Modern Foreign Languages

Bienvenue! KS2

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.

French Curriculum KS2

Intent – What is Aston Fields Middle School aiming to achieve through its curriculum?

• To develop a love of language learning
• To begin to develop linguistic competence to ensure practical communication on a range of familiar and routine matters
• To develop the four skills of listening, speaking, reading and writing.
• To broaden vocabulary in French and develop ability to understand new words in context
• To begin to develop basic grammatical understanding which will permeate all skill areas
• To develop an appreciation of other cultures, preparing them to be global citizens
• To develop self-confidence and resilience

Implementation – How is the Aston Fields Middle School curriculum delivered?

Curriculum Delivery
• Pupils have full access to the French National Curriculum at KS2.
• The French curriculum is designed to be challenging, appropriate to each pupil’s stage of development, and lay the foundations for language learning at KS3 and beyond.
• The French curriculum is designed to build and expand on previous skills and subject knowledge taught at first school and over the 2 year period here at KS2. It also plans for opportunities for repetition to embed knowledge, increasing the chance of information recall (remembering more) and to integrate new knowledge into other modules.
• The curriculum will progress from word through to statement/sentence level, using a range of language in the present tense.
• Pupils will have regular opportunities to build their confidence and resilience in listening to and reading appropriate authentic materials, including songs, poems and rhymes.
• Pupils will have regular opportunities to speak with increasing confidence, fluency and spontaneity and develop accurate pronunciation and intonation
• Pupils will have regular opportunities to write phrases from memory and adapt these to create new sentences, to express ideas clearly.
• Pupils will have regular opportunities to learn new vocabulary and develop their ability to understand new words; including through using a dictionary.
• High levels of accuracy will be promoted across all skill areas.
• The French curriculum offers opportunities for cross curricular learning, to ensure pupils make significant personal development, including:
1. communication development through role-plays and spoken language activities, i.e. presentations and language games
2. use of ICT (MFL specific websites/software) to reinforce learning and to create own work.
• The KS2 French curriculum is taught weekly.   Assessment supports the teaching of the curriculum and it helps pupils’ embed knowledge as well as assisting teachers in producing clear next steps     for pupils.
• French teachers use a range of formative assessment procedures to assess progress and attainment, including:
1. marking;
2. self/peer assessment;
3. targeted questioning
4. vocabulary/spelling tests

Impact – What difference is the Aston Fields Middle School Curriculum making on pupils?

• Pupils will move to KS3, well-prepared for the next stage of language learning.
• Pupils will broaden their vocabulary and will have an understanding of basic grammar, including feminine and masculine forms and patterns of the language and be able to apply these when     building a simple sentence.
• Pupils will develop their speaking and listening skills to communicate with others.
• Pupils will be able to show an understanding of words, phrases and simple writing.
• Pupils will be able to write phrases from memory and adapt these to write their own sentences
• Pupils will begin to work successfully in a team and independently, and will improve their self- confidence
• Pupils will improve their presentational skills.
• The vast majority of pupils will meet or exceed their expected progress in French

 CURRICULUM OVERVIEW - FRENCH YEAR 5

         BLOCK 1 BLOCK 2 BLOCK 3

Moi-mȇme

  • Revise routine of basic classroom greetings in target language
  • Respond to sound patterns and words through song
  • Recognise and use basic language structures and words for introducing themselves and their immediate family
  • Revise numbers 1-10
  • Revise and use language structures for communicating age
  • Recognise and use months of the year

Portraits

  • Recognise and respond to simple questions or commands
  • Understand vocabulary for parts of the body and describe facial features
  • Recognise and use vocabulary for colour
  • Develop understanding of the way sounds are represented in writing and copy key words accurately from memory

Les Quatre Amis

  • Listen and respond to simple stories, incl. “LQA”
  • Listen and be able to say names of some animals
  • Recognise some familiar words in written form
  • Respond and use negative phrases
  • Perform short extract from story as choral speaking; emphasis on expression and intonation
  • On fait la fête
  • Understand French Christmas traditions and customs and compare/contrast to English traditions
  • Christmas activities incl. making cards etc.

On y va

  • Recognise and say vocabulary for modes of transport
  • Identify and pronounce accurately the names of some Francophone countries and towns
  • Recognise and be able to say days of the week
  • Pupils make sentences, using days of the week, countries and transport (dream diary)

Quel temps fait-il?

  • Recognise words and phrases to describe weather and link with towns/countries: “A Marseille il pleut”
  • Introduce numbers 21-40 (counting on in 5’s, 2’s etc.)
  • Recognise and understand temperature in French, incl. moins
  • Recognise and say some vocabulary for clothing items
  • Prepare weather report, using learnt language
  • Pupils perform role play of weather report

Le Carnival des Animaux

  • Recognise and say names of animals in “Le Carnival of the Animals”
  • Recap numbers 1-21
  • Recognise and say time to the hour
  • Recognise selection of adjectives to describe animals, drawing attention to masculine/feminine agreement
  • Pupils create own version of “Le Zoo”, using same basic structure

Ca Pousse

  • Recognise  various names for fruit and vegetables
  • Understand and respond to “Qui aime?..”
  • Recognise life cycle of plant in French (already covered in science) and label
  • Listen and respond to story “Jacques et le Haricot Magique”
  • Discuss differences between French and English markets
  • Pupils prepare simple role play based at market, using basic language learnt
  • Recognise and use vocabulary for days of the week, countries and modes of transport

CURRICULUM OVERVIEW - FRENCH YEAR 6

             BLOCK 1 BLOCK 2 BLOCK 3

L’argent de poche (pocket money)

  • Recognise and use numbers 21-39 (49 with G&T)
  • Introduce “c’est combien?”
  • Expresss likes/dislikes incl. je voudrais
  • Ask for and give prices in euros
  • Revise and introduce more phrases to express opinion e.g. “c’est nul, c’est fantastique”

Vive le sport

  • Recognise and use sports vocabulary with “faire” and “jouer”
  • Revise days of the week
  • Respond and use question, “Qu’est ce que tu fais lundi?”
  • Identify healthy and unhealthy foods
  • Use oui, c’est bon/non, c’est mauvais
  • Create healthy living poster

Raconte-moi une histoire (tell me a story)

  • Compare traditional tales
  • Look at fairytale e.g.“Cendrillon”
  • Teach ways to recognise and memorise new words

Bon appétit, bonne santé (Healthy eating)

  • Recognise  to questions about healthy food and drinks
  • Qu’est ce que tu as comme casse-croute?
  • Revise plural nouns  j’ai…. 
  • Use likes/dislikes with food : J’aime +les
  • Introduce simple connectives to create compound sentences (et/mais) : J’aime le poisson et c’est bon pour la santé
  • Listen to and read authentic texts e.g. recipes
  • Instructional texts – identify verbs.
  • Write own non-fiction text

En route pour l’école.

  • Understand, respond to and give directions
  • Introduce place names (using OS map symbols)
  • Understand and use: il y a + places in a town
  • Pupils describe journey to school (using je passe devant)

Notre école

  • Recognise differences between French and English schools
  • Recognise and use vocabulary for places in and around school
  • Introduce some new verbs:je lis, je mange, je travaille
  • “Voici la cuisine, ici je mange”
  • Understand and describe someone, using 3rd person, including items of clothing, il/elle porte…
  • Revise basic time and introduce 24 hour clock time.
  • Introduce school subjects and link with time to complete a timetable etc.
  • Pupils to recognize and use numbers 1-60

Monter un café

  • Respond to and ask for certain drinks, foods, snacks
  • Pupils practise asking for various items- Je voudrais…
  • Recognise and use quantities
  • Create and illustrate own menu, incl. prices
  • Understand longer and more complex sentences
  • Pupils will perform a short sketch,(e.g. Le Serveur Bizarre”) using learnt structures being waiter and customer; emphasis on tone and intonation

 

Bienvenue!, KS3
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.

Intent – What is Aston Fields Middle School aiming to achieve through its curriculum?

• To develop a love of language learning.
• To develop linguistic competence to communicate on a broad range of topical themes.
• To develop the four skills of listening, speaking, reading and writing.
• To acquire a good basic level vocabulary in French.
• To develop grammatical understanding which will permeate all skill areas.
• To develop an appreciation of other cultures, citizens preparing them to be global.
• To develop self-confidence and resilience.

Implementation – How is the Aston Fields Middle School curriculum delivered?

Curriculum Delivery
• Pupils have full access to the French National Curriculum at KS3.
• The French curriculum is designed to be challenging, appropriate to each pupil’s stage of development, in preparation for the rigours of GCSE and future language learning.
• The French curriculum is designed to build and expand on previous skills and subject knowledge, over a 4 year period. It also plans for opportunities for repetition to embed knowledge, increasing  the chance of information recall (remembering more) and to integrate new knowledge into larger ideas.
• The curriculum will progress from word and statement level through to communicating independently, using a broad range of extended language and will progress from the present tense through to the past (perfect tense) and the immediate future tense.
• Pupils will have regular opportunities to build their confidence and resilience in listening to and reading authentic materials.
• Pupils will have regular opportunities to speak with increasing confidence, fluency and spontaneity.
• Pupils will have regular opportunities to write at varying length, for different purposes and audiences.
• High levels of accuracy will be promoted across all skill areas.
• The French curriculum offers opportunities for cross curricular learning, to ensure pupils make significant personal development, including:
1. educational visit to France;
2. communication development through role-plays and spoken language activities, i.e. presentations and language games
3. use of ICT (MFL specific websites/software) to reinforce learning and provide opportunities for out of class learning; and to create own work.
• The KS3 French curriculum is taught weekly.
• Homework is provided through one ELA each term, which is purposeful and builds on skills and subject knowledge covered in lessons.

Assessment supports the teaching of the curriculum and it helps pupils’ embed knowledge as well as assisting teachers in producing clear next steps for pupils.
• French teachers use a range of formative and summative assessment procedures to assess progress and attainment, including:
1. marking;
2. self/peer assessment;
3. targeted questioning
4. vocabulary/spelling tests
5. ELAs;
6. End of module assessments in listening, speaking, reading and writing

 Impact – What difference is the Aston Fields Middle School Curriculum making on pupils?

• Pupils will leave well-prepared to use basic French in real life contexts.
• Pupils will leave well-prepared for the rigours of GCSE.
• Pupils will develop a wide range and deepening vocabulary and be able to use and manipulate key grammatical structures and patterns.
• Pupils will develop their speaking and listening skills to interact with others.
• Pupils will develop their reading skills to understand the purpose, important ideas and details from a range of different sources.
• Pupils will develop their writing skills to write at varying length, for different purposes and audience.
• Pupils will be able to work successfully in a team and independently, and will improve their self- confidence.
• Pupils will improve their presentational skills.
• The vast majority of pupils will meet or exceed their expected progress in French.

 CURRICULUM OVERVIEW - FRENCH YEAR 7

 

         BLOCK 1 BLOCK 2 BLOCK 3
Les Animaus/Ma Famille

Revise vocabulary for numbers, days of week, months etc., common pets, identify other animals and note preferences from short conversations.

Understand phrases and short texts, including adjectives, about animals.

Write compound sentences about animals and people’s preferences/opinions about animals.

Understand and note information about family, including name, age, physical description and personality etc.

Ask and answer questions about animals and family.

Prepare a presentation about their own family and pets, speaking coherently and confidently, with increasingly accurate pronunciation and intonation.

Understand written phrases and short texts about families, including; name, age, date of birth, appearance, personality etc.

Write sentences/paragraph about family and pets.

Key Language:

J’ai, tu as? il a, elle a, as-tu? les animaux, je n’ai pas d’animal, je n’ai pas de freres et soeurs, je suis fils/fille unique, je suis, tu es, il est bavard(e) grand(e) petit(e) ennuyeux/ennuyeuse, marrant(e), paresseux/paresseuse, sportif/sportive, timide

Definite and indefinite article, possessive adjectives (mon, ma, mes, ton, ta, tes, son, sa, ses), opinions: j’aime, je n’aime pas, je déteste, j’adore. Ça va, with justification, parce que c’est nul, super, ennuyeux

Range of connectives, including: et, mais, parce que, puis, après, pourtant

 

 

 

 

 

 

 

 

 

 

 

 

 

Les Loisers

Identify sports, people’s free time preferences and the frequency they are practised.
Understand short texts about free time activities.
Write compound and complex sentences about free time preferences, opinions and when these are practised.
Write a summary of written texts about leisure activities.
Take part in dialogues to find out and give personal details, including free time preferences etc.
Understand weather phrases, identify and note people’s weather preferences and what they do in certain weather conditions.
Understand a short written weather report.
Give a weather report and interview about what people do in certain weather conditions.
Write a weather report, using compound sentences.

Key Language:
J’adore…. J’aime…… Je n’aime pas…..Je déteste… Ça va..
L’athlétisme, le basket-ball, le badminton, le cyclisme, l’équitation,la natation, le ping-pong, le roller, le VTT etc.
Je joue au tennis/hockey/badminton etc.
Je fais de l’équitation/ de la natation/ de la gymnastique/ de la danse etc.
Je ne joue pas au………../Je ne fais pas de……….
Une fois par semaine/ deux fois/ trois fois/ tous les jours/ quelquefois/ souvent
Est-ce que tu aimes + infinitive ? / Qu’est-ce que tu aimes + infinitive ?
J’aime……, je n’aime pas……, je préfère………,
aller en ville, aller au cinéma / au McDo, aller a la pêche, faire des courses, écouter la musique, jouer a l’ordinateur, faire du sport/ du bricolage/ du vélo/ lire des livres/ les BD, regarder la tele
Conjugation of regular « er » verbs.
Je dors, j’écoute, je mange, je regarde, je rentre, je sors
Use of negative phrases: je ne joue pas etc.
Je ne fais rien
Vas-tu… ? je vais, tu vas, il va etc.
Le club des jeunes
Quand ? où ?
après, sur, avec, et, ou
le matin, l’après-midi, le soir, la nuit le lundi, le mardi etc.
Quel temps fait-il ?
Il fait chaud, il fait froid, il y a du brouillard, il y a du soleil, il y a du vent, il y a des orages, il pleut, il neige
Dans les Alpes, dans le centre/ le nord/ le sud/ l’est/ l’ouest
à + town (à Paris, à Bromsgrove), en + country ( en France, en Anglterre)
Je reste à la maison
Quand il pleut…..
S’il pleut ….
Justification of opinions : parce que/car c’est : nul, super, pénible, cool, pas mal, extra

Chez moi

Recognise vocabulary to describe where people live, including places in a town, accommodation and rooms in a house.
Understand short texts about where people live, including detailed descriptions of location and rooms within the house.
Describe where you live, including opinions and detailed descriptions about the house/apartment (rooms etc.)
Produce an estate agent’s brochure to advertise your dream house.
Understand and discuss furniture in various rooms and where they are located.
Understand and talk about daily activities carried out at home.
Begin to understand when people discuss what they are going to do (using immediate future tense).
Begin to use immediate future tense to talk/write about what you are going to do at different times of the day.

Key Language:
J’habite ..nous habitons …:
Au bord de la mer, en ville, dans un village, en banlieue, à la montagne, à la campagne,
Dans: un appartement, une maison, une ferme
Près du, de la, de l’, des
Un balcon, une cave, un garage, un immueble, un jardin, au sous-sol, au rez-de-chausée, au premier / deuxième / troisième étage, à ls mansarde,
Le bureau, la cave, la chambre, la cuisine, l’entrée, la salle à manger, la salle de bains, la salle de séjour.
Revision of adjectives and adjectival agreements.
Dans ma chambre il y a …..
Où? + prepositions: sur, sous, par terre, dans, devant, derrière
Revision of time phrases: le matin, l’après-midi, le soir.
Introduction of third person on….:
Qu’est-ce qu’on fait dans…?
On dort, on lit, on mange, on travaille, on regarde, on joue, on écoute
Introduction of immediate future tense:
Paradigm of aller + infinitive

CURRICULUM OVERVIEW - FRENCH YEAR 8

             BLOCK 1 BLOCK 2 BLOCK 3

Le Passé

Revise conjugation of the present tense of regular “er” verbs.

Introduce the perfect tense, using avoir and être.

Understand phrases and passages about what people did in the past.

Understand phrases and conversations about where people went and what they thought of it.

Ask and answer questions about what you did and didn’t do in the past.

Ask and answer questions about where you and others went.

Write sentences/paragraphs about activities in the perfect tense.

Key Language:

Appropriate parts of avoir: j’ai,tu as, il/elle a, nous avons, vous avez, ils/elles ont with past participles of regular ‘er’ verbs (regardé, joué, ecouté) and common irregular ones (eu /bu /lu /vu /dit /fait /ecrit /pris /appris. Negative statements of the above: eg. Je n’ai pas regardé.
Qu’est-ce que tu as fait la semaine dernière?
Appropriate parts of etre: je suis, tu es, il/elle est, nous sommes, vous êtes, ils/elles sont with past participles of aller / rentrer / rester eg.
Je suis allé(e) a la piscine / en ville / au cinema / chez mes grandparents, je suis resté(e) à la maison
Où es-tu allé(e)?
C’était comment?
C’était…. Nul/fantastique/amusant etc. Revision of adjectives to describe opinion.
Revision of time phrases: lundi matin, mardi après-midi, jeudi soir, le weekend, hier, ensuite, puis, après etc.

 

 Ma Vie
(Daily routine and making arrangements to go out)

Understand and use 12 and 24 hour clock time.

Understand and talk/write about your daily routine.

Understand and use reflexive verbs.

Ask others about their daily routine and report back in 3rd person.

Discuss going to the cinema and making arrangements to go out.

Discuss what you could do (using on pourrait).

Make up excuses for not doing something.

Understand and talk about activities in the immediate future, including opinions.

Understand about what someone did with regard to daily routine etc.

Key Language:

Reflexive verbs:
se lever, se coucher, se réveiller, s’habiller, se doucher, se laver, se brosser les cheveux.
A quelle heure tu te lèves? A quelle heure tu te couches?
Je prends mon petit dejeuner, je bois, je mange, je mets, je sors + used with other pronouns.
Revision of faire + activities
Opinions and feelings: c’est super, c’est marrant, c’est génial etc + justification/reasons, parce que/car
Verb “pouvoir”: for all pronouns. On pourrait + infinitive
Excuses: je ne peux pas parce aue….j’ai trop de devoirs, je suis trop fatigue, je n’ai pas d’argent
Revision of future: je vais + infinitive.
Ce sera…..(+ opinions)
On se retrouve où?
On va se retrouver à …

 La Francophonie

Develop cultural understanding of Francophone countries.

Understand information, written and spoken about Le Senégal.

Research and complete own fact file on a chosen Francophone country.

Revise present /past (perfect) and immediate future tenses.

Revise and use “on peut” + infinitive phrases.

Produce a holiday advertisement for chosen Francophone country, using previously acquired grammatical structures and persuasive techniques.

Use of direct address (imperative)

Produce a questionnaire about holiday choices.
(revise aller + preposition)

Key Language:

Se trouver, se situer,
Use of on…….on cultive, on parle, on mange etc.
la capitale, le drapeau, la situation géographique, la population, les langues, le climat, l’agriculture, les sites touristiques, la nourriture, les religions, la monnaie, les fêtes, les industries.

Revision of weather structures, points of the compass, sports, foods etc.

Imperative: second person plural of regular and high frequency irregular verbs: allez, visitez, jouez, mangez, buvez etc.

 

Les Loisirs

Identify sports, people’s free time preferences and the frequency they are practised.

Understand short texts about free time activities.

Write compound and complex sentences about free time preferences, opinions and when these are practised.

Write a summary of written texts about leisure activities.

Take part in dialogues to find out and give personal details, including free time preferences etc.

Understand weather phrases, identify and note people’s weather preferences and what they do in certain weather conditions.

Understand a short written weather report.

Give a weather report and interview about what people do in certain weather conditions.

Write a weather report, using   compound sentences.

Key Language:

J’adore…. J’aime…… Je n’aime pas…..Je déteste… Ça va..

L’athlétisme, le basket-ball, le badminton, le cyclisme, l’équitation,la natation, le ping-pong, le roller, le VTT etc.

Je joue au tennis/hockey/badminton etc.

Je fais de l’équitation/ de la natation/ de la gymnastique/ de la danse etc.

Je ne joue pas au………../Je ne fais pas de……….

Une fois par semaine/ deux fois/ trois fois/ tous les jours/ quelquefois/ souvent

Est-ce que tu aimes + infinitive ? / Qu’est-ce que tu aimes + infinitive ?

J’aime……, je n’aime pas……, je préfère………,

aller en ville, aller au cinéma / au McDo, aller a la pêche, faire des courses, écouter la musique, jouer a l’ordinateur, faire du sport/ du bricolage/ du vélo/ lire des livres/ les BD, regarder la tele

Conjugation of regular « er » verbs.

Je dors, j’écoute, je mange, je regarde, je rentre, je sors

Use of negative phrases: je ne joue pas etc.

Je ne fais rien

Vas-tu… ? je vais, tu vas, il va etc.

Le club des jeunes

Quand ? où ?

après, sur, avec, et, ou

le matin, l’après-midi, le soir, la nuit le lundi, le mardi etc.

Quel temps fait-il ?

Il fait chaud, il fait froid, il y a du brouillard, il y a du soleil, il y a du vent, il y a des orages, il pleut, il neige

Dans les Alpes, dans le centre/ le nord/ le sud/ l’est/ l’ouest

à + town (à Paris, à Bromsgrove), en + country ( en France, en Anglterre)

Je reste à la maison

Quand il pleut…..

S’il pleut ….

Justification of opinions : parce que/car c’est : nul, super, pénible, cool, pas mal, extra