French exemplification standards file level 3 | MFL French | Standards Files | Exemplification for f

French exemplification standards file level 3 | MFL French | Standards Files | Exemplification for foundation subjects | Assessment | Key stages 3 & 4 | National Curriculum Access Key Definitions Skip navigation Access key details Home page Latest updates Site map Search Frequently Asked Questions (FAQ) Terms and conditions The DfE is conducting a review of the primary and secondary National Curriculum. This site contains the statutory programmes of study for National Curriculum subjects which maintained schools must follow until a new curriculum is in place. Contact us FAQs News Accessibility / Help Register or Login to your account Search Select Area Entire Site Primary Curriculum Secondary Curriculum Go Home Key stages 1 & 2 Key stages 3 & 4 My Portfolio In this section Key stages 3 & 4 homepage Assessment Exemplification for foundation subjects What's in each file? How to use the exemplification files You are here: > Home > Key stages 3 & 4 > Assessment > Exemplification for foundation subjects Add to portfolio Email Exemplification for foundation subjects Filter by Subject Select subject Art & design Citizenship D&T Geography History MFL: French MFL: German MFL: Spanish Music Physical education Religious education Level Select level Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Go to the advanced search French exemplification standards file level 3 Pupil's profile Pupil A had limited exposure to French at primary school. She is extremely enthusiastic in class and enjoys group work. Evidence groups   Au collège Ma famille Visite à St Omer Overall assessment judgement Au collège Context In a unit on school subjects, the class focused on their likes and dislikes and revised days of the week and time. Pupils took part in a range of language activities to practise and reinforce the structures and vocabulary. They worked in pairs to prepare a conversation about school subjects and their preferences, listened to a recording of young people talking about the subjects they liked and read a short email from a pupil in France. They then wrote their own short email in French and followed this with a brief evaluation in English of what went well and what they could improve. Pupil's work 1. Au collège: Listening activity 2. Au collège: Listening activity transcript 3. Au collège : Speaking activity 4. Au collège: Reading activity 5. Au collège: Reading activity (cont.) 6. Au collège: Writing activity 1. Au collège: Listening activity [jpg 268kb] Au collège: Listening activity Pupil A listened to young people talking about what they liked and disliked at school and completed a grid. 2. Au collège: Listening activity transcript [pdf 21kb] Get the Flash Player to see this player. Au collège: Listening activity transcript Pupil A listened to young people talking about what they liked and disliked at school and completed a grid. Au collège : Speaking activity Pupil A practised asking and answering questions about likes and dislikes at school with a partner. The pupils then demonstrated their conversation to the rest of the class. 4. Au collège: Reading activity [pdf 19kb] Get the Flash Player to see this player. Au collège: Reading activity Pupil A carried out this reading task independently answering the questions in English. 5. Au collège: Reading activity (cont.) [png 1mb] Au collège: Reading activity (cont.) Pupil A carried out this reading task independently answering the questions in English. 6. Au collège: Writing activity [png 2mb] Au collège: Writing activity Pupil A prepared a short email using the phrases from the reading stimulus to indicate her own preferences at school. Assessment commentary Pupil A has talked about what she likes and dislikes about school and used the language she learnt to write a short email. Listening and speaking: In the listening activity, Pupil A has picked out the school subjects and the correct time and matched them to the days of the week. Reading and writing: In reading she picked out the main points in the short text, which contained familiar language. She then used this text to create a short email using complete sentences to describe her preferences at school. Next steps To progress, Pupil A needs to: develop a wider range of vocabulary to use when giving opinions start to tackle texts with a greater variety of structures in speaking, improve pronunciation of familiar words and phrases. Ma famille Context This unit focused on the family and on simple descriptions. Pupils were introduced to simple descriptive language for describing hair, eyes and character. After a range of group and pair activities, pupils carried out a class survey using some of the language they had learnt. They took part in role plays describing members of their families. They then watched videos of people talking about themselves and took on the role of a celebrity in a speaking activity. Pupil's work 1. La famille: Listening activity 2. La famille: Listening activity transcript 3. Wanted poster 4. Ma famille: Writing 5. Class survey 6. Il s’appelle Kevin Jonas: Writing 7. Je m’appelle Paris Hilton: Speaking 1. La famille: Listening activity [jpg 128kb] La famille: Listening activity Pupil A listened to descriptions of people and noted the details in French. 2. La famille: Listening activity transcript [pdf 21kb] Get the Flash Player to see this player. La famille: Listening activity transcript Pupil A listened to descriptions of people and noted the details in French. 3. Wanted poster [png 4mb] Wanted poster Following the listening activity and reading some short texts describing people, Pupil A created a wanted poster. 4. Ma famille: Writing [png 2mb] Ma famille: Writing Pupil A wrote a short text about her own family following a model. 5. Class survey [png 351kb] Class survey Pupil B took part in a class survey asking and responding to simple prepared questions. 6. Il s’appelle Kevin Jonas: Writing [png 2mb] Il s’appelle Kevin Jonas: Writing Pupil A wrote a short description of her chosen famous person using the now familiar structures. Je m’appelle Paris Hilton: Speaking Pupils listened to videos of people talking about themselves and took on the role of a celebrity in a speaking activity. Assessment commentary Pupil A created a wanted poster, a description of her family and of a celebrity. She has shown that she can identify the main points of short spoken passages and written texts made up of familiar language and is beginning to identify some detail. Listening and speaking: Pupil A has carried out a survey of members of class using pre-learnt questions. She identified the main points from verbal descriptions of people and was able to describe celebrities and friends. After practising asking and answering questions about herself, her family and friends, she gave a short presentation and spoke simple, accurate sentences without referring to her notes. Reading and writing: Pupil A read short texts describing people and wrote a wanted poster, a description of her family and of a celebrity. She has adapted simple sentences from first to third person to describe others. She has also shown she can be creative with language by producing the ‘Wanted Poster’. She is beginning to use masculine/feminine and adjectival agreements and singular/plural verbs and nouns. Next steps To progress, Pupil A needs to: use familiar language in a different context practise listening for main points and some detail in more varied passages. Visite à St Omer Context This unit was based around a day trip to St Omer. Pupils learnt vocabulary and structures that would be useful during the trip and revised language they had learnt during the year. They read about the town, looked at a tourist website and listened to descriptions as well as practising asking questions. On the day of the trip, pupils worked in groups. They interviewed local people and made simple transactions. They also investigated local facilities and services. Following the visit, pupils produced a poster about what they had done. Pupil's work 1. St Omer – qu’est-ce qu’il y a en ville?:... 2. St Omer – qu’est-ce qu’il y a en ville?:... 3. St Omer 4. On the visit 5. Interviews during the visit 6. Finding out information in St Omer (page 1) 7. Finding out information in St Omer (page 2) 8. Finding out information in St Omer (page 3) 9. Visite à St Omer : Poster 1. St Omer – qu’est-ce qu’il y a en ville?: Listening activity [png 175kb] St Omer – qu’est-ce qu’il y a en ville?: Listening activity Pupil A noted the places in the town in English. 2. St Omer – qu’est-ce qu’il y a en ville?: Listening activity transcript [pdf 8kb] Get the Flash Player to see this player. St Omer – qu’est-ce qu’il y a en ville?: Listening activity Pupil A noted the places in the town in English. 3. St Omer [png 1mb] St Omer To prepare for the visit, Pupil A read short texts about St Omer and looked at both the French and English versions of a website about the town. She then read the sentences aloud matching sound to print. 4. On the visit [png 7mb] On the visit 5. Interviews during the visit [png 1mb] Interviews during the visit Pupil A noted the responses from the people she interviewed. 6. Finding out information in St Omer (page 1) [jpg 125kb] Finding out information in St Omer (page 1) Pupil A completed this factsheet about places she saw during the visit. She then read the plans aloud matching sound to print. 7. Finding out information in St Omer (page 2) [jpg 154kb] Finding out information in St Omer (page 2) Pupil A completed this factsheet about how to use a telephone in France. 8. Finding out information in St Omer (page 3) [jpg 158kb] Finding out information in St Omer (page 3) Pupil A completed this factsheet about places she saw during the visit. She then read the plans aloud matching sound to print. 9. Visite à St Omer : Poster [jpg 857kb] Visite à St Omer : Poster The teacher helped Pupil A to produce this poster giving her simple starters to each sentence in the passé composé. Assessment commentary Pupil A enjoyed the trip to St Omer, her first to France. Listening and speaking: Pupil A was confident enough to approach local people and ask prepared questions using the correct form of address. She completed a number of simple transactions independently and her pronunciation throughout was understandable. Her notes show that she understood the main points of what she heard. Reading and writing: She has shown she can read short texts and pick out some of the main points. Her poster of St Omer shows she can write some complete sentences with support. Intercultural understanding: Throughout the unit Pupil A developed her knowledge of France and on the day trip was able to identify some similarities and differences between a French town and an English town. Next steps To progress, Pupil A needs to: become less reliant on her notes when speaking. Overall assessment judgement French exemplification standards file level 3 Overall, Pupil A is working at level 3 . Listening and speaking: Pupil A is able to understand the main points in spoken language, both recorded and spoken by her teachers and others. On the trip to St Omer she showed she had developed confidence in speaking and was able to ask and answer straightforward questions independently with understandable pronunciation. She has recognised patterns in spoken language. Her descriptions of herself and other people show she can adapt language she has learnt and in the interviews she  knows the correct form of address to use when speaking to strangers. Reading and writing: Pupil A has understood the main points in short written texts that contain familiar language. When reading aloud she matches sound to print with accurate pronunciation. She can use what she reads to write her own short phrases and sentences with understandable spelling. She is beginning to use language creatively as exemplified by her wanted poster. Intercultural understanding: Pupil A developed her intercultural understanding through her trip to St Omer. During the preparation and on the visit she observed how daily life differed from life in the UK. The extracts of pupil work below are a reminder of some of the evidence used to make these judgements. Pupil's work 1. Examples of pupil's work 2. Examples of pupil's work 3. Examples of pupil's work 1. Examples of pupil's work [png 2mb] Examples of pupil's work 2. Examples of pupil's work [png 175kb] Examples of pupil's work 3. Examples of pupil's work [jpg 857kb] Examples of pupil's work See evidence group tabs for all examples of work