Implementation

How each unit works:

At the start of each core language unit, pupils are introduced to the theme and key vocabulary. Through language rehearsal, games, raps and songs, pupils become more confident in listening to, saying, reading and writing these words with increasing independence. Each unit involves key vocabulary, language structures and questions which are revisited on a regular basis, gradually extending children’s ability to manipulate the language to express themselves to others, both in speaking and writing. As much as possible, native language speakers and key literature are used to further enhance pupils’ learning across the French curriculum.

Each unit plans to meet the criteria of the National Curriculum, extending children’s French language knowledge and grammatical understanding. As children move through year groups, prior learning is reinforced and language is ‘recycled’.

At the end of each unit, children become confident with the language that they have learnt and are able to communicate with each other orally. As children’s grammatical understanding progresses, increasing demands are placed upon pupils’ ability to read and write in the target language and to read aloud longer French texts.

In addition to the ‘core language units’ of the French curriculum, there are six additional units across Key Stage 2 which focus discretely on pupils’ understanding of French culture and age-appropriate literature. These units form a key part of pupils’ learning and serve as a vehicle through which both pupils’ linguistic and intercultural understanding can be further deepened and reinforced over time.

Grammatical Concepts

Alongside pupils’ English grammar lessons, children are also exposed to a number of key French grammatical concepts, including:

• Word classes

Including: nouns, verbs, adjectives, adverbs, definite and indefinite articles, prepositions and determiners (e.g. au/à la/aux), partitive articles (du/de la/des), possessive adjectives (mon, ma, mes), pronouns and connectives.

• Gender

Identifying the gender of a noun through its definite or indefinite article.

• Verb conjugation

Conjugation of high frequency verbs: avoir, être, aller, aimer, vouloir.

• Agreement rules

Including: agreement of adjectives including colours, (blanc/ blanche), quantifiers (grand/petit/long/court) and mood/ feelings (je suis fatigué/fatiguée).

• Syntax/word order

Including: position of adjectives in sentence, inversion for questioning, building a negative sentence.

• Spelling & punctuation

Including: capitalisation (lower case letters for days of the week/months of the year), accents, singular and plural and contractions.

Key Skills

• Speaking: individual words; key questions and responses; reading longer texts aloud independently.
• Listening: both native and non-native speakers; individual words; key questions and responses; unfamiliar words within familiar contexts; longer texts and information; key literature.
• Reading: individual phonemes and words; key questions and familiar language; unfamiliar vocabulary; longer texts and information.
• Writing: individual words; key questions and responses; longer texts and information.

French Lessons

At Thomas Jones we ensure that our French lessons are planned around key language and grammatical concepts. French sessions are designed to give children ample opportunity to develop their communication skills across the breadth of the French curriculum, and to harness pupils’ natural curiosity and inclination to learn about new languages and cultures.

Sessions are designed to be interactive and multi-sensory, often involving opportunities for pupils to watch or listen to French speakers, manipulate key resources and play games or sing songs to enhance their learning. Communication is an active process in which pupils are fully engaged, and they are encouraged to use their developing language skills throughout the school day.

EYFS

Although teaching a foreign language is not statutory in the EYFS, pupils have many experiences within their time in Nursery and Reception that support them with their language learning as they move through the school, and their experiences form the foundation for all future learning experiences. Pupils develop a solid grounding in speaking and listening, an understanding of the differences between different cultures and communities and an overall love of learning that gives them the learning behaviours needed to make a strong start in all future learning.

Key Stage 1

Although teaching a foreign language is not statutory within Key Stage 1, we have ran a successful French club at Thomas Jones for a number of years. This club runs on a termly basis for a small group of Key Stage 1 pupils; attendance is on a voluntary basis, with capacity for up to 12 pupils to participate per term. The club is taught by a visiting specialist, Tania Kieffer, and aims to introduce pupils to early French vocabulary and concepts, such as greetings, colours and numbers.

Key Stage 2

At Thomas Jones, French is taught by individual class teachers, with regular specialist support. At least once per term, French is modelled and taught by the MFL Leader, giving all class teachers an opportunity to observe and develop their own teaching practice in this subject.

Children are introduced to French in Year 3 and are given a solid grounding in common key language and grammar skills that they will need as they progress through the school. In Years 4 to 6, pupils are supported to build on the skills they have developed in Year 3 while regularly revisiting their prior learning to deepen its roots and ensure that language becomes embedded over time.

As children become more confident in their understanding of questions and responses, so the demands upon children’s grammatical knowledge increase. Children are supported to learn about concepts such as the conjugation of key verbs, adjectival agreements, and certain conjunctions.

Children also have opportunities to explore age-appropriate French literature and to develop their understanding of differences and similarities between French and British culture.

SEND

At Thomas Jones we are determined to ensure that all children are able to access our curriculum no matter what additional needs they may have where possible. Learning is differentiated for individual children to support their ability to access LOs alongside their peers. This differentiation may take the form of additional adult support (from class teacher or teaching assistant), additional language scaffolding and writing frames where needed and, where appropriate, a reduced amount of target language being taught to pupils.

KS2 French Curriculum Map: