Course Outline


The iGCSE French Syllabus at GEMS Wesgreen International Secondary School aims to enable pupils to express their ideas and thoughts in French and to understand and respond to its speakers, both in speech and in writing. Students will be provided the foundation for learning further languages, equipping them to study and work in other countries.

Learning Outcomes

The aims of all subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.

The aims of the French iGCSE Syllabus are to encourage and enable students to:

  • develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy
  • express and develop thoughts and ideas spontaneously and fluently
  • listen to and understand clearly articulated, standard speech at near normal speed
  • deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts
  • acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts
  • develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken
  • be encouraged to make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge
  • develop language learning skills both for immediate use and to prepare them for further language study and use in school, higher education or in employment
  • develop language strategies, including repair strategies

Objectives Covered

  • Listening: understand and respond to spoken language o recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.
  • Speaking: communicate and interact in speech o make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view
  • use accurate pronunciation and intonation such as to be understood by a native speaker
  • Reading: understand and respond to written language o recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts
  • demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate
  • Writing: communicate in writing o make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince
  • translate sentences and short texts from English into the assessed language to convey key messages accurately and to apply grammatical knowledge of language and structures in context

Unit Overviews

Term 1

Unit 1 – Everyday activities

Approximate length: 4 weeks

In this unit students will learn:

  • To understand and exchange information about their daily routine.
  • Time expressions (e.g. telling the time, days, days of the week, months, seasons).
  • Food and drink (e.g. meals, fruit and vegetables, meat, fish and seafood, snacks, drinks),
  • The human body and health (e.g. parts of the body, health and illness)
  • Travel and transpor

Unit 2– Personal and social life

Approximate length: 4 weeks

In this unit, the students will learn:

  • Self, family and friends
  • In the home (e.g. rooms, furniture and furnishings, garden, household appliances)
  • Colors
  • Clothes and accessories
  • Leisure time (e.g. things to do, hobbies, sport)

Unit 3 – The world of work

Approximate length: 4 weeks

In this unit, the students will learn:

  • Education (e.g. learning institutions, education and training, the classroom, learning tools, subjects, studying)
  • Work (e.g. jobs and careers, the workplace) E The international world

Term 2

Programme of Study

Term 3

Exam preparation and revision

Grammar and Structures

This list of grammar and structures provides students with an indication of the grammatical knowledge they are expected to demonstrate in all of their assessments for IGCSE French.


definite, indefinite, partitive, use of de after negative verb forms



singular and plural forms




demonstrative (ce, cet, cette, ces) interrogative (e.g. quel, quelle, quels, quelles)

indefinite (e.g. autre, chaque, même, n’importe quel, pareil, plusieurs, quelques, tel)


regular forms (e.g. aussi, moins, plus + que)

irregular forms (e.g. meilleur, pire)


regular forms (e.g. le/la plus …, le/la moins …)

irregular forms (e.g. le meilleur, le pire, le moindre)


adverbs of time and place

interrogative (e.g. combien, comment, où, quand, depuis quand)

common adverbial phrases


regular forms (e.g. aussi, moins, plus + que )

irregular forms (e.g. mieux)


irregular forms (e.g. le mieux)

quantifiers (e.g. assez, beaucoup plus/moins, bien, comme, fort, peu, un peu, si, tellement, tout, très, trop)


personal reflexive object:

direct and indirect including position, order, agreement

demonstrative (e.g. ça, cela, celui, celle, -ci, -là, celui/celle de, celui/celle qui, celui/celle que, celui/celle dont)

interrogative (e.g. qui ? que ? qui est-ce que/qui ? lequel ?)

relative (e.g. qui, que, dont, où, quoi, ce qui, ce que, lequel/laquelle) disjunctive

possessive (e.g. le mien)

indefinite (e.g. quelque chose, quelqu’un, chacun, certain, n’importe qui, n’importe quoi)


regular and irregular forms of verbs, including reflexive verbs

all persons of verbs,

singular and plural

negative forms

interrogative forms


modes of address: tu, vous

impersonal verbs

indicative tenses

  • present
  • future
  • imperfect
  • conditional
  • perfect
  • pluperfect
  • immediate future

perfect infinitive

present participle

verbs governing an infinitive, including à and de + infinitive

use of depuis with present and imperfect tenses

use of venir de + infinitive in present and imperfect tenses

passive voice (receptive)

subjunctive mood: in commonly used expression (receptive)


co-ordinating (e.g. car, donc)

subordinating (e.g. quand, où, parce que, si, puisque)


place (e.g. chez, entre, devant, à côté de)

time (e.g. avant, après, pendant, pour)

movement (e.g. jusqu’à, vers)

other (e.g. contre, malgré, sans, sauf, selon)


all cardinal/ordinal numbers


assez, beaucoup, demi, moitié, peu, un peu, tant, trop, tellement


date (e.g. le 12 septembre); time, including 24-hour clock, years


Formative: Throughout the units, the students will complete graded work, quizzes, role-plays and investigation activities which allows the teacher to assess the students’ progress and attainment and inform their planning.

Summative: Students will complete exams at the end of each term to assess their attainment. These will test Listening / Reading / Speaking / Writing throughout the course of the year.

Next Steps

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