At Calverley CE we aim to instil a love of language learning and an awareness of other cultures. We want pupils to develop the confidence to communicate in French for practical purposes, using both written and spoken French. Through our lessons, we aim to give pupils a foundation for language learning that encourages and enables them to apply their skills to learning further languages, developing a strong understanding of the English language, facilitating future study and opening opportunities to study and work in other countries in the future.
Our French lessons incorporate a range of teaching strategies from independent tasks, paired and group work including role-play, language games and language detective work.
The national curriculum for French 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.
Year Group/Term | Aut 1 | Aut 2 | Spr 1 | Spr 2 | Sum 1 | Sum 2 |
1 | ||||||
2 | ||||||
3 | French greetings | French adjectives of colour, size and shape | In a French Classroom. | |||
4 | Portraits - describing in French | Clothes - getting dressed in France | French weather and the water cycle | |||
5 | French monster pets | Space exploration | Shopping in France | French speaking world | ||
6 | French sport and the olympics | In my French house | My town and places |
We started our new French Curriculum in September 2021. Due to this, some Year groups are working on different units to the units stated above to ensure a good foundation level of understanding to progress through the curriculum.
- Year 3 are working on the current Year 3 units.
- Year 4 are working on the current Year 4 units.
- Year 5 are working their way through the Year 3 and 4 units.
- Year 6 are currently their way through the Year 5 units.
French Age Related Expectations
Age Related Expectations for each programme of study have been identified and created.
Spoken language Reception |
Communication and language • Understand how to listen carefully and why listening is important. • Listen to and talk about stories to build familiarity and understanding. • Listen carefully to rhymes and songs, paying attention to how they sound. • Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary Expressive Arts and design • Listen attentively, move to and talk about music, expressing their feelings and response. |
ELG |
Communication and Language (Listening Attention and understanding • Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. • Make comments about what they have heard and ask questions to clarify their understanding. • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers Personal, Social and Emotional Development (Self-regulation) • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions |
Following Instructions ELG |
Personal, Social and Emotional Development (Self – Regulation) • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions |
Asking and Answering Questions Reception |
Communication and Language • Ask questions to find out more and check they understand what has been said to them. |
ELG |
Communication and Language Listening, Attention and Understanding
Speaking • Offer explanations for why things happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. |
Drama, Performance and Confidence Reception |
Communication and Language • Retell the story, once they have developed a deep familiarity with the text, some as exact repetition and some in their own words. • Learn rhymes, poems and songs Expressive Art and Design • Watch and talk about dance and performance art, expressing their feelings and responses. • Sing in a group or on their own, increasing matching the pitch and following the melody. • Explore and engage in music making and dance, performing solo or in groups. |
ELG |
Personal, Social and Emotional Development Managing Self
Being Imaginative and Expressive • Sings a range of well-known nursery rhymes and songs. • Performs songs, rhymes, poems and stories with others, and (when appropriate) try to move in time to music. |
Vocabulary Building and Standard English Reception |
Communication and Language • Learn new vocabulary. • Use new vocabulary throughout the day. • Articulate their ideas and thoughts in well-formed sentences. • Develop social phrases. • Use new vocabulary in different contexts. |
ELG |
Communication and Language Speaking • Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary. • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher. Literacy Comprehension • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. • Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play. |
Speaking for a range of purposes Reception |
Communication and Language • Ask questions to find out more and to check they understand what has been said to them. • Describe events in some detail. • Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen. • Develop social phrases. • Listen to and talk about stories to build familiarity and understanding. • Retell the story, once they have developed a deep familiarity with the text, some as exact repetition and some in their own words. • Use new vocabulary in different contexts. • Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary. Personal, Social and Emotional Development • Express their feelings and consider the feelings of others Understanding the world • Talk about their immediate family and community. • Name and describe people who are familiar to them. • Comment on images of familiar situations in the past. • Compare and contrast characters from stories, including figures from the past. • Describe what they see, hear and feel whilst outside Expressive Art and Design • Watch and talk about dance and performance art, expressing their feelings and responses. |
ELG |
Communication and Language Listening, Attention and Understanding • Make comments about what they have heard and ask questions to clarify their meanings. • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers. Speaking • Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary. • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems where appropriate. • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher. Personal, Social and Emotional Development Managing Self • Explain the reasons for rules, know right from wrong and try to behave accordingly. Literacy Comprehension • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. • Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play. Word Reading
Understanding the world Past and Present • Talk about the lives of the people around them and their roles in society. People, Culture and Communities • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps. Expressive Arts and Design Creating with Materials • Share their creations, explaining the processes they have used. Being Imaginative and Expressive • Invent, adapt and recount narratives and stories with peers and their teacher. • Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time to music. |
Participating in Discussion Reception |
Communication and Language • Articulate their ideas and thoughts in well-formed sentences. |
ELG |
Communication and Language Listening, Attention and Understanding
• Hold conversation when engaged in back-and-forth exchanges with their teachers and peers. Speaking • Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary. Literacy Comprehension • Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play. |