Brayton Primary School MFL : CURRICULUM CONTENT AND PROGRESSION FRAMEWORK Year 3 Curriculum Content The key things we want children to know/be able to do LISTENING 1. French culture: ● begin to listen attentively to spoken language and show understanding by joining in and responding Understand that French is spoken in France and elsewhere. ○ short dialogues of about 2 sentences (questions/answers) Say and respond to bonjour, salut and au revoir, and à bientôt. ● begin to explore the patterns and sounds of language through songs Understand the convention of kissing on the cheek when greeting, in and rhymes and link the spelling, sound and meaning of words normal circumstances. ○ know some vowels, nasal sounds on/an/en/am/in/un/ain/im, consonants (ch, ss, gn, ç) silent letters (h, s, t, d, x), 2. Classroom Instructions: diphthongs digraph /triphthongs trigraph (au/o/eau, ou, ai/ei, Say and respond to silence/ un peu de silence, écoutez, regardez, oui, oi, eu) répétez, levez-vous and asseyez-vous, levez la main ● begin to appreciate stories, songs, poems and rhymes in the Understand that French has silent letters and that –z is always silent when language at the end of a word. ○ nursery rhymes, language songs,authentic material Learn how to pronounce the phoneme é. whole school / topic based 3. Greetings: SPEAKING Say and respond to bonjour, bonsoir, salut, au revoir. ● begin to engage in conversations; ask and answer questions; Say and respond to Ça va? Comment ça va? and Et toi? using ça express opinions and respond to those of others; seek clarification va/bien/mal ça ne va pas and comme çi, comme ça. Merci (silent final t and help and s) ○ begin to ask and answer yes/no questions, ask and answer questions with question word (comment / quel age / où / Say je m’appelle and say and respond to et toi? qu’est -ce que) , answers in sentences (with a verb) Ask and respond to Comment t’appelles-tu? and Tu t’appelles comment? ● begin to explore patterns and sounds of language through songs and Devise and take part in a simple role play. rhymes and link the spelling, sound and meaning of words Learn how to pronounce the phoneme j ○ vowels, nasal sounds on/an/en/am/in/un/ain/im, consonants (ch, ss, gn, ç) silent letters (h, s, t, d, x), diphthongs digraph /triphthongs trigraph (au/o/eau, ou, ai/ei, oui, oi, eu) 4. Colours: ● begin to speak using sentences; including familiar vocabulary, phrases and basic language structures Say and respond to eleven colours: bleu, rouge, jaune, vert, marron, rose, ○ begin to use some of the following verbs - avoir / être / porter orange, gris, blanc, noir and violet. (phonemes- eu/ ge eu/ on/et) / aimer / détester / aller / jouer/ manger / boire ● begin to present ideas and information orally to a range of audiences Respond to the question Quelle est ta couleur préférée? Give a simple ○ tu (informal) / vous (formal), role plays (market, cafe) opinion about a colour using the definite article le - J’aime le bleu. ● begin to broaden their vocabulary and develop their ability to Learn about games played in France e.g. La pétanque. understand new words that are introduced into familiar written Create and play a simple colour matching game using turn taking material, including through using a dictionary language – C’est à moi/ à toi. Bravo! J’ai gagné! ○ begin to use bilingual dictionaries (two parts, genders for nouns nf/nm, synonyms, word class) / online dictionaries 5. Numbers (1-12): (reverso / word reference) Understand and say numbers 1-10 and zero in French and do simple ● begin to describe people, places, things and actions orally addition and subtraction sums using these numbers. Play a variety of ○ adjectival,verb, plural endings, verb endings games e.g. lotto, jump to the number, guess the number when mouthed ● begin to use pronunciation and intonation so that others understand etc. when they are reading aloud or using familiar words and phrases Learn nasal phoneme on ○ vowels, nasal sounds on/an/en/am/in/un/ain/im, consonants (ch, ss, gn, ç) silent letters (h, s, t, d, x), diphthongs digraph 6. Animals: /triphthongs trigraph (au/o/eau, ou, ai/ei, oui, oi, eu) Say and respond to une araignée, un éléphant, un tigre, un serpent, un READING crocodile, un singe, un toucan, un perroquet, une grenouille, une panthère, un paresseux, un papillon, un caméléon, un leopard. ● begin to read carefully and show understanding of words, phrases (phonemes-an, ent, in, oui. Éléphant and serpent have a silent t.) and simple writing ○ eg.write a 3-sentence paragraph ● begin to broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written Start to understand the concept of gender and how un and une denote material, including through using a dictionary different genders. Learn the phoneme u and pronounce un/une correctly. ○ begin to use bilingual dictionaries (two parts, genders for nouns nf/nm, synonyms, word class) / online dictionaries Learn and respond to the question Qu’est-ce que c’est? C’est un/une… (reverso / word reference) . Je suis + un/une+ animal WRITING Say and respond to voici and conjunction et, forming simple sentences ● begin to write phrases from memory, and adapt these to create new sentences, to express ideas clearly Learn size adjectives (petit and grand) go before the noun but colour ○ write a sentence about themselves/topics covered adjectives go after the noun. (adjectival agreement) ● give opinions with the same structure across a range of topics ○ eg. food, hobbies, clothes, music Say and respond to un, deux trois etc and can form plurals of animals. ● begin to describe people, places, things and actions in writing ○ eg. write a sentence Create and act out a simple counting animal rhyme using number and size adjectives. GRAMMAR ● begin to understand basic grammar appropriate to the language 7. Fruits: being studied, including Learn the names of some fruits, being able to say and understand them feminine and masculine forms orally and in written descriptions. Recognise cognates. the different forms of high-frequency verbs (verb endings) agreement of the adjectives (+e, +s) Revise Qu’est-ce que c’est? C’est un/une… position of the adjectives (before/after the nouns) Recognise fruit and colour words in speech and reading. plural forms of the nouns infinitive form (to swim / to do, raw form of the verb you find in a dictionary) Understand the difference between le/la/les and un/une in French and asking questions (word order) when to use each type of article. Partitive article Some (du/de la / de l’, des) Be able to express likes/ dislikes using the definite article. J’aime, Je Possessive pronouns (mon/ma/mes, ton/ta/tes, son/sa/ses) n’aime pas, J’adore, Je déteste negative form (ne ...pas) Use negatives- ne…pas. Je n’aime pas LES bananes. il y a / il n’y a pas de Be able to ask and respond a question about their favourite fruit forms of the verb (je / tu / il elle on) avoir / être / porter / aimer / détester / aller / jouer/ manger / boire Quel est ton fruit préféré? C’est le/la/l’ articles (le/la/les, un/une) CULTURE ● begin to understand some cultural issues relevant to the country Christmas in France: being studied ○ greetings (handshake, bises/kisses, un check/elaborate fist Learn some Christmas vocabulary and create a simple letter to Père Noël. pump) Je voudrais… ○ geography of France/french-speaking countries ○ famous french people, artists (painters, musiciacs, etc.) ○ landmarks ○ food and drink ○ school day ○ festivals and celebrations ○ climate, population ○ history YEAR 4 Curriculum Content The key things we want children to know/be able to do 1. Fruits: Learn the names of some fruits, being able to say and understand them orally and in written descriptions. Recognise cognates. LISTENING Revise Qu’est-ce que c’est? C’est un/une… Become more able to listen attentively to spoken language and show Recognise fruit and colour words in speech and reading. understanding by joining in and responding eg short dialogues of about 3 sentences (questions/answers) Understand the difference between le/la/les and un/une in French and when to use each type of article. Become more able to explore the patterns and sounds of language through Be able to express likes/ dislikes using the definite article. J’aime, Je songs and rhymes and link the spelling, sound and meaning of words n’aime pas, J’adore, Je déteste e.g know a wider range of vowels, nasal sounds on/an/en/am/in/un/ain/im, Use negatives- ne…pas. Je n’aime pas LES bananes. consonants (ch, ss, gn, ç) silent letters (h, s, t, d, x), diphthongs digraph Be able to ask and respond a question about their favourite fruit /triphthongs trigraph (au/o/eau, ou, ai/ei, oui, oi, eu) Quel est ton fruit préféré? C’est le/la/l’ … Become more able to appreciate stories, songs, poems and rhymes in the Start to learn how to use a bilingual dictionary language: nursery rhymes, language songs, real authentic material eg whole school / topic based 2. Days of the week: Learn days of the week Learn how to pronounce the r phoneme correctly SPEAKING 3. Numbers ( 1-20) Become more able engaging in some conversations; ask and answer Revise 1-12 questions; express opinions and respond to those of others; seek Learn 13- 20 clarification and help ask and answer a yes/no question, ask and answer questions with question word (comment / quel age / où / qu’est -ce que) , answers in sentences (with 4.