Modern Foreign Language
St Martin and St Mary C of E Primary School
Modern Foreign Languages Subject Progression Grid - French
Modern Foreign Languages - Curriculum Subject Statement | |
Core Values | Key Stage 2 |
Friendship and Trust | Pupils begin to learn French in Year 3, and continue through to Year 6. Pupils generally follow the Twinkl PlanIt French schemes of work. These units are progressive and are written to be taught in a linear fashion, beginning in Year 3 and following through to Year 6, so that language points already taught are referenced, reinforced and recapped while you build new knowledge and skills. Initially, pupils engage in basic conversational French, but as they progress through the key stage, children have more opportunity to record their learning with written language. Our aim is to equip our pupils with a foundation of the French language, so that the transition from primary school to secondary school shows continual progression. |
Purpose of Study:
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.
National Curriculum Subject Aims:
The national curriculum for languages aims to ensure that all pupils:
- Understand and respond to spoken and written language from a variety of authentic sources.
- Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.
- Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.
- Discover and develop an appreciation of a range of writing in the language studied.
National Curriculum Subject Content:
Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.
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Topic Progression Grid:
Modern Foreign Languages Subject Overview Grid | ||||||||
| Year 3 | Year 4 | Year 5 | Year 6 | ||||
Autumn | Getting to know you | All about me | All around town | On the move | Getting to know you | All about ourselves | Let’s visit a French town | Let’s go shopping |
Spring | Food glorious food | Family and Friends | Going shopping | Where in the world? | That’s tasty | Family and friends | ---- | ---- |
Summer | Our school | Time | What’s the time? | Holidays and hobbies | School life | Time travelling | This is France | All in a day |
Curriculum Progression Grid
| Year 3 | Year 4 | Year 5 | Year 6 |
Listening | Repeat words modelled by teacher, show understanding with an action | Listen attentively to spoken language and show understanding by joining in and responding (e.g. with an action) Say a simple rhyme from memory; join in with words of a song or storytelling Pick out known words in an ‘authentic’ conversation | Listen to and appreciate poems, songs and rhymes in the language. Follow text in the songs, identifying words Listen to ‘authentic’ conversation, picking out familiar phrases and sentences Begin to show understanding of more complex sentences in ‘authentic’ conversation, picking out specific vocabulary | Begin to show understanding of more complex sentences in ‘authentic’ conversation, picking out specific vocabulary Listen to and show understanding of more complex sentences in ‘authentic’ conversation, picking out specific vocabulary
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Speaking | Learn specific vocabulary; develop accuracy in pronunciation by listening to and repeating recordings of authentic speakers
Recognise a familiar question and respond with a simple rehearsed response
Name objects and actions and link words with a simple connective | Ask and answer questions with a rehearsed response using appropriate intonation Use common phrases Use description words e.g. colours, size Develop accuracy when pronouncing phrases, by listening to and repeating recordings of authentic speakers | Begin to use action words Ask and answer more complex familiar questions with a scaffold of responses Ask for clarification and help | Engage in short scripted conversations Express opinions in short conversations Speaking in longer sentences, learning to use particular sentence structures more flexibly to create own sentence |
Writing | Copy simple vocabulary
Attempt to write taught vocabulary (single words) from memory
Attempt to write simple phrases from memory | Attempt to write simple, short taught phrases from memory
Write simple, short taught phrases from memory
Write simple, short taught sentences from memory | Write simple, short taught sentences from memory including questions and responses
| Present ideas and information in writing to an audience Adapt taught phrases to create new sentences To write a series of extended sentences |
Reading | Begin to recognise written vocabulary/ single words Recognise written vocabulary/ single words Begin to recognise written phrases
| Begin to recognise simple written phrases
Recognise simple written phrases begin to show understanding of more complex written phrases | Read and show understanding of simple writing
| Use a dictionary to understand the definition of unknown words
Practice reading longer texts aloud, containing taught phrases and vocabulary
Present ideas and information orally to an audience |
Basic Grammar | Use un/une with nouns to identify gender | Use I and you
Use adjectives with nouns
Be able to form positive and negative versions of phrases. | Use adjectives with nouns Begin to use verbs in the first person | Consolidation of earlier grammar work
Begin to use verbs in the second and third person |