Modern Foreign Languages

Click here for KS3 French information

Bienvenue! KS2
The aim of the MFL department here at Aston Fields Middle School is to make language a positive, enjoyable and rewarding experience for all pupils.

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 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

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Subject content - Key Stage 2: Foreign languages

Teaching may be of any modern 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

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, such as (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 OVERVIEW - FRENCH YEAR 5

         BLOCK 1 BLOCK 2 BLOCK 3

Moi-mȇme

  • Revise routine of basic classroom greetings in target language
  • Respond to sound patterns and words through song
  • Recognise and use basic language structures and words for introducing themselves and their immediate family
  • Revise numbers 1-10
  • Revise and use language structures for communicating age
  • Recognise and use months of the year

Portraits

  • Recognise and respond to simple questions or commands
  • Understand vocabulary for parts of the body and describe facial features
  • Recognise and use vocabulary for colour
  • Develop understanding of the way sounds are represented in writing and copy key words accurately from memory

Les Quatre Amis

  • Listen and respond to simple stories, incl. “LQA”
  • Listen and be able to say names of some animals
  • Recognise some familiar words in written form
  • Respond and use negative phrases
  • Perform short extract from story as choral speaking; emphasis on expression and intonation
  • On fait la fête
  • Understand French Christmas traditions and customs and compare/contrast to English traditions
  • Christmas activities incl. making cards etc.

On y va

  • Recognise and say vocabulary for modes of transport
  • Identify and pronounce accurately the names of some Francophone countries and towns
  • Recognise and be able to say days of the week
  • Pupils make sentences, using days of the week, countries and transport (dream diary)

Quel temps fait-il?

  • Recognise words and phrases to describe weather and link with towns/countries: “A Marseille il pleut”
  • Introduce numbers 21-40 (counting on in 5’s, 2’s etc.)
  • Recognise and understand temperature in French, incl. moins
  • Recognise and say some vocabulary for clothing items
  • Prepare weather report, using learnt language
  • Pupils perform role play of weather report

Le Carnival des Animaux

  • Recognise and say names of animals in “Le Carnival of the Animals”
  • Recap numbers 1-21
  • Recognise and say time to the hour
  • Recognise selection of adjectives to describe animals, drawing attention to masculine/feminine agreement
  • Pupils create own version of “Le Zoo”, using same basic structure

Ca Pousse

  • Recognise  various names for fruit and vegetables
  • Understand and respond to “Qui aime?..”
  • Recognise life cycle of plant in French (already covered in science) and label
  • Listen and respond to story “Jacques et le Haricot Magique”
  • Discuss differences between French and English markets
  • Pupils prepare simple role play based at market, using basic language learnt
  • Recognise and use vocabulary for days of the week, countries and modes of transport

CURRICULUM OVERVIEW - FRENCH YEAR 6

             BLOCK 1 BLOCK 2 BLOCK 3

L’argent de poche (pocket money)

  • Recognise and use numbers 21-39 (49 with G&T)
  • Introduce “c’est combien?”
  • Expresss likes/dislikes incl. je voudrais
  • Ask for and give prices in euros
  • Revise and introduce more phrases to express opinion e.g. “c’est nul, c’est fantastique”

Vive le sport

  • Recognise and use sports vocabulary with “faire” and “jouer”
  • Revise days of the week
  • Respond and use question, “Qu’est ce que tu fais lundi?”
  • Identify healthy and unhealthy foods
  • Use oui, c’est bon/non, c’est mauvais
  • Create healthy living poster

Raconte-moi une histoire (tell me a story)

  • Compare traditional tales
  • Look at fairytale e.g.“Cendrillon”
  • Teach ways to recognise and memorise new words

Bon appétit, bonne santé (Healthy eating)

  • Recognise  to questions about healthy food and drinks
  • Qu’est ce que tu as comme casse-croute?
  • Revise plural nouns  j’ai…. 
  • Use likes/dislikes with food : J’aime +les
  • Introduce simple connectives to create compound sentences (et/mais) : J’aime le poisson et c’est bon pour la santé
  • Listen to and read authentic texts e.g. recipes
  • Instructional texts – identify verbs.
  • Write own non-fiction text

En route pour l’école.

  • Understand, respond to and give directions
  • Introduce place names (using OS map symbols)
  • Understand and use: il y a + places in a town
  • Pupils describe journey to school (using je passe devant)

Notre école

  • Recognise differences between French and English schools
  • Recognise and use vocabulary for places in and around school
  • Introduce some new verbs:je lis, je mange, je travaille
  • “Voici la cuisine, ici je mange”
  • Understand and describe someone, using 3rd person, including items of clothing, il/elle porte…
  • Revise basic time and introduce 24 hour clock time.
  • Introduce school subjects and link with time to complete a timetable etc.
  • Pupils to recognize and use numbers 1-60

Monter un café

  • Respond to and ask for certain drinks, foods, snacks
  • Pupils practise asking for various items- Je voudrais…
  • Recognise and use quantities
  • Create and illustrate own menu, incl. prices
  • Understand longer and more complex sentences
  • Pupils will perform a short sketch,(e.g. Le Serveur Bizarre”) using learnt structures being waiter and customer; emphasis on tone and intonation

 

Bienvenue!, KS3
The aim of the MFL department here at Aston Fields Middle School is to make language a positive, enjoyable and rewarding experience for all pupils.

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 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

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Key stage 3: Modern Foreign Language

Teaching should build on the foundations of language learning laid at Key Stage 2. Teaching should focus on developing the breadth and depth of pupils’ competence in listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary. It should enable pupils to understand and communicate personal and factual information that goes beyond their immediate needs and interests, developing and justifying points of view in speech and writing, with increased spontaneity, independence and accuracy. It should provide suitable preparation for further study.   Pupils should be taught to:

Grammar and vocabulary

  • identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied
  • use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate
  • develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues
  • use accurate grammar, spelling and punctuation

Linguistic Competence

  • listen to a variety of forms of spoken language to obtain information and respond appropriately
  • transcribe words and short sentences that they hear with increasing accuracy
  • initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address
  • express and develop ideas clearly and with increasing accuracy, both orally and in writing
  • speak coherently and confidently, with increasingly accurate pronunciation and intonation
  • read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material
  • read literary texts in the language [such as stories, songs, poems and letters] to stimulate ideas, develop creative expression and expand understanding of the language and culture
  • write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language

CURRICULUM OVERVIEW - FRENCH YEAR 7

 

         BLOCK 1 BLOCK 2 BLOCK 3
Les Animaus/Ma Famille

Revise vocabulary for numbers, days of week, months etc., common pets, identify other animals and note preferences from short conversations.

Understand phrases and short texts, including adjectives, about animals.

Write compound sentences about animals and people’s preferences/opinions about animals.

Understand and note information about family, including name, age, physical description and personality etc.

Ask and answer questions about animals and family.

Prepare a presentation about their own family and pets, speaking coherently and confidently, with increasingly accurate pronunciation and intonation.

Understand written phrases and short texts about families, including; name, age, date of birth, appearance, personality etc.

Write sentences/paragraph about family and pets.

Key Language:

J’ai, tu as? il a, elle a, as-tu? les animaux, je n’ai pas d’animal, je n’ai pas de freres et soeurs, je suis fils/fille unique, je suis, tu es, il est bavard(e) grand(e) petit(e) ennuyeux/ennuyeuse, marrant(e), paresseux/paresseuse, sportif/sportive, timide

Definite and indefinite article, possessive adjectives (mon, ma, mes, ton, ta, tes, son, sa, ses), opinions: j’aime, je n’aime pas, je déteste, j’adore. Ça va, with justification, parce que c’est nul, super, ennuyeux

Range of connectives, including: et, mais, parce que, puis, après, pourtant

 

 

 

 

 

 

 

 

 

 

 

 

 

Les Loisers

Identify sports, people’s free time preferences and the frequency they are practised.
Understand short texts about free time activities.
Write compound and complex sentences about free time preferences, opinions and when these are practised.
Write a summary of written texts about leisure activities.
Take part in dialogues to find out and give personal details, including free time preferences etc.
Understand weather phrases, identify and note people’s weather preferences and what they do in certain weather conditions.
Understand a short written weather report.
Give a weather report and interview about what people do in certain weather conditions.
Write a weather report, using compound sentences.

Key Language:
J’adore…. J’aime…… Je n’aime pas…..Je déteste… Ça va..
L’athlétisme, le basket-ball, le badminton, le cyclisme, l’équitation,la natation, le ping-pong, le roller, le VTT etc.
Je joue au tennis/hockey/badminton etc.
Je fais de l’équitation/ de la natation/ de la gymnastique/ de la danse etc.
Je ne joue pas au………../Je ne fais pas de……….
Une fois par semaine/ deux fois/ trois fois/ tous les jours/ quelquefois/ souvent
Est-ce que tu aimes + infinitive ? / Qu’est-ce que tu aimes + infinitive ?
J’aime……, je n’aime pas……, je préfère………,
aller en ville, aller au cinéma / au McDo, aller a la pêche, faire des courses, écouter la musique, jouer a l’ordinateur, faire du sport/ du bricolage/ du vélo/ lire des livres/ les BD, regarder la tele
Conjugation of regular « er » verbs.
Je dors, j’écoute, je mange, je regarde, je rentre, je sors
Use of negative phrases: je ne joue pas etc.
Je ne fais rien
Vas-tu… ? je vais, tu vas, il va etc.
Le club des jeunes
Quand ? où ?
après, sur, avec, et, ou
le matin, l’après-midi, le soir, la nuit le lundi, le mardi etc.
Quel temps fait-il ?
Il fait chaud, il fait froid, il y a du brouillard, il y a du soleil, il y a du vent, il y a des orages, il pleut, il neige
Dans les Alpes, dans le centre/ le nord/ le sud/ l’est/ l’ouest
à + town (à Paris, à Bromsgrove), en + country ( en France, en Anglterre)
Je reste à la maison
Quand il pleut…..
S’il pleut ….
Justification of opinions : parce que/car c’est : nul, super, pénible, cool, pas mal, extra

Chez moi

Recognise vocabulary to describe where people live, including places in a town, accommodation and rooms in a house.
Understand short texts about where people live, including detailed descriptions of location and rooms within the house.
Describe where you live, including opinions and detailed descriptions about the house/apartment (rooms etc.)
Produce an estate agent’s brochure to advertise your dream house.
Understand and discuss furniture in various rooms and where they are located.
Understand and talk about daily activities carried out at home.
Begin to understand when people discuss what they are going to do (using immediate future tense).
Begin to use immediate future tense to talk/write about what you are going to do at different times of the day.

Key Language:
J’habite ..nous habitons …:
Au bord de la mer, en ville, dans un village, en banlieue, à la montagne, à la campagne,
Dans: un appartement, une maison, une ferme
Près du, de la, de l’, des
Un balcon, une cave, un garage, un immueble, un jardin, au sous-sol, au rez-de-chausée, au premier / deuxième / troisième étage, à ls mansarde,
Le bureau, la cave, la chambre, la cuisine, l’entrée, la salle à manger, la salle de bains, la salle de séjour.
Revision of adjectives and adjectival agreements.
Dans ma chambre il y a …..
Où? + prepositions: sur, sous, par terre, dans, devant, derrière
Revision of time phrases: le matin, l’après-midi, le soir.
Introduction of third person on….:
Qu’est-ce qu’on fait dans…?
On dort, on lit, on mange, on travaille, on regarde, on joue, on écoute
Introduction of immediate future tense:
Paradigm of aller + infinitive

CURRICULUM OVERVIEW - FRENCH YEAR 8

             BLOCK 1 BLOCK 2 BLOCK 3

Le Passé

Revise conjugation of the present tense of regular “er” verbs.

Introduce the perfect tense, using avoir and être.

Understand phrases and passages about what people did in the past.

Understand phrases and conversations about where people went and what they thought of it.

Ask and answer questions about what you did and didn’t do in the past.

Ask and answer questions about where you and others went.

Write sentences/paragraphs about activities in the perfect tense.

Key Language:

Appropriate parts of avoir: j’ai,tu as, il/elle a, nous avons, vous avez, ils/elles ont with past participles of regular ‘er’ verbs (regardé, joué, ecouté) and common irregular ones (eu /bu /lu /vu /dit /fait /ecrit /pris /appris. Negative statements of the above: eg. Je n’ai pas regardé.
Qu’est-ce que tu as fait la semaine dernière?
Appropriate parts of etre: je suis, tu es, il/elle est, nous sommes, vous êtes, ils/elles sont with past participles of aller / rentrer / rester eg.
Je suis allé(e) a la piscine / en ville / au cinema / chez mes grandparents, je suis resté(e) à la maison
Où es-tu allé(e)?
C’était comment?
C’était…. Nul/fantastique/amusant etc. Revision of adjectives to describe opinion.
Revision of time phrases: lundi matin, mardi après-midi, jeudi soir, le weekend, hier, ensuite, puis, après etc.

 

Ma Vie
(Daily routine and making arrangements to go out)

Understand and use 12 and 24 hour clock time.

Understand and talk/write about your daily routine.

Understand and use reflexive verbs.

Ask others about their daily routine and report back in 3rd person.

Discuss going to the cinema and making arrangements to go out.

Discuss what you could do (using on pourrait).

Make up excuses for not doing something.

Understand and talk about activities in the immediate future, including opinions.

Understand about what someone did with regard to daily routine etc.

Key Language:

Reflexive verbs:
se lever, se coucher, se réveiller, s’habiller, se doucher, se laver, se brosser les cheveux.
A quelle heure tu te lèves? A quelle heure tu te couches?
Je prends mon petit dejeuner, je bois, je mange, je mets, je sors + used with other pronouns.
Revision of faire + activities
Opinions and feelings: c’est super, c’est marrant, c’est génial etc + justification/reasons, parce que/car
Verb “pouvoir”: for all pronouns. On pourrait + infinitive
Excuses: je ne peux pas parce aue….j’ai trop de devoirs, je suis trop fatigue, je n’ai pas d’argent
Revision of future: je vais + infinitive.
Ce sera…..(+ opinions)
On se retrouve où?
On va se retrouver à …

La Francophonie

Develop cultural understanding of Francophone countries.

Understand information, written and spoken about Le Senégal.

Research and complete own fact file on a chosen Francophone country.

Revise present /past (perfect) and immediate future tenses.

Revise and use “on peut” + infinitive phrases.

Produce a holiday advertisement for chosen Francophone country, using previously acquired grammatical structures and persuasive techniques.

Use of direct address (imperative)

Produce a questionnaire about holiday choices.
(revise aller + preposition)

Key Language:

Se trouver, se situer,
Use of on…….on cultive, on parle, on mange etc.
la capitale, le drapeau, la situation géographique, la population, les langues, le climat, l’agriculture, les sites touristiques, la nourriture, les religions, la monnaie, les fêtes, les industries.

Revision of weather structures, points of the compass, sports, foods etc.

Imperative: second person plural of regular and high frequency irregular verbs: allez, visitez, jouez, mangez, buvez etc.

 

Les Loisirs

Identify sports, people’s free time preferences and the frequency they are practised.

Understand short texts about free time activities.

Write compound and complex sentences about free time preferences, opinions and when these are practised.

Write a summary of written texts about leisure activities.

Take part in dialogues to find out and give personal details, including free time preferences etc.

Understand weather phrases, identify and note people’s weather preferences and what they do in certain weather conditions.

Understand a short written weather report.

Give a weather report and interview about what people do in certain weather conditions.

Write a weather report, using   compound sentences.

Key Language:

J’adore…. J’aime…… Je n’aime pas…..Je déteste… Ça va..

L’athlétisme, le basket-ball, le badminton, le cyclisme, l’équitation,la natation, le ping-pong, le roller, le VTT etc.

Je joue au tennis/hockey/badminton etc.

Je fais de l’équitation/ de la natation/ de la gymnastique/ de la danse etc.

Je ne joue pas au………../Je ne fais pas de……….

Une fois par semaine/ deux fois/ trois fois/ tous les jours/ quelquefois/ souvent

Est-ce que tu aimes + infinitive ? / Qu’est-ce que tu aimes + infinitive ?

J’aime……, je n’aime pas……, je préfère………,

aller en ville, aller au cinéma / au McDo, aller a la pêche, faire des courses, écouter la musique, jouer a l’ordinateur, faire du sport/ du bricolage/ du vélo/ lire des livres/ les BD, regarder la tele

Conjugation of regular « er » verbs.

Je dors, j’écoute, je mange, je regarde, je rentre, je sors

Use of negative phrases: je ne joue pas etc.

Je ne fais rien

Vas-tu… ? je vais, tu vas, il va etc.

Le club des jeunes

Quand ? où ?

après, sur, avec, et, ou

le matin, l’après-midi, le soir, la nuit le lundi, le mardi etc.

Quel temps fait-il ?

Il fait chaud, il fait froid, il y a du brouillard, il y a du soleil, il y a du vent, il y a des orages, il pleut, il neige

Dans les Alpes, dans le centre/ le nord/ le sud/ l’est/ l’ouest

à + town (à Paris, à Bromsgrove), en + country ( en France, en Anglterre)

Je reste à la maison

Quand il pleut…..

S’il pleut ….

Justification of opinions : parce que/car c’est : nul, super, pénible, cool, pas mal, extra