MFL Curriculum Delivery Document - Ash Grove Primary ...
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MFL Curriculum Delivery Document
Intent We take the National curriculum statements and provide an enhanced version of this.
We map these into a coherent and sequential progression model that outlines the
knowledge, skills and vocabulary needed at each stage that will build to clearly defined end
points.
Teachers take the progression grid and map this into a long term plan for their year group.
Teachers then plan at a more detailed level the sequencing of content to be taught across
each unit.
Our chosen language is French, based on this being the language taught at KS3, on staff
knowledge and on the availability of quality resources.
Implementation We ensure that teachers of the subject have excellent subject knowledge, and leadership
supports that acquisition of this for NQT and non-specialist teachers.
Delivery method:
Subject matter is presented clearly, teachers carefully check learning and identify
misconceptions, providing direct feedback. Teaching is designed to ensure children know
more and remember more.
Teachers use a variety of techniques to encourage the children to have an active
engagement with French, including games, role play and action songs. Teachers also use a
range of strategies to present new vocabulary, as this serves to demonstrate French
without the need for translation.
Listening, responding and speaking skills are emphasised together with simple reading and
writing skills. A multi-sensory and kinaesthetic approach to teaching is used, i.e. a physical
element is introduced into some of the games, rhymes and songs as this serves to reinforce
memory.
Teachers try to make lessons as enjoyable as possible so that the children develop a
positive attitude to the learning of French, which will hopefully carry on into secondary
education. Children’s confidence is built through praise for any contribution they make,
however tentative, e.g. Très bien! Super! Excellent! Bravo! Formidable!
Resources:
The MFL leader has created a box of French resources needed for each class, including
laminated flashcards and worksheets for each lesson. She has placed them in zipped
folders, labelled with the relevant lesson number, readily accessible for each lesson.
Each teacher has the relevant La Jolie Ronde Scheme of Work, books, music CDs, and
other resources needed to follow the planning.
ICT is used regularly in the teaching of MFL, including use of the IWB resources from the
scheme of work, online websites and games, and online research.
As well as each class’s individual box of resources, the MFL leader has also created two
folders (one for Years 3/4 and one for Years 5/6) full of additional/extension activities
and two boxes stored centrally in the PPA Room which contain a range of resources to
support the teaching of MFL across the school.
A full list of MFL resources is provided in the Appendix. (Please see French Resources)
Impact Learners develop detailed knowledge and skills. We check this through regular pupil voice
and collecting evidence of outcomes, which we measure against our age based progression
grids. Pupils are well prepared at each stage to be ready for the next stage of learning.2
How do we ensure that knowledge gained is transferred from working memory into
long term memory?
Staff in school have based their strategies on Rosenshine’s principles in action (bridging research and classroom practice):
Strategies identified What do we expect to see in our French lessons?
Regular review Academic or subject vocabulary that has been taught will be modelled throughout
regular teaching and contact. In addition to the discrete subject time allocation,
much language learning can be done more informally and incidentally using it for real
purposes, eg taking the register, classroom instructions, the date, the weather chart.
(Please see French in Small Chunks)
Present new French planning is provided that breaks all material down into achievable, repeatable
materials using steps to build children’s confidence, competence and retention.
small steps
Ask questions Questions help students practise new information and connect new material to their
prior learning. The teacher would question children around the specific knowledge and
vocabulary they have been using in this and other modules.
Provide models Expert teachers / peer models identified in the learning would exemplify the specific
skills / knowledge required for the task.
Guide student Successful teachers spend more time guiding students’ practice of new material. It will
practice be forgotten unless time is given for rehearsal. We revisit tasks over and over again,
allowing children lots of chance to practise. This is always guided and supported by
expert teaching.
Check for Checking understanding at each point can help students learn the material with few
student errors. We would expect to see tasks / skills broken down into very small chunks, with
understanding regular assessment checking from teachers throughout.
Obtain a high In French, we would expect to see that a skill is successfully taught before moving on.
success rate We take our time to achieve consistent success.
Provide scaffolds The teacher provides students with temporary supports and scaffolds to assist them
for difficult when they learn difficult tasks. Careful scaffolding from adults is in place, and skills
tasks are mastered before moving on.
Independent Students should have the opportunity to practise regularly and independently to
practice transfer the knowledge into their long term memory. In French lessons, there is lots
of opportunity for this.
Weekly and Students need to be involved in extensive practice in order to develop well connected
Monthly Review and automatic knowledge. Weekly reviews can take place in French lessons, where
teachers return to knowledge learned in a previous unit, and following a period of
forgetfulness the children use that knowledge again. Monthly reviews are planned in
by the class teacher, where children undertake a task using knowledge from a previous
unit after a month.3
MFL Overview
MFL Overview in KS1
At Ash Grove we believe that children should be introduced to learning a language as early as possible, which is
why we teach French in KS1, in short weekly lessons.
French lessons in KS1 mainly consist of simple action songs, short stories, finger rhymes, games and practical
activities, so that the children can be introduced to the language in a fun and memorable way.
The French vocabulary, language knowledge and cultural knowledge that the children learn in KS1 is revisited
and built upon in KS2.
A Year 1/2 International Speaker
Spoken language
• I can join in with songs and rhymes.
• I can respond to a simple command.
• I can answer with a single word.
• I can answer with a short phrase.
• I can ask a question.
• I can name people.
• I can name places.
• I can name objects.
• I can use set phrases.
• I can choose the right word to complete a phrase.
• I can choose the right word to complete a short sentence.
Reading
• I can read and understand single words.
• I can read and understand short phrases.
Writing
• I can write single words correctly.
• I can label a picture.
• I can copy a simple word or phrase.4 MFL Overview in KS2 We check that we cover all aspects of the National Curriculum KS2 Languages Programme of Study (see below). Listen attentively to spoken language and show understanding by joining in and responding. Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words. Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help. Speak in sentences, using familiar vocabulary, phrases and basic language structures. Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases. Present ideas and information orally to a range of audiences. Read carefully and show understanding of words, phrases and simple writing. Appreciate stories, songs, poems and rhymes in the language. Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary. Write phrases from memory, and adapt these to create new sentences, to express ideas clearly. Describe people, places, things and actions orally and in writing. Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
5
We revisit the same topic areas each year across a key stage; lessons are progressively planned increasing independence and
depth. Detailed lesson plans can be found in the ‘La Jolie Ronde’ French Scheme of Work folders (by Rachel Redfearn).
There are 3 folders: Little Languages –Year 1 & Year 2
French Years 3 & 4 A Comprehensive Scheme of Work
French Years 5 & 6 A Comprehensive Scheme of Work
Year A
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
1 Hawks Year 1 Scheme Year 1 Scheme Year 1 Scheme
Celebrating Birthdays New Year Revisit emotions
Enjoy a short story Enjoy a short story Participate in a playground game
1/2 Kestrels
React to food items Perform a finger rhyme Play with a vowel sound
Learn everyday language Numbers –notice patterns Action song and warm up game
through a song Explore the sound of some words Imitate accents
2 Harriers Numbers 1-6 in a foreign language Enjoy a fable
Emotions Action song Recognise and apply patterns
Christmas Chinese New Year
3 Ravens Year 3 Scheme Year 3 Scheme Year 3 Scheme
Numbers 1-12 Classroom instructions Food
Greetings Ask for and give name Names of fruit
3/4 Falcons Food items
Ask and say how you are Ask for and state age
Colours Nursery Rhyme
Christmas: Finger Rhyme Story: The Very Hungry
Nativity Play Make Pancakes Caterpillar
4 Buzzards
Letter to Santa
Yule log Easter: Days
Finger rhyme / Easter card Months
5 Red Kites Year 5 Scheme Year 5 Scheme Year 5 Scheme
The High Street: Keeping Fit and Healthy: Weather:
Buildings on the High Street Future tense: Je vais Date
Adjectives and conjunctions Design a keep fit plan Types of weather
Ask for and give directions Hobbies: Future tense -Je vais Present a weather report
Times of the day Comparisons Describe the weather in each
5/6 Ospreys Opinions about the high Revise days, sports and hobbies, season
street likes & dislikes Time phrases
Story: Le Petit Thomas
Numbers 30-50 Geography:
Christmas: Say where you live
Similarities and differences Food: North, South, East, West
between Christmas in the UK Types of food
6 Eagles
and in France. Express likes and dislikes Similarities and differences in
Make a French sweet Compare English/French eating daily life between the UK and
Read a Christmas story habits France
Design a balanced meal
A French breakfast Compare French and English
French café role play supermarkets
Prepare a French dessert6
Year B
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
1 Hawks Year 2 Scheme Year 2 Scheme Year 2 Scheme
Action song In the Fruit Shop The Seaside
Greetings in a fruit shop Explore physical and human
5 Zoo Animals
Present a mini role play human features
1/2 Kestrels Enjoy a short story
Compare the coastline at home
Recognise repeated
Dance and abroad
language within a story
Learn about traditional dances How a foreign resort has
Colours and Shapes Learn and perform a simple dance changed over the last century
Colours and patterns Buying food at the seaside
2 Harriers
Names of shapes Present a mini role play
Create a sports kit Holiday song
Playground games around
the world
Christmas
3 Ravens Year 4 Scheme Year 4 Scheme Year 4 Scheme
Body: Recite a short poem Dictionary skills
Body parts
Family:
Le Monstre story Hobbies:
Family members
Descriptions of body using Verbs
3/4 Falcons Role play
adjectives Opinions about hobbies
Pet Animals Leisure activities
Zoo Animals Pets
Nursery rhymes Numbers 12-31
Verb avoir - J’ai / Je n’ai pas de
Zoo Animals
Story: Le Radis Géant
4 Buzzards Verb être -Il est / Elle est Clothes
Conversations about myself Weather
Christmas: Clothes
Snowman theme Easter:
Weather and clothes travelling
Winter Clothes Easter Poem.
abroad
Easter traditions- egg rolling
5 Red Kites Year 6 Scheme Year 6 Scheme Year 6 Scheme
School: Family: Holidays:
Classroom Equipment Describe family members French-speaking countries
Clothes (name, age, where they live, what Transport
Opinions about colours job they do, personality) Accommodation
5/6 Ospreys Adjective agreements Places to visit
(Masculine/Feminine) Alphabet Things to see
Register, date, weather Use the internet to research
Perform classroom sketch Houses and homes: travel options, accommodation,
Rooms places and activities of interest.
Occupations Furniture
Types of jobs Write a letter to book a holiday.
Write a description of your ideal
6 Eagles Change of spelling due to house using adjectives and Write plans for a holiday abroad
gender prepositions. using the future tense.
Christmas: Sustain an unrehearsed Write and perform a
Playing games, adjectives, conversation of at least 4 presentation about your holiday
singing songs exchanges. destination.7
Vocabulary Progression in MFL
Year 1 French Vocabulary
Birthdays New Year
Bon anniversaire -Happy Birthday Bonne Année! -Happy New Year!
maman -mummy
Food papa -daddy
Miam miam! -Yum yum! Bisous de... –Love from
Délicieux! -Delicious!
Beurk! -Yuk!
Action Verbs
Super! -Great!
Courez sur place -Run on the spot
Bon appétit! -Enjoy your meal!
Touchez le ciel -Touch the sky
Touchez le sol -Touch the ground
du chocolat -some chocolate
Tournez, tournez -Turn around
une pomme verte -a green apple
Sautez, sautez -Jump, jump
une banane -a banana
Frappez deux fois -Clap twice
des raisins -some raisins
Marchez sur place -Walk on the spot
Greetings
Sports
Bonjour -Hello
le golf -golf
S’il vous plaît -Please
le badminton -badminton
Merci -Thank you
le tennis -tennis
De rien -You’re welcome
le football -football
Très bien -Very good
le rugby -rugby
Excuse-moi -Excuse me
le judo -judo
Au revoir -Goodbye
le ping pong -table tennis
Oui -Yes
Non -No Colours
rouge -red
bleu -blue
Numbers
0 zéro
1 un
2 deux
3 trois
4 quatre
5 cinq
6 six
Emotions
content -happy
triste -sad
fatigué -tired
fâché -angry
excite -excited
anxieux -worried
Ça va? -How are you?
Je suis… -I am…8
Year 2 French Vocabulary
Animals Food and Drink
une girafe -a giraffe une pomme -an apple
un éléphant -an elephant une poire -a pear
un tigre -a tiger un orange -an orange
un crocodile -a crocodile une banane -a banana
un rhinoceros -a rhinoceros un kiwi -a kiwi
Emotions une glace -an ice cream
Je suis… -I am… un coca -a coca cola
une lemonade -a lemonade
content -happy un jus d’orange -an orange juice
triste -sad
fatigué -tired Super! -Great!
fâché -angry Miam miam! -Yum yum!
excite -excited Excellent! -Excellent!
anxieux -worried
Fruit Shop/ Seaside Café
Ça va? -How are you? Bonjour -Hello
Excusez-moi -Excuse me
Praise Words C’est combien? -How much is it?
Bravo! -Well done! Un euro -One Euro
Oh, dommage! -Oh, never mind! S’il vous plaît -Please
Voilà -Here you are
Merci -Thank you
Colours and Shapes
Au revoir -Goodbye
rouge -red
Oui -Yes
bleu -blue
Non -No
jaune -yellow
vert -green
noir -black Seaside
blanc -white le sable -sand
le rocher -rock
et -and la mer -sea
l’hôtel -hotel
un circle bleu -a blue circle le café -café
un triangle rouge -a red triangle le parking -car park
un rectangle vert -a green rectangle le carousel -merry go round
un cercle jaune -a yellow circle
Numbers
0 zéro
1 un
2 deux
3 trois
4 quatre
5 cinq
6 six9
Year 3 French Vocabulary
Numbers Name / Age
0 zéro 7 sept
1 un 8 huit Comment t’appelles-tu? -What’s your name?
2 deux 9 neuf Je m’appelle -I’m called______
3 trois 10 dix Monsieur -Mr
4 quatre 11 onze Madame -Mrs
5 cinq 12 douze Mademoiselle -Miss
6 six Sounds oi / eu / in
Quel âge as-tu? -How old are you?
Greetings J’ai ___ ans -I’m ___ years old
Bonjour -Hello
Salut! -Hi! Fruits / Food
Au revoir -Goodbye les oranges -oranges
Ça va? / Comment ça va? -How are you? les poires -pears
Ça va -I am fine les prunes -plums
Ça va bien -I am well les fraises -strawberries
Ça va très bien -I am very well les pommes -apples
Ça va super -I am great les tomates -tomatoes
Ça va mal -I am not ok les bananes -bananas
Comme ci, comme ça -So so / I’m Ok C’est bon -It’s good
Merci -Thank you C’est mauvais -It’s bad
Oui -Yes
Non -No les chips -crisps
le coca cola -coca cola
Praise Words
les sucettes -lollipops
Excellent -Excellent
le chocolat -chocolate
Super -Great
les bonbons -sweets
Très bien -Very good
Days
Classroom Instructions
lundi -Monday
Écoutez -Listen
mardi -Tuesday
Regardez -Look
mercredi -Wednesday
Asseyez-vous -Sit down
jeudi -Thursday
Levez-vous -Stand up
vendredi -Friday
Répétez -Repeat
samedi -Saturday
Silence! -Quiet!
dimanche -Sunday
Venez ici -Come here
Colours Months
est -is (la banane est jaune) janvier -January
rouge -red février -February
bleu -blue mars -March
blanc -white avril -April
vert -green mai -May
noir -black juin -June
jaune -yellow juillet -July
orange -orange août -August
rose -pink septembre -September
marron -brown octobre -October
gris -grey novembre -November
violet -purple décembre -December10
Year 4 French Vocabulary
Body Animals
une tête -a head le tigre -the tiger
un nez -a nose l’éléphant -the elephant
des dents -some teeth l’ours -the bear
des cheveux -some hair la souris -the mouse
des yeux -some eyes le lion -the lion
une bouche -a mouth la giraffe -the giraffe
des oreilles -some ears le singe -the monkey
la jambe -the leg le crocodile -the crocodile
le pied -the foot le pingouin -the penguin
le ventre -the stomach
l’épaule -the shoulder le lapin -the rabbit
le genou -the knee le poussin -the chick
le bras -the arm le châton -the kitten
la main -the hand
le corps -the body un chat -a cat
un chien -a dog
le, la, les -the un hamster -a hamster
un, une, -a un poisson -a fish
des -some un cochon d’Inde -a guinea pig
Comment dit-on…en français? -How do we say…in French? un oiseau -a bird
Adjectives As-tu _______ ? -Have you got _______ ?
grand/grande -big As-tu un animal? -Have you got a pet?
petit/petite -small
J’ai ______ -I have ______
long/longue -long Je n’ai pas de_____ -I haven’t got a ______
gros/grosse -fat
pointu/pointue -pointed
tirer -to pull
énorme -enormous
tomber -to fall
féroce -ferocious
gentil -nice
Family
rigolo -funny
Il est _______ -He is ______ le père -the father
Elle est ______ -She is ______ papa -dad
assez -quite la mère -the mother
très -very maman -mum
le frère -the brother
Christmas la soeur -the sister
Qu’est-ce que c’est? -What is it? le grand-père -the grandfather
un bonhomme de neige -a snowman la grand-mère -the grandmother
à toi -your turn le petit fils -the grandson
à moi -my turn la petite fille -the granddaughter
le dé -a dice
Oh là là! -My word! Je te présente ma famille -Let me introduce my family
J’aime ça! -I like that! Voici -Here is
mon -my (masculine singular)
Song
ma -my (feminine singular)
le moulin -the mill
le meunier -the miller Il s’appelle ______ -He is called ______
vite -quickly Elle s’appelle ______ -She is called ______
fort -strong Est-ce que c’est..............? -Is it...............?11
Have you any brothers or sisters? Weather
As-tu des frères ou des soeurs? Il fait chaud -It’s hot
Il fait froid -It’s cold
Oui, j’ai... -Yes, I have... Il neige -It’s snowing
... deux frères ...two brothers très -very
... trois soeurs ...three sisters assez -quite
un peu -a bit
Je n’ai pas de frères -I have no brothers
Je n’ai pas de soeurs -I have no sisters Clothes
Je n’ai ni frères ni soeurs -I have no brothers or sisters un chapeau -a hat
une écharpe -a scarf
des gants -some gloves
Connectives un manteau -a coat
et -and un pantalon -some trousers
aussi -also un short -some shorts
une jupe -a skirt
ou -or
un pull -a jumper
un tee-shirt -a T shirt
par ici -this way une chemise -a shirt
par là -that way un maillot de bain -a swimsuit
des lunettes de soleil -some sunglasses
Hobbies Numbers 13-30
danser -to dance 13 treize
nager -to swim 14 quatorze
jouer au football -to play football 15 quinze
manger au restaurant -to eat at a restaurant 16 seize
lire -to read
17 dix-sept
regarder la télé -to watch TV
18 dix-huit
aller au parc -to go to the park
19 dix-neuf
Qu’est-ce que tu aimes faire? -What do you like to do? 20 vingt
Aimes-tu _____ ? -Do you like _____ ? 21 vingt et un
22 vingt-deux
J’adore -I love
23 vingt-trois
J’aime -I like
24 vingt-quatre
Je n’aime pas -I don’t like
25 vingt-cinq
26 vingt-six
Transport 27 vingt-sept
Où? -Where? 28 vingt-huit
29 vingt-neuf
en bateau -by boat 30 trente
en voiture -by car
en car -by coach
en train -by train Sounds:
en avion -by plane in / ou / on / an / eau12
Year 5 French Vocabulary
The High Street Christmas
Dans la rue principale -In the High Street la forêt -the forest
il y a -there is il neige -it’s snowing
un marché -a market un sapin -a fir tree
un magasin -a shop je brille -I’m sparkling
un supermarché -a supermarket une bougie -a candle
une poste -a post office Je suis -I am
une banque -a bank Je ne suis pas -I am not
un café -a café moi aussi -me too
une mairie -a town hall
un magasin de vêtements -a clothes shop Hobbies (Future Tense)
une boulangerie -a bakers Qu’est-ce que tu vas faire? -What are you going to do?
Excusez-moi -Excuse me
Je vais... -I am going...
il y a _____? -is there ______?
...jouer au (+ sport) ...to play (+ sport)
ici -here
...jouer au rugby ...to play rugby
C’est -It is
...jouer au tennis ...to play tennis
à gauche -on the left
...jouer au football ...to play football
à droite -on the right
...jouer au badminton ...to play badminton
au coin -on the corner ...jouer au basket ...to play basketball
...nager ...to swim
Connectives
...faire du jogging ...to go jogging
et -and
aussi -also
encore -again
mais -but
Pause Words for Dialogue
Numbers 30-50
et alors -well
30 trente
eh bien -well
31 trente et un
mmm -mmm
voyons -let’s see 32 trente-deux
oui -yes 33 trente-trois
34 trente-quatre
Times of the Day
35 trente-cinq
matin -morning
après-midi -afternoon 36 trente-six
soir -evening 37 trente-sept
à 10 heures -at 10 o’clock 38 trente-huit
à 4 heures et demie -at half past four 39 trente–neuf
Quantifiers 40 quarante
très -very 41 quarante et un
assez -quite 42 quarante-deux
Adjectives 43 quarante-trois
petit(e) -small 44 quarante-quatre
grand(e) -big 45 quarante-cinq
pollué(e) -polluted
46 quarante-six
animé(e) -lively
47 quarante-sept
joli(e) -pretty
calme -calm 48 quarante-huit
propre -clean 49 quarante-neuf
sale -dirty 50 cinquante13
Comparisons French Dessert
plus... que... -more... than... le beurre -butter
Jouer au football est une activité plus énergique le sucre -sugar
que lire des oeufs -eggs
- Playing football is a more energetic activity than reading le sel -salt
avant -before
après -after Weather
Quelle est la date? -What is the date?
Food
le pain -bread Aujourd’hui, c’est lundi le 10 octobre
la baguette -French stick -Today, it’s Monday the 10th October
un sandwich au fromage -a cheese sandwich la météo -weather forecast
le riz -rice Voici la météo -Here is the weather forecast
les pâtes -pasta Quel temps fait-il? -What’s the weather like?
les pommes de terre -potatoes aujourd’hui -today
le jambon -ham
le poisson -fish Il fait froid -It’s cold
le fromage -cheese Il fait chaud -It’s hot
l’eau -water Il fait beau -It’s lovely weather
le yaourt -yoghurt Il fait mauvais -It’s poor weather
le chocolat -chocolate Il y a du soleil -It’s sunny
la glace -ice-cream Il y a du vent -It’s windy
le gâteau -cake Il y a du brouillard -It’s foggy
les biscuits -biscuits Il pleut -It’s raining
les chips -crisps Il neige -It’s snowing
les frites -chips
Seasons
la salade -lettuce/salad
les carottes -carrots au printemps -in spring
les petits pois -peas en été -in summer
en automne -in autumn
Breakfast Food
en hiver -in winter
un croissant -a croissant
un pain au chocolat -a pastry with chocolate in the centre
Time Phrases
un pain aux raisins -a pastry with currants and raisins
normalement -normally
une tartine -a slice of bread and butter
en général -generally
un chocolat chaud -a hot chocolate
quelquefois -sometimes
un jus d’orange -an orange juice
Tu veux ______? -Would you like ______? Where you live
Tu aimes ______? -Do you like ______? Où habites-tu? -Where do you live?
J’aime ______ -I like ______ J’habite à ______ -I live in ______
Je n’aime pas ______ -I don’t like ______ dans le nord -in the north
dans le sud -in the south
Café dans l’ouest -in the west
Vous désirez? -What would you like? dans l’est -in the east
Je voudrais _______ -I would like _______ de l’Angleterre -of England
s’il te plaît/s’il vous plaît -please
J’habite à South Elmsall dans le nord de
pas de problème -no problem
l’Angleterre.
Voilà -There you are
-I live in South Elmsall in the north of England.
Merci -Thank you
Non, merci -No thank you
Sounds:
L’addition, s’il vous plaît -The bill, please
ch / é / è / eau / on
Ça fait__euros -That comes to __euros14
Year 6 French Vocabulary
Classroom Descriptions
Je suis présent(e) -I’m present Il/Elle s’appelle_____ -He/She is called_____
Il est absent -He is absent Il/Elle a __ ans -He/She is __years old
Elle est absente -She is absent Il/Elle habite à_____ -He/She lives in______
Aujourd’hui c’est mardi le 8 octobre
-Today it is Tuesday 8th October Il est / Elle est -He is / She is
assez -quite
un stylo -a pen
très -very
un crayon -a pencil
une gomme -a rubber
sympa -nice
un taille-crayon -a pencil sharpener
intelligent (e) -intelligent
des ciseaux -some scissors
amusant (e) -funny
un cahier -an exercise book
sportif/sportive -sporty
un sac -a school bag
beau/belle -beautiful
As-tu ______ ? -Have you got ______?
J’ai _______ -I have _______ Occupations
Je n’ai pas de _____ -I don’t have a _____
Il est ______ (+ occupation) -He is a _______
Tu es prêt(e)? -Are you ready?
Elle est ______ -She is a _______
médecin -doctor
Clothes
professeur -teacher
On porte _______ -We wear _______
pompier -firefighter
un pantalon -some trousers
un pull -a jumper agent de police -police officer
une chemise -a shirt vendeur/vendeuse -shopkeeper
une jupe -a skirt serveur/serveuse -waiter/waitress
des chaussures -some shoes cantinier/cantinière -cook
des chaussettes -some socks
Christmas
un sweat -a sweatshirt
Donne-moi -Give me
une cravate -a tie
à toi -your turn
Opinions à moi -my turn
J’aime -I like s’il te plaît -please
Je n’aime pas -I don’t like merci -thank you
Je n’aime pas le rouge -I don’t like red
J’adore -I love Rooms
Je déteste -I hate Où habites-tu? -Where do you live?
C’est laid -It’s ugly J’habite dans ...une maison -I live in ...a house
C’est moche -It’s awful ...un appartement ...a flat
C’est super -It’s great Voici -Here is
C’est joli -It’s pretty Il y a -There is / There are
Dans ma maison idéale il y a -In my ideal house there is
Colours (Masculine/Feminine Adjective Agreements) un salon -a sitting room
une salle à manger -a dining room
Masculine (un) Feminine (une)
une cuisine -a kitchen
marron marron -brown
une salle de bains -a bathroom
rouge rouge -red
une chambre -a bedroom
jaune jaune -yellow
bleu bleue -blue un garage -a garage
vert verte -green un balcon -a balcony
gris grise -grey un jardin -a garden
noir noire -black une piscine -a swimming pool
blanc blanche -white une fenêtre -a window15
Adjectives Holidays (Future Tense)
petit -small On va... -We are going...
grand -big ...aller ...to go
joli -pretty ...partir ...to leave
superbe -superb ...prendre ...to take
magnifique -magnificent ...visiter ...to visit
immense -immense/huge ...regarder ...to watch
de luxe -luxurious ...rester ...to stay
dans -in
Prepositions
Accommodation
en haut -upstairs
un hôtel -a hotel
en bas -downstairs
un appartement -a flat/apartment
sur -on
un gîte -a gîte/cottage
sous -under
un camping -a campsite
dans -in
au coin -in the corner Transport
au centre -in the middle en bateau -by boat
à gauche -on the left en avion -by plane
à droite -on the right en voiture -by car
en train -by train
Furniture
Places to Visit
une chaise -a chair
d’abord -first of all
un divan -a sofa
plus tard -later on
une table -a table
après ça -after that
un frigo -a fridge
le musée -the museum
une chaîne hi-fi -a hi fi
le château -the castle
une douche -a shower
la plage -the beach
un micro-ondes -a microwave
le zoo -the zoo
un tapis -a carpet
le jardin publique -the public gardens
une lampe -a lamp
la piscine -the swimming pool
le centre commercial -the shopping centre
Useful phrases le parc d’attractions -the fairground
Répète, s’il te plaît/ -Repeat please un match de _____ -a match of _____
Répétez, s’il vous plaît
Qu’est-ce que c’est__en français? -What is__in French?
Sounds:
Qu’est-ce qu’il y a dans la cuisine? -What is there in the kitchen?
ou eu in oi i è
FRENCH ALPHABET (Alphabet March)
A B C D E F G
an en on o eau au
ah beh ceh deh euh ef jay
H I J K L M N ch ui un qu
ash ee jee ka el em en
O P Q R S T U é ez et __er
oh peh koo er ess teh oo
___tion ___cial ___re
V W X Y Z
veh doobl-veh eeks eegrek zed Silent letters: h___ ___s ___t ___d16
Assessment and work recording strategies
Assessment is regular, and ongoing. It is a part of the learning process. It is not onerous and does not
generate additional paperwork or workload for teachers. It is used to identify next steps for learning, to
identify gaps and provide support and challenge where appropriate, ensuring the children are always prepared
for their current and next stage of learning. Strategies for this are detailed in our 10 methods for moving
knowledge from working to long term memory.
Collection of work: Subject leaders review the work for each class, checking against the appropriate knowledge
progression and planning documentation. In hand with pupil voice, this enables us to see how pupils are knowing
more, remembering more and that knowledge is revisited on a regular basis.
Frequently asked questions about MFL
1) How does prior content prepare pupils for current learning?
a. Topics are revisited every year, with lessons that build on previously taught skills, knowledge
and vocabulary.
b. Teachers work from a progressive plan of subject specific vocabulary to ensure children acquire
the vocabulary they need to succeed.
c. Vocabulary included in each year group shows the INTRODUCTION of that word only.
Each year group is expected to revisit many of the other areas of vocabulary first introduced
within other year groups.
2) What should pupils already know, and does this build on it?
a. See the subject vocabulary and the progression of knowledge grids.
3) Are content choices and activities appropriate for the subject?
a. Lesson structure and delivery is planned around Rosenshine’s research (10 step model see above)
b. Content is planned to relate to knowledge progression and the national curriculum.
4) Does assessment check that the necessary components are learned, and how do you respond to what
assessment is telling you?
a. Assessment is in built into the lesson – this allows teachers to easily implement next steps and
challenge for differing outcomes
b. Assessment without levels – measuring every child’s progress.
5) How do you ensure your subject staff have the expertise to deliver your curriculum, and what support is
there for non-specialists?
a. We deliberately target NQT and inexperienced staff with additional CPD and coaching sessions
when designing our curriculum – this is planned around a regular audit. The MFL leader audits
staff needs annually, and works with the CPD providers to ensure it meets staff needs and any
needs identified in monitoring.You can also read
