Each unit from fusée 1 below lists a summary of the levels covered in both the Student's Book and Photocopy Masters activities for each attainment target (AT). Also listed are the Areas of Experience and Programmes of Study covered in that unit.
Click here to jump to the grid mapping the QCA Schemes of work onto the fusée units.
| UNIT 1 | ||
| SB | PCMs | |
| AT1 (Listening): | 1-3 | 1-4 |
| AT2 (Speaking): | 2-3 | 1-3 |
| AT3 (Reading): | 1-3 | 1-3 |
| AT4 (Writing): | 2-3/4 | 1-3 |
Area of Experience:
A
PoS statements covered: 1a, 1b, 1c, 1d, 2a, 2b, 2c, 2d, 2e, 2h, 3a, 4a,
5a, 5b, 6a, 6b, 6c, 6d, 6f, 6g, 6i
| UNIT 2 | ||
| SB | PCMs | |
| AT1 (Listening): | 3 | 3 |
| AT2 (Speaking): | 2-3/4 | 2-3 |
| AT3 (Reading): | 2-3 | 1-3 |
| AT4 (Writing): | 2-4 | 1-3/4 |
Area of Experience:
B
PoS statements covered: 1b, 1c, 1d, 2a, 2b, 2c, 2d, 2h, 3a, 3b, 3d, 4a,
4d, 5a, 6a, 6b, 6c, 6d, 6f, 6g, 6h
| UNIT 3 | ||
| SB | PCMs | |
| AT1 (Listening): | 2-3 | 2-3 |
| AT2 (Speaking): | 2-3/4 | 2-3 |
| AT3 (Reading): | 2-3 | 1-3 |
| AT4 (Writing): | 1-4 | 1-4 |
Area of Experience:
B
PoS statements covered: 1a, 1b, 1c, 1d, 2a, 2b, 2c, 2d, 2e, 2h, 2i, 3a,
3b, 3c, 3d, 4a, 4c, 4d, 5a, 5b, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h
| UNIT 4 | ||
| SB | PCMs | |
| AT1 (Listening): | 1-3 | 2-3 |
| AT2 (Speaking): | 1-3 | 2-3 |
| AT3 (Reading): | 1-3 | 2-3 |
| AT4 (Writing): | 1-3/4 | 1-4 |
Areas of Experience:
A, B
PoS statements covered: 1a, 1b, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2h, 3a, 3b,
3d, 4a, 4c, 4d, 5a, 5b, 6a, 6b, 6c, 6d, 6f, 6g, 6h
| UNIT 5 | ||
| SB | PCMs | |
| AT1 (Listening): | 1-3 | 2-3 |
| AT2 (Speaking): | 2-3/4 | 2-3 |
| AT3 (Reading): | 2-3 | 1-3 |
| AT4 (Writing): | 2-4 | 1-3/4 |
Area of Experience:
C
PoS statements covered: 1a, 1b, 1c, 1d, 2a, 2b, 2c, 2d, 2e, 2f, 2h, 2i,
3a, 3b, 3c, 3d, 4a, 4b, 4c, 4d, 5a, 5b, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h
| UNIT 6 | ||
| SB | PCMs | |
| AT1 (Listening): | 3 | 1-3 |
| AT2 (Speaking): | 3 | 2-4 |
| AT3 (Reading): | 2-3 | 2-3 |
| AT4 (Writing): | 2-3/4 | 1-4 |
Area of Experience:
A
PoS statements covered: 1a, 1b, 1c, 1d, 2a, 2b, 2c, 2d, 2e, 2f, 2h, 3a,
3b, 3d, 4a, 4b, 4c, 4d, 5a, 5b, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h
| UNIT 7 | ||
| SB | PCMs | |
| AT1 (Listening): | 2-3 | 3 |
| AT2 (Speaking): | 2-3 | 1-3/4 |
| AT3 (Reading): | 2-3 | 2-3 |
| AT4 (Writing): | 1-3/4 | 1-4 |
Areas of Experience:
B, C
PoS statements covered: 1a, 1b, 1c, 1d, 2a, 2b, 2c, 2d, 2e, 2f, 2h, 2i,
3a, 3b, 3c, 3d, 4a, 4c, 4d, 5a, 5b, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h
| UNIT 8 | ||
| SB | PCMs | |
| AT1 (Listening): | 3 | 3 |
| AT2 (Speaking): | 2-3 | 1-3/4 |
| AT3 (Reading): | 2-3 | 2-3 |
| AT4 (Writing): | 1-3/4 | 1-4 |
Area of Experience:
A
PoS statements covered: 1a, 1b, 1c, 1d, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h,
2i, 3a, 3b, 3c, 3d, 4a, 4b, 4c, 4d, 5a, 5b, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h
| UNIT 9 | ||
| SB | PCMs | |
| AT1 (Listening): | 2-3 | 1-3 |
| AT2 (Speaking): | 2-3 | 1-3 |
| AT3 (Reading): | 1-4 | 1-3 |
| AT4 (Writing): | 1-3/4 | 1-4 |
Areas of Experience:
B, C
PoS statements covered: 1a, 1b, 1c, 1d, 2a, 2b, 2c, 2d, 2e, 2f, 2h, 2i,
3a, 3b, 3c, 3d, 4a, 4c, 4d, 5a, 5b, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h
| UNIT 10 | ||
| SB | PCMs | |
| AT1 (Listening): | 3 | 3 |
| AT2 (Speaking): | 2-3 | 2-3 |
| AT3 (Reading): | 2-3 | 1-3 |
| AT4 (Writing): | 1-4 | 2-3 |
Area of Experience:
A
PoS statements covered: 1a, 1b, 1c, 1d, 2a, 2b, 2c, 2d, 2f, 2g, 2h, 3a,
3b, 3d, 4a, 4c, 4d, 5a, 5b, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h
| ASSESSMENT | ||||||
| U 1/2 | U 3/4 | U 5/6 | U 7/8 | U 9/10 | Summ. | |
| AT1 (Listening): | 1-2 | 2-3 | 3 | 2-3 | 3 | 2-3 |
| AT2 (Speaking): | 1/2 | 2 | 3 | 2 | 2 | 3 |
| AT3 (Reading): | 2-3 | 2-3 | 3 | 2-3 | 2-3 | 4 |
| AT4 (Writing): | 3/4 | 3/4 | 3 | 2-3 | 2-3 | 3 |
QCA Schemes of work mapping grid
|
QCA |
New language |
fusée units |
New contexts |
fusée |
Alternative contexts |
fusée |
|
1 |
definite/indefinite articles |
1, 4, 8 |
meeting/greeting people |
1, 5 |
||
|
plurals |
4, 8 |
dates |
6 |
|||
|
possession |
3 |
ages |
6 |
|||
|
numbers 1–31 |
4, 6 |
birthdays |
6 |
|||
|
pronunciation/spelling |
1, 3 |
classroom objects |
1, 7 |
|||
|
sentences/questions |
1 |
alphabet (receptive) |
1 |
|||
|
classroom language |
1 |
|||||
|
2 |
avoir |
2, 9 |
family |
3 |
names |
1 |
|
être |
2 |
pets |
3 |
ages |
6 |
|
|
negatives |
1, 3, 4, 7–9 |
birthdays |
||||
|
possessive adjectives |
3 |
|||||
|
agreement of adjectives |
2, 3, 5 |
|||||
|
prepositions |
5, 8 |
|||||
|
numbers 31–69 |
6 |
|||||
|
alphabet |
1 |
|||||
|
pronunciation/spelling |
1, 3 |
|||||
|
classroom instructions |
1 |
|||||
|
3 |
il y a |
4, 9 |
where people live |
5 |
school |
1, 6 |
|
-er verbs |
1, 7 |
rooms in a house |
4 |
|||
|
à + town/hour |
4, 5 |
furniture |
4 |
|||
|
qui/où questions |
5, 7 |
telling the time |
4 |
|||
|
pronunciation/spelling |
1, 3, 6 |
|||||
|
using a glossary |
1 |
|||||
|
4 |
aller |
4, 5 |
activities in the home |
4 |
hobbies |
4, 5, 7 |
|
à + definite article |
4, 5 |
domestic tasks |
4 |
interests |
4, 5, 7 |
|
|
irregular verbs |
3, 4, 7, 8, 10 |
|||||
|
giving opinions |
1–10 |
|||||
|
(qu’)est-ce que |
7 |
|||||
|
unfamiliar language |
1 |
|||||
|
independent reading |
1–10 |
|||||
|
5 |
ne ... pas |
1, 4, 7–9 |
school |
1, 6 |
hobbies |
4, 5, 7 |
|
pourquoi/parce que |
6 |
daily activities |
4 |
|||
|
très/assez/trop, etc. |
2, 3 |
other people |
5, 7 |
|||
|
numbers 70–100 |
6 |
|||||
|
combien de |
7 |
|||||
|
reflexive verbs |
3, 4 |
|||||
|
pronunciation/spelling |
1 |
|||||
|
6 |
jouer à/jouer de |
7 |
sports |
5, 7 |
home activities |
4 |
|
verb + infinitive |
5, 7 |
musical instruments |
5, 7 |
domestic tasks |
4 |
|
|
adverbs of time+frequency |
6, 7 |
hobbies |
5, 7 |
school activities |
1, 6 |
|
|
conjunctions |
2, 6 |
self and family |
3 |
|||
|
using context |
1–10 |
|||||
|
French handwriting |
1–10 |
|||||
|
skimming/scanning |
1–10 |
|||||
|
informal letter |
2 |