MFL – Intent Statement 

At Monkton Church of England Primary School, we aspire in teaching MFL to foster an interest and enjoyment in learning a language and an enthusiasm to find out about the different cultures around the world. It is intended that when children leave Monkton, they will have a curiosity and desire to experience other countries and communities, realising that in a multi-lingual society, it is an extremely valuable and much sought-after skill to be able to speak a different language. Our aim is to engender the interest and prepare the necessary foundations, to enable them to continue their MFL education at secondary school. 

MFL – Implementation Statement 

Children start learning French in Year 3. Language learning is based on the development of four key skills: reading, writing, speaking and listening. Our planning allows for good coverage of these skills over the course of the four years. Pupils gradually develop and build on each competency year by year, as well as learning key grammar rules. By the time students reach year 6 they should have made significant progress in all four skills. 

Learning a new language can be daunting so the lessons combine a mixture of games, songs and activities to make the experience stimulating and fun. Children are given many opportunities to practise their spoken French and we try and make this as relevant as possible by creating real-life scenarios such as  French week, leading up to Le Weekend in Sandwich. 

 Please find below a basic overview of the KS2 curriculum which follows Rising Stars Eurostars scheme of work. 

 

Autumn 1 

Autumn 2 

Spring 1 

Spring 2 

Summer 1 

Summer 2 

Year 3 

Stage 1 

All About Me 

Games and Songs 

Celebrations 

Portraits 

The Four Friend 

Growing Things 

Year 4 

Stage 2 

All Aboard 

Pocket Money 

Tell me a Story 

Our Sporting Lives 

The Carnival of Animals 

What's the Weather Like? 

Year 5 

Stage 3 

Healthy Eating 

I am the Music Man 

On the Way to School 

Beach Scene 

The Return of Spring 

The Planets 

Year 6 

Stage 3 

Our School 

The World Around Us 

Then and Now 

Out and About 

Setting Up a Cafe 

What's in the News? 

 

MFL – Impact Statement 

Pupils progression in reading, writing, speaking and listening is assessed on a half termly basis, using assessments created to link to each stage in the Eurostars scheme of work. Learning walks and book looks are also used to monitor teaching and learning. 

Feedback to pupils about their own progress in MFL is achieved through effective teacher assessment. 

 Effective assessment: 

Aims to help children learn through positive and constructive feedback. 

Is often done while a task is being carried out through discussion between child and teacher. 

Of written work is used sensitively and with discretion in accordance with the schools marking policy. 

Teacher assessments will form the basis of the assessments in MFL to inform the planning for future learning opportunities.

MFL Skills Progression - Cycle A

 

Cycle A 

Year group 

3         -  

4         

     5         

6        

Aspect 

 

Theme(s) 

 

 

 

 

 

 

Listening 

 

Knowledge 

  • Begin to recognise 1st, 2nd and 3rd person singular pronouns (je, tu, il/elle) with action verbs (e.g. je danse, tu sautes, il galope, elle court) as well as être and avoir ( J'ai, tu as, il est/ elle a) 

  • Appreciate that words and letters in French can have a different sound or pronunciation to English 

  • Recognise and use 1st, 2nd and 3rd person singular pronouns (je, tu, il/elle) with regular verbs such as jouer, manger and habiter as well as high frequency irregular verbs like être, avoir, aller and faire. For example: je joue, je vais, tu manges?, il habite, elle a 

  • Conjunctions et, mais and quand 

  • Instructions to vous, e.g. Regardez! Venez ici! 

  • Familiarity with and use of 1st, 2nd and 3rd person singular (je, tu, il/elle) and 3rd person plural (ils/elles) of a number of  regular (jouer, tourner, aimer, traverser, s’appeller) and high frequency irregular verbs (être, avoir, aller). For example: je tourne à droite, tu aimes, il traverse la rue, elle s'appelle, ils parlent, elles nagent, je vais, elles vont 

  • Sequencing and frequency adverbs, e.g. après ça, ensuite, et puis, souvent, tous les jours 

  • Awareness and use of tu and vous 

  • Awareness of three verb groups –er, –ir and –re and the role of the infinitive 

  • "Comparing the past and present using il y avait / il y a and  il/elle est / il/elle était" 

  • Prepositions of place 

Skill 

  • listen attentively to spoken language and show understanding by joining in and responding 

 

  • appreciate stories, songs, poems and rhymes in the language 

  • listen attentively to spoken language and show understanding by joining in and responding 

  • appreciate stories, songs, poems and rhymes in the language 

  • listen attentively to spoken language and show understanding by joining in and responding 

  • appreciate stories, songs, poems and rhymes in the language 

  • listen attentively to spoken language and show understanding by joining in and responding 

  • appreciate stories, songs, poems and rhymes in the language 

 

 

Theme(s) 

 

 

 

 

 

Speaking 

 

 

Knowledge 

  • Know that French is spoken in countries other than France 

  • Making sentences negative (J'aime becomes Je n'aime pas; il pleut becomes il ne pleut pas) 

  • Express a positive and negative opinion (J'aime, J'adore, Je n'aime pas, Je déteste, Je préfère) 

  • Conjunctions et, mais and quand 

  • Awareness that French is spoken in countries other than France 

  • Familiarity with and use of 1st, 2nd and 3rd person singular (je, tu, il/elle) and 3rd person plural (ils/elles) of a number of  regular (jouer, tourner, aimer, traverser, s’appeller) and high frequency irregular verbs (être, avoir, aller). For example: je tourne à droite, tu aimes, il traverse la rue, elle s'appelle, ils parlent, elles nagent, je vais, elles vont 

  • Giving positive and negative reasoned opinions, e.g. J'aime ça parce que c'est… Je n'aime pas ça parce que ce n'est pas…. 

  • Sequencing and frequency adverbs, e.g. après ça, ensuite, et puis, souvent, tous les jours 

  • Comparing things using plus and moins + adjective 

  • Use of the infinitive with Je veux and J’aime 

  • "Comparing the past and present using il y avait / il y a and  il/elle est / il/elle était" 

  • Prepositions of place 

Skill 

  • 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* 

  • describe people, places, things and actions orally* and in writing 

  • 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* 

  • describe people, places, things and actions orally* and in writing 

  • 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* 

  • describe people, places, things and actions orally* and in writing 

  • 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* 

 

  • describe people, places, things and actions orally* and in writing 

 

 

Theme(s) 

 

 

 

 

 

Reading 

 

Knowledge 

  • Recognise plural nouns 

  • Knowledge of aspects of life in France and Francophone countries including festivals and games 

  • Understanding and identification of the gender of nouns. For example: using the article when reading; using a dictionary where m = masculine and f = feminine 

  • Partitive in singular and plural (du/des, au/aux) 

  • Instructions to vous, e.g. Regardez! Venez ici! 

  • Knowledge of aspects of life in France and Francophone countries including music, currency, weather and geography 

  • Sequencing and frequency adverbs, e.g. après ça, ensuite, et puis, souvent, tous les jours 

  • Awareness and use of tu and vous 

  • Knowledge of aspects of life in France and Francophone countries including French schools, food, geography and the arts (music and literature) 

  • Awareness of three verb groups –er, –ir and –re and the role of the infinitive 

  • "Comparing the past and present using il y avait / il y a and il/elle est / il/elle était" 

  • Prepositions of place 

  • Use a bilingual dictionary to find the meaning of  words including nouns, adjectives and verbs, and manipulate them according to gender and number 

  • Knowledge of the geography of some Francophone countries including climate, terrain and fauna 

Skill 

  • 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 

  • 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 

  • 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 

  • 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 

 

 

Theme(s) 

 

 

 

 

 

Writing 

Knowledge 

  • Begin to recognise 1st, 2nd and 3rd person singular pronouns (je, tu, il/elle) with action verbs (e.g. je danse, tu sautes, il galope, elle court) as well as être and avoir ( J'ai, tu as, il est/ elle a) 

  • Recognise and use 1st, 2nd and 3rd person singular pronouns (je, tu, il/elle) with regular verbs such as jouer, manger and habiter as well as high frequency irregular verbs like être, avoir, aller and faire. For example: je joue, je vais, tu manges?, il habite, elle a 

  • Making sentences negative (J'aime becomes Je n'aime pas; il pleut becomes il ne pleut pas) 

  • Express a positive and negative opinion (J'aime, J'adore, Je n'aime pas, Je déteste, Je préfère) 

  • Familiarity with and use of 1st, 2nd and 3rd person singular (je, tu, il/elle) and 3rd person plural (ils/elles) of a number of  regular (jouer, tourner, aimer, traverser, s’appeller) and high frequency irregular verbs (être, avoir, aller). For example: je tourne à droite, tu aimes, il traverse la rue, elle s'appelle, ils parlent, elles nagent, je vais, elles vont 

  • Giving positive and negative reasoned opinions, e.g. J'aime ça parce que c'est… Je n'aime pas ça parce que ce n'est pas…. 

  • Awareness of three verb groups –er, –ir and –re and the role of the infinitive 

  • Conjugation of regular  –er verbs and two high frequency verbs, i.e. être and aller in the present tense 

  • Use of the infinitive with Je veux and J’aime 

  • "Comparing the past and present using il y avait / il y a and  il/elle est / il/elle était" 

  • Prepositions of place 

 

Skill 

  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly 

  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly 

  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly 

  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly 

 

 

Theme(s) 

 

 

 

 

Grammar 

 

Knowledge 

  • Awareness of two groups of nouns in French (masculine and feminine) 

  • Rules of agreement of adjectives with masculine and feminine nouns in singular. For example: un manteau bleu but une écharpe bleue; un éléphant grand but une tortue grande 

  • Partitive in singular and plural (du/des, au/aux) 

  • Conjunctions et, mais and quand 

  • Formation of plural nouns by adding –s to most nouns but –x to nouns ending –au,  e.g. bateau becomes bateaux 

  • Rules of agreement of adjectives for singular and plural, i.e. adjectives agree with the gender of the noun and also the number: La Lune est petite; Le Soleil est grand; les planètes chaudes; les couleurs sombre 

  • Formation of 3rd person singular and plural of regular –er verbs, i.e. remove –er and add –e for singular and –ent for plural 

  • Position of adjectives in a sentence (including grand/petit before the noun). For example: une petite planète bleue; les grands nuages blancs 

  • Formation of the indefinite and definite article, e.g. un/une/des, le/la/les – plurals are the same whatever the gender. 

  • Consolidation of all grammatical knowledge from Books 1– 3 

Skill 

  • 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. 

  • 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. 

  • 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. 

  • 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. 

 

 

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