FOREIGN LANGUAGES CURRICULUM MAP
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
FOREIGN LANGUAGES CURRICULUM MAP
Our Sheen Mount curriculum maps have been developed and updated throughout 2019-2020. However, in this coming academic year, 2020-2021, there are some areas of the curriculum
that will be modified, because of Covid-19, in line with the government guidance issued most recently.
1) Teach an ambitious and broad curriculum in all subjects from the start of the autumn term, but make use of existing flexibilities to create time to cover the most important missed content.
2) Aim to return to the school’s normal curriculum in all subjects by summer term 2021. Substantial modification to the curriculum may be needed at the start of the year, so teaching time
should be prioritised to address significant gaps in pupils’ knowledge with the aim of returning to the school’s normal curriculum content by no later than summer term 2021.
By the time children leave Sheen Mount we want them to have had a positive experience of more than one language (Italian and French) based
on staff expertise. We want them to have awareness of the different cultures and traditions in these different countries, as well as celebrating
other languages spoken in our school community. We would like our children to able to confidently introduce and give a simple description of
themselves in at least one of these languages. Our aim is that with this positive attitude and confidence to communicate in another language,
children will feel inspired and equipped to continue their language journey through secondary education and beyond.
Below is a curriculum map which will help with consistency and progression in FL teaching throughout the school. I recommend that staff teaching French refer to the QCA
schemes of work, which include clear and detailed planning and lots of ideas for activities, songs and games to support learning. The QCA schemes are available online at
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes3/subjects/primary_mff/?view=get and also on the school computer
system in the FL Subject Lead folder. If you prefer to create your own planning, please try to ensure that you cover the main themes and suggested vocabulary (as this will
make sure you adhere to the requirements of the National Curriculum for languages at KS2) for the relevant year group. This will help future teachers with their planning
and assessment in subsequent years. NB Italian will be taught in Years 1 and 2 by a specialist teacher. The Italian teacher will follow a similar scheme of work which is
provided by the Italian Embassy.FOREIGN LANGUAGES CURRICULUM MAP
Autumn Term Spring Term Summer Term
Year 1 Italian Italian Italian Italian Italian Italian
Greetings ‘Ciao’. Greetings ‘Ciao’. Carnival in Italy Carnival in Italy Numbers 5-10 Numbers 5-10
What’s your name What’s your name Family Family Greetings Greetings
School items School items
Traditional songs and Traditional songs and Colours Colours
Summer Summer
festivals festivals Spring Spring Animals Animals
Numbers to 5 Numbers to 5 Easter in Italy Easter in Italy Story tellings Story tellings
Colours Colours Traditional chants, games, Traditional chants, games, Traditional chants, games, Traditional chants, games,
Christmas in Italy rhymes, songs, stories. rhymes, songs, stories rhymes, songs rhymes, songs
Year 1 Key rosso, blu, giallo, verde, rosa, arancione, marrone, Befana, notte, scopa, occhi, naso, bocca, orecchie, Arrivederci, numbers 5-10, astuccio, libro, maestra,
vocabulary azzuro, viola, nero, grigio, mela, prugna, banana, arancia, Carnevale, Arlecchino, maschera, mamma, papà, nonno, righello, cartella, gomma, matita, estate, ape, uccello,
pera nonna, bianco, viola, nero, rosa, blu, primavera, volano, gatto, rana, cane
Pasqua, uovo, cioccolato
Italian Italian Italian Italian Italian Italian
Formal/informal greetings Formal/informal greetings Epifania/.Befana in Italy Epifania/.Befana in Italy School: objects and actions School: objects and actions
Year 2 Introduction Introduction Birthdays (age) Birthdays (age Animals Animals
School objects School objects Clothes Clothes Summer Summer
Autumn Autumn Carnival In Italy Carnival In Italy Verb to be, present, 3rd Verb to be, present, 3rd
Toys Toys Family Family persona persona
Christmas in Italy Christmas in Italy The home The home. Traditional chants, games, Traditional chants, games,
Traditional chants, games, Traditional chants, games, rhymes, songs rhymes, songs,
rhymes, songs rhymes, songs
Year 2 Key Buongiorno, ciao, arrivederci, Come ti chiami? Mi Primavera, Befana, notte, Carnevale, quanti anni hai? Disegna, legge, scrive, canta, apre, saluta, cane, ape,
vocabulary chiamo…, sono…, penna, matita, righello, gomma, Ho…, colori, numeri, cappotto, berretto, guanti, scarpe, gatto, coniglio, pesce, rana, uccello, serpente, bruco,
cartella, libro, maestra/o, autunno, bici, chitarra, bambola,
calzini, fratello, sorella, mamma, papà, nonno, nonna, lumaca, farfalla, estate, caldo, altalena
orsetto, macchina, Natale, Babbo Natale, regalo, storie camera, cucina, salotto, bagno, giardino, Pasqua, uovo,
cioccolato, pulcino
Transition from Italian to French must be noted. Children should be reminded of and encouraged to attempt to recall their Italian learning so they are able to make comparisons with
the (sometimes similar) French alternatives.
French- Moi French- Moi French Jeux et chansons French Jeux et French – la Fête French- la Fête
Children learn to introduce Children begin to respond Listen/respond to French chansons Children learn language Learn to say the months of
Year 3 themselves, greet others to and ask questions about versions of well-known Learn some names of relating to celebrations of the year particularly the
and say how they are. name and age. songs/games. (Le facteur some familiar animals or special occasions (eg. name of the month in which
Learn vocabulary for Start using numbers to 10. for days of the week) Start farm animals. Joyeux Anniversaire)and of they celebrate their
colours. Learn some names of learning days of the week Listen & respond to familiar their achievements in birthday.
family members. and numbers to 20. English songs but in activities and games
Learn names of some Introduce names of popular French. E.g. French (Favourite hobbies and
Cultural understanding: domestic animals. and familiar playground version of well-known what they do well)
Compare how we greet games.(le cache- song- Le fermier dans son
each other in UK and cache/saut a la corde/la pres/, frere Jacques/ Cultural understanding:
France. chasse) Coucou hibou. Childhood Traditions.
Cultural understanding: Compare UK’s tooth fairy
Compare playtime in UK to France’s tooth mouse.
and France.FOREIGN LANGUAGES CURRICULUM MAP
Bonjour! Salut! Bonsoir ! Ça va? Ça va bien/mal. Et toi? lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche. Je joue au football. Je nage. Je danse. Je chante. Je lis.
Year 3 Key Au revoir, Monsieur/Madame, oui/non. Je m’appelle … onze, douze, treize, quatorze, quinze, seize, dix-sept, dix- Joyeux anniversaire!
Comment tu t’appelles? Voici … un, deux, trois, quatre, huit, dix-neuf, vingt janvier, février, mars, avril, mai, juin,
vocabulary cinq, six, sept, huit, neuf, dix Combien de …? Je préfère … juillet, août, septembre, octobre, novembre, décembre
Quel âge as-tu? J’ai sept/huit ans. s’il te plaît
French – Portraits French – la famille et Les French - Ça pousse! French - On Y Va! French - L’argent de French – Je porte
Building on learning from quatre amis. Children revise how to say Name some francophone poche Learn some common
Year 4 year 3, children consolidate Revise and consolidate their age and know the countries & towns in Gain confidence in adjectives, make simple
and learn new greetings, learning from year 3 -the month of their birthday. France. manipulating numbers (in feminine agreements &
ways of introducing months of the year and Numbers to 30 Learn to say what town tens to 100) & learn further give instructions to each
themselves and saying Numbers to 20 Learn to say the date of they live in. How they get to expressions for likes & other.
their name, their age and their birthday. school. Revise (From Year dislikes.
how they are. Consolidate Building on year 3 children 3) days of week and learn Learn names for some Learn some vocabulary for
numbers to 20. learn to describe their Children listen to and some phrases about shops in the high street clothing and set up a
Learn names for main parts family and talk about their respond to a story for weather. and what they sell fashion show where
of body & describe with brothers and sisters. example ‘La chenille qui Learn names for all 4 Use euros to go shopping. children take turns to
colours. Ask & answer fait des trous’ seasons. Say what you would like to describe the model.
questions about physical Building on learning from Learn names of fruits and Make comparisons with buy and how much it would
appearance. year 3, children revise and vegetables & say which weather in France and cost.
learn new vocabulary to they like & dislike. England. Play shops
Cultural understanding: talk about animals, Who has been to France
How do French people describe their colour and where did they go? Look at
celebrate Halloween? state their preference. map of France.
Cultural understanding:
Cultural understanding: Influences of
How do French people Mediterranean climate
celebrate Christmas affecting way of life in
North and South France.
les couleurs, rouge, rose, orange, jaune, bleu(e), vert(e), Le chien, le chat, le cochon d’Inde, le cheval, le mouton, vingt et un, vingt-deux, vingt-trois, vingt-quatre, vingt-cinq,
Year 4 Key noir(e), blanc(he), violet(te), marron le lapin, la souris vingt-six, vingt-sept, vingt-huit, vingt-neuf, trente.
J’ai ... ... galope (eg Le cheval galope) …court Mon anniversaire est le….
vocabulary Il/Elle a … Il/Elle est ... Tu aimes …? J’aime … Je n’aime pas … beaucoup
un nez bleu, une bouche bleue, les yeux/cheveux bleus gris(e) Je voudrais …
Il/Elle est ... grand(e)/petit(e) La mère, le père, la sœur, le frère. S’il vous plaît. Vous désirez? Voilà. Merci.
French - Vive le sport! French – Animals and French - Weather and French- Bon appétit, French - Music French - Alphabet and
Revise and build on habitats (Canaval des Date bon santé Je suis le musicien Numbers. Timetables.
Year 5 learning from Year 3 animeaux) Quel-temps fait il? Revise and build on Children learn to discuss Say the alphabet in French
(Favourite hobbies) Learn Revise and build on Revise and build on learning from year 4 (fruits their musical preferences and practise using
names for sports. Say learning from year 3 and 4. learning from year 4, learn and vegetables), learn and to say which numbers.
what activities they do on Say where they live and phrases to describe names of food and drink instruments they play. They Start learning numbers to
particular days of week. describe their home. A flat weather. Name some found in school lunch box. learn an adaptation 100
Say what their favourite or a house. Learn common articles of clothing Express preferences. of the song ‘I Am the Music Learn to tell the time on the
activity is. vocabulary for rooms in the and relate these to Name food and drinks Man’. ‘Je suis le musician’ hour.
Revise numbers to 30 house. weather. associated with balanced Children explore rhythm Learn names for different
Describe familiar domestic Numbers to 50 diets. and use this as a strategy school subject and say at
Cultural understanding: and wild animals and talk Learn to say and write the for remembering and what time that lesson will
about their habitats. date. (Aujourd’hui c’est…..) Cultural understanding: practising new language. take place. Say what theirFOREIGN LANGUAGES CURRICULUM MAP
Compare attitudes to PE in Compare lunch at school in They work in groups to favourite subject is. (Make
French and English France and UK create a rap for a a French school timetable)
schools. performance.
Cultural understanding:
Compare UK and France
school timetable
Qu’est-ce que tu fais Où habites-tu? Il fait chaud. Il fait froid. Il Dans le sac il y a ... et Mon groupe/ma Quelle heure est-il?
Year 5 Key (lundi)? etc. J’habite dans ... fait beau. Il fait mauvais. Il Il est bon/mauvais musique/chanteur une heure, deux heures,
Je joue au tennis/ cricket/ Une maison/ un fait du soleil. Il fait du vent. (pour la santé) préféré(e)s)es) trois heures, quatre heures,
vocabulary basket appartement Il pleut. Elle est bonne/mauvaise Tu joues ...? cinq heures, six heures,
Je fais du vélo/ du skate/ Quatre pièces Il neige Il gèle (pour la santé) Je joue du (saxophone/ sept heures, huit heures,
de la danse/ de la natation Chambre Quand ... il te faut ... Ils sont bons/mauvais (pour piano/violon) neuf heures, dix heures,
zéro Salon moins la santé) Je joue de la (guitare/ onze heures,
le jus d’orange, le yaourt, le Salles de bains lundi 5 juin, etc Elles sont bonnes/ clarinette/batterie) C’est douze heures
poisson, une pomme, les cuisine le 5 juin, etc mauvaises (pour la santé) génial! soixante/soixante-dix
carottes, le chocolat, le un chien, un chat…. un Quarante et Il te faut ... un sandwich au C’est nul/ quatre-vingt/ quatre-vingt-
coca, les pommes frites, oiseau, un écureuil, un un,……cinquante fromage/jambon/thon affreux/ennuyeux! dix /cent
les bonbons renard, le coucou, le hibou une veste, un pantalon un gâteau, une banane Comme. A neuf heures c’est
C’est bon/mauvais pour la rapide, lent, rapidement, une chemise, un pull une pomme, une orange, l’anglais, a dix heures A
santé. lentement, doucement, fort un manteau, un chapeau, des chips, du fromage, de neuf heures c’est cours de
un parapluie, une écharpe, l’eau maths
des gants, des bottes, j’aime les…. Je n’aime pas
des lunettes de soleil les......
Comme casse-croûte
(snack) j’ai .......
French- Quelle temps French- les saisons French -En route pour French- Notre école- French- Au marché French- Normandie and
fait-il Children use prior learning l’école telling the time Children continue to grow Fougeres
Year 6 Revise and build on (from year 4 and 5) to Build on learning from Year Building on learning from in confidence in using Children continue to learn
learning from Y4 and Y5. describe the four seasons. 4 (shops in high street) year 5 (subjects at school) numbers to 100. Children vocabulary related to their
Children learn to ask They construct sentences Understand and use Children learn to talk about revise and build on their humanities topic and their
questions, have opinions about the weather, names for places in their everyday routines as well learning from y4 and y5 on experiences in France.
and form sentences about activities, food and drink as local area. Follow and give as subjects studied during food and local shops. They
the weather, how to say well as festivals. directions. Describe the the school day. They revise learn to say what they They consolidate their
temperature (including route to school. telling the time to the hour would like to buy in market language learning by role
negative numbers). and extend this to using & order in restaurant. In playing/ performing scenes
Building on vocabulary Cultural understanding: half and quarter hours and preparation for their school from a French café or in a
from Y5, they form Christmas traditions Cultural understanding and minutes. trip to France children learn market place.
sentences about suitable Children learn about the St cross curricular activity: They revise some key conversational
clothing to wear depending Nicholas festival which is Children learn about adjectives to describe vocabulary and to construct
on the weather. ‘ celebrated in northern epiphany in France with la appearance. For example sentences to help them to
France. fete des rois. what we wear to school. go shopping in the local
They make Galettes des Cultural understanding: market. Cultural
rois in DT Why don’t the French understanding: Make
children wear school comparisons with a UK and
uniform? a French marketplace.
Quand il pleut, je porte au printemps L’église, Le mairie, le parc, Il est une heure et demie, soixante-onze soixante- une lemonade,
mon imperméable. en été/automne/ hiver la gare, deux heures et demie, etc douzeFOREIGN LANGUAGES CURRICULUM MAP
Year 6 Key Aujourd’hui il fait beau clair Le supermarché, Je vais à l’ecole à huit quatre-vingt-onze …… une eau minérale, un jus
vocabulary donc je vais a la sombre L’hôpital, La banque heures et demie, etc Bonjour Monsieur/madame d’orange, un verre de coca,
campagne. heureux Les magasins …. à droite, à gauche, tout je voudrais…….s’il vous un chocolat chaud
triste droit plait …merci. un café, un café au lait
aujourd'hui il fait moins 5 Viens/Reste chez moi Quand je vais à l’école .. Je ne comprends pas. C’est combien? une tasse de thé
degrés Les couleurs sont ... Je passe devant ... cinq Répétez s’il vous plaît. Oui merci un paquet de chips
En hiver, quand il neige je minutes plus tard, Non merci une portion de frites
vais au ski. finalement Où est la/le….. une glace au chocolat / à la
En été, quand il fait chaud, vrai, faux a
j’aime mangé la glace au fraise / à la vanille
chocolat. Vous désirez?
C’est combien?
Bon appétit
Purpose of study
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’
curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to
understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes,
learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages,
equipping pupils to study and work in other countries.
Aims
The national curriculum for languages aims to ensure that all pupils:
understand and respond to spoken and written language from a variety of authentic sources
speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking
questions, and continually improving the accuracy of their pronunciation and intonation
can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
discover and develop an appreciation of a range of writing in the language studied.
Primary National Curriculum, Key Stages 1 and 2 Framework Document
September 2013FOREIGN LANGUAGES CURRICULUM MAP
Subject content
Key stage 2: Foreign language
Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching
should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It
should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their
knowledge of phonology, grammatical structures and vocabulary.
The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic
foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges,
while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at
key stage 3.
Pupils should be taught to:
listen attentively to spoken language and show understanding by joining in and responding
explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
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 through 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
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.
The starred (*) content above will not be applicable to ancient languages.You can also read
