Individual Year Group Plans Modern Foreign Languages French 2020-2021
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Individual Year Group Plans Modern Foreign Languages French 2020-2021
Intent At Co-op Brownhill we aim to use the teaching of MFL to explore new cultures and develop a firm foundation in a new language by developing children’s curiosity of the wider world, developing a deep and secure knowledge that builds on children’s existing knowledge and skills. Children are enabled to express their ideas, thoughts and opinions in another language to respond to its speakers, both in speech and in writing. Children will have a clear route of progression, which is regularly revisited. We will provide opportunities for them to communicate for practical purposes learn new ways of thinking and read real, rich and diverse texts in the original language. We aim to ensure that all children’s: 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. Children’s will be enabled to write at varying length, for different purposes and audiences, using the variety of vocabulary grammatical structures, linking to cross- curricular themes to develop an appreciation of a range of writing in the language studied. Through our curriculum we aim to provide children’s with new, real, rich and diverse opportunities through links with French speaking schools, authentic resources and sharing experiences from across the French speaking world and local community links. It is our intention to ensure that by the end of our children’s primary education, they have acquired an understanding of both spoken and written French, confidence to speak in French with others and know how important other languages can be in their future.
Implementation
The curriculum is led and overseen by the MFL lead. Alongside senior leaders the MFL lead will oversee a programme of monitoring, evaluation and review and
the celebration of good practice will contribute to the ongoing commitment to evolve and improve further.
The following principles and practices underpin the implementation of the MFL curriculum at Coop Academy Brownhill.
Children are taught a sequence of skills and knowledge built around familiar themes enabling strong and relevant links to be made to previous learning.
Children will learn how to develop single words into more complex structures as they progress through school
The use of knowledge organisers are to aid teachers in planning the knowledge and skills and children and parents understanding the expectations by
the end of the unit.
Class books/novels are used effectively to engage children’s interests and understanding of different languages and cultures and acting as a creative
stimulus for discussions and learning of French.
Co-op Academy Brownhill is proud to have French as a shared common language and this is celebrated throughout the school.
High experiences and visitors are planned to give meaning and context to knowledge that they have learnt.
The understanding of
Specific vocabulary is taught to show Children how French and the evolution of language from Roman times have influenced English.
Where possible links are made to other curriculum areas ensuring that we allow for repetition of learning in a variety of contexts.
Learning is revisited to deepen understanding.Impact
Children will become increasingly aware of the diverse array of languages spoken at Co-Op Academy and recognise this is a quality, which is celebrated.
Children are encouraged and supported to develop their speaking and listening skills through conversational work, singing activities and games. As their
confidence and skill grows, children record their work through pictures, captions and sentences.
Children will build confidence to independently structure their own sentences using language acquired from different themes.
Children will become increasingly aware of where French is spoken and the differences in daily life between life in the U.K. and France and other
Francophone territories.
Children will develop enquiry skills to pursue their own interests within a topic and further questioning.Year 1
Learning Links Key Knowledge Progression Key Vocabulary
1 Class books I can sing Frère jaques Explore the culture of France. Frère
HT1: The Three Little Pigs https://www.youtube.com/watch?v=BC6 Bonjour, Salut, ça va, ça va bien merci,
The House that Once Was rvbxdywg Greetings develop into introduction Yr2. Au revoir, mes amis.
● Role-play: Greeting and Un. deux, trois , quatre, cinq, six, sept,
introducing yourself to / as a I know where France is and how it is Formal learning of numbers to 10 in Yr2. huit, neuf, dix.
character in one of the books different to the U.K.? à la mode, chez nous, les pieds, les
HT2: Percy the Park Keeper: After The Body parts, formal learning in year 4. mains, le coude, le nez,
Storm Bonjour mes amis song Omelette, éclair, café, crêpe
Elmer and the Rainbow https://www.youtube.com/watch?v=- Foods, expanding vocabulary in year 2. Maman, Papa, mon frère.
The Weather Monster NGfCAXz2Rs
● Role-play: Greetings and Families in Yr2
introductions to / as characters, I can say hello and how are you and
in the different types of introduce myself
weather shown in the books. Un, deux, trois song
Asking each other, Ça va?
HT3: The Snow Queen I can count basic numbers to 10
The Queen’s Hat
● Counting characters / people / Savez-vous planter les choux ? Song
animals / flags, etc. in the https://www.youtube.com/watch?v=N1V
pictures ASpNwqO8
HT4: The Worrysaurus
Tyrannosaurus Drip I can identify key body parts
● Referring to, and counting,
parts of the dinosaurs’ bodies I can recognise and describe common
Changes French foods
HT5: Anna Hibiscus’ Song
Chicken In the Kitchen Cognates
Thank you, Omu
● Naming some of the foods Peppa Cochon.
mentioned in the stories, or
seen on the pages Close family members
● Showing our likes and dislikes of Maman, Papa, frère, soeur.
these foodsHT6: Emma-Jane’s Aeroplane I can use familiar terms to describe family
The Tiny Seed members
Katie and the Sunflowers https://www.youtube.com/watch?v=oCe
● Looking at the page showing 8MpZi4Sg
Katie arriving at the art gallery
with her grandma, describing
the other family groups shown.
2 Links with other curriculum areas
Numeracy: Counting within 20
Science: The human body
Geography: Different countries and
languages; Europe
Music: Rhythm
PSHE: Me and my family.
Dynamic experiences:
Singing in French, Christmas concert vive le vent
Trying some French food such as crepes and eclairs.
Watching Peppa Pig in French.
Play active games such as jump ‘trois’ times or hop ‘deux’ to help children learn simple numbers to three.Year 2
Learning Links Key Knowledge Progression Key Vocabulary
1 Class books Greetings and introductions. Basic greeting seen in Yr 1. Bonjour, ça va, très bien, merci, non.
HT1: Paddington oui, mal,
● Role-play: Characters from the Alphabet: I can sing along to the French Developing into more advanced Je m’appelle
book meet, greet and introduce alphabet. conversations in year 3. Comment tu t’appelles?
themselves to, each other https://www.youtube.com/watch?v=_mmfV ça s’écrit ..
● Spelling out the names of lLQOfw Part of extended conversation in ça s’écrit comment?
characters year3. un, deux, trois, quatre, cinq, six, sept,
HT2: Samson’s Titanic Journey I can recognise the question “How do you huit, neuf, dix.
● Counting characters spell your name” and spell my first name Part of extended conversation in J’ai six/sept ans
● Asking and saying/guessing the using the French alphabet. year3. Quel âge as-tu?
ages of characters Dans mon sac j’ai, une trousse, une
● Guessing what Samson has in I can count 1-10 from memory in French. The second time learners will see le/ gomme, un crayon, un taille-crayon,
his travel bundle la/ les and now un/une following une règle, un feutre, un livre, du
HT3: Jumanji I can ask “How old are you” and I can say my from body parts in year 2. papier,
● Expressing likes/dislikes of age. As-tu? J’ai
characters and settings In year 3 learners will use these J’aime, je n’aime pas, je déteste,
HT4: Hansel and Gretel I know that there are three ways to say “the” simple opinions to describe their J’adore, le chocolat, le sport, la
● Describing the number of in French. I can recognise classroom objects house and school and justify their musique, les bonbons.
people in their family and remember what they are in French. opinions. Je joue au football, basket,
● Describing the colours of the badminton, tennis, cricket, golf.
sweets at the witch’s house I can say I like, I don’t like, I love and I hate Developed further in year 3 to blanc/blanche, bleu, violet, jaune,
● Expressing opinions about chocolate, sport, music and sweets. hobbies and activities using the verb orange, gris, vert, noir, rose, rouge.
H&G’s family, the witch, faire. la mer, la plage, le sable, une glace, un
sweets, etc. I can say I like to play football, basketball, château, une pelle, un seau.
HT5: The Lighthouse Keeper’s Lunch tennis, cricket and golf In year 3 revision of colours and du chocolat, au jambon, au fromage,
● Describing the seaside scene, looking at masculine and feminine des oeufs, un sandwich, un café, un
including colours I know the different colours in French. adjectives. jus d’orange, une limonade,du thé, un
● Discussing, and expressing Year 5 physical features and year 6 croque-monsieur.
opinions about what the I know the French for the sea, the beach, holiday plans. Je suis enfant unique, J’ai un frère, j’ai
lighthouse keeper has for lunch sand, ice-cream, a spade and bucket. une soeur, je n’ai pas des frères et
HT6: Vlad and the Florence Nightingale Building on near cognates in year 1 soeurs.
Adventure I can ask for foods and drinks in a café and building vocabulary in years Il est/ elles est grand/ grande/ gentil/
● Describing the appearance and chocolate, ham, cheese, eggs, sandwich, 4/5/6 gentille/ sympa/ petit/petite/
personality of FN coffee, tea, orange juice, lemonade, and a● Describing the patients before French ham and cheese toastie. Formal learning progressing to content/contente/
and after FN improved the I can say how many brothers and sisters I longer conversation in future years. trieste/curieux/curieuse.
hospital: appearance and have.
feelings. I can describe people as tall, small, kind,
2 Links to other curriculum areas nice, happy, sad, or curious and I know it’s
History: Titanic; Florence Nightingale different for boys and girls.
Geography: The seaside; other
countries; travel
Dynamic experiences:
Listen to the story Hansel et Gretel in French https://www.youtube.com/watch?v=9WIW2sYaFMg
Plan a meal in French.
Take photographs on their trip to Whitby and label in French.
Go on a colour hunt for things colours given in French.Year 3
Learning Links Key Knowledge Progression Key Vocabulary
1 Class books I can introduce myself and ask questions to Revising and extending greetings and comment t’appelles-tu?
HT1: Stone Girl, Bone Girl take part in a conversation. introductions to include; asking Quel âge as-tu?
● Revision of seaside vocabulary questions, giving extended replies. Tu as des frères et des soeurs? et toi.
Street beneath your Feet I can ask someone their name, age and ask Speaking with increased confidence. le cinéma, le centre sportif, la
● Revision of places in town if they have siblings. patinoire, le café, le terrain de foot,
vocab, by looking at the town in Make a short video presentation. In year 4 learners will describe where les magasins, la banque, la poste.
the book, at ‘feet level’ they live in greater detail. un, deux , trois, quatre, cinq, six, sept,
● Counting stones, leaves, I can identify places in town. Increasing to number up to 60 in year huit, neuf , dix, onze, douze, treize,
bones, stalactites, etc. 4 to help with learning the time. quatorze, quinze, seize, dix-sept, dix-
HT2: Stone Age Boy I can now count to 31. huit, dix-neuf, vingt, vingt-et-un, vingt
● Role-play: Introducing yourself In year 2 learners can ask their age. deux, trente, trente-et-un
to the Stone-age girl I can ask someone their age and when their Quelle est la date de ton anniversaire?
● Asking questions about her birthday is and give my own reply. Using colours from year 2 to describe Mon anniversaire c’est le..
family animals, learning basic sentence janvier, février, mars, juin, juillet, août,
● Discussing likes and dislikes Grammar – le/la, colours follow noun. I structures. septembre, octobre, novembre,
with her: Tu aimes le chocolat? know that colours in French come after the décembre.
● Asking questions about where noun they describe and we need to change Used in longer introductions in years le chat gris
she lives: Il y a des magasins? the spelling with an extra e at the end if 4/5/6. le chien noir
● Asking about sports: Tu joues the word begins with la. l’oiseau jaune
au basket? Adding to their vocabulary seen in le hamster brun
● Comparing the animals the boy I can say I have a pet and describe what year 2 and developing longer more la gerbille orange
might have at home, and those they look like/ complex descriptions of people in le serpent vert
the girl will see in her world 4/5/6. Ma mère, mon père, mon frère, ma
HT3: The Abominables I can now describe my family members in soeur s’appelle
● Describing the yetis: greater detail including their personality Vocabulary from years 1 and 2 and il est / elle est grand/grande,petit/
appearance; family members and some physical characteristics, tall, body parts. petite mince, intelligent, intelligente,
● Describing the personalities of small, thin, intelligent, handsome, beau, belle, marrant, bête.
the yetis and the humans beautiful, funny and silly Building in complexity in years 4 and Alouette
● Describing Lady Agatha’s house 5. noël,Jésus, sapin de noël, un cadeau,
in Hampshire, and items in the I can sing alouette and remember Savez père noël,
bedrooms vous planter des choux and recall the In year 4 learners will describe the Ma maison. la salle de bains, la salle à
HT4: Beast Keeper various body parts. rooms of their house in greater detail. manger, le salon, la cuisine, ma
● Describing the family chambre, la chambre de ma mère, de
I know the French for Christmas, Jesus, mes parents, de ma soeur.● Describing Sarah’s father, as he Christmas tree, and Father Christmas In year 4 we will add qualifiers very, J’habite au/ en/ aux
starts to transform quite, to describe the room in greater en Angleterre, en France, au Pays de
● Describing the castle I can identify the different rooms of a detail. Galles, En écosse, en Irlande, en
● Expressing opinions about the house. I can say my room, my parents Allemagne, en Italie, en Grèce.
characters and the setting room or my brother or sister’s room. In years 4/5/6 we will build on this Je fais de la danse, de la patin à glace,
HT5: The Firework Maker’s knowledge to say where I live, my du bowling, de la gymnastique,
Daughter Dans ma chambre- I can say in my room nationality and ask someone where d'athlétisme, du vélo .
● Discuss the reasons why Lila and describe some items from my room. they are from. pâques, le quatorze, les feux d’artifice,
succeeded in her quest: her la fête, le mardi-gras, en costume, les
personality and strengths I can identify some European countries in In year 2 learners have seen I play cloches, aller voir le Pape.
HT6: Charlie and the Chocolate Factory French. adding complexity with hobbies and Les maths, l’anglais, le français, la
● Discuss Charlie’s family, and his en/ au /aux activities, helping with descriptions in géographie, l’histoire, les sciences, le
relationships with his family years 4/ 5 and formal verb learning in dessin, la technologie,
members I live year 6. J’aime , je n’aime pas, j’adore, je
● Describe their house, and the déteste
foods they eat (and don’t eat) I can describe my hobbies and sports that I Improving learners' cultural Je voudrais
● Express opinions about like, I know I use jouer au for games I play awareness. un café, un thé, un jus d’orange, un
chocolate and sweets and Je fais for activities such as dance, Ice coca, des frites, un sandwich s’il vous
● Discuss the personalities of the skating, bowling, gymnastics, athletics and In year 4 learners will justify their plâit, Monsieur, Madame, L’addition .
children in the story cycling. basic opinion. In year 5 they will ça fait… euro, voilà.
2 Links with other curriculum areas describe their school in more detail dix, vingt, trente, quarante, cinquante,
Science: Animals, including humans I know that France is a catholic country and in year 6 they will describe their soixante.
History: Stone Age where they celebrate Christmas and new school.
Geography: European countries Easter. I know that shrove Tuesday is called
PHSE: Strengths and challenges Mardi Gras and children hold a fancy dress In year 2 we revised some cognates
competition in school. I know at Easter that like croissants and omelette. We now
the church bells fly to Rome to see the expand our knowledge and use the
Pope and on their return leave chocolate in verbs Je mange du, de la , des and je
the gardens. I know that the 14th of July is bois. In year 4/5/6
the national holiday - Bastille Day, the
beginning of the French Revolution. In year 2 we counted to 10 and earlier
in the year we counted to 31 now we
I can identify all my school subjects and say will count to 60, Revisiting numbers in
what I like, I love, I hate, I don’t like. year 4 and spellings in 5 and 6.
I can pretend to be in a French cafe and
order some food and drink, ask for the bill
and pay.I can say what I eat for breakfast including
cereal, milk, orange juice, croissants, toast,
jam and marmalade.
Multiples of 10 to 60
The time.
Dynamic experiences:
Story - le petit poulet
https://www.thefrenchexperiment.com/stories/chicken-little
Mardi Gras carnival and French Crêpes -Pancakes
Bastille Day- French Day at school 14th JulyYear 4
Learning Links Key Knowledge Progression Key Vocabulary
1 Class books I can remember how to introduce myself I can remember what we learnt in Bonjour je m'appelle … J’ai huit ans,
HT1: Romans on the Rampage and say my name, my age, where I live, and years 2 and 3 and speak with mon anniversaire c’est le 8 mai. J’ai un
● Role-play: Introducing yourself how many brothers and sisters I have. increasing confidence. frère et une soeur. J’habite à Leeds
to Perilus; asking about, and As-tu?
telling, ages I can ask for something in class and ask to Revising lots of key nouns and building Tu -as?
● Using details of the story so far go to the toilet in French. I know what into new sentences for -Can I have, Est-ce que je peux aller aux toilettes.
to revise numbers everything in a pencil case is in French and Can I go to the toilet. Est-ce que je peux avoir une feuille de
● Comparing Perilus and Obelix.. I know all the colours including the rule for papier, un crayon ,un stylo, une
HT2: Alexander and the terrible, le, la, les Reading a short text linking to the gomme, un bic. Merci.
horrible, no good, very bad day Romans and understanding that Asterix, Obelix, Gaul, les gaulois,
● Daily routine: describe the I know that Asterix and Obelix were two France was part of the Roman Empire L’empire romain, César, une druide, la
events of Alexander’s morning French people or Gauls who were not and French is a Romantic language potion magique
and evening invaded by the Romans. I know they are coming from latin. Je me réveille, je me lève, je me lave,
● Include details of time - real or popular in France and I can read a short je m’habille, je me douche, Je me
guessed - where possible comic. Introduction to reflexive verbs and brosse les dents, je prends mon petit
● Body parts: act out scenes with introducing the pronoun “me” déjeuner, je vais au collège, je me
A’s brother and family - e.g. I can use reflexive verbs in the present to extending knowledge of key regular couche
being pushed in the mud -, and say I get up, I wake up, I wash, I shower, I verbs. il est une heures, il est deux heures, et
refer to parts of the body get dressed, I have breakfast, I go to quart, et demie, moins le quart.
affected. school, I brush my teeth. I go to bed Continuation of number work from le nez, la bouche, les oreilles, les yeux,
HT3: Anglo Saxon Boy year 3 and learning the time linking to Il a les les cheveux. longs, raides, frisé,
● Compare where Magnus lives to I can say the time in French including e half maths curriculum. courts, bleus, verts, gris, bruns,
your house past, quarter past and quarter to. châtains, noirs, blonds
● Role-play: Ask Magnus about Year 2 and 3 body parts revision and Il est né le dévin enfant, La farondole,
his family, and his daily I can identify parts of the face and describe colours now more complex terms and Vive le vent.
activities. hair and eye colour. detailed descriptions. La météo, il fait beau, il fait mauvais, il
HT4: Greta’s Story pleut, il neige, il y a du soleil, il y a du
● Refer to the day of Greta’s first I can sing some traditional French carols Revision of Christmas traditions in vent.
protest France and singing carols in French. il fait froid, il fait chaud.
● Compare the weather pre- Rooms of the house, colour and size. lundi, mardi, mercredi, jeudi,
global warming with more Rusing il y a from places in town - vendredi, samedi, dimanche.
recent times I can describe the weather including there is there are and the verb faire
familiar terms, I can say it is hot or cold. I● Positive / negative sentences: know what the French for the seasons and from hobbies in year three. Le printemps, lété, l’automne, l’hiver
Greta’s opinions, e.g. Elle ne I can say the days of the week in order. Progressing to negation of sentences. Il fait beau
voyage pas en avion parce Il ne fait pas beau
qu’elle veut protéger I know the days of the week and the Used with school next half term to iya
l’environnement. seasons in French. create a timetable. il n’y a pas
HT5: How to train your Dragon Elle s’appelle Greta
● Compare your school with I can make a sentence negative by adding Remind learners they have seen je Ell a dix-sept ans
dragon-fighting school ne ,,, pas. n’aime pas and Elle habite à Stockholm, elle est
● Role-play: ask Hiccup if he J’aime to make a sentence negative Suédoise.
studies any of the same Create a short written piece on Greta. use ne before the verb and pas after. Ella a une soeur.
subjects as you at school Elle ne voyage pas par avion. Elle
HT6: Russian Fairy tales I can tell a French person all about my Switching introductions to the third déteste la pollution. Elle adore la
● Describing people in the 3rd school including where it is and what person. justice.
person: characters’ physical subjects I study and on what day. Mon école s’appelle Coop Academy
appearance and personality In year 3 we looked at school subjects Brownhill,le lundi nous avons les
● Comparing your own daily Story: and simple opinions now we look at maths, l’anglais et les sciences, le
activities with those of a comparing our school to a French mardi nous j’aime maths c’est
character from a fairy tale. L’oiseau et la baleine. I can listen to a school. In year 5 and 6 we will intéressant, c’est nul. c’est facile,
2 Links with other curriculum areas French story and pick out key details describe different aspects of school inutile, difficile.
History: Romans; Anglo-Saxons; Vikings life and justifying opinions. Mon amis s’appelle Jean, il a dix ans, Il
PSHE: Physical and emotional https://www.thefrenchexperiment.com/st habite à Leeds, Il adore , il n’aime pas .
wellbeing; family relationships ories/bird-and-whale Listening to stories of greater depth. Il a les cheveux longs et noirs et il a les
Geography: The environment; Russia / yeux verts.
UK I can describe my best friend in cluding Reusing vocabulary from family and Il est grand, petit, sportif, doué,
Science: Climate change; animals what they look like, I can use simple Greta to describe their best friend. intelligent, intéressant,
including humans adjectives and make them agree
grammatically.
Dynamic experiences:Year 5
Learning Links Key Knowledge Progression Key Vocabulary
1 Class books I can describe my morning routine and Revision of previously seen vocabulary Je me réveille, je me lève, je me lave,
HT1: Harry Potter describe my school on routine extending to describe the je me douche, je me couche,
● Describing Harry’s school, and school rules and uniform. J’arrive à l'école à neuf heures. Je
his school uniform I can describe my school day. mange dans ma classe, il y a le petit
● Comparing these with your own pause, à dix heures quarante, je quitte
school and uniform I can describe my teachers and my friends. l’école à trois heures et quart
● Describing Harry’s teachers and Mon prof s’appelle Madame Jones ,
school friends I can talk about Leeds and Yorkshire and Elle est sympa stricte, intelligente,
● Making comparisons and describe the different shops and amenities. formidable
expressing preferences J’habite à Leeds c’est une grande Ville
HT2: Dragon of Krakow I know the names of some typically French dans le Yorkshire. Dans ma ville il y a
● Describing places in Krakow, shops une cinéma, un centre sportif, un
and physical features in the hôtel de ville, un grande centre
local area I can describe physical features commerciale. Il y a beaucoup de
● Saying which you would like to magasins et une bibliothèque.
visit I can ask for directions and give simple Les montagnes, la plage, les rivières,
● Describing the location of directions. les collines vertes.
places in the city Le nord, le sud, l’ouest, l’est
● Comparing Leeds with Krakow I can say what I did last weekend and Ou est la gare? Allez tout droit,
HT3: Time-travelling Cat describe my weekend. tournez à droite, tournez à gauche
● Describing Topher and Ka’s Je vais, tu vas il va, elle val nous allons
usual daily activities I can describe a famous person and say J’ai regardé la télé
● Describing what Ka did on one why I like them, I can use the third person J’ai joué au football
of her time-travelling and use different adjectives. J’ai écouté de la musique
adventures Je suis allé en ville
● Predicting what she will do Story: Le chaperon rouge J’ai fait du shopping
next in the story Chanteur, chanteuse, acteur, actrice,
HT4: River Singers https://www.thefrenchexperiment.com/st footballeur, footballeuse
● Describing individual members ories/petitchaperonrouge Il est riche, il a beaucoup de talent, il
of the family of voles est beau, elle est belle.
● Deciding which character is I can take part in short role plays where I des carottes, des pommes de terres,
your favourite, and explaining can order foods from the market or shops des champignons, des haricots, des
why pommes, des poires, des pêches, des
HT5: Cosmic I can ask the market vendor for specific cerises.● Describing the clothes worn by quantities un kilo, cent grammes, un paquet, une
the characters - according to bouteille, une boite de
the book, or as imagined, I can describe the type colour and size of un pull, un pantalon, une chemise,des
including colours different item of clothing chaussures, des chaussettes, une
● Describing the adults: robe, des baskets,
appearance; personality; jobs I know the names of different professions instituteur, institutrice, facteur,
HT6: Street Child and the different forms for masculine and infirmier, agent de police, mécanicien,
● Comparing Jim’s daily feminine nouns. Pendant les vacances je vais à
experiences with your own Scarborough, à Bridlington, en
● Explaining all the reasons why I can describe where I go holiday, where I Espagne, en France.
going on holiday is not possible stay and some activities I do whist on Je vais faire du camping
for him holiday Je vais rester dans un hôtel
● Expressing opinions about life in Je vais louer un appartement, je vais
London in the 1860s I can describe activities I do on holiday aller chez mes grands parents.
● Comparing this with life in Je vais aller en ville, Je vais faire du
Leeds today I know that “ aller “ and together with the shopping, je vais aller à la plage, Je
● Imagining what kind of modern- name means to go and together with the vais faire des sites touristiques.
day holiday Jim would enjoy, name of a verb the infinitive I can describe
and explaining why some future tense activities. I’m going to
2 Links with other curriculum areas go
Science: Animals, including humans; All
living things and their habitats
History: Ancient Egypt: Victorians
Geography: Comparing countries:
Poland/UK; physical and human
features of a town/area
PSHE: Careers; Identity/ society /
equality
Dynamic experiences:Year 6
Learning Links Key Knowledge Progression Key Vocabulary
1 Class books I can write a letter to a person my own age In previous years learners have used Aussi, en plus, en Grande-Bretagne,
HT1: Letters from the Lighthouse in school in Luxembourg describing spoken French to introduce Dans le Yorkshire. Nous avons, le
● Use a model letter, written by yourself and your family. themselves now we work on a piece of matin, l’apres-midi.
Olive and Cliff about themselves extended formal writing to include. I Bonjour Madame Oakes, Je m’appelle
and their sister, to write about I can write edit and redraft a letter can now introduce my family in Jean et J’habite a Leeds depuis dix ans.
yourself and your family. describing my family life, my likes and greater detail and used connectives to Ma mere s’appelle Joan et mon pere
HT2: Floodland some information on my school. extend my sentences. s’appelle Jaques. Mon pere est assez
● Describing Zoe’s feelings at strict et ma mere est tres syampa et
different points in the story, Describe your school including the times, I can now edit my work and peer bavarde.
and her character. opinions and describing activities and assess my work. Exchange letters with St. Georges
HT3 and 4: The Explorer teachers. school in Luxembourg.
● Describing the children’s I can create a presentation in French Mon college s’appelle Coop Academy
situation when their aeroplane Video project to describe your school. about my school. I can describe my Brownhill. Nous avons 430 eleves et
crashes. classroom and my uniform. I can presque 20 instituteurs. Mon prof
Ils sont dans la forêt Amazonienne, et ils I can conjugate common irregular verbs describe my teachers and used all s’appelle Monsieur Cummins il est
sont seuls.. Aller, etre and voir and I know the correct previously learnt language from years sympa mais assez strict. Ma matiere
Ils ont peur et ils n’ont pas de form to use. I can complete grammar 4 5 and 6 and speak with increasing preferee est les maths parce que
nourriture. exercises and I can write my own confidence. Je suis, tu es, il est, elle est, nous
Ils traversent forêt, et Fred trouve une sentences and recite the whole verb in the sommes, vous etes, ils sont, ells sont
carte. present tense In years 3, 4, 5 I used the verbs to in J’ai, tu as , il a, elle a, nous avons, vous
● At certain points in the story, aller the first person and third person I can avez, ils ont, ells ont
describing what has happened Avoir now use the whole verb in present Je vais, tu vas, il va elle va, nous allons,
so far, and predicting what will Etre tense. vous allez, ils vont, ells vont.
happen next. Normalement je fais de la natation
HT5: Wonder Using regular and irregular verbs to make I can describe and write a short letter dans la piscine au centre ville avec ma
● If applicable, focussing on meal simple sentences using hobbies as a describing my hobbies. I know basic famille. Parfois je joue au tennis a
times, as described in the book, stimulus. phrases using je joue and je fais I can l’école avec ma classe. Souvent je joue
both at home and at school. now describe in greater details the au football avec mon équipe Leeds
What are people eating, and I can describe the basic story of the day and time, who and where I do my Rangers. J’adore le football
what are they talking about? explorer in French. activity. Trois enfants a voyage par avion au
How are Auggie and the Brésil. L’avion a heurté dans le jungle
different characters feeling? Describe past and future events in more I can understand a more complex et ils ont peur. Fred a onze ans et il y a
HT6: The Boy at the Back of the Class detail. story in French and even begin to deux autres enfants.● Describing how Ahmet feels at Say what you did last weekend, your plans answer questions in short written Le weeken dernier je suis allé en ville
his new school, with reasons for next weekend. French. et j’ai fait des courses dans le
● Discussing what and who will supermarché. J’ai regardé le télé et j’ai
help him at such a difficult time I can now conjugate the verb faire. I can say in greater detail from year 5 mange un pizza.
in his life what I did last weekend and what I Le weekend prochain je vais aller au
● Discussing what everyone I can say what jobs I do at home to help. will do next weekend. parc et je vais jouer au football avec
learns from each other, and mes coapins.
how they all help each other Food: describe what you like and dislike. I have used the verb faire in the past Je fais, tu fais, il fait, elle fait, nous
What do you eat during the day and at but now I can describe what other faisons, vous faites, ils font , ells font.
2 Links with other curriculum areas what times? people do Je fais --- “Fais-tu?”
Science: Living things and their Je passe l’aspirateur, je fais la
habitats; animals including humans Revision of food and times. vaisselle, je range ma chambre, Je sors
History: WW2 I have used je fais in years 4 and 5 la poubelle, Je fais du babysitting
Geography: Amazon Rainforest; natural I can describe my new school. now I can use the different parts of he Le matin je nages des cereals et je bois
disasters verb and begin to ask questions by dud jus d’orange ou du the au lait. A
PSHE: Mental health and emotional Feelings (hot, cold, thirsty etc) inverting the verb midid je mange un sandwich au thon
wellbeing; bullying ou je mange a la cantine je mange du
At the doctors (dialogue) I already know some vocabulary like je poisson frites et un petit dessert. Le
fais, and ma chambre now I can use soir a six heures je mange avec ma
this vocabulary in a different context. famille nous mangeons du poulet avec
du riz. Mon plat preferee sont des
I have seen different food items from frites. Ils osnt delicieux.
year 1 now I can create a piece of Mon college s’appelle Coop
display work in writing saying what I
eat and when and expressing opinions
that I have used before.
In the past I have described my
primary school now I can use subject
specific to describe my new high
school
Dynamic experiences:
We will write a letter to a school in Luxembourg and read some replies in French and in English.
We will exchange a recorded presentation with the school in Luxembourg.
Coop Academy Leeds are invited to send a tour of the school on video in FrenchYou can also read
