French Curriculum Passport
Intent: To provide children with high-quality French language education which will further foster their curiosity of the world and deepen their understanding of French culture. Children will be equipped with the foundations needed for further language acquisition.
Where is France ?
France is in Europe.
United Kingdom
France
Countries surrounding France
Landmarks in France...
| | | |
Important French people...
| | | |
Numbers to 20
Useful Links
Pronunciation
https://study.com/academy/lesson/how-to-count-to-100-in-french.html
Tutorial
https://www.youtube.com/watch?v=H2-REbL2OU0
Song
https://www.youtube.com/watch?v=dhj9SqrIZqI
Numbers to 40
Useful Links
Pronunciation
https://study.com/academy/lesson/how-to-count-to-100-in-french.html
Tutorial
https://www.youtube.com/watch?v=CEx2fPn-_UE -100
Song
Useful Links
Pronunciation
https://www.youtube.com/watch?v=ld7x0xv72Uk
Tutorial
https://www.youtube.com/watch?v=qPPIT1nbe7Q
Song
https://www.youtube.com/watch?v=kzR_d6uJkb8
Useful Links
Pronunciation
https://www.youtube.com/watch?v=L5-3kpXaEi4
Tutorial
https://www.youtube.com/watch?v=pZwiFOPg7NA
Song
https://www.youtube.com/watch?v=qjWMR76owOk
Year 3
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
Getting to know you | All about me | Food, glorious food! | Family and friends | Our School | Time |
French
Year 3
Autumn 1
Getting to know you
Knowledge end points: LO- To greet people in different ways. LO- To exchange names in French. LO- To discuss how I am feeling. LO- To choose appropriate phrases for the situation. LO- To recognise and repeat sounds accurately. To use songs to support my learning.(numbers 0-10) LO- To apply my knowledge to make sentences. To listen and respond to someone’s questions. | Skills end points: Listening To begin to listen attentively to spoken language. Speaking To engage in basic conversation using short phrases. Writing To write short phrases and sentences. Reading/Translation To read and respond to short phrases. |
Greetings | Meaning |
Bonjour | Hello |
Bonsoir | Good evening |
Bonne nuit | Good night |
Salut | Hi |
In this unit, we learn the basics of French. We use our prior knowledge from French Assembly to equip us with the foundation for formal teaching.
We learn to greet each other, exchange names, ask how someone is, count to ten and say how old we are.
Stem sentence starters:: |
Comment t'appelles-tu? What’s your name? |
Comment ça va? How are you? |
Quel âge as-tu? How old are you? |
Name | Meaning |
Je m’appelle | My name is.. |
Comment t’appelles-tu? | My name is… |
Monsieur | Mr |
Madame | Mrs |
Mademoiselle | Miss |
Number | Meaning |
C’est combien? | How many is that? |
Ça fait combien? | How many does that make? |
Plus | plus/add |
Moins | take away/subtract |
Égale | equals |
French
Year 3
Autumn 2
All about me
Knowledge end points: LO: To listen and respond to classroom instructions. LO: To read, listen and respond to vocabulary about the body. To demonstrate my understanding with actions. LO: To understand and respond to action words. LO: To listen to and copy pronunciation for colour words accurately. LO: To ask and answer what is ‘there’ (in the wardrobe) LO: To use simple conjunctions to link vocabulary for clothes and accessories. | Skills end points: Listening To begin to listen attentively to spoken language. Speaking To engage in basic conversation using short phrases. Writing To write short phrases and sentences. Reading/Translation To read and respond to short phrases. |
Colour | Meaning |
bleu | blue |
blanc | white |
rouge | red |
jaune | yellow |
rose | pink |
violet | purple |
In this unit, we learn how to follow instructions, name parts of the body, identify colours and explain what we are wearing.
We can use un/une and relate this to masculine and feminine nouns and use songs to help us remember the parts of the body.
Stem sentence starters:: |
Quelle est ta couleur préférée? What’s your favourite colour? |
Qu’est-ce qu’il y a dans l’armoire? What is in your closet? |
Qu’est-ce que tu portes? What are you wearing? |
Body | Meaning |
mon corps | My body |
la tête | head |
les genoux | knees |
les pieds | feet |
les yeux | eyes |
la bouche | mouth |
Command | Meaning |
Regardez | Look |
Ecoutez | Listen |
Ecrivez | Write |
Marchez | Walk |
Levez-vous | Stand up |
Asseyez-vous | Sit down |
French
Year 3
Spring 1
Food, glorious food
Knowledge end points: LO: To use determiners for identifying quantities in making polite requests. LO: To use the definite article when generalising. To give a preference for or against things. LO: To describe the colours of an object by modifying adjectives. LO: To begin to place adjectives appropriately before or after the noun they modify. �To begin to understand that adjective spelling depends on number and gender. LO: To use a range of grammar structures to practise a set of vocabulary groups. | Skills end points: Listening To begin to listen attentively to spoken language. Speaking To engage in basic conversation using short phrases. Writing To write short phrases and sentences. Reading/Translation To read and respond to short phrases. |
Story | Meaning |
une pomme | one apple |
deux poires | two pears |
trois prunes | three plums |
quatre fraises | four strawberries |
cinq oranges | five oranges |
du gâteau | some cake |
In this unit, we use a story to learn the vocabulary for a range of food . We can express our likes and dislikes as well as using plural nouns to count.
We can ask for something politely and use French adjectives to describe the colour or size of an object.
Stem sentence starters: |
Qu’est-ce que tu aimes ? What do you like? |
Quelle couleur est le/la.. ? What colour is the…? |
Qu'est-ce qu'il a mangé ? What’ has he eaten? |
Preparation | Meaning |
ouvrez | open |
coupez | cut |
lavez | wash |
séchez | dry |
serviette | napkin |
eau (f) | water |
Preference | Meaning |
Je voudrais... | I would like |
du (m) | some |
de la (f) | some |
s’il vous plaît | please |
voilà | here you are |
Merci | Thank you |
French
Year 3
Spring 2
Family and friends
Knowledge end points: LO: To present a picture of family member using possessive adjectives. LO: To develop strategies for remembering new language. To match subject and verb correctly when talking about pets. LO: To recognise and repeat sounds and words with increasing accuracy. To use songs or rhymes to help me remember new language. LO: To make links between known and new structures. To use a range of vocabulary to create different sentences. LO: To use French pronunciation of the alphabet to spell words. LO: To make sentences about homes by substituting different vocabulary. | Skills end points: Listening To begin to listen attentively to spoken language. Speaking To engage in basic conversation using short phrases. Writing To write short phrases and sentences. Reading/Translation To read and respond to short phrases. |
Pet | Meaning |
chat (m) | cat |
chien (m) | dog |
lapin (m) | rabbit |
souris (f) | mouse |
oiseau (m) | bird |
hamster (m) | hamster |
In this unit, we learn how to identify and introduce family and pets and how to spell their names.
We learn the names for places in our own homes. We begin to consider whether they are masculine or feminine nouns.
Stem sentence starters: |
As-tu...? Do you have…? |
Qu’est-ce qui manque? What’s missing? |
Comment dit-on ...en français ? How do you say… in French? |
My Home | Meaning |
Maison (f) | house |
appartement (m) | flat |
jardin (m) | garden |
chez moi | my home |
chambre (f) | bedroom |
salle de bain | bathroom |
Alphabet | Meaning |
lettre (f) | letter |
l’alphabet (m) | the alphabet |
Maintenant je les connais: toutes les lettres de l’alphabet. | Now I know them: all the letters of the alphabet. |
French
Year 3
Summer 1
Our School
Knowledge end points: LO: To read, listen and respond to vocabulary. ToI demonstrate my understanding with actions. To ask/answer questions (in short phrases) LO: To read, listen and respond to vocabulary. To demonstrate my understanding with actions. To ask/answer questions (in short phrases). | LO:To choose the appropriate indefinite article (un/une). LO: To read, listen and respond to vocabulary. To ask/answer questions (in short phrases). To express an opinion. LO: To listen to commands and follow instructions. LO: To know the French for familiar places. To ask and answer questions. LO: To know the French for familiar places. To ask and answer questions. | Skills end points: Listening To begin to listen attentively to spoken language. Speaking To engage in basic conversation using short phrases. Writing To write short phrases and sentences. Reading/Translation To read and respond to short phrases. |
PE | Meaning |
levez-vous | stand up |
asseyez-vous | sit down |
arrêtez | stop |
marchez | walk |
courez | run |
sautez | jump |
In this unit, we learn key vocabulary and phrases around the theme of school. We learn the vocabulary for places and objects in school.
We take part in a PE lesson conducted in French and use our French knowledge to express preferences.
Stem sentence starters: |
Où est…? Where is..? |
Qu’est-ce qu’il y a dans ta trousse? What’s in your pencil case? |
Qu’est-ce que tu aimes faire? What do you like to do? |
Subject | Meaning |
les matières (f) | subjects |
le français (m) | French |
l’anglais (m) | English |
les sciences (f) | Science |
les mathématiques (f) | Maths |
la musique (f) | Music |
Classroom | Meaning |
Une trousse | Pencil case |
Un stylo | pen |
Un crayon | pencil |
Une gomme | rubber |
Un cahier | A notebook |
Un livre | A book |
French
Year 3
Summer 2
Time
Knowledge end points: LO: To read, listen and respond to vocabulary. ToI demonstrate my understanding with actions. To ask/answer questions (in short phrases) LO: To read, listen and respond to vocabulary. To demonstrate my understanding with actions. To ask/answer questions (in short phrases). | LO:To choose the appropriate indefinite article (un/une). LO: To read, listen and respond to vocabulary. To ask/answer questions (in short phrases). To express an opinion. LO: To listen to commands and follow instructions. LO: To know the French for familiar places. To ask and answer questions. LO: To know the French for familiar places. To ask and answer questions. | Skills end points: Listening To begin to listen attentively to spoken language. Speaking To engage in basic conversation using short phrases. Writing To write short phrases and sentences. Reading/Translation To read and respond to short phrases. |
Days of the week | Meaning |
lundi | Monday |
mardi | Tuesday |
mecredi | Wednesday |
jeudi | Thursday |
vendredi | Friday |
samedi | Saturday |
dimanche | Sunday |
In this unit, we will learn to say the days of the week, months and dates and also count from 11 to 31.
We also learn how to say our own birthdays and use the correct language for yesterday and tomorrow.
Stem sentence starters: |
C’est quel jour ? What day is it? |
Quelle est la date de ton anniversaire ? When’s your birthday? |
Quelle est la date aujourd’hui ? What’s the date today? |
Months | Meaning |
janvier | January |
février | February |
mars | March |
avril | April |
mai | May |
juin | June |
Months | Meaning |
julliet | July |
août | August |
septembre | September |
octobre | October |
novembre | November |
décembre | December |
Year 4
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
All around town | On the move | Going shopping | Where in the world? | What’s the time? | Holidays and hobbies |
French
Year 4
Autumn 1
All around town
Knowledge end points: LO: To listen carefully and pronounce unfamiliar words with increasing accuracy. LO: To listen carefully, repeating and responding to key words and phrases. LO: To use familiar sounds and spellings to help me recognise and learn new language. | LO: To apply my knowledge to help me predict, say and spell new language. LO: To select and present information to other people. | Skills end points:�Listening
Speaking
Writing
Reading/Translating
To show basic grammar understanding including feminine, masculine and neuter forms. |
In my town… | Meaning |
école | school |
magasin | shop |
musée | museum |
piscine | swimming pool |
boulangerie | bakers |
supermarché | supermarket |
In this unit, the children develop their intercultural understanding by being introduced to the sights of some typical French cities.
They will also learn to describe places in a town, count to 100 and give their address in French.
Stem sentence starters:: |
Où habites-tu? Where do you live? |
Quelle est ton adresse? What’s your address? |
Comment dit-on...en français? How do you say… in French? |
Counting to 100 | Meaning |
dix | ten |
vingt | twenty |
trente | thirty |
quarante | forty |
cinquante | fifty |
soixante | sixty |
My address… | Meaning |
place | square |
allée | lane |
rue | street |
montagne | mountain |
hôpital | hospital |
plage | beach |
French
Year 4
Autumn 2
On the move
Knowledge end points: LO: To tell other people about types of transport. LO: To use the verb ‘to go’ in a simple sentence. LO: To recognise and pronounce a familiar spelling pattern in different words. | LO: To use my knowledge of actions and directions to give instructions. LO: To combine familiar language to create a new set of sentences. LO: To give a sentence subject-verb agreement. | Skills end points:�Listening
Speaking
Writing
Reading/Translating
To show basic grammar understanding including feminine, masculine and neuter forms. |
Transport | Meaning |
voiture | car |
autobus | bus |
à pied | by foot |
hélicoptère | helicopter |
taxi | taxi |
camion | lorry |
In this ‘On the Move’ unit, the class will learn to develop their conversational skills via some new topics: transport, direction and movement. We will learn how to conjugate the high-frequency verb ‘to go’ and use it in context.
Stem sentence starters:: |
Quels sont les transports ? What is the transport? |
Comment vas-tu à l’école? How do you get to school? |
|
Directions | Meaning |
allez | go |
tout droit | straight on |
tournez | turn |
à droite | to the right |
à gauche | to the left |
voilà | There you go! |
Movement | Meaning |
bras | arm |
jambe | leg |
main | hand |
marchez | walk |
arrêtez | stop |
tenez | hold |
French
Year 4
Spring 1
Going shopping
Knowledge end points: LO: To express an opinion in French. To write sentence answers to a question, using quantifiers. LO: To change the French word for ‘the’ to the French word for ‘some’. | LO: To use adjectives to describe nouns. To answer questions in a complete sentence. LO: To answer questions in a complete sentence. LO: To ask and answer a question in French. LO: To take part in role play, speaking in French. | Skills end points:�Listening
Speaking
Writing
Reading/Translating
To show basic grammar understanding including feminine, masculine and neuter forms. |
Fruit and veg | Meaning |
la pomme | apple |
la fraise | strawberry |
la poire | pear |
la carotte | carrot |
le brocoli | broccoli |
le poivron | peppers |
In this ‘Going Shopping’ unit, the class will learn about the shopping experience in France. Children will learn specific vocabulary of fruit, vegetables and clothes.
They will learn key phrases for asking the questions needed when going shopping and take part in role play activities.
Stem sentence starters:: |
Aimes-tu les oranges ? Do you like oranges? |
Où puis-je acheter? Where can I buy…? |
C’est combien ? How much is it? |
Clothes | Meaning |
les vêtements | clothes |
un pantalon | trousers |
une robe | dress |
une chemise | shirt |
une jupe | skirt |
un pull | jumper |
Shopping | Meaning |
une boîte de chocolats | box of chocolates |
un bateau | a boat |
des bonbons | sweets |
une bague | a ring |
French
Year 4
Spring 2
Where in the world?
Knowledge end points: LO: To speak in a sentence to answer a question. To write a sentence to answer a question. LO: To distinguish masculine and feminine nouns. To use the correct masculine/feminine preposition. LO: To use an English/French dictionary to translate from English to French. | LO: To understand that because a continent is always feminine the preposition ‘en’ is always used for ‘in’. LO: To speak in complete sentences. To use the past tense in a sentence. LO: To write a sentence and adapt it to create a new sentence. To use pronouns. | Skills end points:�Listening
Speaking
Writing
Reading/Translating
To show basic grammar understanding including feminine, masculine and neuter forms. |
The U.K | Meaning |
le Royaume-Uni | The United Kingdom |
L’Écosse | Scotland |
l’ Angleterre | England |
l’Irlande du Nord | Northern Ireland |
le Pays de Galles (m) | Wales |
This ‘Where in the World?’ unit will teach our children key vocabulary related to countries/continents and animals. The class will learn specific vocabulary of countries of the United Kingdom, continents and animals from different continents and a country’s position related to the equator.
Stem sentence starters:: |
Quelle est la capitale de la/du..... ? What’s the capital of? |
De quel continent viennent-ils ? Which continent do you come from? |
Continents | Meaning |
l’Afrique | Africa |
l’Antarctique | Antarctica |
l’Europe | Europe |
l’Asie | Asia |
l’Australasie | Australasia |
l’Amérique du Nord | North America |
l’Amérique du Sud | South America |
Animals | Meaning |
un panda | panda |
un ours polaire | polar bear |
un renne | reindeer |
un pingouin | penguin |
un lion | lion |
une baleine | whale |
French
Year 4
Summer 1
What’s the time?
Knowledge end points: LO- I can say and write a sentence to tell the time. LO- I can say and write at what time I do things. LO- I can answer and ask a question about a TV schedule. | LO- I can say and write a sentence to tell the time. LO- I can say and write a sentence to tell the time.�LO- I can take part in a Maths lesson on counting and time in French. | Skills end points:�Listening
Speaking
Writing
Reading/Translating
To show basic grammar understanding including feminine, masculine and neuter forms. |
Routine | Meaning |
Je me lève | I get up |
Je mange mon petit déjeuner | I eat breakfast |
Je me brosse les dents | I brush my teeth |
Je mange mon déjeuner | I eat lunch |
Children will learn how to tell the time: o’clock, half past, quarter past and quarter to. They will learn how to read
timetables and TV schedules and answer simple questions about these. There is a mathematics lesson
calculating the difference between two times.
Stem sentence starters:: |
Quelle heure est-il ? What time is it? |
Qu’est-ce qui passe à la télévision ? What happened on the TV? |
Combien de minutes ? How many minutes? |
Routine | Meaning |
Je regarde la télévision | I watch television |
Je mange mon dîner | I eat dinner |
Je fais mes devoirs | I do homework |
Je me couche | I sleep |
Je rentre chez moi | I go home |
Subjects | Meaning |
le français | French |
le dessin | art |
la géographie | geography |
l’informatique | computing |
la musique | music |
l’histoire | history |
French
Year 4
Summer 2
Holidays and hobbies
Knowledge end points: LO- I can write answers to a question, in a sentence. I can use the third person plural in sentences. LO- I can speak a sentence describing the weather. I can present the weather forecast to a range of audiences. LO- I can distinguish masculine and feminine nouns and use the correct masculine/feminine form of a preposition. | I can speak a sentence about going on holiday. I can answer a question about sports, orally and in writing. LO- I can answer a question about sports, orally and in writing. LO- I can answer a question about hobbies, orally and in writing. | Skills end points:�Listening
Speaking
Writing
Reading/Translating
To show basic grammar understanding including feminine, masculine and neuter forms. |
Seasons | Meaning |
les saisons | season |
le printemps | spring |
l’été | summer |
l’automne | autumn |
l’hiver | winter |
In this 'Holidays and Hobbies' unit the children class will learn key vocabulary related to holidays, weather and seasons, sports and hobbies. They
will learn specific vocabulary of how to say what the weather is like, temperatures, names of different sports and hobbies. They will learn key
phrases connected to the themes.
Stem sentence starters:: |
En quelle saison est..... ? In which season…? |
Quel temps est prévu pour aujourd’hui ? What is the weather to be like today? |
Quel est ton sport préféré ? What’s your favourite sport? |
Weather | Meaning |
La météo | weather |
Il fait chaud. | It’s hot. |
Il fait froid. | It’s cold. |
Il neige | It’s snowing. |
Il fait du vent | It’s windy. |
Il pleut | It’s raining. |
Sports | Meaning |
la gymnastique | gymnastics |
le hockey | hockey |
la lutte | wrestling |
le tennis | tennis |
la natation | swimming |
l’équitation | horse riding |
Year 5
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
Getting to know you | All about ourselves | That’s tasty | Family and friends | School Life | Time travelling |
French
Year 5
Autumn 1
Getting to know you
Knowledge end points: LO- To use the simple future tense. To respond appropriately to what someone says. LO- To use appropriate pronunciation to help others understand me better. LO-To select the appropriate form of a word for the context. To use a dictionary to develop my sentences. LO-To use the near future tense To follow a simple story. LO-To remember appropriate language to express my ideas. To select keywords for descriptions. | Skills end points: Listening To be able to appreciate stories, songs and poems. Speaking To carefully present orally to show an understanding of words, phrases and simple writing. To use pronunciation and intonation when speaking. Writing To use a broad range of vocabulary in writing. Reading/Translating To read and understand a broad range of vocabulary, To show basic grammar understanding including feminine, masculine and neuter forms. | |
In this unit, we apply our previous knowledge of spelling and jobs and recap our prior learning from Year 3 and 4.
We express emotions and talk about the future using two different tenses. We use a story to help us with our grammar work.
Stem sentence starters:: |
Comment s’écrit ton nom ? How do you write your name? |
Comment ça va ? How are you? |
Quel métier veux-tu avoir ? What do you want to be? |
Spelling | Meaning |
accent (m) | accent |
aigu | acute |
grave | grave |
circonflexe | circumflex |
Lettre (f) | letter |
Majuscule | capital |
Jobs | Meaning |
Médecin (m/f) | doctor |
coureur/ coureuse automobile | racing driver |
soldat | soldier |
professeur/ professeure | teacher |
pompier (m/f) [fire | fire fighter |
French Year 5
Autumn 2
All about ourselves
Knowledge end points: LO- I can demonstrate my listening skills by showing I have understood spoken language. LO- I can order a sentence correctly. LO- I can apply my sentence structure knowledge and vocabulary to hold short conversations. LO- I can alter an adjective to match gender. LO-I can pronounce the difference between two versions of the same adjective. LO- I can follow a simple story, using known language to help me understand unfamiliar parts. | Skills end points: Listening To be able to appreciate stories, songs and poems. Speaking To carefully present orally to show an understanding of words, phrases and simple writing. To use pronunciation and intonation when speaking. Writing To use a broad range of vocabulary in writing. Reading/Translating To read and understand a broad range of vocabulary, To show basic grammar understanding including feminine, masculine and neuter forms. | |
In this unit, we develop our vocabulary in topic areas such as clothes and the body.
We learn how to describe our own appearance and are introduced to grammatical features of French, such as the position of adjectives.
Stem sentence starters:: |
Qu’est-ce que tu fais ? What do you do? |
Qu’est-ce qu’il/elle porte ? WHat is he/she wearing? |
Comment sens-tu aujourd’hui ? How do you feel today? |
Fashion | Meaning |
il porte | He’s wearing |
elle porte | She’s wearing |
Qu’est-ce qu’il elle porte? | What’s she wearing? |
Qu’est-ce qu’il il porte? | What’s he wearing? |
Body | Meaning |
les cheveux | hair |
long(s) | long |
court(s) | short |
mi-long(s) | medium |
raides | straight |
ondulés | wavy |
Body | Meaning |
mon corps | My body |
la tête | head |
les genoux | knees |
les pieds | feet |
les yeux | eyes |
la bouche | mouth |
French
Year 5
Spring 1
That’s tasty
Knowledge end points: LO- I can ask and answer questions about drink choices. LO- I can interpret a chart written in French. LO- I can write a sentence to express my choices. LO- I can write sentences expressing my preferences. LO- I can use adjectives to describe nouns. LO- I can use the correct French form for ‘some’. | Skills end points: Listening To be able to appreciate stories, songs and poems. Speaking To carefully present orally to show an understanding of words, phrases and simple writing. To use pronunciation and intonation when speaking. Writing To use a broad range of vocabulary in writing. Reading/Translating To read and understand a broad range of vocabulary, To show basic grammar understanding including feminine, masculine and neuter forms. | |
In this unit, we learn vocabulary related to food and drink. We learn how to say what drinks we like and preferences for food.
We also learn how to find out the opening and closing times of shops.
Stem sentence starters:: |
Qu’est-ce que vous désirez boire ? What do you want to drink? |
Qu’est-ce que vous désirez ? What do you want? |
Qu’est-ce que vous désirez sur votre pizza ? What do you want on your pizza? |
Times | Meaning |
heures | o clock |
heures et demie | half past |
Quelle heure est-il ? | What time is it? |
ouvert | open |
fermé | closed |
À quelle heure ? | What time? |
Drinks | Meaning |
J’ai soif | water |
les boissons chaudes (f) | hot drinks |
les boissons froides (f) | cold drinks |
le café (m) | coffee |
le café au lait (m) | coffee with milk |
le coca (m) | cola |
Preferences | Meaning |
J’aime | I like |
manger | to eat |
le gâteau (m) | cake |
les chips (f) | crisps |
les frites (f) | chips |
la crêpe (f) | pancake |
French
Year 5
Spring 2
Family and Friends
Knowledge end points: LO- I can recognise and repeat rhyming words in a song; I can make sentences about belonging. LO- I can vary my sentences by changing the vocabulary. I can join in a French version of a familiar song. LO- I can add detail to a sentence with an adjective. LO- I can use a bilingual dictionary to translate unknown words. LO- I can select suitable adjectives to describe a subject. I can use a description to support my opinion. LO- I can select suitable adjectives to describe a subject. I can use a description to support my opinion. | Skills end points: Listening To be able to appreciate stories, songs and poems. Speaking To carefully present orally to show an understanding of words, phrases and simple writing. To use pronunciation and intonation when speaking. Writing To use a broad range of vocabulary in writing. Reading/Translating To read and understand a broad range of vocabulary, To show basic grammar understanding including feminine, masculine and neuter forms. | |
In this unit, we apply previous skills and knowledge from areas such as animals, homes and families to work on our speaking and listening skills and conversation abilities.
We learn how French adjectives must agree with the noun they describe.
Stem sentence starters:: |
Quels animaux sont à la ferme? What animals are on the farm? |
Tu habites dans quelle sorte de maison ? What sort of house do you live in? |
Quelle est ton opinion ? What do you think? |
I live in a.. | Meaning |
chaumière | cottage |
château (m) | castle |
maison (f) | house |
caravane (f) | caravan |
appartement (m) | flat |
ferme (f) | farm |
Family | Meaning |
mon/ma/mes | my |
son/sa/ses | his/her/its |
famille (f) | family |
femma (f) | wife |
fille (f) | daughter |
fils (m) | son |
Opinions | Meaning |
mignon | cute |
amusant | funny |
effrayant | scary |
amical | friendly |
beau/belle | beautiful |
j’aime | I like… |
French
Year 5
Summer 1
School Life
Knowledge end points: LO- I can use the pronouns il and elle. LO-I can show that I understand the meaning of a sentence by saying whether it is true or false. LO-I can say and write a sentence to answer a question. LO- I can use comparative adverbs. LO- I can ask and answer questions in French. LO- I can ask and answer questions in French about what I can do in school. | Skills end points: Listening To be able to appreciate stories, songs and poems. Speaking To carefully present orally to show an understanding of words, phrases and simple writing. To use pronunciation and intonation when speaking. Writing To use a broad range of vocabulary in writing. Reading/Translating To read and understand a broad range of vocabulary, To show basic grammar understanding including feminine, masculine and neuter forms. | |
In this unit, we look at vocabulary related to objects, subjects and prepositional language.
We learn questions and answers that we would use at school and key phrases useful to school life.
Stem sentence starters:: |
Où est...? Where is..? |
Quelle matière préfères-tu ? Which subject do you prefer? |
Excusez-moi, est-ce que je peux... s’il vous plaît ? Excuse me, can I…? |
Objects | Meaning |
la porte (f) | door |
la fenêtre (f) | window |
la table (f) | table |
la chaise (f) | chair |
l’ordinateur (m) | computer |
l’armoire (f) | cupboard |
Questions | Meaning |
Excusez-moi | Excuse me |
est-ce que je peux... | Can I? |
s’il vous plaît | please |
lire | read |
oui | yes |
non | no |
Subject | Meaning |
les matières (f) | subjects |
le français (m) | French |
l’anglais (m) | English |
les sciences (f) | Science |
les mathématiques (f) | Maths |
la musique (f) | Music |
French
Year 5
Summer 2
Time Travelling
Knowledge end points: LO- I can use known vocabulary to help me identify new language in a sentence. LO-I can build a sentence using a given range of vocabulary Choices. LO- I can recognise how verbs change according to the subject. LO- I can identify specific parts of a written sentence. LO- I can identify key information by listening for significant Vocabulary. LO- I can identify key information by listening for significant Vocabulary. LO-I can make a simple sentence in the past tense. LO-I can apply previous learning about the passé composé to make a new sentence. | Skills end points: Listening To be able to appreciate stories, songs and poems. Speaking To carefully present orally to show an understanding of words, phrases and simple writing. To use pronunciation and intonation when speaking. Writing To use a broad range of vocabulary in writing. Reading/Translating To read and understand a broad range of vocabulary, To show basic grammar understanding including feminine, masculine and neuter forms. | |
In this unit, we will build on previous skills and knowledge with numbers and dates. We look at French history and learn the dates of birth/death for famous people.
We also begin to use grammatical terms such as conjugation, auxiliary and infinitive verb.
Stem sentence starters:: |
Quel âge as-tu? How old are you? |
Vous êtes né(e) où ? Where were you born? |
Vous êtes né(e) quand ? When were you born? |
Verbs | Meaning |
avoir | to have |
j’ai | I have |
vous avez | you have |
Nous avons | we have |
ils/elles ont | they have |
verbe (m) | verb |
Dates | Meaning |
histoire (f) | history |
an (m) | year |
mois (m) | month |
date (f) | date |
calendrier (m) | calendar |
Petite histoire | Little history |
I was born.. | Meaning |
naître | To be born..infinitive verb |
né(e) | born – past participle |
être | to be - infinitive verb |
passé composé | Past tense |
naissance | birth |
Year 6
Autumn 1 | Autumn 2 | Spring 1 and Spring 2 | Summer 1 and Summer 2 | ||
Let’s visit a French town | Let’s go shopping | This is France! | All in a day | ||
French
Year 6
Autumn 1
Let’s visit a French town
Knowledge end points: LO- I can show how verbs change depending on the subject. I can join in a song with familiar structures. LO- I can explain to someone why I do something. LO- I can locate new vocabulary in a bilingual dictionary. I can describe the position of places in French towns. LO- I can follow and respond to an audio presentation. LO- I can identify and apply spelling patterns. | Skills end points: Listening
Speaking
Writing
Reading/ Translation
| |
In this unit, we look at areas such as places in a town, directions, home and numbers which helps to develop our speaking and listening abilities.
We practise using bilingual dictionaries to increase our understanding of word classes and other grammatical features.
Stem sentence starters:: |
Où habites-tu? Where do you live? |
Où est le/la ___? Where is the…? |
|
Maps | Meaning |
préposition (f) | preposition |
à côté de | next to |
en face de | opposite |
librairie (f) | bookshop |
restaurant (m) | restaurant |
banque (f) | bank |
Why I do something.. | Meaning |
nager | to swim |
prier | To pray |
acheter | To buy |
apprendre | To learn |
Regarder | To watch |
école | school |
My home | Meaning |
armoire (f) | wardrobe |
tapis (m) | rug |
canapé (m) | sofa |
fauteuil (m) | armchair |
four (m) | oven |
serviette (f) | towel |
French
Year 6
Autumn 2
Let’s go shopping
Knowledge end points: LO- I can write a sentence using the correct form of ‘de.’ LO- I can use the correct form of positional language. LO- I can use the correct form of adjectives to describe nouns. LO- I can ask and answer questions in French. LO- I can read and interpret lists written in French. LO- I can take part in role play, speaking in French. | Skills end points: Listening
Speaking
Writing
Reading/ Translation
| |
In this unit, we learn about the shopping experience in France. We learn how to use the nuances of colour when describing clothes and how to use propositional language.
We use role play to learn the key phrases and questions needed when going shopping.
Stem sentence starters:: |
Ç'est quelle couleur? Which colour is it? |
C’est combien ? How much is it? |
Avez-vous...? Do you have…? |
Clothes | Meaning |
Les vêtements (m) | clothes |
un manteau (m) | coat |
un pull (m) | jumper |
une jupe (f) | skirt |
une chemise (f) | shirt |
blanc/blanche | white |
Conversation | Meaning |
Madame | Madam |
Monsieur | Sir |
Mademoiselle | Miss |
Ça va ? | How are you? |
Bien | good |
Je voudrais... | I would like… |
Money | Meaning |
C’est... | It’s… |
C’est combien? | How much is that? |
Voici votre monnaie. | Here’s your change. |
cent | hundred |
deux-cents | two hundred |
trois-cents | three hundred |
French
Year 6 Spring 1 and 2
This is France!
Knowledge end points: LO- I can take part in role play, speaking in French. LO -I can use a chart to ask and answer questions. LO- I can use the correct words for up to 8 compass points. LO- I can write in French about the landmarks of Paris. LO-I can use the correct form of être – present or past imperfect tense. LO- I can use the correct form of adjectives. | Skills end points: Listening
Speaking
Writing
Reading/ Translation
| |
In this unit, we learn key vocabulary related to France. We focus mainly on Paris. We use vocabulary to describe France’s neighbors and positions and distances of a variety of cities.
We learn famous French la landmarks and how to describe what people do in Paris.
Stem sentence starters:: |
Quelle est la distance entre...? What’s the distance between..? |
Qu'est-ce qu'il y a à faire à Paris? WHat is there to do in Paris? |
Dans quel pays habites-tu? Which country do you live in? |
Distances | Meaning |
la distance (f) | distance |
Quelle est la distance entre...? | What is the distance between? |
C’est..kilomètres | It’s … kilometres |
mille | thousand |
cent | hundred |
Countries | Meaning |
le Royaume-Uni (m) | United Kingdom |
La France (f) | France |
l’Italie (f) | Italy |
La Belgique (f) | Belgium |
l’Andorre (f) | Andorra |
l’Allemagne (f) | Germany |
Famous people | Meaning |
Un directeur(m) une directrice (f) | manager/manageress |
un acteur (m) une actrice (f) | actor/actress |
un joueur de foot (m) une joueuse de foot (f) | footballer |
French
Year 6
Summer 1 and 2
All in a day
Knowledge end points: LO- I can say and write a sentence to tell the time. LO -I can tell the time using French phrases to describe a.m. and p.m. times. LO- I can follow a pattern to conjugate verbs. LO- I can say and write a sentence to tell the time. LO-I can say and write a sentence to tell the time. LO- I can read and interpret information charts written in French. LO- I can read and interpret a school’s weekly timetable. | Skills end points: Listening
Speaking
Writing
Reading/ Translation
| |
In this unit, we learn how to tell the time: o clock, half past, quarter past, quarter to and in 5 minute intervals. We learn how to use the 24 hour clock and the way in which the French represent a.m and p.m times.
We use airport arrival and departure boards and a school timetable to consolidate and practise our skills.
Stem sentence starters:: |
Quelle heure est-il? WHat time is it? |
Quelle matière préfères-tu ? Which subject do you prefer? |
À quelle heure est-ce que l’avion de est arrivé ? What time did the plane arrive? |
Intervals | Meaning |
moins vingt-cinq | twenty five to |
Il est... | It is… |
vingt-cinq | twenty five |
moins cinq | five to |
moins dix | ten to |
moins vingt | twenty to |
Time | Meaning |
Quelle heure est-il? | What time is it ? |
Il est...... | It is… |
heure(s) | o clock |
et demie | half past... |
et quart | quarter past |
moins le quart | quarter to |
School week | Meaning |
La semaine d’école | the school week |
le français (m) | French |
le dessin (m) | art |
l’anglais (m) | English |
l’éducation physique (f) | P.E |
la musique (f) | music |