1. I can respond appropriately within a variety of social situations when meeting others, showing that I can use formal and informal modes of address and language such as the appropriate use of 'vous', with correct verb ending and more complex requests e.g. "Savez-vous s'il y a une pharmacie près d'ici?"
LISTENING AND SPEAKING
2. I can introduce others and consolidate the use of ‘être’ and ‘avoir‘; ‘s’appeler‘, ‘venir’; articles/genders/plurals; numbers, alphabet, nationalities and family/pets vocabulary.
LISTENING AND SPEAKING
3. I can discuss hobbies/part-time jobs with others showing I have an understanding of the world of work. I can use vocabulary and structures related to hobbies/jobs/professions showing consolidation of numbers, opinions, adjectives and consolidation of –er/-ir/re verbs and  'devoir‘, ‘pouvoir‘, vouloir, il faut'. 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 using 'acheter, gagner, recevoir, dépenser, sortir, venir, aller' and showing consolidation of language for likes, dislikes and preferences.
LEARNING TO KNOW
5. I can understand texts in mostly familiar language about other people’s hobbies, pocket money and/or part-time jobs.
LEARNING TO KNOW
6. I can write a simple text about my pocket money/part-time job, describing what I do. I can show consolidation of language and vocabulary related to household tasks and family members. I can show consolidation of prepositions and expressions of purpose such as ‘Pour/si je veux gagner mon argent de poche…'.
PRACTICAL
7. I can talk about 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 show some use of the conditional tense, e.g. ‘Qu’est-ce que tu voudrais faire dans la vie?’
INTERPERSONAL
8. I can say what subjects I need to study for my chosen career and ask others what subjects they need to study, 
showing I am developing a future-oriented perspective.  I know what I need to consider  as future career choices e.g. 'un ingénieur qui s'occupe du traitement de l'eau ou des énergies renouvelables'.  I can use ‘devoir/ il faut' +  verbs, 'étudier, suivre un cours de…’.  I can show some use of the conditional tense, such as ´je voudrais être, devenir… travailler pour/comme…’.  I can show consolidation of the future tense to talk about my future projects and career, e.g. ‘Après les examens je ferai un long voyage/j’irai en Angleterre pour visiter/je travaillerai comme serveur/serveuse pour gagner de l’argent..’. I can use 'après, plus tard, un jour, puis, ensuite...'.
INTERPERSONAL
9. I can understand texts about different types of career choices.  I can use work related vocabulary and expressions like  ‘travailler en équipe, communiquer, savoir, la formation, durer’.
READING AND UNDERSTANDING
10. I can research, prepare and present a presentation about a particular career. I can use modal verbs, e.g. ‘pouvoir, devoir, vouloir, il faut (+ verb)', and 'gagner, recevoir.’  I can show simple use of indirect object pronouns, such as ‘Je vais vous parler de …, Je vais vous expliquer…’. I can show consolidation and extension of adjectives relating to skills, such as ‘intéressé(e) par… organisé(e), logique, travailleur(euse).'
INFORMATION MANAGEMENT

1.  I can talk about relationships with family members or friends.
2.  I can give advice to my friends using the conditional tense. 
3.  I can understand a text which is about friendship problems.

4.  I can write about an incident that has made me feel sad/happy, showing consolidation of the perfect/imperfect tenses. 
5. I can write a text which is about relationships/emotions. 

1. I can state what I do to protect the environment and ask others what they do. I can show consolidation of expressions related to geographical features such as ‘le lac, la mer, les rochers, la montagne, les fôrets’. I can use vocabulary related to the environment such as ‘l’environnement, gaspiller, le gaspillage, recycler, le recyclage, polluer, la pollution, protéger, préserver, l’effet de serre, le réchauffement climatique, l’énergie, les déchets'.  I can show confidence in using the imperfect tense and the conditional tense such as ‘On devrait… on pourrait …'.
LEARNING TO KNOW
2. I can understand straightforward texts in mostly familiar language about environmental issues in my country and in other countries.
LEARNING TO KNOW
3.  I can collaborate with others to research, produce and present a poster/presentation about 
protecting the environment in French.
COLLABORATION

1.  I can talk about my friends' hobbies/interests/ what they like and dislike, e.g. 'Ma meilleure amie s'intéresse au dessin'.  I can make use of verbs like 's'intéresser à/aimer bien/préférer/détester/ être passionné/e de'.
2.  I can understand a text which is about hobbies/interests/ sports/adventures.
3.  I can write an email to invite my friends to participate with me in activities such as a competition, a project, an outing, using the future tense to indicate what I intend to do.
4.  I can invite my friends to blog with me. 

1. I can discuss the advantages/ disadvantages of different holiday destinations showing that I can analyse information
using  discursive expressions such as ‘d’une part …, d’autre part,  par contre, cependant, en ce qui concerne…'.
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 background and beliefs and showing
that I value and respect social, cultural and ecological diversity.
COMMUNICATING FOR DIVERSITY
3.  I can understand texts in mostly familiar language about living and/or working abroad. 
4.  I can talk about a past holiday(s) and understand others when they talk about past holidays and food and drink, showing a clear understanding and demonstration of when to  use the perfect and imperfect tenses.
5.  I can talk about a future holiday(s) and understand others when they talk about future holidays showing a consolidation of the Future tense when talking about future holidays.
6. I can discuss the advantages/disadvantages of different types of travel showing that I am aware of green transportation modes.
LEARNING TO KNOW
7. I can describe my ideal journey making use of 'y', e.g. 'J'y rencontrerais mes amis'
WRITING
8. I can understand texts including language I am mostly familiar with related to events I encounter while on holiday.
WRITING
9. I can write a short text about a recent holiday.
WRITING
10. I can research and, in collaboration with others,
produce a short presentation promoting a holiday destination, mostly in French.
PRACTICAL

1.  I can discuss what there is to do on a particular day/time using vocabulary such as ‘Qu’est-ce qu’il y a à faire…'; Tu veux aller à…’; 'Il y a un bon film au cinéma/un concours de judo/un match de foot’.
2.  I can arrange a meeting showing consolidation of time phrases, places, occasions, prepositions, transport and consolidation of vouloir/pouvoir/devoir,
‘Rendez-vous quand/où/à quelle heure?’ and of simple language of negotiation such as ‘tu veux …tu voudrais’.
3.  I can discuss with others how to get to social venues and what I and they intend to wear using the language of negotiation, such as ‘on (y) va comment? Qu’est-ce que tu portes/vas porter, porteras?’ and consolidating my use of expressions of transport, clothes, colours and adjectives.
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; connectors such as ‘après, puis, ensuite, alors’; and
‘C’était comment? Qu’est-ce qui est arrivé?’
5. I can understand straightforward texts in mostly familiar language about social events and social media.
READING AND UNDERSTANDING
6. I can write a short text about a recent social event that I attended.
WRITING

1.  I can discuss different types of social media with others using the language of social media, e.g. ‘ma page perso, commenter, partager, des liens, échanger, poster, les postings, bavarder’ etc.‘C’est utile, indispensable, sympa.’
2. I can recognise basic French ‘text speak’ or text messaging abbreviations  such as ‘qqchse, qqf, keske C? mr6,  bjr’ showing that I can communicate using digital devices.
COMMUNICATION
3. I can talk about 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, mastering some use of appropriate specialist language such as ‘tablet(te), portable, ordinateur, portable, ipod'.
SELF AWARENESS
4. 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 the language of opinions and feelings such as ‘Les sites internet, mon site préféré/favori …’, and adjectives like  ‘marrant, amusant, éducatif’.
MANAGING INTERNET USE
5. I can use an on-line bi-lingual dictionary effectively.
PERSONAL LEARNING
6.  I can understand texts in mostly familiar language about technology.
7.  I can write about how I use technology in my life showing consolidation of the modals ‘vouloir, pouvoir, devoir’.