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Arboretum Yearly Overview (2014 Curriculum)

LANGUAGES

 

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.

Aims

The national curriculum for languages 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. Languages

There are over thirty languages that are spoken at Arboretum Primary School. We know that by sharing and celebrating these diverse languages, children (regardless of their cultural background) will never feel isolated; in fact, they will feel part of a wider school community where there is an opening to many other cultures around them, deepening world understanding.

We teach French at Arboretum Primary and this Languages teaching and learning fosters further curiosity of Languages and provides children with a solid foundation for studying further Languages at KS3. 

Languages objectives and outcomes, like all subjects, form part of meaningful and relevant learning journeys. Teaching the statutory knowledge, skills and understanding of Languages results in Arboretum children being equipped with:

 

 

Knowledge

of vocabulary

of pronunciation and intonation

of grammatical structures

of stories, songs, poems and rhyme

Skills

Expression of ideas and thoughts

Communication – speaking and listening

Working with others to gain insight and give/receive feedback

Improving own learning – acting upon advice and feedback Application 

Understanding

Understanding of French leading to responses in speech and writing

 

 

Year 3

Year 4

Year 5

Year 6

2014 Curriculum

Pupils should be taught to:

  • listen attentively to spoken language and show understanding by joining in and responding
  • appreciate stories, songs, poems and rhymes in the language
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • describe people, places, things and actions orally and in writing
  • engage in conversations; ask and answer questions.
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • describe people, places, things and actions orally and in writing
  • describe people, places, things and actions orally and in writing
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • read carefully and show understanding of words, phrases and simple writing
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • engage in conversations; express opinions and respond to those of others; seek clarification and help.
  • describe people, places, things and actions orally and in writing
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • engage in conversations; express opinions and respond to those of others; seek clarification and help.
  • present ideas and information orally to a range of audiences

Autumn Term

 

Catherine Cheater

Language to be covered:

Numbers 0-6

zéro, un, deux, trois, quatre, cinq, six

Greetings

Bonjour!  Bonjour + name

Bonjour, monsieur / madame / mademoiselle

Comment t’appelles-tu?

Joyeux Noël !

Classroom phrases e.g.

asseyez-vous, asseyez-vous correctement, croisez les bras, écoutez, levez-vous, montrez-moi, regardez, taisez-vous, touchez

Adjectives e.g.

bleu, gris, jaune, rouge, vert

Vocabulary for spelling skills

Comment ça s’écrit?

some alphabet letters

Vocabulary for sentence building

Voici, et, un bonhomme de neige, le Père Noël, un renne, un chat, un chien, un cadeau, un sapin

 

Questions, answers and sentence building e.g.

Qui est-ce?

C’est + name

Ce n’est pas + name

Dans le sac, il y a… et...

Further adjectives e.g.

blanc, brun, noir, orange, rose

Vocabulary for a game

Coin! Coin!

Encore!

Masculine nouns e.g.

un âne, un avion, un caméléon, un cochon, un éléphant, un furet, un lion, un mouton, un ours, un papillon, un perroquet

Feminine nouns e.g.

une abeille, une araignée, une baleine, une chenille, une grenouille,une libellule, une panthère, une perruche, une poule, une souris

 

Masculine nouns e.g.un canard, un chameau, un cheval, un crocodile, un dauphin, un escargot, un lapin, un loup, un merle, un poisson, un renard, un robot, un singe, un zèbre.

Feminine nouns e.g.une biche, une chèvre, une coccinelle, une étoile, une fourmi, une pie, une tortue, une vache.

French food e.g.aioli, tapenade, rillettes de saumon, pâté de canard au poivre vert, bonbons au miel, galettes bretonnes, nougat de Montelimar, sirop de fruits

Healthy food e.g.le céléri, le concombre, les carottes, les olives, les radis, les tomates

Expression opinion e.g.j’aime, je n’aime pas + noun, c’est (très) bon, c’est délicieux

Expressions of annoyance, impatience, disappointment, frustration, disbelief, joy, disagreement, e.g.Zut alors!  Mince alors!  Mais enfin!   Ça alors!   Tu rigoles!   C’est pas vrai!  C’est pas possible!   Non !   Tu plaisantes !   Tu rigoles !   Ce n’est pas sérieux !  Incroyable !

Masculine nouns e.g. un abricot, un bison, un cerf, un chapeau, un château, un citron, un corbeau, un crabe, un crapaud, un dauphin, un drapeau, un écureuil, un pigeon, un garçon, un géranium, un guépard, un hanneton, un hérisson, un héron, un hibou, un kangourou, un koala, un marteau, un moineau, un poney, un requin, un seau, un serpent, un scorpion, un taureau, un train, un wapiti .

Feminine nouns e.g. une autruche, une cerise, une cigale, une fleur, une fraise, une gazelle, une girafe, une groseille, une guêpe, une hirondelle, une myrtille, une orange, une prune, une puce, une taupe, une tortue.

Verbs in the infinitive form : Siffler ;  ronfler ;  se cacher ;   se promener ; lire ; dormir

Conjugated forms in the présent (present tense) : il/elle siffle ; ils/elles sifflent

il/elle ronfle ; ils/elles ronflent

il/elle se cache ; ils/elles se cachent

il/elle se promène ; ils/elles se promènent

il/elle lit ; ils/elles lisent

il/elle dort ; ils/elles dorment

Conjugated forms in the imparfait (imperfect tense) : il/elle sifflait ; ils/elles sifflaient

il/elle ronflait ; ils/elles ronflaient

il/elle se cache ; ils/elles se cachaient

il/elle se promenait ; ils/elles se promenaient

il/elle lisait ; ils/elles lisaient

il/elle dormait; ils/elles dormaient

Spring Term

 

Catherine Cheater

Language to be covered:

Numbers 7-10

sept, huit, neuf, dix

Phrase of celebration

Bonne Année !

Vocabulary for spelling skills

consonne, voyelle

more alphabet letters

Verbs e.g.

Courez, marchez, marchez sur la pointe des pieds, sautez

Adverbs e.g.

Lentement, vite

Asking politely

s’il te plaît, merci, voilà

Masculine and feminine nouns e.g.

Qu’est-ce que c’est? 

un pinceau, un feutre, un crayon, un stylo, une gomme, une règle

Punctuation e.g.

Virgule, point

Adjectives that precede the noun e.g.

Petit, grand

Sentence starters e.g.

Chez moi

Dans ma chambre

Dans mon placard

Verbs e.g.

danser, sauter, voler, nager

Punctuation e.g.

Point d’exclamation

Point d’interrogation

Months

janvier, février, mars, avril, mai, juin, juillet, août, septembre, octobre, novembre, décembre

ce mois-ci, c’est…

le mois dernier, c’était…

le mois prochain, ce sera…

 

Definite article

le, la, l’, les

 

Adjectives that precede the noun e.g.Jeune, joli.

Adverbs of place/ sentence starters e.g.chez moi, dans le jardin, dans le poirier, dans le garage, dans le salon, dans la piscine, dans la cuisine.

Adverbs of time/ freqencyaujourd'hui, maintenant, souvent, quelquefois, à + time on the clock

Verbs e.g.aller, être 

tricoter, chanter

j’entends, je vois

je pense que/ qu’…

Simple negatives ne…pas, ne…jamais

Immediate future tense aller + infinitive

 Asking questions, e.g. Où est la baleine ?    Que fait la coccinelle ?   Qu’est-ce qu’il fait ?    Est-ce que le canard tricote ?    Où va le lion ?    Le chat, qu’est-ce qu’il va faire ?

Subject pronouns, e.g.je, tu, il, elle, ils, elles

Disjunctive pronouns, e.g. moi, toi, lui, elle

 

Conjugated forms in the passé composé (perfect tense): j’ai/ tu as/ il a/ elle a entendu

j’ai/ tu as/ il a/ elle a vu

Conjugated forms of aller as part of le futur proche (near future tense): je vais/ il va/ elle va + infinitive

 

Adverbs of place/ sentence starters e.g. dans la rue

dans les bois

dans la forêt

derrière un buisson

 

Adverbs of time - Aujourd’hui ;    Hier ;    Ce matin ;   Cet après-midi ;    Ce soir ;    Le week-end dernier ;   La semaine dernière ;    À (+ clock time) ;    Il y a une demi-heure ;   Le week-end prochain ;     La semaine ;    prochaine ;     Dans une demi-heure

 

Negative adverbs ne…pas, ne…jamais

 

Asking questions, e.g.   Qui tricote ?    Que fait le cochon ?     Que font les hannetons ?    Qu’est-ce que tu as vu ?    Qu’est-ce que tu as entendu ?    Qu’est-ce que le loup a entendu à minuit ?

Summer Term

 

Catherine Cheater

Language to be covered:

Numbers 11-31

onze, douze, treize, quatorze, quinze, seize, dix-sept, dix-huit, dix-neuf, vingt, vingt et un, vingt-deux, vingt-trois, vingt-quatre, vingt-cinq, vingt-six, vingt-sept, vingt-huit, vingt-neuf, trente, trente et un

Vocabulary from a song

un tee-shirt, un pantalon, un pull, un chapeau, je mets

Responding to questions

oui, non

Days of the week

lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche

aujourd’hui, c’est …

hier, c’était …

demain, ce sera…

Taking the register

présent, présente

Punctuation e.g.

ouvrez les guillemets

fermez les guillemets

 

 

Vocabulary from a song

une culotte, une chemise, une veste, des lunettes

Que fais-tu?

Questions and answers e.g.

Combien de cochons y a-t-il ?

Il y a cinq cochons

Quelle est la date aujourd’hui?

C’est le + date.

Qui + verb

Phrases of celebration / greeting e.g.

Bonnes vacances !

Joyeux anniversaire !

Bon anniversaire !

Towns in France e.g.

Amiens, Angers, Avignon, Bordeaux, Calais, Cherbourg, Dieppe, Dijon, Lyon, Marseille, Nantes, Nice, Paris, Reims, Tours.

Telling the time Quelle heure est-il ?

Il est une heure, deux heures, trois heures, quatre heures, cinq heures, six heures, sept heures, huit heures, dix heures, neuf heures, onze heures… et demie.

Il est midi, il est minuit… et demi.

Relative pronoun qui (e.g. un cochon qui chante)

Conjunction mais

Numbers 32 - 60

trente-deux, trente-trois, trente-quatre, trente-cinq, trente-six, trente-sept, trente-huit, trente-neuf, quarante, quarante et un, quarante-deux, quarante-trois, quarante-quatre, quarante-cinq, quarante-six, quarante-sept, quarante-huit, quarante-neuf,

cinquante, cinquante et un, cinquante-deux, cinquante-trois, cinquante-quatre, cinquante-cinq, cinquante-six, cinquante-sept, cinquante-huit, cinquante-neuf, soixante.

Telling the time - analogue clock Quelle heure est-il ?    

Il est une heure, deux heures, trois heures, etc

… cinq, … dix, … et quart, … vingt, … vingt-cinq, … et demie, … moins vingt-cinq, … moins vingt, … moins  le quart, … moins dix, … moins cinq.

Il est midi, il est minuit… et demi.

Relative pronoun qui (e.g. un cochon qui chante)

Times Tables Revision of 2x, 3x, 5x, introduction of 10x, 4x, 6x

Numbers 61 – 100

61 – 70 soixante et un, soixante-deux, soixante-trois, soixante-quatre, soixante-cinq, soixante-six, soixante-sept, soixante-huit, soixante-neuf, soixante-dix.

71 – 80 soixante et onze, soixante-douze, soixante-treize, soixante-quatorze, soixante-quinze, soixante-seize, soixante-dix-sept, soixante-dix-huit, soixante-dix-neuf, quatre-vingts.

81 – 90 quatre-vingt-un, quatre-vingt-deux, quatre-vingt-trois, quatre-vingt-quatre, quatre-vingt-cinq, quatre-vingt-six, quatre-vingt-sept, quatre-vingt-huit, quatre-vingt-neuf, quatre-vingt-dix.

91 - 100

quatre-vingt-onze, quatre-vingt-douze, quatre-vingt-treize, quatre-vingt-quatorze, quatre-vingt-quinze, quatre-vingt-seize, quatre-vingt-dix-sept, quatre-vingt-dix-huit, quatre-vingt-dix-neuf, cent.

 

 

Skills Progression:  Modern Foreign Languages (French)

 

Year 3 (Lower KS2 skills)

Year 4 (Lower KS2 skills)

Year 5 (Upper KS2 skills)

Year 6 (Upper KS2 skills)

Listening

 

 

 

 

 

 

Understand a few familiar spoken words and phrases – e.g.

teacher’s instructions

days of the week

a few words in a song

colours

numbers

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

basic phrases concerning myself, my family and school

 

Respond to a clear model of language.

Understand the main points from a spoken passage made up of familiar language – e.g.

  • short rhyme or song
  • basic telephone message
  • weather forecast

Understand the main points and some of the detail from a short spoken passage – e.g.

  • sentences describing what people are

wearing

  • an announcement

Speaking

 

 

Say and/or repeat a few words and short simple phrases – e.g.

what the weather is like

naming classroom objects

Know how to pronounce some single letter sounds.

Imitate correct pronunciation with some success.

Answer simple questions

and give basic information – e.g.

  • about the weather
  • brothers and sisters
  • pets

Know how to pronounce all single letter sounds.

 

Show an awareness of sound patterns.

 

Be clearly understood.

Ask and answer simple questions– e.g.

  • taking part in an interview/survey about pets/favourite food
  • talking to a friend about hobbies

Talk about personal interests.

Know how to pronounce some letter strings.

Take part in a simple conversation.

 

Express an opinion.

 

Know how to pronounce a range of letter strings.

 

Begin to understand how accents change letter sounds.

 

Can substitute items of vocabulary to vary questions or statements.

 

Pronunciation is becoming more accurate and intonation is being developed.

 

Reading

 

Recognises and reads out a few familiar words or phrases – e.g.

         from stories and  rhymes

 

Understands some familiar written phrases – e.g.

         simple weather  phrases

 

Understands the main point(s) from a short written text – e.g.

   simple messages on a postcard/in an email

Understand the main points and some of the detail from a short written text.

 

 

  • labels on familiar objects
  • the date

 

Use visual clues to help with reading.

basic descriptions of objects

Match sound to print by reading aloud familiar words and phrases.

 

Use a book or glossary to find out the meanings of new words.

Begin to read independently.

 

Use a bilingual dictionary to look up new words.

Writing

 

Write or copy simple words and/or symbols correctly – e.g.

  • personal information such as age
  • numbers
  • colours
  • objects

 

Select appropriate words to complete short phrases or sentences.

Write one or two short sentences with support

e.g. a model or fill in the words on a simple form – e.g.

  • shopping list
  • holiday greetings by

email/postcard

 

Begin to spell some commonly used words correctly.

Write a few short sentences with support using already learnt – e.g.

postcard

simple note or message

identity card

 

Spell words that are readily understandable.

Write a short text on a familiar topic, adapting language already learnt.

 

Spell commonly used words correctly.

 

 

Intercultural understanding

 

Understand and respect that there are people and places in the world around me that are different to where I live and play.

 

Understand that some people speak a different language to my own.

Identify similarities and differences in my culture to that of another.

 

Talk about celebrations in other cultures and know about aspects of daily life in other countries that are different to my own.

Respect and understand cultural diversity.

 

Understand how symbols, objects and pictures can represent a country.

Talk about, discuss and present information about a particular country’s culture.

 

Begin to understand more complex issues which affect countries in the world today for example poverty, famine religion and war.

 

 

Please visit the relevant age group to see how languages are taught in more detail:

Or click on Curriculum By Year Group Page to see information on all subjects:
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