French

Developing a desire and ability to communicate

This GCSE specification in French for use in Wales is based on a conviction that learners studying a modern foreign language will develop their desire and ability to communicate with and understand speakers of French in a variety of contexts and for a variety of purposes.

Fostering transferable skills

The specification supports the aim that the study of a modern foreign language will broaden horizons, develop cultural knowledge and understanding and foster transferable skills such as confidence, communication, problem solving and creativity.

The specification also aims to provide learners with a solid foundation on which to prepare them for future language study.

Unit 1

Speaking – 25% (60 marks)

Three tasks:

Role play
Photo card discussion
Conversation – Part 1 & Part 2

Learners are not permitted to use dictionaries in any part of the assessment

Unit 2

Listening – 25% (45 marks)

Listening comprehension tasks with non-verbal and written responses
Learners are not permitted to use dictionaries in any part of the assessment.

Unit 3

Reading – 25% (60 marks)

Reading tasks with non-verbal and written responses, including one translation task from French into English/Welsh
Learners are not permitted to use dictionaries in any part of the assessment

Unit 4

Writing – 25% (60 marks)

Writing tasks including one translation task from English/Welsh into French
Learners are not permitted to use dictionaries in any part of the assessment

Enrichment Opportunities

European Day of Languages events

Homework

Homework can take a variety of forms including written tasks, revision exercises, online tasks and preparation for coursework or practical examinations. The aim of homework is to supplement the learning that takes place in the classroom and instil independent learning, a crucial lifelong skill. Staff aim to give ample time to complete homework tasks so learners should plan their own time carefully in order to meet deadlines. The frequency of homework can vary depending on the number of lessons offered over a fortnight.

The majority of subject areas make use of Google Classroom to communicate any homework requirements to the learners. I would encourage learners and parents/carers to check Google Classrooms regularly.

Parents/Carers should endeavour to provide a quiet space for their children to complete homework tasks. Where this is not possible, the school does provide such places for learners to access in their lunchtime or afterschool hours. Please encourage learners to discuss this with their tutors or progress leaders in the first instance.

Feedback

All teachers will provide verbal feedback during lessons. Verbal feedback is given through questioning methods and one-to-one conversations, as appropriate.

Students will receive detailed feedback once a half term. All detailed feedback will lead to students engaging in DIRT to improve their work or go over misconceptions.

Assessment

Assessment is an important aspect of a learner’s learning journey. Apart from indicating the current performance of an individual, assessments also inform learners and staff which areas they need to develop. At Ysgol y Grango, staff continuously assess a learner’s progress through a variety of methods. This could include informal assessment, such as quizzes or observations, or formal assessments, such as written tests or coursework.

Ysgol y Grango use an online system called Go4Schools to track and monitor individual learners. Learners and parents/carers can also access information such as reports and subject progress through their own Go4schools login.

Throughout Key stage 4, learners will sit various external assessments. The timing of these assessments varies depending on the subject. Some of these assessment timings are controlled by the school but many are put in place by the examination board. As such it is important that learners are present for these assessments as missing elements of a course can significantly affect the overall grade for a learner.

Assessment will take place on a regular basis using the exam-board marking criterion as a guide for members of staff.