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At St Thomas’ we chose to teach the children French as our Modern Foreign Language as this supports their transition into our local Secondary schools who also teach French. Lessons should teach children the skills needed to communicate confidently in French. Children should also be able to express their thoughts and ideas both in speech and writing. We follow the Rigalo scheme of work across Key Stage 2. The children enjoy using the resources including video stories, songs and games. The children have the opportunity to learn French vocabulary linked to a range of topics including money, animals and school. Throughout the week, the children get the opportunity to practice what they have learned. Teachers and staff will try to incorporate French through other subjects and activities where possible and appropriate.

 

Year 3

Autumn

Spring

Summer

  • Learning simple greetings and talking about our brothers and sisters. All of this will be done through a range of songs, rhyme, games and conversations to develop listening and understanding of the language.
  • Recognising some familiar words in written form.
  • Listening attentively and understanding common classroom instructions.

 

  • Say the months of the year and days of the week.
  • Ask questions and respond to simple instructions.
  • Say numbers to 20.
  • Say parts of the body.
  • Begin to describe parts of the body.(e.g. eyes and hair)
  • Practice pronunciation and start to read familiar words.

 

  • Identify members of our family.
  • Say the alphabet
  • Use basic prepositions ‘sur’ and ‘dans’ to describe position.
  • Say numbers to 30.
  • Say the months of the year.

 

 

Year 4

Autumn

Spring

Summer

We will be using the Rigolo programme through the topics of ‘Encore!; and ‘Quelle heure est-il?’ to:

  • Have a short conversation using the new vocabulary taught in the topic.
  • Read and understand a short text using familiar language.
  • Say what I like/dislike about a familiar topic.

 

 

Through the units ‘Le fetes’ and ‘Ou vas-tu?’ we will:

  • Read and understand a short text using familiar language
  • Understand messages and dialogue
  • Use a bilingual dictionary/ glossary to look up new words
  • Use phrases to give a personal response

Read independently

Through the Units ‘On Mange’ and ‘Le Cirque’, we will:

  • Show understanding of short passages made up from familiar language
  • Understand messages and dialogue
  • Identify and give a personal response on a passage
  • Have a short conversation saying 3 or more things
  • Read independently
  • Read and understand a short text using familiar language
  • Use a bilingual dictionary/ glossary to look up new words
  • Write 2-3 sentences on a familiar topic

 

 

Year 5

Autumn

Spring

Summer

We will be building on conversational skills as well as beginning to write in French.

We will do this through our unit on school.

  • Prepare and practise a simple conversation, reusing familiar vocabulary and structures in new contexts.
  • Re-read frequently a variety of short texts.
  • Write words, phrases and short sentences, using a reference.
  • Recognise patterns in simple sentences.
  • Apply knowledge of rules when building sentences.
  • Apply grammatical knowledge to build sentences.
  • Use actions and rhymes to aid memorisation.
  • Ask for repetition and clarification.
  • Appreciate that different languages use different writing conventions.
  • Listen attentively and understand more complex sentences.
  • Practise new language with a friend and outside the classroom.
  • Look and listen for visual and aural clues.
  • Make simple sentences.
  • Look and listen for visual and aural clues.

 

 

  • Prepare and practise a simple conversation, reusing familiar vocabulary and structures in new contexts.
  • Re-read frequently a variety of short texts.
  • Write words, phrases and short sentences, using a reference.
  • Recognise patterns in simple sentences.
  • Apply knowledge of rules when building sentences.
  • Apply grammatical knowledge to build sentences.
  • Use actions and rhymes to aid memorisation.
  • Ask for repetition and clarification.
  • Appreciate that different languages use different writing conventions.
  • Listen attentively and understand more complex sentences.
  • Practise new language with a friend and outside the classroom.
  • Look and listen for visual and aural clues.
  • Make simple sentences.
  • Look and listen for visual and aural clues.

 

Through our units on holidays and home we will:

  • Prepare and practise a simple conversation, reusing familiar vocabulary and structures in new contexts.
  • Re-read frequently a variety of short texts.
  • Write words, phrases and short sentences, using a reference.
  • Recognise patterns in simple sentences.
  • Apply knowledge of rules when building sentences.
  • Apply grammatical knowledge to build sentences.
  • Use actions and rhymes to aid memorisation.
  • Ask for repetition and clarification.
  • Appreciate that different languages use different writing conventions.
  • Listen attentively and understand more complex sentences.
  • Practise new language with a friend and outside the classroom.
  • Look and listen for visual and aural clues.
  • Make simple sentences.
  • Look and listen for visual and aural clues.

 

 

Year 6

Autumn

Spring

Summer

  • Understand familiar spoken words and phrases.
  • Identify and note personal responses.
  • Use short phrases and express responses.
  • Take part in simple conversations, supported by visual and other cues and express their opinions.

 

 

  • Understand familiar spoken words and phrases.
  • Identify and note personal responses.
  • Use short phrases and express responses.
  • Take part in simple conversations, supported by visual and other cues and express opinions.
  • Begin to use knowledge of grammar to adapt and substitute single words and phrases.

 

  • Understand familiar spoken words and phrases.
  • Identify and note personal responses.
  • Use short phrases and express responses.
  • Take part in simple conversations, supported by visual and other cues and express opinions.
  • Begin to use knowledge of grammar to adapt and substitute single words and phrases.    

 

 

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