Languages

Year 3

Year 4

Year 5

Year 6

Listening

To know how to:

Understand a few familiar spoken words and phrases - e.g. the teacher’s instructions

To know how to:

Understand a range of familiar spoken phrases - e.g.

To know how to:

Understand the main points from a short-spoken passage made up of familiar language in simple sentences. - e.g.

To know how to:

• understand and respond to spoken and written language from a variety of authentic sources
• listen to native speakers
• engage in conversations

• a few words and phrases in a song or a rhyme
• greetings
• colours
• numbers 0-20
• family names
• colours of the rainbow song

• Basic phrases concerning myself, my family, sports, travel and the weather.
• Numbers up to 50

• A short rhyme or song, a telephone message, announcement or weather forecast.

• Sentences describing what people are wearing, what they are doing, an

announcement or message.

Speaking

To know how to:

Say and repeat single words and short simple phrases – e.g.

• greeting someone
• saying oui, non, s’il vous plait, merci (or equivalents in other languages)
• saying name
• saying age
• where live
• family names
• colours of the rainbow song
• body parts
• birthdays
• introduce masc/fem forms
•  

To know how to:

Answer simple questions and give basic information

– e.g.

Revision

• Saying where I live
• Whether I have brothers and sisters
• When my birthday is
• How old I am
• Animal names
• Old Macdonald
• Count up to 50
• Describe the weather
• Favourite sports
• Learn the verb form to have
• Recap gender
• Negatives (‘je n’ai pas de / il n’a pas de’)
• Je joue/ je fais

To know how to:

Ask and answer simple questions and talk about the planets - e.g.

• Completing a short presentation on the planets including describing their colour.
• Complete a short class poem.
• Use je voudrais + de, du de la
• J’aime

         Je n’aime pas

      Il / Elle a /

      Il / Elle n’a pas de... Il / Elle est /

Il / Elle n'est pas...

To know how to:

• 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
• numbers to 100 and beyond
• telling the time
• school subjects
• asking for things in a café
• Use of ‘à la’, ‘à l’’ and ‘au’ context of ice cream

• engage in conversations

• give a short-prepared talk, on a topic of choice, including expressing opinions - e.g.

• talking on a familiar subject; describing a

picture or part of a story; making a presentation to the class developing accurate pronunciation.

Reading:

To know how to:

Can recognise and read out a few familiar words and phrases - e.g.

To know how to:

Understand and    read out  familiar  written phrases - e.g.

To know how to:

Understand the main point(s) and some of the detail from short written texts or passages in clear

printed script - e.g.

To know how to:

Understand the main points and opinions in written texts from various contexts - e.g.

• from stories and rhymes
• the date
• French spoken in other countries
• Short songs
• No capitalisation for months / days

• simple phrases
• weather phrases
• simple description of objects someone writing about the weather
• likes and dislikes

• very simple poems and information on food.
• three to four sentences of information about

planets.

• a menu
• guide for tourists

• discover and develop an appreciation of a range of writing in French

Writing:

To know how to:

Write or copy simple words or symbols correctly

- e.g.

To know how to:

Write one or two short sentences to a model and fill in the words on a simple form- e.g.

To know how to:

Write a few short sentences with support using expressions which they have already learnt - e.g.

To know how to:

Write at varying length, for different purposes and audiences, using the variety of grammatical

structures that they have learnt

• numbers
• Days of week
• colours
• family names

• personal information
• where I live
• how old I am
• holiday greetings by e-mail or on a postcard

• a postcard, a simple note or message.

Write a short text on a familiar topic, adapting language which they have already learnt- e.g.

• three to four sentences for a wall display.

• paragraphs of three to four sentences about myself,
• about a story or a picture; a message containing three to four sentences; a postcard or greetings card

Year 3

• Using Lightbulb Languages scheme
• Using rhymes and songs
• Using short conversations and listening to clips of native French speakers.
• Writing of simple words and phrases.
• Greetings
• Numbers 0-20
• Age
• Songs
• Rhymes
• Games
• Partner Work
• Revise all areas.

• Using Lightbulb Languages scheme
• Using rhymes and songs
• Using short conversations and listening to clips of native French speakers.
• Writing of simple words and phrases.
• Family names
• Saying name
• Colours of the rainbow song.
• French used in other countries (Switzerland)- link to Geography and thinking about DIVERSITY.

• Using Lightbulb Languages scheme
• Read carefully and show an understanding of words.
• Colours
• Body Parts
• Rhymes

To achieve by the end of the year:

• I can use greetings.
• I can say my name.
• I can say my age.
• I can introduce family names.
• I can count to 20.
• I can name parts of the body.
• I can name colours.

• Using Lightbulb Languages scheme
• Read carefully and show an understanding of words.
• Monster -using colour and body parts.
• Rhymes

• Using Lightbulb Languages scheme
• Write phrases from memory.
• Name
• Greetings
• Revision
• Numbers
• Ages
• Family
• Colours
• Birthdays

To achieve by the end of the year:

• I can use greetings.
• I can say my name.
• I can say my age.
• I can introduce family names.
• I can count to 20.
• I can name parts of the body.
• I can name colours.

• Using Lightbulb Languages scheme
• Read carefully and show an understanding of words.
• Using songs and rhymes to revise the key vocabulary learnt over the year.

Year 4

I can introduce a variety of animals.

• Speaking and listening, song (Old MacDonald), pictures
• Four friends story

I can count up to 50.

• To be taught through song.  Also to be taught throughout week eg counting in French to line up for break/lunch

I can describe the weather.

• Taught through drama – Wind and the Sun
• Learn vocabulary describing different types of clothing suitable for different weather.

I can write a diary of activities

• What child does each day
• Know names of activities
• Know days of the week
• Je jous
• Je fais
• Revision of previous year
• Greetings
• Name (including siblings)
• Numbers to 50
• Age
• Colours

I can say where I live and travel to. 

French in other countries (worldwide)

• Taught through quizzes, links to geography, tourism and DIVERSITY.

I can say which sport or activity I like/ dislike.

Negatives (‘je n’ai pas de / il n’a pas de’)

• Links to 2020 Olympics, games, quiz

Year 5

INTENT:

To understand and respond to spoken and written language with increasing confidence and fluency. To be able to write about,

My journey to school and say the French alphabet.

Implementation:

To use speaking, listening and writing in the French language to achieve accurate pronunciation and show RESILSIENCE in using these.

The sounds of the letters of the alphabet.

The instructions needed for a journey to school.

INTENT:

To understand and respond to spoken and written language with increasing confidence and fluency. To be able to write about,

Numbers from 51-100

Directions

Implementation:

To use speaking, listening and writing in the French language to achieve accurate pronunciation and show RESILSIENCE in using these.

INTENT:

To understand and respond to spoken and written language with increasing confidence and fluency. To be able to write about,

Planet names and descriptions of the planets.

Implementation:

To use speaking, listening and writing in the French language to achieve accurate pronunciation and show RESILSIENCE in using these.

To use simple songs to enhance pronunciation and to be able to describe the planets referring to the colours.

Using parce que

INTENT:

To understand and respond to spoken and written language with increasing confidence and fluency. To be able to write about,

Months and seasons

Class poem

Implementation:

To use speaking, listening and writing in the French language to achieve accurate pronunciation, being able to recite a poem off by heart and show RESILSIENCE in using these.

INTENT:

To understand and respond to spoken and written language with increasing confidence and fluency. To be able to write about, food likes and dislikes

Revision of previous years greetings

Name

Numbers 0-50

Age

Implementation:

To use speaking, listening and writing in the French language to achieve accurate pronunciation and show RESILSIENCE in using these.

J’aime

Je n’aime pas

Il / Elle a /

Il / Elle n’a pas de... Il / Elle est /

Il / Elle n'est pas...

INTENT:

To understand and respond to spoken and written language with increasing confidence and fluency. To be able to write about,

Lunchtime

Food celebrations

Implementation:

To use speaking, listening and writing in the French language to achieve accurate pronunciation. Asking for foods.

Answering the register with packed lunch or dinner.

Je voudrais + du /de la/des

To show RESILIENCE in using a language confidently and INNOVATIVE in speaking new words.

Year 6

Intent:

Simple phrases/ greetings

Implementation

Learning Numbers 1-100

Greetings

Name

Age

Colours

Focus:

Speaking and listening and showing COMPASSION for learning a language.

Intent:

French Culture and a RESPECT for it.

Implementation

Guide for tourists

Regional food

Then and Now

Focus

Writing opportunities

Intent:

French Culture and a RESPECT for it.

Implementation

Time

French school and subjects

Locations in school

Focus:

Speaking and listening and showing COMPASSION for learning a language.

Intent:

French Grammar/French Vocabulary

Implementation

Large numbers

Café song

Going to the Cafe

Questioning (tu veux jouer au foot?)

Responding (oui, je veux... / non je ne veux pas)

Focus:

Speaking and listening and showing COMPASSION for learning a language.

Intent:

French Grammar/ Vocabulary

Implementation

Choosing ice-cream

Recap and revise Years 3-6

Focus:

Grammatical Features

Writing opportunities

Intent:

French Lifestyle

Implementation

Recap and revise Years 3-6

Focus:

Questioning