Attributes of a Most Able Learner in French

A Most Able learner in French demonstrates an early awareness of the target language as a separate system, understanding that the syntax can differ. They have a keen passion for the subject, which is reflected in their comprehension (Reading and Listening) and in their communication (Speaking and Writing) skills. Overall, Most Able learners in French possess a curiosity about how language works and a passion for learning and understanding different cultures.

They also show an ability

  • to identify, memorise and reproduce new sounds
  • to work out patterns and general rules from examples
  • to make a connection between structures
  • to transfer knowledge between topics
  • to develop a wide range of vocabulary

 

Learning Outside of the Classroom

We understand that becoming a competent language learner is a process that associates intellectual maturity and familiarity with the language and its culture. It is also dependent on learning outside of the classroom. Indeed, some learners’ experience and expertise of another language may vary because of factors such as travels and home language. We strongly recommend the learners to engage with ludic activities such as movies with English subtitles first as a supportive tool and then with French subtitles to develop both listening and reading skills. There are many platforms such as Netflix, YouTube.

Recommended Reading List

Collins Easy Learning Dictionary is a common resource for KS3 French students.

For French at KS3, we recommended reading includes popular French novels, comic books, and French-language versions of English books.

All Year Groups:
Author: Title:
Roald Dahl ‘Charlie et la Chocolaterie (Charlie and the Chocolate Factory)’
Roald Dahl ‘James et la Grosse PĂŞche (James and the Giant Peach)’
Antoine de St ExupĂ©ry ‘Le Petit Prince (The Little Prince) ‘
HergĂ© ‘Les Aventures de Tintin (The adventures of Tintin)’
RenĂ© Goscinny ‘Le Petit Nicolas (Little Nicholas)‘
Michel Tournier ‘Vendredi ou la vie sauvage (Friday or the Other Island)’
Charles Perrault ‘Les contes de ma mère l’Oye (Mother Goose Tales)’

Please, remember that it is a challenging task to read a book in a new language as everyone has a different type of reading style. To make reading in French easier, your child could:

  • take notes as they read about important new vocabulary and go back to them every week or before they start reading new chapters
  • read first the English version of the book so that they are familiar with the story, and then the French version
  • choose some fun story books to read in French with nice pictures or funny characters

 

Edexcel Revision Guides for Key Stage 4

The French GCSE specification has recently changed. Please be aware to follow the new specification, starting for the exam in 2026

 

How We Support Most Able Learners in Lessons

Disciplinary Skill/Knowledge Tailored Support
Listening Skills
  • KS3
    Y7 should be able demonstrate understanding of a range of short passages which include opinions with basic reasons, details and reference to either the present and the past. Y7 should also be able to transcribe short sentences.Y8 should be able deduce meaning and demonstrate understanding of overall message and key points in a range of passages which include a range of at least three different tenses, justified opinions and some less familiar, as well as familiar, vocabulary and grammatical structures when spoken clearly.Y9 should be able to deduce meaning and demonstrate understanding of overall message and detail in longer passages (including authentic sources, adapted or shortened) which include a range of at least three different tenses, opinions and some more complex grammatical structures and less familiar vocabulary, spoken clearly.
  • KS4
    Y10 should be able to extract and evaluate information in longer passages (including authentic sources) covering a range of contemporary and cultural themes, including some more abstract ideas, different types of spoken language, a combination of complex tenses and grammatical structures and some unfamiliar vocabulary.Y11 should be able to draw conclusions and interpret meaning in a range of longer passages (including authentic sources, adapted or abridged) covering a wide range of contemporary and cultural themes, including abstract material, different types of spoken language, multiple tenses, complex grammatical structures and a range of unfamiliar vocabulary spoken clearly.
Speaking Skills
  • KS3
    Y7 should be able to take part in short conversations on a range of studied topics, describing, informing, expressing opinions and giving reasons using “parce que” and “car”. Y7 should use increasingly accurate pronunciation and intonation.
    Y8 should be able to begin to initiate and develop conversations and narrate events. They should also demonstrate spontaneity by asking unsolicited questions, responding to unexpected questions and expanding answers where appropriate while using a wider range of common vocabulary and grammatical structures, referring to the past, present and future. Y8 should be able to speak with a more increasingly accurate pronunciation and intonation.
    Y9 should be able to demonstrate spontaneity by asking unsolicited questions, responding to unexpected questions and points of view, expanding answers where appropriate while using a wider range of common vocabulary and grammatical structures, referring to the past, present and future tenses. Y9 should also be able to speak with pronunciation and intonation which are mostly accurate.
  • KS4
    Y10 should be able to use a wide range of less common vocabulary and more complex grammatical structures using a range of tenses including less common tenses such as the conditional and pluperfect. Y10 should be able to use pronunciation and intonation which would be understood by a native speaker with occasional clarification or repetition.
    Y11 should be able to use a very wide range of uncommon vocabulary and complex grammatical structures (including some grammar up to and including the 12th Step), using a range of tenses including less common tenses such as the conditional and pluperfect alongside modal verbs and in different persons. They should be able to interact naturally, with minimal hesitation, using pronunciation and intonation which would be understood by a native speaker.
Reading skills
  • KS3Y7 should be able to demonstrate understanding of a range of longer texts, which includes opinions, justification and refer to two tenses.Y8 should be able to demonstrate understanding of the overall message and key points of a range of texts, including extracts from literary texts, which include a range of at least three different tenses, opinions and some less familiar vocabulary and more complex grammatical structures.Y9 should be able to deduce meaning in longer texts, including extracts from literary texts, which include a combination of different tenses, opinions, some more complex grammatical structures and some less common vocabulary. Y9 must also be able to understand longer authentic texts (e.g. news magazine articles, email exchanges and extracts from plays) and to translate into English, accurately with occasional errors, short passages containing more complex language and grammar.
  • KS4Y10 should be able to draw inferences from a range of longer texts, including extracts from literary texts. Y10 must also be able to respond to key information, themes and ideas and scan for meaning in authentic texts (e.g. autobiographies, letters presenting persuasive arguments) containing a combination of complex tenses and grammatical structures and some unfamiliar material. They must show confidence in translating into English, accurately with isolated errors, longer passages containing a range of complex grammatical structures and less common vocabulary.Y11 should be able to recognise implicit meaning in a wide range of longer texts, including extracts from literature written in a less common style. Y11 must also be able to respond to key information, themes and ideas and scan for meaning in a wide range of authentic texts (e.g. novels, newspaper articles, factual information) containing multiple tenses, complex grammatical tenses and structures and unfamiliar material. As far as the translation is concerned, Y11 must be able to translate into English accurately with isolated errors, long passages containing a wide range of complex grammatical structures and uncommon vocabulary.
Writing Skills
  • KS3
    Y7 should be able to write short texts for different purposes based on the studied topic using mainly memorised language, referring to the present or the past. Y7 must also be able to express opinions and give simple reasons using “parce que” and “car” as well as be able to translate into the target language simple sentences containing familiar words and structures.Y8 should be able to write longer texts for different purposes and in different settings, giving descriptions, narrations and personal opinions with some justification, referring to the past, present and future but also modal verbs. Their writing should be mostly accurate and its meaning should be clear, but with some minor errors (spellings, genders, agreements).Y9 should be able to link sentences and paragraphs, structure ideas and adapt previously-learned language as well as using a variety of grammatical structures accurately, including some more complex forms. They must also be able to translate into the target language a passage containing a range of complex language structures.KS4Y10 should be able to expand on the main points, using a wide variety of vocabulary and grammatical structures, with frequent examples of complex structures including a range of tenses (including less common tenses such as the conditional and imperfect) and less common language. Y10 must also be able to translate into the target language a passage containing a range of less common vocabulary and less common structures, communicating meaning.Y11 should be able to write coherent, fluent, extended texts, manipulating language and using a wide variety of tenses (including less common tenses such as the conditional and imperfect as well as pluperfect) and complex grammatical structures with confidence. The inaccuracies are few. They must also be able to translate into the target language a passage containing a wide range of less common vocabulary and complex structures, fully communicating the meaning.
Grammar
  • KS3Y7 should be able to understand and use
    – the perfect tense of regular –er verbs, using avoir for the singular persons,
    – two tenses together ,
    – irregular adjectives (e.g. beau/belle, vieux/vieille).Y8 should be able to understand and use
    – Other negative structures: ne … rien, ne … jamais, ne … que
    – The imperative

    Y9 should be able to understand and use
    – combinations of different tenses (present, perfect, future, imperfect)
    – the conditional of further common verbs: ce serait
    – irregular comparative and superlative adjectives (pire/le pire, meilleur/le meilleur)

    KS4
    Y10 should be able to understand and use
    – the conditional mode
    – the reflexive verbs in different tense ( present, perfect, future)
    – the imperfect tense
    – direct and indirect object pronouns in all tenses
    – verbs followed by de or Ă 

    Y11 should be able to understand and use
    – the perfect infinitive (e.g. après avoir acceptĂ©)
    – The subjunctive mood: present tense in commonly-used expressions

     

 

What Can Parents/Carers Do To Support?

By supporting your child’s passion for French, you can help them develop not only a deeper understanding of the world they live in, but also critical and analytical skills they can use throughout their education and beyond. You could encourage your child to further engage with French through reading some of the selected books in the reading list.
Supporting your child with their French lessons can make a big difference in their confidence, motivation, resilience and progress.

1  Create a Positive Environment

  • Show enthusiasm for the language and its cultural aspect. Your attitude can influence your child’s motivation.
  • Celebrate their effort, not just their achievement, for example, you can praise them for trying to speak or complete their French homework.

2  Build Exposure to French

  • Watch French cartoons/films/shows
  • Play French music or audiobooks

3  Be Patient

  • Language learning is a long-term journey filled with small victories, occasional setbacks, and endless opportunities to grow, connect, and discover new perspectives.

 

Useful Websites

https://www.bbc.co.uk/bitesize/subjects/z9dqxnb
(BBC Bitesize)

https://www.duolingo.com
(Duolingo)

https://www.languagesonline.org.uk/Hotpotatoes/index.html
(Languages Online)