1. I can respond appropriately and accurately within a variety of social and vocational situations when meeting others with clear application of polite forms of address and more complex requests e.g. Pourriez-vous me dire où se trouve la pharmacie, s'il vous plaît?, commands and polite language.
LISTENING AND SPEAKING
2. I can introduce others and inform others about them in a confident manner.
LISTENING AND SPEAKING
3. I can discuss hobbies/part-time jobs with others confidently.  I can use vocabulary and structures related to hobbies/jobs/professions/everyday tasks (les tâches ménagères) showing consolidation of numbers, opinions, adjectives and consolidation of –er/-ir/re verbs and 'devoir, pouvoir, vouloir, il faut' with a measure of confidence and fluency. I can show consolidation of routine, time expressions. I can use ‘le’ with days of the week to indicate regularity.
LEARNING TO KNOW
4. I can discuss pocket money and spending habits with others confidently using 'acheter, gagner, recevoir, dépenser, sortir, venir, aller...'. I can show confident use of language of likes, dislikes and preferences. I can use preceding direct objects such as ‘Je le dépense … je le reçois, je l’ai acheté(e),’ confidently.
5.  I can write a text about my pocket money/part-time job, describing what I do to earn money and what I spend it on.
6. I can show confident use of language and vocabulary to do with household tasks, preceding direct objects, prepositions/expressions of purpose such as ‘Pour/si je veux/afin de gagner mon argent de poche…'.
7. I can say what I would like to do when I leave school and ask others about their career intentions showing that I am able to audit my own interests to consider future career choices.  I can use vocabulary such as ‘le métier, la profession, gagner, recevoir’ and show confident use of the conditional tense.
INTERPERSONAL
8.  I can confidently say what future career I would like showing I am developing a future-oriented perspective and know what I need to consider in future career choices e.g. 'un ingénieur qui s'occupe du traitement de l'eau ou des énergies renouvelables'. I can use the future tense to talk about my future projects and career.  I can use ‘A l’avenir, plus tard, après, un jour, puis, ensuite’, ‘Etudier, suivre un cours de…’.  I have a good grasp of the Conditional tense, using, 'je voudrais être/devenir/travailler, pour/comme…’; 'Mon ambition, c’est de devenir/travailler, pour/comme…’; I can recognise verbs in the subjonctif present ‘il faut'  + verb, 'il faut que’… with certain verbs in the subjunctive mood, e.g. ‘il faut que j’aille (à l’université/à l’étranger); il faut que j’étudie …’.
INTERPERSONAL
9. I can talk about the different qualities and qualifications I need to pursue in my chosen future career in some detail and ask others about qualifications they need showing I am developing a future-oriented perspective and that I am able to audit my own skills and interests in order to consider future academic and vocational career choices.  I can show confident use of work- related vocabulary and expressions, e.g. ‘travailler en équipe, communiquer, savoir, la formation, durer’. I can show consolidation and extension of adjectives like ‘serviable, poli(e), intéressé(e) par… organisé(e), logique, travailleur/travailleuse'.
INTERPERSONAL
10. I can understand texts about issues related to different types of career choices and unemployment.
LEARNING TO KNOW
11.  I can write/send an e-mail as a letter of application for a or part-time job after I leave school. 
12. I can research, prepare and present a presentation about a particular career. I can show increasing sophistication in language use, by using complex sentences, wider use of connectors and increasing accuracy. I can use indirect object pronouns, such as ‘Je vais vous parler de … Je vais vous expliquer…il me semble que…’.
INFORMATION MANAGEMENT

1.  I can talk about emotions when a relationship breaks up.
2.  I can understand  a text which is about starting/keeping/breaking up a relationship with friends.
3.  I can write in detail about an incident that has made me feel sad/happy, showing consolidation of the perfect/imperfect tenses.
4.  I can write a text which is about relationships/emotions/ breaking up a relationship. 

1. I can state what I do to protect the environment and ask others what they do,
showing that I accept diverse viewpoints. I can show more extensive vocabulary related to geographical features e.g. ‘l’étang, le glacier, l’océan’. I can show more extensive environment vocabulary and expressions e.g. ‘l’énergie nucléaire/solaire, la culture biologique, fonder, la sécheresse, les energies renouvelables, le changement climatique, les aliments génétiquement modifiés’.
SOCIAL LEARNING
2. I can understand texts in familiar language but with some more challenging language about environmental issues in my country and in other countries.
LEARNING TO KNOW
3. Individually, or in collaboration with others, I can research, produce and present a report in Frenchcomparing other countries’ environmental protection to that of my own country.
COLLABORATION

1. I can discuss the advantages/disadvantages of different holiday destinations, showing that I can analyse information, using more complex comparatives such as ‘autant … que, aussi… que’; and an extension of discursive language, e.g. 'd’un côté … d’un autre côté, en revanche, en effet’.
COGNITIVE LEARNING
2. I can discuss the advantages/disadvantages of different places to live and work understanding the importance of accepting to live/work with others having different cultural backgrounds and beliefs and showing that I value and respect social, cultural and ecological diversity, using more complex expressions, such as ‘il faut avouer/il faut dire/accepter que… Si on accepte que…’.
COMMUNICATING FOR DIVERSITY
3.  I can understand more challenging texts in mostly familiar language about living and/or working abroad. 
4.  I can talk about a past or future holiday(s) and understand others when they talk about past or future holidays showing a clear understanding and demonstration of when to  use the perfect and imperfect tenses and showing a good use of the future tense when talking about future holidays.
5. I can discuss the advantages/disadvantages of different types of travel showing that I am aware of green transportation modes and showing a consolidation of language related to personal opinions and feelings; consistent use of connectors to create complex sentences and a consolidation and extension of adjectives and comparisons.
LEARNING TO KNOW
6. I can describe my ideal journey showing confident use of adjectives related to time and quality such as ‘de bonne qualité, une ambiance (qui est) …’,and use of ‘y’, e.g. ‘J’y serais/voyagerais …’.
WRITING
7. I can understand more challenging texts including language I am familiar and less familiar with related to events I encounter while on holiday.
WRITING
8. I can write a short text about a recent holiday.
WRITING
9.  I can research and,
in collaboration with others, produce a short presentation promoting a holiday destination in French.
PRACTICAL

1.  I can discuss what there is to do on a particular day/time confidently, drawing on vocabulary related to a range of leisure interests.
2.  I can arrange a meeting showing use of more complex language of negotiation, such as ‘si on allait…’; ‘Qu’est-ce que tu penses de…’; ‘A mon avis/ selon, c’est-à-dire, je veux dire, …’  ‘Lequel/laquelle…? Rendez-vous à …;
On se rencontre/se voit quand/où/à quelle heure?’.
3.  I can discuss with others how to get to social venues and what I and they intend to wear showing an extension of expressions related to transport, clothes and consolidation of the conditional tense, such as ’je préférerais, on pourrait…’.
4.  I can describe a recent social occasion and ask others about social occasions they have attended using language in the perfect and imperfect tense and connectors related to time, e.g. ‘après, puis, ensuite, alors, à ce  moment-là, pendant la journée/après–midi/soirée', and ‘C’était comment? Qu’est-ce qui est arrivé? Qu’est-ce qui s’est passé?’.
5. I can understand less straightforward texts in mostly familiar language about social events and social media.
READING AND UNDERSTANDING
6. I can write a more involved and detailed short text about a recent social event that I attended.
WRITING
7. I can write a text discussing the use of social media using discursive language and the language of argument/ negotiation, using language such as ‘Les médias sociaux’; ‘Ce qui/ ce que’, e.g. ‘Ce qui est dangereux chez les médias sociaux, c’est …'; and more sophisticated connectors such as 'néanmoins, quand même,  en aucun cas...'.
WRITING

1. I can talk about the technology that I use in my daily life showing that I can use the internet to communicate with others and appreciate their different cultures, perspectives and opinions and ask others about the technology they use, showing confident use of technological vocabulary.
SELF AWARENESS
2. I can talk about internet sites I use for leisure and school work being aware 
of the moral implications and ethical values to consider when browsing the net and ask others about sites they find useful/
entertaining, using more involved language.
MANAGING INTERNET USE
3.  I can write confidently and persuasively about how I use technology in my life.
4.  I can write a text about technology and its use in daily life, both from a personal and professional point of view, using complex sentences and showing flexible use of mostly accurate language.