect tense with avoir (regular and irregular verbs), perfect with être, and imperfect alongside contrasts between perfect and imperfect.",{"name":82,"@type":73,"acceptedAnswer":83},"How is phonics practice organised across the year?",{"text":84,"@type":76},"Phonics is practised weekly as part of whole-class teaching and revision, supported by listening activities and dictation, with continued SSC sound-symbol correspondence from KS3.","https://schema.org",{"og:url":52,"og:type":87,"og:title":13,"og:site_name":58,"og:description":14},"article",{"robots":89,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":92},[93,97,101,104,109,113,118,123,128,131,135],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":94,"show_sort_weight":95,"slug":96},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":98,"show_sort_weight":99,"slug":100},"Literature",80,"literature",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":102,"slug":103},70,"exam",{"id":105,"doc_module":4,"doc_module_name":46,"category_name":106,"show_sort_weight":107,"slug":108},5,"Comic",60,"comic",{"id":21,"doc_module":4,"doc_module_name":46,"category_name":110,"show_sort_weight":111,"slug":112},"Technology",50,"technology",{"id":114,"doc_module":4,"doc_module_name":46,"category_name":115,"show_sort_weight":116,"slug":117},7,"Healthcare",40,"healthcare",{"id":119,"doc_module":4,"doc_module_name":46,"category_name":120,"show_sort_weight":121,"slug":122},8,"Research & Report",30,"research-report",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},9,"Religion & Spirituality",20,"religion-spirituality",{"id":126,"doc_module":4,"doc_module_name":46,"category_name":129,"show_sort_weight":126,"slug":130},"World Cup","world-cup",{"id":132,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":132,"slug":134},10,"Lifestyle","lifestyle",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":105,"slug":138},19,"General","general"]