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Our French Curriculum

Article 29: Education must develop every child’s personality, talents and abilities to the full

The Modern Foreign Language that we teach at Globe is French.

Our goal is for our children to become French speakers.  French speakers must: 

Fundamental Foundations

We believe that for children to secure greater depth, it is important that they first have solid fundamental foundations.  Fundamental foundations should not be rushed and so the notion of ‘rapid progress’ must be dismissed. Instead the goal of repetition should be seen as both useful and necessary.  This is why you will see us returning regularly to French knowledge and concepts.  

Time Scales for Progression Through the Cognitive Domains

Milestone 2 

Y3 & Y4

Milestone 3

Y5 & Y6

Beginning 

Y3 

Advancing 

Y4

Deep 

Y4

Beginning 

Y5

Advancing 

Y6 

Deep 

Y6

Curriculum Content

Breadth of study 

By the end of Key Stage 2 our goal is for children to use the French language confidently, having a sound understanding of the language and culture.  We follow the National Curriculum programme of study.  This can be accessed here

There are four skills taught in Key Stage 2:

To be a linguist you must:  

(disciplinary knowledge)  

Milestone 2  

Milestone 3  

Read fluently  

  • Read and understand the main points in short written texts.  
  • Read short texts independently.  
  • Use a translation dictionary or glossary to look up new words.  

  

  • Read and understand the main points and some of the detail in short written texts.  
  • Use the context of a sentence or a translation dictionary to work out the meaning of unfamiliar words.  
  •  Read and understand the main points and opinions in written texts from various contexts, including present, past or future events.   
  •  Show confidence in reading aloud, and in using reference materials.   

Write imaginatively  

  • Write a few short sentences using familiar expressions.  
  • Express personal experiences and responses.  
  •  Write short phrases from memory with spelling that is readily understandable.  

  

  •  Write short texts on familiar topics.  
  • Use knowledge of grammar   to enhance or change the meaning of phrases.   
  •  Use dictionaries or glossaries to check words.  
  • Refer to recent experiences or future plans, as well as to everyday activities.   
  • Include imaginative and adventurous word choices.  
  • Convey meaning (although there may be some mistakes, the meaning can be understood with little or no difficulty).  

Listen attentively

  • Listen to short rhymes and songs and show understanding by using actions and gestures 
  • Follow simple, familiar classroom commands and instructions  
  • Recognise and respond to simple, familiar questions within each topic 
  • Listen to longer spoken passages and identify key points 
  • Understand simple dialogues of 3 or more exchanges 
  • Use knowledge of phonics to decode new words effectively and make link with graphemes. 

Speak confidently  

  •  Understand the main points from spoken passages.  
  •  Ask others to repeat words or phrases if necessary.  
  • Ask and answer simple questions and talk about interests.  
  • Take part in discussions and tasks.  
  • Demonstrate a growing vocabulary.  

  • •Understand the main points and opinions in spoken passages.  
  • •Give a short-prepared talk that includes opinions.  
  • Take part in conversations to seek and give information.  
  • Refer to recent experiences or future plans, everyday activities and interests.   
  • Vary language and produce extended responses.  
  • Be understood with little or no difficulty.  

Understand the culture of the countries in which the language is spoken  

  • Describe with some interesting details some aspects of countries or communities where the language is spoken.  
  • Make comparisons between life in countries or communities where the language is spoken and this country.  

  

  • Give detailed accounts of the customs, history and culture of the countries and communities where the language is spoken.  
  • Describe, with interesting detail, some similarities and differences between countries and communities where the language is spoken and this country.  

Building a French Schema at Glo

Our pupils will form a French schema* by: 

 The Big Ideas 

The three Big Ideas are the three pillars of language learning:

Phonics

Grammar

Vocabulary

*Schema – A subject schema is a way of organising knowledge in a meaningful way; it is an appreciation of how facts are connected and they ways in which they are connected.  A schema is distinct from information, which is just isolated facts that have no organisational basis or links. 

Curriculum Breadth Maps

Key Stage 2 Curriculum Breadth Map

This link will take you to the the Globe Curriculum page where you will find the curriculum map for each year. These give an overview of what is taught in subject area, our curriculum intent. 

How we Implement our Curriculum

French is taught weekly for 30 minutes by a specialist French teacher in Y3, Y4, Y5 and Y6. We do not block our subjects as we want children to return regularly to the subject knowledge and concepts in order that they are regularly retrieving the taught  knowledge and concepts, embedding these in their long term memory.  This enables them to make progress - know more and remember more.

The three pillars of language are Phonics, Grammar and Vocabulary.  Learning these tools enables pupils to speak with confidence and read and write French with increasing accuracy and independence. 

There is an emphasis on French phonics and constant engagement with syntax and vocabulary. Reading is the way that we introduce all new knowledge. We use knowledge grids, which mean that pupils are able to see the meaning of the French words and the key sounds in the words highlighted in bold.

We begin by reading them aloud in lessons. The teacher reads and pupils follow, sheets flat, reading with fingers pointed to the words. This opens up three teaching opportunities. Firstly they hear excellent pronunciation modelled. They then read out loud. We draw attention to particular phonics, patterns and meanings. The language and its embedded sounds are introduced simultaneously so that children learn the sound-spelling link. We repeat this process regularly.

The aim is for the children to learn to read French familiar and unfamiliar vocabulary with a high degree of confidence and accuracy and not just repeat words. We believe that more able learners will be able to learn more independently if they are able to sound correctly any new word they come across.  For all learners, self-confidence grows if they can be reasonably sure at least of sounding right. We believe that students must first see how the word is written, hear how it isspoken, and learn the meaning of that word. But we also use pictures and gestures in our French lessons as we believe they add to the pupil’s understanding of the word or concept and remembering information.

Secondly, the knowledge grid allows pupils to see at a glance the differences in French and English syntax (particularly around the order of nouns and adjectives) and for us to discuss that and give multiple examples to embed the principle. E.g. J’ai un stylo vert = I have a pen green.

When children precisely understand every word, they can break language down and build it up again. E.g. Je m’appelle Isabelle = I myself call Isabelle (my name is Isabelle) From that structure, children can break down the language and build up a new sentence with different meaning: J’appelle Isabelle = I call Isabelle

French policy

An example of a milestone 2 lesson

An example of a milestone 2 vocabulary list (Year 3)

An example of a milestone 3 lesson

An example of a milestone 2 vocabulary list (Year 6)

Cultural Capital, Trips and Experiences 

Cultural capital is the essential knowledge that children need to prepare them for their future success. We want to ensure that children at Globe have a wide and varied range of experiences as they progress through our school. We want them to know about their world; to build a schema of knowledge and to do this through first hand experiences. We intend to provide our children with opportunities to develop not just their knowledge but their interests and talents. Our aim is to prepare them for a successful future. 

Our school is in an area of high socio-economic deprivation. We are focused on addressing this disadvantage. Our curriculum is the main provider of cultural capital however there are other aspects of school life which provide essential cultural capital and should not be overlooked. We have planned the cultural provision that goes beyond the curriculum and this plan can be found below.  This plan is to capture, illustrate and to strategically plan for the breadth and range of cultural capital experiences we will provide for our children as they move through the school. We are not leaving such an essential element of our school’s provision to chance or individual teacher interest. When a child leaves Globe in Year 6, we will be certain of what they have learnt and experienced and know that they will be prepared for the next step in their learning and personal development.  

Globe's Whole School Cultural Capital, Trips and Experiences Plan

We celebrate French Day at Globe which is a valuable enrichment opportunity.  Pupils immerse themselves in French culture; learning French traditions, singing French songs, enjoying French food and learning all about different parts of the world where French is spoken,  We believe that at Globe we motivate and engage pupils whilst providing the foundation for learning  further languages, equipping pupils to study and work in other countries. 

Curriculum and Expectation Booklets for Parents

These booklets give an overview of our Key Stage 1 and Key Stage 2 curriculum.  They explain what is taught in each subject area as well as outlining some of the expectations we have for children.  Parents are given these booklets at the start of each year and they are sent electronically with each term's newsletter. 

2022/2023 Curriculum Booklets (Cycle 1)

Year 1 Curriculum and Expectations Booklet for Parents

Year 2  Curriculum and Expectations Booklet for Parents

Year 3 Curriculum and Expectations Booklet for Parents

Year 4 Curriculum and Expectations Booklet for Parents

Year 5 Curriculum and Expectations Booklet for Parents

Year 6 Curriculum and Expectations Booklet for Parents

2023/2024 Curriculum Booklets (Cycle 2)

Year 1 Curriculum and Expectations Booklet for Parents

Year 2  Curriculum and Expectations Booklet for Parents

Year 3 Curriculum and Expectations Booklet for Parents

Year 4 Curriculum and Expectations Booklet for Parents

Year 5 Curriculum and Expectations Booklet for Parents

Year 6 Curriculum and Expectations Booklet for Parents