Modern Foreign Language (MFL)

MFL Curriculum Statement

What Modern Foreign Languages (MFL) looks like in Goodrich CE (VC) Primary School

Four basic elements run through our whole curriculum.

Through the Languages curriculum we foster Achieve, Believe, Care and TIPTOP to enable every child to be the best they can be.

CURRICULUM INTENT	Our curriculum sets out: the significant and key knowledge that pupils should know and remember as well as the skills that the children will develop and build on; the key concepts that children will return to in different contexts and year groups; the prior learning that the children can build on; the vocabulary that will be introduced as well as the sequencing and progression of the units to be taught. The importance of Languages (MFL) at Goodrich CE (VC) Primary School At Goodrich CE (VC) Primary School, we aspire to be linguists! Learning languages opens doors to experiencing and immersing in different cultures. Through learning a language, children develop a curiosity of other countries and their cultures, thus increasing their self-confidence, creativity and sense of achievement. Our languages curriculum, along with our TIPTOP values and ‘achieve, believe, care’ enable our children to develop their knowledge, understanding and confidence to communicate in another language. This will empower children as global citizens and develop tolerance, respect and understanding of all cultures and languages. What Languages (MFL) looks like in our school: Opportunities to learn about life in another country, developing an awareness of cultural similarities and differences. Opportunities to explore and experiment with the new language. Speaking and listening activities to develop confidence in pronunciation, speaking and listening skills. Enjoyable and fun activities and songs to foster an interest in learning another language. Grammar activities which reinforce and develop their understanding of their own language. Children working independently, in pairs or in groups. As children progress, they become proficient in listening, speaking, reading, writing and the formation of the language. Opportunities to communicate in the language. Cross curricular and discrete language lessons. Our philosophy: The delivery of our Languages curriculum, along with our whole school values of Achieve, Believe, Care enable our children to develop their skills, understanding and ability. Children learning languages through enjoyable and fun activities. Using the children’s understanding as a starting point. Making links to the world around us, developing an awareness of cultural similarities and differences in different countries. High quality modelling of French learning. Promoting the use of speaking a different language throughout the school day (e.g. registration). Cross-curricular links where possible, which builds on children’s prior and current learning to develop a greater understanding and appreciation of the subject. To foster a healthy curiosity in our children and a passion for languages. Our high-quality scheme of work educates, engages, inspires and challenges pupils, equipping them with the knowledge and skills to develop their knowledge of a new language and communicate with it. Children use their knowledge of the foreign language with growing confidence, both to understand what they hear and read, and to express themselves in speech and writing. We want our children to enjoy their language (French) lessons and embrace the opportunities they are presented with, without fear of judgement from others. Acquire, through all of the above, a sound basis for further study at Key Stage 3 and beyond. EYFS: Language is all around them and integral to their daily being. The children will explore languages and their understanding of the world, people and communities through a combination of child initiated and adult directed activities. By the end of Key Stage 1 children will: Children will have opportunities through cross-curricular links to: Appreciate stories, songs, poems and rhymes in the language. Explore different ways to greet people in other languages. Explore the patterns and sounds of language through songs and rhymes. Explore the similarities and differences between different countries and cultures. By the end of KS2 children will: Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words. Listen attentively to spoken language and show understanding by joining in and responding. 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 those 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.
CURRICULUM IMPLEMENTATION	As part of the National Curriculum, all Key Stage 2 pupils must learn another language during school time. At Goodrich CE Primary School, we have chosen to teach languages through the medium of French to all children within Key Stage 2. This is how it works: Lessons provided through discrete French lessons by a language specialist in all key stage 2 classes. MFL is taught in a weekly lesson Language teaching in Early Years and Key Stage 1 is ad hoc and informal. E.g. children are encouraged to answer the register in a different language. Each lesson will have an aspect of speaking, listening and writing and will start with a revision of language learned previously. Some work will be evidenced in MFL books or on Seesaw. Clear progression of skills developed throughout key stage 2. Progression of knowledge and vocabulary developed over a two year cycle. This is what adults do: Create a learning environment that supports learning and engages the children’s interests in the area that is being studied. Create a positive learning environment to encourage confidence to communicate in the learnt language. Language specialist plans and delivers lessons which develop core language communicative skills and build on prior knowledge. Support, encourage, foster and nurture a love of languages, including French throughout the school. Give wider extra-curricular opportunities through collective worships, celebrations from different countries and cultures. Learning walks/monitoring to ensure that MFL is being taught and there are opportunities throughout the school day that encourage children to practice vocabulary. Listen to staff and pupil feedback. This is how we support: We teach languages to all children, whatever their ability, to ensure that all children are provided with a broad and balanced education. Work might be supported so that all children are able to meet the learning objective in activities suitable to their own individual needs. Language specialist provides learning opportunities matched to the needs of children with learning difficulties and address any barriers to an individual’s learning or their ability to take part in any activity. Range of equipment, resources and activities so children can make progress e.g. word lists. Small group/1:1 adult support given where required. These children will then receive additional support or resources to use in order for them to successfully meet the learning objective. Give wider opportunities for performance e.g. other classes, collective worships. How do we challenge children in Languages? Lessons will be differentiated through challenge or support. Additional activities to stretch the learning within the lesson and further develop certain skills or techniques. Children will be given the opportunity to support their peers with spoken and written language further embedding their own knowledge. Record themselves speaking using Seesaw. How do we ensure all children can access the Languages curriculum? Children who have SEN or EAL needs are introduced to specific subject relevant language prior to the lesson. Seating children alongside good role models to support one another or working in groups to enable children to practise language skills. By providing equipment and resources (practical and visual) relevant to each individual child, e.g. templates, vocabulary necessary for writing, writing frames.
CURRICULUM IMPACT	The impact of children’s progress and their ability to know more and remember more will be visible through a range of methods. These may include end of unit assessments or quizzes, spoken responses, progress over time in pupils’ MFL books, Seesaw, extended writing or even an end of unit project. What will you see in MFL? Happy and engaged learners Children who are self-motivated and eager to learn new words in a different language Confident children who are willing to communicate in the language that they are learning Engagement and perseverance TIPTOP Learning Individual, pair and group work Children sharing and reflecting on their learning Independent working from children, as well as often making their own decisions on their learning Themed days to give the children the opportunity to learn about aspects of a country/culture in a meaningful context. Curious children who ask questions, take risks and participate in discussions. Children developing their own cultural capital with a growing awareness of their place in the local, national and international community. How do we know how well our children are doing in MFL? Mistakes/misconceptions are picked up and addressed during lessons. Marking and feedback by teacher, peers and self-marking. Monitoring in Art and Design includes MFL book scrutiny, lesson observations and/or learning walks, and pupil/staff/parent voice interviews conducted by the Languages lead. Evaluation and feedback by teachers and peers. Photographic/video evidence included in children’s MFL books/Seesaw/school website/Twitter. What do we do with the assessment data we collect? Informal judgements based on observations during lessons. Summative assessment is conducted termly by class teachers. These judgements then inform the end of year level the children are working at. How do we know that our children are flourishing in MFL? Children who enjoy Languages and French lessons. Children who can confidently discuss their learning and progress in French/Languages. Reflective learners. Increasingly resilient learners. Children who are prepared to share the learning they have acquired in a variety of ways such as engaging in conversations, asking/answering questions, expression their opinions and responding to others, reading, writing etc. Children who listen attentively to spoken language and show understanding by joining in and responding. Children who appreciate stories, songs, poems and rhymes in the language. Children who broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary. Children who are able to talk about some cultural similarities and differences they have discovered.
CULTURAL CAPITAL	What is Cultural Capital? The National Curriculum defines cultural capital as: ‘the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement’. This powerful knowledge can be split into two categories: powerful subject knowledge and powerful personal knowledge. Powerful Subject Knowledge in Languages The MFL National Curriculum The knowledge of how and why people need to understand other languages and cultures. The knowledge of local, national and worldwide events and their importance on society. Powerful Personal Knowledge in Languages The celebration of international languages day. Experience French culture: food, music, festivals and stories. Nurture a tolerance and understand the similarities and differences of other cultures to their own. Celebrate and experience occasions from different countries and cultures e.g. Chinese New Year, Diwali, St. David’s Day.

MFL Progression Document

Woodpeckers			Title	Context	Grammar	Vocabulary	Phonics
Woodpeckers	Year A	Autumn	Bonjour! /Salut! Comment tu t'appelles? Pourquoi on apprend le français? Où se trouve la France?	Greetings and saying your name Asking others their name / introducing some animals with puppets Why we learn French and where else in the world French is spoken. Looking at France on a map of Europe and the world	s'appeller (je, tu)	Bonjour/ Salut Au revoir Bonsoir Bonne nuit Je m'appelle + 10 animals Comment tu t'appelles?	Je, u
			Comment ça va?	Saying how you feel		Ça va? ça va (très) bien ça va (très) mal comme ci comme ça	Ç Soft "c" cedilla
			Les chiffres (1-12)	Saying your age Asking others their age	avoir verb 1,2,3 inversion of verb and subject in the question	Quel âge as - tu? J'ai.. tu as.. il a…./elle a ….. numbers (1-12)	ai
			L'Halloween	Saying if you like halloween or not and why	Tu aimes….? J'aime…... Je n'aime pas… J'adore….. Je déteste…... car c'est…....	l'araignée, la citrouille, la toile, la bougie, la sorcière, la lune, la chuve-souris, le balai, le squelette, le chapeau, le chat, le fantôme, les bonbons, les sucettes. effrayant, nul, amusant.	é è citrouille like grenouille! c'est
			Les couleurs	What colour is it? C'est de quelle couleur?	c'est…..	colours bleu(e) jaune rouge orange marron blanc(he) noir(e) rose violet(te) vert(e) gris(e)	c'est
			Mon école	Tu aimes aller à l'école? (classroom instructions)	J'aime /Je n'aime pas J'adore / Je déteste aller à l'école car c'est…..... Imperative of verbs	Fantastique chouette super cool amusant Regardez / écoutez / Ouvrez vos cahiers etc.	ennuyeux "ez"
			Dans mon sac à dos	Describing what's in your rucksack	J'ai…. Je n'ai pas de… Putting colours from previous topic with objects Adjectival agreements	un crayon un cahier un feutre un stylo un livre des ciseaux un taille-crayon une trouss un bâton de colle une gommeune règle ma trousse	un / une eaux
			Noël	Comparing Christmas in the UK with France.	vouloir verb=to wish/want je voudrais I would like masc/ fem	des cadeaux des bonbons Christmas vocab un / une	eaux
		Spring	Vive le sport	Tu aimes le sport?	J'aime Je n'aime pas J'adore/Je déteste…..... car c'est….. (positive + negative reasons) (revision from mon école topic)	Variety of activities la natation le vélo le basket la dansele rugby etc. le cyclisme le foot/le tennis le badminton bon pour la santé / fantastique /amusant /nul /ennuyeux etc.	é sound
			La Nourriture	Qu'est-ce que tu aimes manger/boire?	J'aime manger/boire ….. Je n'aime pas manger/ boire…..	fruits and vegetables= des fruits et des légumes sugary things= des sucreries foods/drinks	manger/boire
			Joyeuses Pâques!	Comparing Easter in the UK to France Revision of J'aime/Je n'aime pas	J'aime Tu aimes..?	les poules les oeufs en chocolat le chocolat les bonbons les poussins les lapins la chasse aux oeufs les agneaux les pâquerettes les cloches	silent "t" silent "s" un oeuf des oeufs
		Summer
Woodpeckers	Year B	Autumn	Bonjour!/Salut! Comment tu t'appelles? Ça va	Warm up conversation Saying your name Asking others their name Saying how you feel and asking others how they are	s'appeller 1,2,3 Je m'appelle… il s'appelle… elle s'appelle… Ça va?	Greetings Bonjour / salut/ bonsoir Ça va (très) bien Ça va (très) mal Comme çi comme ça
			les animaux - puppets	Introducing animals	il s'appelle../elle s'appelle....	chien, hippopotame, grenouille, éléphant, ours, canard, lapin, panda, vache, souris
			La coupe du Monde
			Halloween	Saying if you like halloween or not and why	Tu aimes….? J'aime…... Je n'aime pas… J'adore….. Je déteste…... plurals - les squelettes etc.	l'araignée, la citrouille, la toile, la bougie, la sorcière, la lune, la chauve-souris, le balai, le squelette, le chapeau, le chat, le fantôme, les bonbons, les sucettes car c'est….... effrayant, nul, amusant	é è citrouille like grenouille! c'est
			As-tu un animal à la maison?	Pets	Avoir verb As-tu? J'ai il a ../elle a.... il s'appelle.../elle s'appelle....	un chien, un chat, un hamster, un serpent, un oiseau, un lapin, un cochon d'Inde, un poisson. une souris, une tortue
			Les couleurs	Saying what is the colour of your pet.	Etre verb il est.... elle est...... colour after noun masc and fem noun agreements	bleu(e), noir(e), orange, vert(e), rose, rouge, blanc(he), gris(e), jaune, violet(te), marron.
			Les chiffres (1-12)	Saying your age Quel âge as-tu? (asking others)	J'ai .... il a ...../ elle a ......ans	numbers (1-12)
			Noël	Christmas in France Je voudrais….	vouloir verb Je voudrais… Il/ elle voudrait….	des cadeaux le sapin des bonbons des chocolats
		Spring	Mon école	Tu aimes aller à l'école? Dans ma trousse Saying what subjects you like to study and dislike to study! Qu'est-ce que tu aimes étudier à l'école?	J'aime / Je n'aime pas… J'ai …/Je n'ai pas de….. J'aime étudier Je n'aime pas étudier…	car c'est super / fantastique etc. un stylo / un crayon etc. les maths, les sciences, la géographie, l'anglais etc. car c'est ….adjectives utile/ amusant/facile difficile/ nul/ ennuyeux
		Spring	Joyeuses Pâques!	Easter in France	J'aime/Je n'aime pas J'espère trouver….... J'espère voir…......	les cloches, les lapins etc. les oeufs en chocolat mes grand-parents, mes tantes, mes oncles, mes cousins
		Summer	Vive le sport	Tu aimes le sport? Qu'est-ce que tu aimes faire?	J'aime le foot/ le rugby J'aime jouer… vb + infinitive Je n'aime pas faire… Je n'aime pas jouer….	Variety of activities faire de la natation faire du vélo faire du jogging faire de la danse faire du ski faire du canoë-kayak jouer au foot/tennis jouer au badminton hide and seek= jouer à cache-cache skipping= sauter à la corde jouer à la marelle= hop scotch
		Summer		Bon pour la santé Mauvais pour la santé healthy/unhealthy foods and drinks	J'aime manger… Je n'aime pas manger.. J'aime boire…. Je n'aime pas boire…. car c'est…...	fruits and vegetables= des fruits et des légumes sugary things= des sucreries fatty foods fizzy drinks water =de l'eau bon / mauvais pour la santé

	Owls			Title	Context	Grammar	Vocabulary	Phonics
	Owls	Year A	Autumn	Bonjour! /Salut! Comment tu t'appelles? Pourquoi on apprend le français? Où se trouve la France?	Greetings and saying your name Asking others their name Why we learn French and where else in the world French is spoken. Looking at France on a map of Europe and the world	s'appeller (je, tu)	Bonjour/ Salut Au revoir Bonsoir Bonne nuit Je m'appelle Comment tu t'appelles?	Je, u
				Comment ça va?	Saying how you feel		Ça va? ça va (très) bien ça va (très) mal comme ci comme ça	Ç Soft "c" cedilla
				Les chiffres (1-12)	Saying your age Asking others their age	avoir verb 1,2,3 inversion of verb and subject in the question	Quel âge as - tu? J'ai.. tu as.. il a…./elle a ….. numbers (1-12)	ai
				L'Halloween	Saying if you like halloween or not and why	Tu aimes….? J'aime…... Je n'aime pas… J'adore….. Je déteste…... car c'est…....	l'araignée, la citrouille, la toile, la bougie, la sorcière, la lune, la chuve-souris, le balai, le squelette, le chapeau, le chat, le fantôme, les bonbons, les sucettes. effrayant, nul, amusant.	é è citrouille like grenouille! c'est
				Les couleurs	What colour is it? C'est de quelle couleur?	c'est…..	colours bleu(e) jaune rouge orange marron blanc(he) noir(e) rose violet(te) vert(e) gris(e)	c'est y un/une
				Mon école	Tu aimes aller à l'école? (classroom instructions)	J'aime /Je n'aime pas J'adore / Je déteste aller à l'école car c'est…..... imperative verb forms	fantastique nul enuyeux chouette super cool amusant regardez / levez-vous etc.	ennuyeux
				Dans mon sac à dos	Describing what's in your rucksack	Il y a… Il n'y a pas de…..(negatives) Putting colours from previous topic with objects. Adjectival agrreements (fem/plural)	un crayon un cahier un stylo un livre un taille-crayon un feutre des ciseaux un bâton de colle ma trousse une trousse une gomme une règle	un/une blanc/blanche etc.
				Noël	Comparing Christmas in the UK with France.	vouloir verb=to wish/want je voudrais I would like tu voudrais il/elle voudrait	des cadeaux des bonbons Christmas vocab	eaux
			Spring
			Summer	Vive le sport	Tu aimes le sport? Qu'est-ce que tu fais pour rester en forme? Bon pour la santé Mauvais pour la santé healthy foods/drinks les jours de la semaine Pour rester en forme	J'aime …. Je n'aime pas…... J'adore…. Je déteste….. Je joue/je fais car c'est…+adj Je mange/ Je bois…. Je ne mange pas…. Je ne bois pas….	Variety of activities la natation le vélo la danse l'athlétisme la voile le foot/tennis le badminton hide and seek= jouer à cache-cache skipping= sauter à la corde jouer à la marelle= hop scotch fruits and vegetables= des fruits et des legumes sugary things= des sucreries fatty foods fizzy drinks water =de l'eau variety of foods and drinks un sandwich au fromage/au jambon des frites des chips une pomme une orange une salade un jus d'orange une lemonade de l'eau un coca un thé un café au lait
			Summer	Au café	Qu'est-ce que tu as mangé au café? Qu'est-ce que tu as bu au café?	J'ai mangé…... J'ai bu….... (introduction to the perfect tense) il a mangé…. elle a mangé….. il a bu….. elle a bu….	(Revision of all foods and drinks above) le week-end dernier la semaine dernière hier lundi dernier etc. all days of the week
	Owls	Year B	Autumn	Bonjour/salut/bonsoir	Revision of greetings /ça va / names.	s'appeler (1, 2, 3)	ça va (très) bien / (très) mal / comme ci comme ça bonjour / salut /bonsoir / au revoir numbers (1-20)	Ç (cedilla making the "C " soft)
					Tu as quel âge?	Avoir verb J'ai.... ans il a... ans elle a... ans.		ai sound ans (no s in pronunciation)
				La Coupe du Monde	Il a / elle a quel âge? (Rugby players ) Where are the host cities located. What countries are taking part.	Il a.. Elle a... Points of the compass Il y a ......	Numbers 21-31 Dans le nord, l'est, le sud, l'ouest Dans le nord-est, le sud-est, le sud-ouest, le nord-ouest. 20 countries
				L'halloween	Learning halloween vocab Introduction to clothes (Saying what you're going to wear)	J'aime /Je n'aime pas.. Je vais porter…..... (future tense) colours + noun agreement car c'est l'halloween un pantalon noir une jupe noire une robe noire effrayant, nul, amusant	l'araignée, la citrouille, la toile, la bougie, la sorcière, la lune, la chauve-souris, le balai, le squelette, le chapeau, le chat, le fantôme, les bonbons, les sucettes.
				Où j'habite	Saying where you live and looking at other countries on the world map. Revision of colours with flags	J'habite en…/au…/aux….	Countries (10-12) colours	silent "h"
				Noël	Christmas in France Le Sapin de Noël Decorating the home Revision of colours	vouloir verb=to wish/want je voudrais I would like tu voudrais il/elle voudrait	des cadeaux des bonbons Christmas vocab	eaux
			Spring	Ma Famille	Talking about who's in your family Describing a famous family Saying their name and age (siblings' ages)	Possessive adjectives Mon, Ma, Mes il / elle s'appelle... il / elle a ....ans	voici family members mon père ma mère mon frère ma soeur mon beau-père ma belle-mère mon demi-frère ma demi-soeur	ère
			Spring	Joyeuses Pâques!	Comparing Easter in the UK to France Revision of J'aime/Je n'aime pas	J'aime Tu aimes..?	les poules les oeufs en chocolat les poussins le chocolat les lapins les bonbons la chasse aux oeufs les agneaux les cloches les pâquerettes
			Summer	Le Corps	Describing yourself physical descriptions hair colour / eye colour/ height personality	être verb Je suis tu es il/ elle est Position of adjectives Agreement of adjectives. avoir verb J'ai.. il a … elle a ….	Parts of body- la tête, les épaules, les genoux, les pieds etc de taille Moyenne petit(e) grand(e) paresseux (se) drôle, sympa, méchant etc. les cheveux longs/courts/blonds etc les yeux marron/verts/bleus etc (revision of colours)
Peregrines				Title	Context	Grammar	Vocabulary	Phonics
Peregrines		Year A	Autumn
			Spring	Vive le sport	Tu aimes le sport? Qu'est-ce que tu fais pour rester en forme? Bon pour la santé Mauvais pour la santé healthy foods/drinks	J'aime /Je n'aime pas…. J'adore / Je déteste… car c'est +adj Je joue/je fais	Variety of activities la natation le vélo la danse l'athlétisme la voile le foot/tennis le badminton hide and seek= jouer à cache-cache skipping= sauter à la corde jouer à la marelle= hop scotch
				La nourriture		Je mange / Je bois….. Je ne mange pas Je ne bois pas	fruits and vegetables= des fruits et des légumes sugary things= des sucreries fatty foods fizzy drinks water =de l'eau
				Ma ville	Saying what there is and isn't in your town Describing your town	Il y a… Il n'y a pas de…. Ma ville est…. Ma ville n'est pas…	un cinéma, un hôtel, un hôpital, poste, banque, bibliothèque petite, grande, historique, touristique, industrielle, tranquille, bruyante propre un peu très assez et	silent "h" é è
				Joyeuses Pâques!	Comparing Easter in the UK to France Learning Easter vocab	J'aime Tu aimes..?	les oeufs en chocolat le chocolat les bonbons les lapins les cloches etc.	un oeuf / les oeufs
			Summer	Ma maison	Talking about the rooms in your house Revision of numbers, colours Revision of il y a../il n'y a pas de…	il y a… il n'y a pas de…	rooms la salle de bains le salon la cuisine la chambre le bureau la salle à manger en haut/ en bas le jardin
				Ma chambre	Describing your bedroom	il y a.. il n'y a pas de… je voudrais…. J'ai….. Je n'ai pas de…....	les meubles (un / une / des) no "un" or "une" no "un" or "une"	ai
				Mes Vacances	Saying where you go on holiday	Je vais en / au /aux Je vais aller…... (future tense)	les pays en France en Grèce en Suisse en Allemagne en Irlande en Angleterre en Espagne en Italie au Pays de Galles au Portugal aux États-Unis	en / au /aux
					Saying with whom you go	Je vais avec Je vais aller avec…..	Ma famille ma mère mon père mes frères mes soeurs etc.
					Saying how you travel there	Je voyage en….. Je vais voyager en…. Je vais voyager à	avion autobus / car voiture bateau Eurostar vélo moto
					Saying what clothes you're going to take (Dans ma valise)	Je prends Je vais prendre… (future tense)	des vêtements mon maillot de bain mes lunettes de soleil etc.
Peregrines		Year B	Autumn	Bonjour	Ça va? / comment t'appelles-tu? Quel âge as-tu? Où habites-tu?	s'appeler (Je / tu / il /elle) avoir (J'ai ../tu as../il a ../elle a ..) J'habite à …en Angleterre tu habites à….. il habite / elle habite à.....	ça va (très) bien / mal numbers 1-20 countries (10 max)
				La coupe du Monde 2023	Il a / elle a quel âge? (Rugby players ) Where are the host cities located. Points of the compass What countries are taking part. Il y a ......	Dans le nord, l'est, le sud, l'ouest Dans le nord-est, le sud-est, le sud-ouest, le nord-ouest. 20 countries
				Halloween	Learning halloween vocab Introduction to clothes (Saying what you're going to wear)	J'aime /Je n'aime pas.. Je vais porter…..... (future tense) colours agreement of nouns. car c'est	l'halloween l'araignée, la citrouille, la toile, la bougie, un pantalon noir, la sorcière, la lune, la chauve-souris, le balai, une jupe noire, le squelette, le chapeau, le chat, le fantôme, une robe noire, les bonbons, les sucettes. effrayant, nul, amusant
				Le Corps	Describing yourself physical descriptions hair colour / eye colour/ height personality	être verb Je suis tu es il/ elle est Position of adjectives Agreement of adjectives avoir verb J'ai.. il a … elle a ….	Parts of body- la tête, les épaules, les genoux, les pieds etc de taille moyenne petit(e) grand(e) paresseux (se) drôle, sympa, méchant etc. les cheveux longs/courts/blonds etc les yeux marron/verts/bleus etc (revision of colours)
				OR Les Pays Les vacances	Saying where you would like to go on holiday Saying how you would like to travel there Saying where you would like to stay on holiday	Je voudrais aller au / en / aux vouloir verb +infinitive vouloir verb (je / tu / il / elle ) Je voudrais voyager en... Je voudrais rester ..	Revision of some countries new countries various modes of transport en avion / en bateau / en train / en car / en voiture / à vélo / à moto dans un hôtel / dans un camping / dans un gîte dans une auberge de jeunesse
				Noël	Christmas in France Le Sapin de Noël Decorating the home Revision of colours	vouloir verb=to wish/want je voudrais I would like tu voudrais il/elle voudrait	des cadeaux des bonbons Christmas vocab	eaux
			Spring	J'aime porter....	Saying what you like/ don't like wearing	J'aime + verb in infinitive (Je n'aime pas / J'adore/ Je déteste porter...) le week-end je vais porter...... il va porter... elle va porter..... (future tense)	les vêtements un jean, un pull, un t-shirt, un sweat, un pantalon, un chemisier, un chapeau, un manteau, une jupe, une veste, une chemise, une écharpe, une robe des gants
			Spring	Joyeuses Pâques!!	Comparing Easter in France and here Designing an egg hunt with instructions in French	En France…...mais en Angleterre…... Imperative forms of verbs	Easter vocab Cherchez / Suivez / Évitez etc.
			Summer	les planètes	Describing the planets physically Saying how far they are from the sun (using big numbers!!)	être verb près de / loin de position of adjectives (grand / petit) exceptions	adjectives including a revision of colours all the planets numbers 1-10,000
			Summer	Quel temps fait-il en France?	Describing the weather in France Looking at the map of France and stating the weather in the main cities there. Looking at the weather on the different planets!!	il fait …. (faire verb with weather)	il fait du soleil / il fait beau etc.

MFL Assessment

Class	Listening	Speaking	Reading	Writing	Grammar
Woodpeckers	They can listen to and enjoy and short rhymes and songs. They can recognise and say short words and phrases about taught topics.	They can communicate with their peers and teacher using simple words and short phrases. They can ask and answer questions using language taught in the various topics.	They can read and understand familiar words, including instructions, short phrases and sentences. They can use these when playing games in pairs and/or in groups.	They can write familiar words, phrases and longer sentences including opinions and reasons with the help of picture prompts. They can use connectives and negative forms of the verb.	They can use noun and gender, indefinite and definite article. They can use the first, second and third person of certain verbs such as ‘s’appeler’ and ‘avoir’ with age. Use of negatives, e.g je n’ai pas d’animal à la maison. Use of vb +infinitive, e.g J’aime aller à l’école car c’est.......
Owls	They can listen to and enjoy longer rhymes and songs. They can recognise familiar language and deduce the meaning of new words using cognates, context and clues.	They can communicate with increasing confidence, using new language and sometimes recalling previously learnt structures and phrases. They are starting to use more than one tense.	They can read and understand longer pieces of writing, picking out key words to help understanding even if not every word is understood.	They can write a paragraph in the target language (with the help of a frame) incorporating many grammatical structures previously learnt along with another tense, e.g La semaine dernière, je suis allé(e) au restaurant avec ma famille et j’ai mangé....	They understand better the concept of adjectival agreements e.g Dans ma trousse j’ai une règle bleue. They can use possessive adjectives with birthdays, e.g mon, ton, son anniversaire. More negatives, e.g je n’ai ni frères ni sœurs. They can give an explanation of œ sound. They can begin to use the perfect tense with food.
Peregrines	They can listen to and understand longer often authentic paragraphs, containing new cognates and previously learnt vocabulary.	They can use previously learnt language with new topics to create short conversations. Often responding with opinions and reasons. Using also at least two different tenses.	They can read longer passages containing some unfamiliar words using context and cognates to help understanding along with bilingual dictionaries.	They can write paragraphs bringing together new and previously learnt language. Incorporating many grammatical structures including first, third person verb conjugations, connectives, negatives, perfect tense, future and/ or conditional tenses.	They can consolidate previously covered grammatical structures and tenses, along with new grammatical concepts such as Il y a.. / Il n’y a pas de... Full verb conjugations of “avoir” and “être”. They can begin to use conditional, e.g ma chambre idéale serait....

MFL Vocabulary

Class	Year A Autumn, Spring, Summer	Year B Autumn, Spring, Summer
Woodpeckers	See Progression Document	See Progression Document
Owls	See Progression Document	See Progression Document
Peregrines	See Progression Document	See Progression Document