Did you know that SEC French assesses communication through four different papers? For 2027 school candidates, G3 French is K370. Reading familiar words, understanding a recording and answering a follow-up question can reveal different learning needs.
Writing and reading each contribute 33%; listening and oral each contribute 17%. Confirm the school or language programme’s offer and the student’s registered course, then build a routine that keeps all four skills visible. An examination syllabus describes assessment; it does not itself promise a programme place.
Need the examination details? Jump to the assessment table. Considering the course? Read the fit questions. Looking for a manageable next step? Try the study routine, or open the all-subject directory.
Scope: 2027 SEC school-candidate syllabus, checked 10 October 2026. Confirm the registered subject, programme offer and examination year. Our practice examples are independent suggestions, not official specimen tasks or selection tests.
Choose a chapter
Understand the subject · Chapters 1–3
Choose and study · Chapters 4–5
Record G3 French, K370 and the examination year. Ask the teacher which textbook, recordings and current practice materials match that course before assembling a home-study plan.
A general French app, holiday phrasebook and examination guide can serve different purposes. Our suggested resource check asks what the learner will do with the material and which current difficulty it addresses.
Discuss programme entry, lesson location, travel and timetable with the school or provider. Bring the actual offer and schedule into the conversation instead of assuming that a language listed by SEAB is taught in every school.
For a child entering Secondary 1 in 2027, follow the programme’s current teaching sequence. The specification here is for the 2027 national-examination cohort; obtain the appropriate graduating-year document when available.
| K370 paper | Duration | Subject weighting |
|---|---|---|
| 1: Writing | 1h 30min | 33% |
| 2: Reading | 1h 15min | 33% |
| 3: Listening | Approximately 35min | 17% |
| 4: Oral | Approximately 10min | 17% |
Writing requires both a six-picture story and one selected directed-writing task; each response is 140–150 words. Oral includes a topic presentation/conversation and a general conversation. Dictionaries are not permitted in this assessment.
Source: the official K370 syllabus. Read the full task and response instructions with the teacher before attempting a timed paper.
Our suggested planning separates recognising a message from producing one. A learner may understand a passage but need more support retrieving language independently when speaking or writing.
Ask the child what they would enjoy communicating about. Then discuss the ordinary practice week: short reading, attentive listening, a small written task and opportunities to speak.
Look at an independent attempt with the teacher. Where does the difficulty begin: hearing the phrase, understanding it, finding a response or shaping that response clearly? A specific observation helps choose the next task.
Consider the full schedule, including travel and existing subjects. Our questions are conversation prompts, not a selection test or evidence that one language is easier for every learner.
Let interest give practice a purpose while teacher feedback identifies the method. A parent who does not speak French can still help organise the routine and listen to the learner explain what changed.
Try our invented independent exercise: ask a learner to plan a short French message inviting a classmate to a fictional club activity. First identify the reader and the information they need.
Using language already taught, include the activity, time and place. Have the learner check whether each intended detail is actually present. Keep the exercise separate from assessed work.
Ask a teacher-approved partner or teacher to identify any unclear detail. Revise that part, then change the meeting time or purpose and write a fresh message.
The goal is an understandable message rather than an impressive list of expressions. This exercise is not an official directed-writing task and does not replace the syllabus’s examination instructions.
Choose a short text, a suitable recording and one small output task. Set a clear aim for each: locate a detail, understand a spoken message or communicate an idea.
After feedback, revisit one difficult phrase in context. Ask the learner to explain what it means and try using it in a fresh sentence approved by the teacher.
Keep a small record of recurring difficulties. “Recognises the word in print but misses it in audio” points to a different next step from “understands it but cannot retrieve it while speaking”.
Use the syllabus-reading guide to locate rules. Follow the teacher’s current materials and examination arrangements when moving from small exercises to full papers.
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Official sources
For the learning approach behind this series, read Secondary 1 Mathematics Tutor Clementi · Small Groups Tutorials. It explains why identifying the precise learning gap helps a student build a stronger next step.