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Subject Rationale


At Wilfred Owen we believe that learning a foreign language provides a valuable educational, social and cultural experience in preparation for future life. We aim to teach French in a fun and enjoyable way. Each year group in KS2 has an approximately 45minute – 1hour lesson of French a week to experience another language and culture. Lessons follow materials from the Primary Languages Scheme of Work for French and are supplemented by a range of other French teaching resources.  


Through teaching French across Key Stage Two, we want our children to develop a love of language learning and ideas about French way of life, history and culture.

They will explore aspects of communication, including speaking, listening, reading and writing.  Language learning needs to be practical, involving children exploring pronunciation, meaning and language roots.  Children should  be given the opportunity to use and apply their language both in role play situations in class and through wider celebration days such as hosting a French café, exploring French language speaking countries across the World, making links with French speaking schools and holding cultural theme days.


As a French speaker, we want our children to develop these key characteristics:

  • The confidence to speak with good intonation and pronunciation.
  • Fluency in reading.
  • Fluency and imagination in writing.
  • A strong awareness of the culture of the countries where the language is spoken.
  • A passion for languages and a commitment to the subject.
  • The ability to use language creatively and spontaneously.
  • An independence in their studies and the ability to draw upon a wide range of resources.

Subject Implementation


French is delivered by staff through supporting materials such as 'Primary Languages!'  This is used to structure our language curriculum.  However, depending on the long term plan and subject content in other curriculum areas, we may adapt block on a particular theme to fit in with what is being taught across the rest of the curriculum. For example, during the theme ‘Extreme Environments,’ in Upper Key Stage Two, we may recap or introduce vocabulary and sentence construction linked to weather conditions. This gives a purpose and link to the learning of French and develops further understanding of the cross curricular work.


French session take place weekly and will be delivered by either the class teacher or Level 3 teaching assistant, who covers PPA time in class. On occasions, sessions are blocked together over a week to link with key international events or to support the wider curriculum. CPD is offered to staff through this scheme of learning for support.


It is expected that all children will take part in French sessions.  On occasions where children with EAL or significant needs relating to speech and language, we may offer an alternative curriculum designed to meet the needs of the child and support acquisition of English as a spoken language.  However, this is only on very rare occasions and would only be agreed by the Head Teacher following consultation with parents, child and other agencies.



Curriculum Implementation


Pupils are taught to:


  1. listen attentively to spoken language and show understanding by joining in and responding
  2. explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  3. engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help 
  4. 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
  5. present ideas and information orally to a range of audiences
  6. read carefully and show understanding of words, phrases and simple writing
  7. appreciate stories, songs, poems and rhymes in the language
  8. broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  9. write phrases from memory, and adapt these to create new sentences, to express ideas clear
  10. describe people, places, things and actions orally and in writing
  11. 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.

Curriculum Impact

Assessment criteria has been developed, in line with national curriculum aims, to enable teachers to assess the progress of children in their language learning as they move through Key Stage 2, ensuring that children are supported and challenged as appropriate.  This data is analysed on a termly basis, and an action plan drawn up to address any identified gaps.


Children are also provided with a variety of extra curricular activities to promote their engagement in the subject as well as provide them with the knowledge and skills necessary, to continue their studies successfully at High School. 


Pupil Voice is also used to further develop the MFL curriculum, through questioning of pupils' views and attitudes to learning a language.



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