Download LC3 “Current and future study and employmen t” “Current and future

LC3
“Current and future study and employment” LC3
This module covers “World of Work”. In this module pupils will learn to describe different professions and what they and others would like
“Current
to do in the future. Pupils will have to explain the reasons why they would like to follow a particular career path and they will also
and future understand the skill set required for them to do a particular job. Pupils will also look in more detail at the conjugation of ‘être’ and ‘avoir’
study and and link this to past and future tenses.
employmen
t”
Building on
prior
learning
Overarchin
g Challenge
question
Lines of
Enquiry
All pupils will cover all objectives but only those working towards GP 4 - 5 will be expected to cover ‘Progress Objectives’ that are
identified separately. Key objectives are taken from the AQA GCSE Specification 8658 for the new curriculum.
In LC1, pupils established their knowledge and understanding of present and past tense while discussing the topic of food. In LC2, they increased the
use of future tenses references in order to talk about where they live in, what is in their town, transport and the ideal place to live in. In this learning
cycle, pupils will learn to describe their different people’s careers and job roles as well as their own future career aspirations. Pupils will discuss
advantages and disadvantages of several professions as well as the reasons for their choice.
‘How does discussing the world of work reinforce my understanding of tenses?
Week 1: Do job roles in French require understanding of gender?
Week 2: Why does adjectival agreement require understanding of gender and plural structures?
Week 3: Why is a balanced viewpoint useful when describing professions?
Week 4: How can describing future jobs reinforce my understanding of the immediate future?
Week 5: How can the use of the conditional tense add complexity to my work?
Week 6: Assessment week (Writing and listening assessments)
Week 7: Gap teaching from assessment analysis.
Exam board Weeks’ 1-5: Life in school and opinions (AQA 4658: 3.1 Work and Education)
In this unit, pupils will study the present tense of verb ‘avoir’ and how this structure is used to describe what lessons pupils have and don’t have on a
links:
Topic
Progress
Statement
Week 1 (B)
2 hours of
lessons plus
1 hour of
home
learning each
week
particular day, what is their uniform like and what are their teachers like. Students will apply their understanding of the positive and negative sentence
structure of a few verbs (avoir/être/porter etc...) and expressing opinions about these in order to analyse and evaluate information in a series of
reading and listening texts of people describing their own school and school day. Students will then apply their understanding of other subject
pronouns to describe the school day of others.
Pupils study the structures for telling time using 12 and 24 hour clock and can apply their knowledge to relate what lessons they have and at what
time. Pupils evaluate their understanding of sentence structures learnt in the LC3 and expand it by using a series of different subject pronouns.
Pupils then build upon this to describe what would their ideal uniform and teacher be like. Pupils working towards a GP 1-3 analyse and create using
subject pronouns je/il/elle whilst pupils working towards a GP 3-4 extend further incorporating a wider variety of subject pronouns and analysing texts
with this variety built in.
Week 1: Do job roles in French require understanding of gender?
Learning intentions in order of delivery:
 Understand and provide information about different types of jobs and careers.
 Understand the changes in spelling from masculine to feminine for certain professions.
 Express opinions about certain jobs and careers.
Students will learn to:
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Understand different types of jobs.
Understand that certain jobs are either masculine or feminine and differ in spelling, recognising language patterns that help to define this.
Understand that there is no indefinite article preceding a job and apply these nouns in sentences with ‘je suis’.
Create sentences using the different forms of verb ‘être’ in the present tense.
Weekly success criteria across 2 lessons:
GP 1/2 Students will recall different types of jobs.
GP 2 = Students will identify the pattern for changing the jobs to either masculine or feminine forms.
GP2 – Students will identify different places of work and then place them together in a sentence to provide greater information.
GP 3 = Students will accurately analyse and evaluate information on jobs and understand that there is no indefinite article preceding a job
and form sentences with ‘je suis’ .
GP 4 = Students will apply understanding of higher-level opinions to discuss what jobs they ‘do’.
Lesson Hypotheses:
Hypothesis 1 – There is no gender attached to job roles in French.
Hypothesis 2 – 3rd person opinions and opinion phrases are similar to 1st person opinions.
Linguistic structures to consider:
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Profession gender.
Positive and negative sentence structures using être + jobs. Je suis / je ne suis pas
3rd person simple opinion phrases (Il aime/Elle aime/ Il n’aime pas etc….
Higher-level opinion phrases (Il / Elle pense que / Il / Elle dirait que…Il / Elle trouve que…)

L’Interprète, l’avocat(e), le/la comptable, le dessinateur de mode, le proviseur, le policier, le plombier, le/la mécanicien(ne), le maçon/la maçonne,
l’ingénieur, l’informaticien(ne), le fermier, le facteur/la factrice, le coiffeur, le boulanger, le boucher, l’agent de police, le directeur/la directrice, le
professeur, l’instituteur/l’institutrice, le/la médecin, le/la docteur, le vendeur/la vendeuse, le serveur/ la serveuse, le/la vétérinaire, le caissier/ la
caissière, l’électricien(ne), le dentiste, l’infirmier/ infermière, l’hôtesse
de l’air
 Possessive adjectives : son / sa / ses
Places of work

Home Learning:
This week’s home learning requires students to produce three written descriptions describing what three different people do for work. Pupils should
include the job role, where they work, what they think about their profession and why.
Additional learning support: www.linguascope.com / www.duolingo.com / www.languagesonline.co.uk / www.wordreference.com
Week 2 (A)
3 hours of
lessons plus
1 hour of
home
learning each
week
Week 2: Why does adjectival agreement require understanding of gender and plural structures?
Learning intentions in order of delivery:
 Analyse and understand the conjugation and of verb ‘être’ across all personal pronouns in the present tense.
 Recall the positive and negative sentence structure formation.
 Recall the conjugation of few common regular and irregular verbs.
Students will learn to:
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Use the breakdown of the verb ‘être’.
Apply the rule for plural agreements and use it accurately to describe jobs/careers in the plural form.
Create a negative sentence structure.
Weekly success criteria across 3 lessons:
GP 1/2 Question = Students will recall the present tense conjugation of the verb ‘être’ (only in singular).
GP 2 = Students will identify language in creating indicative and negative sentences.
GP 3 = Students will apply understanding of gender linked to discussing jobs/careers.
GP 3/4 = Students will analyse a text and pick out key information discussing people and their jobs and careers.
RGP 4 (REACH): Students will apply additional language features to express high level opinions with reasons and will use singular and plural
personal pronouns.
Lesson Hypotheses:
Hypothesis 1 – ‘Être’ plays an important role when discussing careers
Hypothesis 2 – Knowing how to use a negative structure adds variety to your descriptions
Hypothesis 3 – There are no specific skills to identify key information in reading and listening questions.
Linguistic structures to consider:
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Present tense conjugation of être
All subject pronouns
Plural formations
Home Learning:
This week’s home learning requires students to correctly translate a series of sentences into French. This will be marked at the beginning of the
following lesson against a rubric and further assessed by teacher/pupil questioning.
Additional learning support: www.wordreference.com
Week 3 (B)
2 hours of
lessons plus
1 hour of
home
learning each
week
Week 3: Why is a balanced viewpoint useful when describing professions?
Learning intentions in order of delivery:
 Analyse advantages and disadvantages of different jobs or careers.
 Identify the requirements for different types of jobs.
 Create a list of vocabulary and sentence structures to support writing and speaking.
Students will learn to:
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Recognise a series of structures discussing advantages and disadvantages for different jobs/careers.
Understand and explain the importance of giving two sides to an argument.
Analyse a variety of opinions with reasons about jobs and categorise them into advantages and disadvantages based on linguistic
features.
Identify and evaluate information on a ‘job search’ website and identify the most suitable person for each job/career.
Produce their own profile describing their personal qualities and job preferences.
Weekly success criteria across 2 lessons:
GP 1/2 = Students will recall the advantages and disadvantages of different jobs/careers.
GP 2/3 = Students will identify a variety of requirements for different types of jobs.
GP 4- = Students will apply understanding to analyse and evaluate a series of additional language structures and demonstrate their use in a sentence
using the ‘I’ subject pronoun and/or others.
RGP5 (REACH): Students will apply additional language features to their sentences to create a paragraph describing what they enjoy and what they
are looking for incorporating all sentence structure that they have learnt until now.
Lesson Hypotheses:
Hypothesis 1 – It is important to discuss the advantages of different jobs and careers.
Hypothesis 2 – It is important to discuss the disadvantages of different jobs and careers.
Linguistic structures to consider:
 Je cherche…. (un emploi / un poste / un metier)
 Adjectives of personal qualities.
 c’est bien payé, enrichissant(e), varié, intéressant, facile, parfait, tranquille, mal payé, mauvais, bruyant, ennuyeux, difficile, fatigant, nul.
 Intensifiers (extrêmement / complètement / vraiment /
 Il y a trop de responsabilités, les heures sont trop longues, les heures sont irrégulières/flexibles.
 J’ai peu/beaucoup de responsabilités. J’ai trop de responsabilités.
Home Learning:
This week’s home learning requires students to learn a list of vocabulary relating to jobs and future plans. Students will be tested in the following
lesson. Teacher to record marks.
Additional support: www.duolingo.com www.linguascope.com / www.languagesonline.co.uk / www.wordreference.com
Week 4: How can describing future jobs reinforce my understanding of the immediate future?
Week 4 (A)
3 hours of
lessons plus
1 hour of
home
learning each
week
Lesson 1: Research, Endeavour, Attain, Hone, Challenge (REACH)
Pupils will use this lesson to engage with their mid-term results and feedback and respond to work marked and done in their books. They will read
through teacher comments and respond by following a given set of criteria. This will allow them to make improvements on their work, carry out
corrections, seek help and make further progress before moving to the next unit of work. To consolidate their existing knowledge and understanding
throughout the learning cycle so far, pupils will be required to explore mistakes and areas of misunderstanding and research the correct answer using
a variety of criteria from marking in books, work done in exercise books to dictionary use. Pupils will be given examination style questions that
complement the GCSE specification at and above their targeted grade point to stretch their comprehension. Linguascope and GCSEPod will also be
used as REACH activities and can be personalised in the level of difficulty. Prior learning will be ascertained in this lesson on the use of tenses in
conjunction with the content taught in weeks 1-3.
Learning intentions in order of delivery:
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Recall and apply modal verbs to describe what career you would like to do.
Analyse different verbal structures followed by infinitive in order to speak about future plans.
Analyse and understand the sentence structure of near future to describe your near future plans.
Students will learn to:
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Recall and analyse modal verbs followed by an infinitive (pouvoir/vouloir) in order to describe what career you would like to do.
Understand how the near future tense is structured.
Analyse and identify the meaning of a variety of phrases discussing more immediate future plans.
Apply understanding to use the near future in a series of sentences with future plan phrasal structures.
Weekly success criteria across 3 lessons:
GP 1/2 Question = Students will recall the structure of the near future tense.
GP 2 = Students will identify the three parts of the near future tense and be able to use it with different subject pronouns.
GP2/3 = Students will apply knowledge of modal verbs to discuss future plans (pouvoir/vouloir + conditional form of verb ‘vouloir’)
GP 3 = Students will apply understanding of the near future tense to unjumble sentences.
GP 4- = Students will analyse and identify the meaning of a variety of phrases discussing more immediate future plans.
RGP4/5 (REACH): Students will apply knowledge to create a series of sentences with future plan phrasal structures and extend them by giving
reasons.
Lesson Hypotheses:
Hypothesis 1 – (REACH time) Forming the near future is as easy as 1, 2, 3.
Hypothesis 2 – Understanding how modal verbs can be used in a sentence can improve your work.
Hypothesis 3 – Translation skills are an important part of language learning.
Linguistic structures to consider:
 Near future (aller + infinitive).
 Conditional forms of pouvoir/vouloir (Je voudrais travailler comme, j’aimerais travailler comme, je préférerais travailler comme, je pourrais
travailler comme…..)
 ‘si’ clauses with present and future tense
 J’éspère + aller
Home Learning:
This week, students are required to produce a short video clip of themselves on the iPad discussing their near future plans and what they think of it.
Students should aim to use as many of the linguistic structures learnt during the lessons.
Additional learning support: www.linguascope.com / www.duolingo.com / www.languagesonline.co.uk / www.wordreference.com
Additional learning support: www.linguascope.com /
Week 5: How can the use of the conditional tense add complexity to my work?
Week 5 (B)
2 hours of
lessons plus
1 hour of
home
learning each
week
Learning intentions in order of delivery:
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
Analyse and apply sequencing words and reasons about one’s near future plans.
Consolidate the rule of formation of the near future tense.
Evaluate different word categories to enhance the quality of the work.
Students will learn to:
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Consolidate the understanding of how the near future tense is formed.
Analyse and identify a series of texts to elicit phrases discussing more near future plans.
Understand a variety of sentence structures describing future dreams and aspirations.
Apply understanding to use the near future in a series of sentences with future plan phrasal structures.
Recognise and use a series of higher level connectives to aid sentence extension.
Evaluate the importance of using future tense time statements in order to produce a piece of writing about future plans and career.
Weekly success criteria across 2 lessons:
GP 1/2 Question = Students will consolidate the understanding of how the near future tense & conditional tense is structured with a variety of
infinitives.
GP2 = Students will model their understanding of arguments for and against a profession in order to transfer them from present tense to
future tense.
GP 3 = Students will analyse different word categories in order to enhance their work and explore the concept of mastery.
GP 4 = Students will apply their findings about to use the near future in a series of sentences with future plan phrasal structures and
sequencing words.
RGP5 (REACH): Students will apply understanding of the above to evaluate the importance of using future tense time statements in order
to produce a piece of writing about their future plans and career.
Lesson Hypotheses:
Hypothesis 1 – There is no difference between the future tense and the conditional tense.
Hypothesis 2 – There are no specific word categories needed for higher-level sentence extension.
Linguistic structures to consider:
 Immediate future tense (Present tense of aller + infinitive).
 The conditional tense using (vouloir, pouvoir, travailler, être).
 je voudrais être, je veux être, je serai, j’éspère être
 Future time statements (à l’avenir, l’année prochaine, la semaine prochaine, le mois prochain, dans le futur).
 avoir l’intention de/avoir envie de/ avoir le droit de
 permettre de
Home Learning:
Students are required to revise the immediate future and conditional structures in preparation for a test next lesson.
Extended Learning
Students can consolidate knowledge through the practice of REACH GCSE (or similar) past paper questions.
Students can further consolidate knowledge through accessing the:
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Linguascope website: Intermediate version - Linguastars
GCSE iPod
GCSE BBC Bitesize
Duolingo
Use of their AQA GCSE revision guide and exam practice workbook
Learning
strategies
Literacy:
Literacy focus present throughout every lesson when discussing sentence structures and the importance of spelling and grammatical accuracy.
Writing frame support for pupils where appropriate and the highlighting of key words.
Numeracy:
Application of number and their impact on plural structures within a sentence. Use of numbers and sequencing words in pupils work. Use of numbers
and patterns to break down different sentence structures. Basic recall of numbers for age etc.
Cognitive Acceleration:
Cognitive Acceleration strategies are used in lessons each week targeting specific skills sets and consolidation of these. Three ‘1 hour’ cognitive
acceleration lessons are taught throughout the learning cycle whilst other lessons incorporate cognitive acceleration strategies targeting specific
parts of the lesson journey. This is done through the medium of varied activities e.g. ‘find the odd one out’, ‘find the link between the words or
pictures’, Socratic discussion and problem solving in groups that supports the ultimate goal of mastery.