Years 3,4,5 & 6 Framework Objectives for Mapping

Year 3 Framework Objectives / Year 4 Framework Objectives

O3.1 Listen, respond to simple rhymes stories songs

O3.2 Recognise & respond to sound patterns, words
O3.3 Answer questions in single words/phrases & short sentences
O3.4 Listen attentively & understand everyday classroom lang. / O4.1 Memorise and present a short spoken text
O4.2 Listen for specific words and phrases
O4.3 Listen for sounds, rhyme and rhythm
O4.4 Ask and answer questions on several topics.
L 3.1 Recognize familiar written words.
L3.2 Make links between phonemes, rhymes & spellings. Read aloud familiar words
L3.3 Write simple words. / L4.1 Recognize a range of familiar written phrases
L4.2 Follow a short, familiar text, listening & reading simultaneously.
L4.3 Read familiar words & phrases aloud & pronounce correctly.
L4.4 Write simple words & phrases using a model & some words from memory
KAL: Recognise that many langs are spoken in world & UK
KAL: Recognize question forms/negatives
KAL: To imitate pronunciation
KAL: Identify specific sounds, phonemes & words
KAL: Recognise rhyming sounds
KAL: Hear main word classes
KAL: Recognize how sounds are shown in written form.
KAL: Notice spelling of familiar words.
KAL: Recognize conventions of politeness
KAL: Recognize some words occur in both English & French
but may sound different. / KAL: Reinforce & extend recognition of word classes & understand their function
KAL: Recognize & apply simple agreements, singular & plural.
KAL: Use question forms.
KAL: Know that texts in French often have similar conventions of style & layout.
KAL: Apply phonic knowledge of French to support reading & writing
KAL: Identify a different writing system.
LLS: To use actions, rhymes and play games to help remember
LLS: (&4) To practise new language with a friend + outside the classroom
LLS: (&4) Discuss language learning, share ideas & experiences
LLS: Remember rhyming words
LLS: Use the context to determine meaning.
LLS: Look at the face of the person speaking & listen hard.
LLS: Use gestures to show they understand
LLS: Recognize words the teachers mouths silently
LLS: Write new words
LLS: Compare the language with English / LLS: Use mental associations to help remember words
LLS: To practise new language with a friend + outside the classroom
LLS: Discuss language learning, share ideas & experiences
LLS: Ask for repetition & clarification
LLS: Use context & previous knowledge to determine meaning & pronunciation
LLS: Plan & prepare for a language activity.
LLS: Read and memorise words.
LLS: Sort words into categories
LLS: Apply knowledge about letters & simple grammatical knowledge to write.
LLS: Use a dictionary to look up spelling
LLS: Access information sources.
IU3.1 Know about the different langs spoken by children in class
IU3.2 Locate countries where lang is spoken
IU3.3. Identify social conventions at home & in other cultures
IU3.4 Make direct/indirect contact with the country(s) of the lang. / IU4.1 Learn about festivals & celebrations in different cultures.
IU4.2 Know about some aspects of everyday life & compare them to their own.
IU4.3 Compare traditional stores.
IU4.4 Learn about ways of travelling to the country/countries.
Year 3 Curriculum coverage chart Teacher: Class:
Use this chart to record the coverage of the Keystage 2 curriculum for MFL in your scheme of work. Some of these goals may be revisited several times during the year. This chart should be updated at the end of each term. It can be used for planning.
Year 3 Framework Objectives / Map or record when you cover each objective.
Unit(s)
ORACY / 03.1
03.2
03.3
03.4 / Listen, respond to simple rhymes stories songs
Recognise & respond to sound patterns, words
Answer questions in single words/phrases & short sentences
Listen attentively & understand everyday classroom language.
LITERACY / L3.1
L3.2
L3.3 / Recognize familiar written words.
Make links between phonemes, rhymes & spellings. Read aloud familiar words
Write simple words.
NOWLEDGE ABOUT LANGUAGE / 3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10 / Recognise that many languages are spoken in world & UK
Recognize question forms/negatives
Imitate pronunciation
Identify specific sounds, phonemes & words
Recognise rhyming sounds
Hear main word classes
Recognize how sounds are shown in written form.
Notice spelling of familiar words.
Recognize conventions of politeness
Recognize some words occur in both English & French but may sound different.
LANGUAGE LEARNING STRATEGIES / 3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10 / Use actions, rhymes and play games to help remember
Practise new language with a friend + outside the classroom
Discuss language learning, share ideas & experiences
Remember rhyming words
Use the context to determine meaning.
Look at the face of the person speaking & listen hard.
Use gestures to show they understand
Recognize words the teachers mouths silently
Write new words
Compare the language with English
INTERCULTURAL UNDERSTANDING / 3.1
3.2
3.3
3.4 / Know about the different languages spoken by children in class
Locate countries where languages is spoken
Identify social conventions at home & in other cultures
Make direct/indirect contact with the country(s) where the language is spoken.
Year 4 Curriculum coverage chart Teacher: Class:
Use this chart to record the coverage of the Keystage 2 curriculum for MFL in your scheme of work. Some of these goals may be revisited several times during the year. This chart should be updated at the end of each term. It can be used for planning.
Year 4 Framework Objectives / Map or record when you cover each objective.
Unit(s)
ORACY / O4.1
O4.2
04.3
04.4 / Memorise and present a short spoken text
Listen for specific words and phrases
Listen for sounds, rhyme and rhythm
Ask and answer questions on several topics.
LITERACY / L4.1
L4.2
L4.3
L4.4 / Recognize a range of familiar written phrases
Follow a short, familiar text, listening & reading simultaneously.
Read familiar words & phrases aloud & pronounce correctly.
Write simple words & phrases using a model & some words from memory
Knowledge about language / 4.1
4.2.
4.3
4.4
4.4
4.6 / Reinforce & extend recognition of word classes & understand their function
Recognize & apply simple agreements, singular & plural.
Use question forms.
Know that texts in French often have similar conventions of style & layout.
Apply phonic knowledge of French to support reading & writing
Identify a different writing system.
Language learning strategies / 4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11 / Use mental associations to help remember words
Practise new language with a friend + outside the classroom
Discuss language learning, share ideas & experiences
Ask for repetition & clarification
Use context & previous knowledge to determine meaning & pronunciation
Plan & prepare for a language activity.
Read and memorise words.
Sort words into categories
Apply knowledge about letters & simple grammatical knowledge to write.
Use a dictionary to look up spelling
Access information sources.
Intercultural understanding / 4.1
4.1
4.3
4.4 / Learn about festivals & celebrations in different cultures.
Know about some aspects of everyday life & compare them to their own.
Compare traditional stores.
Learn about ways of travelling to the country/countries.
Year 5 Framework Objectives / Year 6 Framework Objectives
O5.1 Prepare & practise a simple conversation, re-using familiar vocab & structures in
a new context.
O5.2 Understand and express simple opinions
O5.3 Listen attentively & understand more complex phrases & sentences
O5.4 Prepare a short presentation on a familiar topic. / O6.1 Understand the main points & simple opinions in a spoken song or passage.
O6.2 Perform to an audience.
O6.3 Understand longer and more complex phrases or sentences.
O6.4 Use spoken language confidently to initiate & sustain conversations and to tell
stories.
L5.1 Re-read frequently a variety of short texts.
L5.2 Make simple sentences and short texts.
L5.3 Write words, phrases and short sentences, using a reference. / L6.1 Read & understand the main points and some detail from a short written passage.
L6.2 Identify different text types & read, short authentic texts for enjoyment or
information.
L6.3 Match sounds to sentences & paragraphs
L6.4 Write sentences on a range of topics using a model.
KAL 05.1: Develop accuracy in pronunciation & intonation; manipulate language by
changing a single element in a sentence; use repair strategies to keep a
conversation going.
KAL 05.2: Understand and use negative statements.
KAL 05.3: Recognise different types (register) of language.
KAL 05.4: Apply knowledge of language, rules and conventions when building short
sentences.
KAL L5.1 : Notice different text types and deal with authentic text.
KAL L5.2 : Recognise the typical conventions of word order and compare with
English/other languages spoken in the class.
KAL L5.3 : Apply phonic and whole work knowledge in the new language in order to
locate words in a reference source.
KAL IU5.1 Understand that words will not always have a direct equivalent in the
language
KAL IU5.2 Recognize that languages borrow words from other languages.
KAL IU5.3 Notice different text types. / KAL 06.1: Recognize the importance and significance of intonation
KAL 06.2: Use knowledge of language to present information & personal ideas
KAL 06.3: Notice and manipulate agreements
KAL 06.4: Use knowledge of words, text and structure to make meaning, using simple
language spontaneously.
KAL L6.1: Use knowledge of form including plurals & gender to improve access to a
range of texts.
KAL L6.2: Use knowledge of the language features, style & layout of different texts to
support understanding.
KAL L6.3: Apply knowledge of word order & sentence construction to support the
understanding of written text.
KAL L6.4: Apply knowledge of words & text conventions to build meaningful
sentences and short texts.
KAL IU6.1 Devise questions for authentic use.
KAL IU6.2 Recognise that languages have different ways of expressing social
relationships.
KAL IU6.3 Create spoken & written language using simple sentences.
LLS 05.1: Integrate new language into previously learnt languages. Apply
grammatical knowledge to make sentences. Use a word/phrase known in
one context/topic in a different topic or context.
LLS 05.2: Use a physical response. Ask someone to clarify or repeat.
LLS 05.3: Make sensible guesses based on clues. Pick out key words when listening.
LLS 05.4: Plan & prepare – analyse what needs to be done to carry out a task. Answer
in their heads questions asked to other people.
LLS L5.1 Use the context of what they see/read to determine some of the meaning.
LLS: L5.2 Apply grammatical knowledge to make sentences. Learn a short text by
gradually blocking out words.
LLS: L5.3 Apply previous knowledge and language cues to help understanding. / LLS 06.1: Ask someone to clarify or repeat; direct all their attention to what they
need in order to understand a spoken or written text. Answer in their heads
questions asked of other people.
LLS 06.2: Use a word or phrase known in one context or topic in a different topic or
context. Read and memorise.
LLS 06.3: Make sensible guesses based on clues. Pick out key words when listening.
LLS 06.4: Use the language outside the classroom. Analyse what they need to know
to carry out a task. Discuss and try out different learning strategies.
LLS L6.1: Apply previous knowledge & language cues to help understanding. Work
out the meaning by using a range of cues.
LLS L6.2: Use the context of what they see/read to determine meaning. Compare
techniques for memorising. Practise with a friend.
LLS L6.3: Apply prior knowledge of sound/spelling system to recognise the written
word. Use known rules to sequence words into sentences.
LLS L6.4 Analyse what they need to know in order to carry out a task. Use a
dictionary to look up spellings.
IU5.1 Look at further aspects of their everyday lives from the perspective of someone
from another country
IU5.2 Recognize similarities and differences between places
IU5.3. Compare symbols, objects or products which represent their own culture with
those of another country. / IU6.1 Compare attitudes towards aspects of everyday life..
IU6.2 Recognise and understand some of the differences between people.
IU6.3 Present information about an aspect of culture.
Year 3/4 Curriculum coverage chart Teacher: Class:
Use this chart to record the coverage of the Keystage 2 curriculum for MFL in your scheme of work. Some of these goals may be revisited several times during the year. This chart should be updated at the end of each term. It can be used for planning.
Year 3 & 4 Framework Objectives / Map or record when you cover each objective.
Unit(s)
ORACY / 03.1
03.2
03.3
03.4
04.1
04.2
04.3
04.4 / Listen, respond to simple rhymes stories songs
Recognise & respond to sound patterns, words
Answer questions in single words/phrases & short sentences
Listen attentively & understand everyday classroom language.
Memorise and present a short spoken text
Listen for specific words and phrases
Listen for sounds, rhyme and rhythm
Ask and answer questions on several topics.
LITERACY / L3.1
L3.2
L3.3
L4.1
L4.2
L4.3
L4.4 / Recognize familiar written words.
Make links between phonemes, rhymes & spellings. Read aloud familiar words
Write simple words.
Recognize a range of familiar written phrases
Follow a short, familiar text, listening & reading simultaneously.
Read familiar words & phrases aloud & pronounce correctly.
Write simple words & phrases using a model & some words from memory
KNOWLEDGE ABOUT LANGUAGE / 3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
4.1
4.2
4.3
4.4
4.5
4.6 / Recognise that many languages are spoken in world & UK
Recognize question forms/negatives
Imitate pronunciation
Identify specific sounds, phonemes & words
Recognise rhyming sounds
Hear main word classes
Recognize how sounds are shown in written form.
Notice spelling of familiar words.
Recognize conventions of politeness
Recognize some words occur in both English & French but may sound different.
Reinforce & extend recognition of word classes & understand their function
Recognize & apply simple agreements, singular & plural.
Use question forms.
Know that texts in French often have similar conventions of style & layout.
Apply phonic knowledge of French to support reading & writing
Identify a different writing system.
LANGUAGE LEARNING STRATEGIES / 3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
4.1
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11 / Use actions, rhymes and play games to help remember
Practise new language with a friend + outside the classroom
Discuss language learning, share ideas & experiences
Remember rhyming words
Use the context to determine meaning.
Look at the face of the person speaking & listen hard.
Use gestures to show they understand
Recognize words the teachers mouths silently
Write new words
Compare the language with English
Use mental associations to help remember words
Ask for repetition & clarification
Use context & previous knowledge to determine meaning & pronunciation
Plan & prepare for a language activity.
Read and memorise words.
Sort words into categories
Apply knowledge about letters & simple grammatical knowledge to write.
Use a dictionary to look up spelling
Access information sources.
INTERCULTURAL UNDERSTANDING / 3.1
3.2
3.3
3.4
4.1
4.2
4.3
4.4 / Know about the different languages spoken by children in class
Locate countries where language is spoken
Identify social conventions at home & in other cultures
Make direct/indirect contact with the country(s) where the language is spoken.
Learn about festivals & celebrations in different cultures.
Know about some aspects of everyday life & compare them to their own.
Compare traditional stories.
Learn about ways of travelling to the country/countries where the language is spoken.

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