New National Curriculum Long Term Plans

MFL- FRENCH

Purpose of study

Learning a foreign language is 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.

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

Skills that pupils should be taught throughout Key Stage 2:

  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
  • present ideas and information orally to a range of audiences
  • read carefully and show understanding of words, phrases and simple writing
  • appreciate stories, songs, poems and rhymes in the language
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions orally and in writing
  • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English

The progression of these skills will be akin to that of Literacy skills being taught. It is inevitable that as the children begin to learn the language in Year 3 they will focus on oracy and on developing accurate pronunciation. As they approach Year 4, there should be emphasis on reading and recognising phrases and words. Year 5 should allow children to begin to broaden vocabulary further, writing phrases from memory and by Year 6, children should be showing an understanding of basic grammar linked to masculine and feminine.

Year Group / Autumn A / Autumn B / Spring A / Spring B / Summer A / Summer B
R / NOT COMPULSORY- WILL FILTER INTO CLL
Year 1
Not compulsory but following Suffolk units / Happy Birthday / Handas surprise / The three bears
Year 2
Not compulsory but following Suffolk units / Little Blob / Dear zoo / Very Hungry caterpillar
KEYSTAGE 1 SKILLS / A range of skills including:
Listening, reading, speaking- words and short sentences, writing simple words,asking and answering questions, sing songs and play games to consolidate language
Year 3 / All About Me
Greetings
SKILLS
Simple greetings
• Making simple statements
(about name and age)
• Asking simple questions
(about name and age)
• Numbers 1–10
• s’appeler: je and tu forms
• Questions: inversion
of verb and subject
• Possessive adjectives: / Games and Songs
SKILLS
• Numbers 11–20
• Simple instructions
• Expressing preference
• Singular and plural nouns / Celebration
Bon Anniversaire
SKILLS
• Making simple statements
(about activities)
• Expressing praise
• Months of the year
• Writing an invitation
• Asking permission
• Regular -er verbs: je form
• Simple adverbs
• Position of simple adverbs / Portraits
SKILLS
Making simple statements
(about appearance)
• Giving a simple
description (of a person)
• Adjectives: agreement
and position
• avoir: j’ai, il/elle / Weather and Travel
SKILLS
• Making statements
(about travel)
• Describing the weather
• Days of the week / Listen to a story
Le Quatre Amis
SKILLS
• Giving a simple
description (of an animal)
• Making simple statements
(about movement)
Year 4 / At the Shop
SKILLS
• Expressing likes and
dislikes (about food and
toys)
• Justification of opinions
• Numbers 21–39
• Simple prices / Growing things- Jack and the Beanstalk
SKILLS
• Expressing likes and
dislikes (about food)
• Saying what you would
like
• Questions: without
inversion
• Regular -er verbs: tu and
vous forms / Sport
SKILLS
• Making simple statements
(about activities and diet)
• Questions / Tell me a story- Sleeping Beauty
SKILLS
Instructions
• Numbers in multiples
of 10 up to 100
• Imperatives: vous form
• Adjectives: masculine and
feminine singular
agreement / Carnival of the Animals
SKILLS
• Giving a simple
description (of animals
and habitats)
• Telling the time on the
hour
• Asking and answering
simple questions / What’s the weather like?
SKILLS
• Describing the weather
• Revision of numbers up
to 40
• Saying the temperature
(plus and minus)
• Saying the date
• Complex sentences
starting with a clause
using Quand ...
Year 5 / Food
Talking about what has
been eaten and drunk
• Expressing likes, dislikes
and preferences (about
food and drink)
• Following and writing
instructions (as in a recipe) / Giving Opinion
Expressing and qualifying
opinions (about musical
preferences)
• Expressing future
intentions (about playing
a musical instrument) / The Beach
Giving a simple
description (of a scene
or place)
• Using adjectives to add
interest and detail to a
description
• Writing instructions / The Seasons
• Making simple statements
(about seasons)
• Describing the weather
(with reference to the
present and the past)
• Using adjectives as
antonyms / Space
• Giving a description
(of a planet)
• Making statements (about
the position of a planet)
• Classifying nouns,
adjectives and verbs / School
Making statements (about
the school environment
and everyday school
routines)
• Making statements about
breaktime activities, with
reference to the past
• Telling the time using
half-hours, quarter-hours
and 24-hour clock notation
Year 6 / The World
• Understanding and
naming continents
• Making statements
(about rivers and their
geographical features) / Money
• Quantities (of food
and drink)
• Transactional language
for a café
• Seeking clarification
of meaning / Past and Present
Making statements
(about places in a town)
• Asking questions
(about places in a town)
• Giving a description
(of a town)
• Saying the year (eg mille
neuf cent quarante-huit) / In the news
Celebration and
consolidation of learning
• Looking at French
newspapers
• Writing a newspaper
article
• Making statements (about
columns in a newspaper)
• Expressing and justifying
opinions (using car) / Written French
Oracy
Intercultural understanding
Literacy-inc reading and writing
Knowledge of Language

Basic spoken language will have been covered in Key Stage one for the following areas:

  • Numbers to 12
  • Body Parts
  • Animals
  • Greetings
  • Likes and Dislikes
  • Birthdays and where we live
  • School items
  • Directions
  • Colours
  • Weather

Cross Curricular links can be made by individual class teacher linked to subject specific topics. Where possible, teachers should aim to use greetings, numbers and other basic forms of French on a daily basis for instance, answering the register.

Other possible links are as follows:

  • Counting, shape, money, and simple calculations in maths
  • Grammar, reading and writing skills in literacy that can be transferred
  • Reading and understanding of simple stories in French
  • Geography- weather, travel, the world, seasons, physical and human features of the beach
  • History- past and present tenses, birthdays.
  • Science- space, growing things, animals, what the weather is like
  • Art and Design- colour, shape, opinions, school equipment, food technology.