1. I can use polite and informal language when I meet people in a variety of social situations and use expressions such as ‘A bientôt, à tout à l’heure, à plus tard, à demain/la semaine prochaine'.
LISTENING AND SPEAKING
2. I understand and can use different forms of address within the classroom and also in different social situations with a clear understanding of when ‘vous’ and ‘tu’ are used.
LISTENING AND SPEAKING
3. I can react appropriately when the teacher asks me to do something in French and ask for help if I do not understand.  I can understand classroom commands (receptive and increasingly active language) and instructions and polite language. I understand and respond appropriately to help phrases such as ‘Pardon’, 'vous pouvez répéter', 's’il vous plaît', 'excusez-moi', 'je ne comprends pas', 'je n’ai pas compris', 'je n’ai pas entendu’, 'plus lentement', 'moins/trop vite', 'je peux…?', 'Je voudrais…', 'merci’.
SOCIAL LEARNING
4. I can introduce myself, providing biographical details and I can ask others about themselves. 
LISTENING AND SPEAKING
5. I can introduce others, providing short biographical details about them showing use of ‘être/avoir’ and –er verbs in all forms and showing use of prepositions and different persons of verbs such as 'j’habite-il/elle habite à … en… dans…''Je viens - il/elle vient de…' .
LISTENING AND SPEAKING
6. I can understand texts providing biographical details of others.
READING AND UNDERSTANDING
7.  I can write a short introduction about myself and others providing biographical details. I can use all persons with ‘être, avoir’ and regular –er verbs as well as ‘venir'. I can use adjectives of nationality, age and birthdays. 
8. I can research the life of a famous person(s) in history/the media/sports and create a short presentation about him/her/them. I can show use of ‘ être, avoir’ and ‘s’appeler’, articles, genders, plurals, verb endings, numbers, alphabet, nationalities, adjectives, family/pets vocabulary. I can use specialist vocabulary such as ‘fameux/euse, célèbre, bienconnu(e), important(e), le/la meilleur(e)' and vocabulary related to high profile careers such as ‘chanteur(-euse) acteur(-rice), comédien(ne), footballeur'. I can use fixed phrases such as ‘il/elle est né(e) … il/elle est mort(e)'. I can use ‘depuis’ and time phrases and the present tense. 
INFORMATION MANAGEMENT

1. I can recognise and use numbers confidently up to 1, 000, 000.
WRITING
2. I can discuss the weather in different parts of the world showing that I can listen to others with attention and respond appropriately. I can show an extension of weather expressions and negatives and qualifiers, e.g. 'il ne fait jamais trop froid, il ne neige pas souvent'. I can broaden my use of prepositions to include places and different locations.
LISTENING AND SPEAKING 
3. I can understand texts about weather and special dates/occasions in French-speaking countries showing that I can read to gain knowledge and that I am willing to learn about other cultures and traditions including sub-cultures and minorities. I can use and understand vocabulary such as  'fêter, célébrer, marcher, regarder, participer à…, commencer’. I can refer to some  items of food and drink, e.g. 'les crêpes pour le 2 février' related to special days. I can use vocabulary related to routines, such as ‘normalement, la tradition est de/que…’; and show consolidation of ‘on'.
READING AND UNDERSTANDING

1. I can state how well I get on with members of my family and friends and why, showing I am familiar with diverse personalities, and ask others how they get on with members of their family and friends. I can use language related to the family to show that I understand possessive pronouns, present tense of -er, -ir, -re verbs and connectors, e.g. ‘parce que, car, par contre, en revanche’. I can use ‘s’entendre bien/mal avec…’.
I can use language related to the family to show that I understand adjectives of personality and character, agreement and placement of adjectives and comparisons.
2. I can talk about household tasks I perform and ask others about what they do in the house to help showing that I have a sense of duty and care for/respect others, using ‘devoir/il faut’… + verb in the infinitive and ‘partager’. I can use my knowledge of family, pets and friends to show my understanding of time and adverbs of time/regularity using language such as ‘normalement, une fois par semaine, regulièrement, tous les jours, chaque samedi, avant, après’.
LEARNING TO BE
3.  I can discuss issues relating to owning pets with others using vocabulary and expressions to express opinions and feelings such as ‘Ça me fait peur’.
4.  I can talk about my pocket money and state how I earn it and what I spend it on.
5.  I can understand short texts in mostly familiar language about others’ views on family life and the tasks they have to perform at home.
6. I can write a short text about my own views on family life showing an understanding of differing views, the tasks I perform at home showing that I can strike a balance between my rights and those of others and showing that I am aware of the importance of an equitable division of labour in house chores, my pocket money, using vocabulary and expressions such as 'A mon avis, gagner, dépenser ….'; opinions; feelings, ‘C’est juste/ce n’est pas juste, c’est normal, c’est trop’.
SELF AWARENESS

1.  I can talk about my best friends' favourite singers/actors/footballers showing I can use adjectives of personality and character and using the correct agreement and placement of adjectives.
2.  I can ask others about their best friends' favourite singers/actors.
3.  I can read and listen to texts about famous people to find out information about them.
4.  I can write a short text about my best friend/my favourite singer/actor/footballer using biographical details, giving a physical description, using adjectives of personality and character, comparison (meilleur/mieux) and the correct agreement and placement of adjectives.
5.  I can collaborate with others to prepare and present a presentation about a famous French person or a person coming from a French-speaking country.
COLLABORATION

1. I can talk about school rules and ask others about the rules in their school and classrooms showing that I appreciate diverse viewpoints and that I respect rules that help me live in harmony with others,  using language such as ‘A mon avis…’, ‘Je suis d’accord/ je ne suis pas d’accord’ and
'C’est juste/ce n’est pas juste'.
LEARNING TO LIVE TOGETHER
2. I can understand short texts in mostly familiar language about school routines and expectations in a French-speaking country and other countries and their schools.
3. I can talk about the school uniform and ask others about their views on the school uniform showing that I appreciate diverse viewpoints.
SOCIAL LEARNING
4. I can write a short opinion piece on school rules and the uniform, applying my knowledge and understanding in differing contexts and showing that I respect rules that help me live in harmony with others.
LEARNING TO LIVE TOGETHER

1. I can state that I like, dislike or prefer certain types of music, musical instruments, films, famous popstars, making reference to famous people who are environmentally concious such as Brigitte Bardot, U2, Angelina Jolie and Leonardo Di Caprio using comparisons such as ‘Il est meilleur, plus intéressant, plus beau…,' and superlatives such as ‘C'est la meilleure’. I can also use direct object pronouns in phrases such as ‘Je le/la préfère parce que…’, demonstrative pronouns in phrases such as 'C'est celle qui...' and expressions of opinion such as ‘A mon avis, je pense que, je crois que'.
LEARNING TO KNOW
2. I can ask others about their likes and dislikes and discuss them showing that I respect and appreciate different perspectives and opinions, using vocabulary such as ‘A ton avis..?Pourquoi…? Qu’est-ce que tu penses de…? Tu as raison; Je ne suis pas d’accord…'.
SOCIAL LEARNING
3. I can understand texts, using a range of learning to learn strategies such as using a bi-lingual dictionary/glossary, seizing the context, examining accompanying pictures and comparing the words to see whether they resemble other words I know in different languages, in mostly familiar language about other people’s likes and dislikes.
READING AND UNDERSTANDING
4. I can write a short text, using a bi-lingual dictionary/ glossary, about a film I went to watch at the cinema/a concert I attended to inform others about what I liked and did not like about it using the perfect tense.
WRITING

1. I can talk about what there is to see and to do in my home area and ask others what there is to see and to do where they live and show consolidation of 'pouvoir' + infinitives e.g. ‘Qu’est-ce qu’on peut faire/voir/visiter à… ; On peut…’; consolidation of prepositions, more adjectives of situation and character, e.g. ‘il date du Moyen Âge’ ‘ancien’ ‘imposant’; reinforcement of comparisons, qualifiers, likes and dislikes and connectors ‘il y a, il n’y a pas de…’.
2.  I can talk about an outing I had with my friends in an interesting part of my country. I can say what I saw and did using the perfect tense and using the imperfect tense for descriptions and the weather.
3.  I can ask others about trips they have made, how they travelled, what they saw and did, by forming questions in the perfect and the imperfect tenses.
4.  I can understand short texts, in mostly familiar language, about travelling and things to see and do in different places. 
5.  I can write a short descriptive text about an outing I had, what I did and saw.
6. I can collaborate with others, using ICT to consult links/websites related to the topic in question, to produce a report about things to see and do in my country and present the report with others using French.
COLLABORATION

1. I can discuss with others what I like to do in my free time.
LISTENING AND SPEAKING
2. I can describe the kind of films/video games/music/TV programmes that I enjoy and others I do not enjoy. I can use the relative pronouns 'qui/que/où' to talk about preferences, e.g. ‘L’émission de télé que les jeunes préfèrent, c'est…'; ‘La musique qui fait danser, c’est…’ ; 'Les Galeries Lafayette? C'est là où je vais faire du shopping.'
WRITING
3. I can describe what I did recently and also in the past during my free time.
WRITING
4. I can ask others what they have done in their free time recently and what they have done in the past.
LISTENING AND SPEAKING
5. I can understand short texts in mainly familiar language describing different types of free time activities and people’s preferences related to music, books, TV programmes/video games and films.
READING AND UNDERSTANDING 
6. I can write a short text to inform others of my opinions related to reading, listening to music, playing video games and/or watching films/TV programmes
possibly making reference to violence and conflict and how these affect badly the quality of life of the individuals.
WRITING

1. I can talk to others about countries I have visited, or that I have not visited showing that I am aware of and respect cultural differences.
SELF AWARENESS
2. I can state which countries/regions I would like and would not like to visit and why showing awareness of cultural differences.
3. I can ask others which countries/regions they would like and would not like to visit and why taking into consideration issues related to pollution, weather, dangers, food and clothing using formation of questions e.g. ‘pourquoi, quel(le)…’.
LEARNING TO KNOW
4.  I can talk about a  future holiday(s)/student exchange and understand others when they talk about future holidays/ student exchange projects showing an understanding and demonstration of when to use the future tense. 
5.  I can understand texts in mostly familiar language about where others are going to travel/live.
6.  I can write a short text about where I intend to travel to and what my plans are, showing I can use the future tense. 
7. With others, I can research a travel destination and take part in presenting our findings in French.
COLLABORATION

1. I can talk about souvenirs/presents I have bought for myself and others and ask others about souvenirs/presents that they have bought,
taking into consideration buying fair trade items and making/purchasing  recycled gifts.
LEARNING TO KNOW
2.  I can discuss prices and sizes using the language of negotiation 'Avez-vous...? Je voudrais...´, and consolidating the use of qualifiers such as 'trop, un peu, assez, beaucoup', and using words and phrases related to shopping, e.g. 'cher, pas cher, taille, soldes, en promotion...'.
3. I can discuss with others the clothes we like to wear for particular occasions/times of year/weather conditions using complex sentences such as 'Quand il fait beau/je vais au gymnase, j'aime porter...'.
LEARNING TO KNOW
4.  I can understand texts in mostly familiar language about other people's clothes preferences and what they wear.
5.  I can write a short text describing what I like and do not like to wear, using connectors such as 'parce que, car, si, quand...'.

1.  I can name different body parts.
2. I can state that I am unwell and describe what is wrong with me using ‘Être en forme, ne pas être en forme'; ‘Avoir mal à  la/l’/au/aux/J’ai mal à la/au/aux etc. J’ai de la fièvre/la grippe’.
LISTENING AND SPEAKING
3.  I can ask others  how they are feeling using expressions for visits to the doctor or dentist and vocabulary and expressions relating to illness e.g. ‘Qu’est-ce que tu as? Où as-tu mal? ‘Je crois que … ‘.
4. I can understand  others when they tell me what is wrong with them, understanding ‘Être en forme, ne pas être en forme.’, ‘J’ai mal à la/au/aux...,' etc. 'J’ai de la fièvre/la grippe’.
LISTENING AND SPEAKING
5.  I can make an appointment with a doctor or dentist using ‘Je voudrais/peux prendre rendez-vous (avec)?’ and showing consolidation of calendar and times. 
6.  I can state what I do to keep fit and understand when others tell me what they do to keep fit, showing consolidation of vocabulary and expressions related to sports and free time activities, the language of routine and adverbs and adjectives of  time such as ‘normalement, tous les jours, chaque après-midi, une fois par semaine'.
7. I can discuss healthy eating habits using ‘Je pense/crois que…’;'sain(e)/malsain(e)/équilibré(e); bon(ne)/mauvais(e) pour la santé’;
‘Il y a trop de graisse/sucre dedans'; 'Ça fait grossir’.
8. I can discuss unhealthy practices using phrases such as ‘C'est très bon/mauvais pour la santé.’
9. I can understand texts in mostly familiar language relating to fitness and teenage health issues.
LEARNING TO KNOW
10. I can write a text to inform others about the importance of being healthy and what I do to stay healthy.
LEARNING TO KNOW
11. I can collaborate with others to produce a poster/presentation about good health practices and present the findings in French.
SOCIAL LEARNING

1.  I can order food and drink in a café or restaurant using ordering language such as ‘je voudrais, avez-vous, je prends, l’addition, la carte’, showing use of polite language and appropriate register.
2. I can talk about food and drink that is particular to my country possibly referring to the use of local produce, food allergies, vegetarian and other diets, etc.
3.  I can understand a basic menu in French.
4.  I can understand texts about particular meals for special occasions such as for Christmas and New Year.
5.  I can understand and explain a French recipe showing consolidation of language related to food and the use of the Imperative in phrases such as ‘Mettez le sucre dans…, ajoutez de la farine…, préparez la pâte… ’
6. In collaboration with others, I can research the specialities of an area of France or a French-speaking country,
appreciating that every season has its specialities, and prepare a short presentation in French.
SOCIAL LEARNING