KS3FR3 School, time and routines personal learning checklist
England KS3 French · Everyday communication
Use the notes alongside listening to varied real speech, speaking with others, contextual reading and original writing. The fable extract is public domain; practice profiles and messages are original learning examples.
Name ____________________ Class __________ Date __________
Tick one box per statement. Red: need help. Amber: partly confident. Green: can do independently.
| I can | Red | Amber | Green |
|---|---|---|---|
| School contexts | |||
| Explain school vocabulary without assuming identical national systems. | |||
| Obligation | |||
| Distinguish obligation, permission and prohibition. | |||
| Regular verbs | |||
| Conjugate regular er, selected ir and re patterns in context. | |||
| Irregular verbs | |||
| Use aller, faire and prendre with appropriate subjects. | |||
| Orthography | |||
| Explain spelling changes that preserve a verb’s sound. | |||
| Time | |||
| Understand and communicate clock times and timetables. | |||
| Dates | |||
| Use weekdays, dates and frequency to describe a routine. | |||
| Routines | |||
| Sequence a day using reflexive verbs and travel expressions. | |||
| Questions | |||
| Ask and answer school questions using a coherent question pattern. | |||
| Production | |||
| Write and revise a coherent school-day account. | |||
Next revision priority: __________________________________________________