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.
As in English where we underpin teaching with quality fiction texts, our themes in in French are supported, where possible, by French language texts. There is a wealth of story books in school which are in the French language and available to classes to use to support the teaching of comprehension and language use.
In early English teaching, children use nursery rhymes and songs to embed learning. They get a feel for language and increase their vocabulary by engaging in singing. This is the same in French learning. Videos, such as Mon Âne, support children joining in the songs and can be used along with video to investigate the meaning of the language using context, matching image to words and considering the way the song is structured. Repetition in rhymes, stories and songs support pronunciation and text alongside can help children identify language linked to their theme.
The key areas of learning linked to our curriculum intent are to:
This concept involves recognising key vocabulary and phrases.
This concept involves using key vocabulary and phrases to write ideas.
This concept involves using key vocabulary and phrases to verbally communicate ideas.
Understand the culture of the countries in which the language is spoken
This concept involves the background knowledge and cultural capital needed to infer meaning from interactions.
French is delivered by staff through supporting materials such as Salut! 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.
We also have additional resources and schemes of work by Catherine Cheater, which can be used to supplement learning in particular areas.
French session take place weekly, where possible. They are 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.
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.
French will be assessed using the Salut assessment grids and National Curriculum.
School has designed an assessment grid, which will support teacher assessment judgements at the end of an academic year. Children will be identified as Working towards, expected and Greater Depth. In addition, children have access to a checklist to assess their own progress and capabilities.
This will be reported on the Annual report to parents.