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The Corpus Christi Modern Foreign Languages Curriculum

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Intent

The intention of the MFL curriculum at Corpus Christi Catholic Primary School is to educate the ‘whole child’. Children are taught to develop an interest in learning other languages in a way that is enjoyable and stimulating. We encourage children’s confidence, we strive to stimulate and encourage children’s curiosity about language. MFL enables all learners including pupils who are disadvantaged and pupils with SEND to develop their ability to communicate and express their ideas in oral and written form.

We strive to embed the skills of listening, speaking, reading and writing necessary to enable children to use and apply their French learning in a variety of contexts and lay the foundations for future language learning.

Our MFL curriculum is designed to progressively develop children skills in languages, through regular taught lessons. Children progressively acquire, use and apply a growing bank of vocabulary organised around topics. We follow the ‘Primary Languages Network’ Scheme of work to ensure coverage and progression across school. All our children in KS2 have regular language lessons which will help prepare them for life as a Global citizen in the 21st Century.

Implementation

At Corpus Christi Catholic Primary School we follow the Primary Languages Network scheme of work, which is adapted to meet the needs of our own children. Details of topics covered in each year group can be found on the French skills progression map below. This provides teachers with resources they need to provide a broad and balanced MFL curriculum.

Our aim is for children to develop their love of language learning and develop skills throughout their time in school.

We aim for our children to develop an appreciation of songs and stories in French throughout their time at the school. Children are encouraged and supported to develop their speaking and listening skills through conversational work, singing activities and games. As confidence and skill grows, children record their work through pictures, captions and sentences. 

-Clear medium term plans help our teachers to determine the key knowledge children require to move on to the next stage of their learning.

-Displays are used to remind children of key vocabulary

-Practical activities, songs and games are used to help improve memory and recall.

-Visual prompts are used to support children in translating new vocabulary.

-Games/ Knowledge organisers and memory banks to help the children ‘learn more and remember more.’

-How it is assessed:

We strive to ensure that our pupil’s attainment is in line or exceeds their potential when we consider the varied starting points of all our children. Children are assessed against their stage-related benchmarks which align with the MFL National Curriculum programme of study. Puzzle it out activities allow teachers to assess the children across all four skill areas- Speaking, Listening, Reading and Writing.

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Intended Impact

Our MFL curriculum will ensure all pupils develop key language learning skills set out by the national curriculum, as well as a love of languages and learning about other cultures.

These are as follows:

  • 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

 

Pupil Voice is also used to further develop the MFL curriculum, through questioning of pupils' views and attitudes to learning a language.

Skills and Content Progression

 

Stage One

Stage Two

Stage Three

Stage Four

Stages

The Skill Levels for Stage One are:

Listening: Can understand a few familiar spoken words and phrases (Sound spelling: Can identify specific sound and phonemes)

Speaking: Can say/repeat a few words and short simple phrases and would be understood by a sympathetic native speaker

Reading: Can recognise and read out a few familiar words and phrases

Writing: Can write or copy a few simple words or symbols as an emergent writer of the target language

The Skill Levels for Stage Two are:

Listening: Can understand a range of familiar spoken phrases and is able to listen for specific words and phrases

Speaking: Can ask and answer simple questions and give basic information and can pronounce familiar words and some new words accurately.

Reading: Can understand simple written phrases. Can match sounds too familiar written words

Writing: Can spell some familiar written words and phrases accurately and write simple sentences with limited mistakes so that the message is understood.

The Skill Levels for Stage Three are:

Listening: Can understand the main points from a series of spoken sentences (including questions) may require some repetition.

Speaking: Can ask and answer simple questions on several topics and can express opinions. Can take part in brief pre-prepared tasks such as short presentations and role plays

Reading: Can understand the main point(s) from a short written passage in clear printed script. Can use bi-lingual dictionaries independently. Can apply phonic knowledge to find and/or write words

Writing: Can write two or three short sentences as a personal response, using reference materials / with support. Attempts to use accurately nouns and adjectives and shows awareness of the use of verbs.

The Skill Levels for Stage Four are:

Listening: Can understand the main points and some detail from a short spoken passage

Speaking: Can take part in a simple conversation and can express simple opinions. Generally accurate pronunciation

Reading: Can understand the main points and simple opinion of a longer written passage (e.g. letter, recipe, poem, story, an account. Can use a bilingual dictionary to access unfamiliar language.

Writing: Can write a short text attempting to use accurately nouns, verbs and adjectives on a familiar topic using reference materials to support learning.

 

Speaking

An expected child:

  • Can say name accurately using name phrase (Autumn 1)
  • Can say four numbers accurately between 1-10 (Autumn 1)Can say two days of the week accurately (Autumn 2)
  • Can say five months of the year accurately (Autumn 2)
  • Can say four familiar animal nouns (Spring 1)
  • Can say a favourite animal in favourite animal phrase (Spring 1)
  • Can say accurately two of the following: a greeting , the name phrase, a feeling phrase (Spring 2)
  • Can say four familiar fruits (Summer 1)
  • Can ask politely for three different familiar fruits (Summer 1)
  • Can ask the question “where do you live? Can give a spoken understandable response “I live in….” (Summer 2)

 

An expected child:

  • Can say four sentences to describe myself (e.g. name/ age/ where live/ feelings / a like)
  • (Autumn 1)
  • Can ask the question “Where is + four shops in town (Autumn 2)
  • Can give directions to three places (Autumn 2)
  • Can describe with colours (adjective and a noun not necessarily in correct order) three parts of own face
  • (Spring 1)
  • Can name five body part nouns (Spring 2)
  • Can say a full sentence using a noun, verb , adjective to describe a jungle animal
  • (Summer 1)
  • Can ask what the weather is like and can give a response (Summer 2)
  • Can ask for an ice cream politely (Summer 2)

An expected child:

  • Can say a clear series of three statements about subjects, likes and dislikes and an opinion, using a conjunction and an opinion. (Autumn 1)
  • Can participate accurately in a dialogue – shopping for Christmas gifts (Autumn 2)
  • Can participate accurately in a shopping dialogue to buy fruits and vegetables (Spring 1)
  • Can ask and answer the question-What are you wearing? In a dialogue with a partner. Answer should contain three nouns and three adjectives (Spring 2)
  • Can say four sentences in a spoken presentation about a location – to include weather, places in the city/resort/ a food you can eat and why the child likes the place (to include an opinion).Pre-prepared text. (Summer 1)
  • Can give a short spoken pre-prepared description of five sentences about a seaside holiday – weather, games and activities to play on the beach and the food you can eat for a picnic
  • (Summer 2)

An expected child:

  • Can ask and answer questions with a partner about own daily routine giving four accurate responses and an attempt at accurate pronunciation (acceptable to a sympathetic native speaker- to include times, daily routine verbs, opinion)
  • (Autumn 1)
  • Can take part in a short dialogue made up of four “at the table “phrases and questions about likes and dislikes in food. Pre-prepared as a play. (Autumn 2)
  • Can describe in a short five sentence spoken text a sport and how to play the sport and give an opinion of the sport
  • (Spring 1)
  • Can describe a funfair to a partner/class and give opinions of the rides (Spring 2)
  • Can participate in a café dialogue ordering three foods and two drinks. Prices and table language to be included
  • (Summer 1)

Listening

An expected child:

  • Can identify and respond to the name question (Autumn 1)
  • Can identify accurately four numbers between 1-10 (Autumn 1)
  • Can identify four days of the week (Autumn 2)
  • Can identify five months of the year(Autumn 2)
  • Can respond physically to a classroom command in class. (Autumn 2)
  • Can identify four familiar animal nouns (Spring 1)
  • Can recognise the favourite familiar noun animal of a friend (Spring 1)
  • Can identify, understand and respond to three of following items: a greeting, and the questions “how are you? “what are you called?” how old are you?” (Spring 2)
  • Can identify four familiar fruits (Summer 1)
  • Can recognise five numbers between 0 and 15 (Summer 2)

 

An expected child:

  • Can identify five classroom objects (Autumn 1)
  • Can understand the question “Where is …?” used with four shops in town (Autumn 2)
  • Can understand and respond to three directions. (Autumn 2)
  • Can recognise and draw four parts of the face (Spring 1)
  • Can select the three different letter combination for three individual sounds (based on numbers and colours) (Spring 1)
  •  Can draw a monster/alien based on a simple description of a monster’s/alien’s body (Spring 2)
  • Can identify three jungle animals and their colour from a selection of the three coloured jungle animals by listening to simple sentences describing an animal (Summer 1)
  • Can understand four weather phrases (Summer 2)

An expected child:

  • Can understand the day and subject of five school timetable in four spoken statements (Autumn 1)
  • Can understand school subjects and opinions of school subjects in four spoken statements
  • (Autumn 1)

Can identify six places in the city in a short spoken descriptive statement about a city and places to visit (Autumn 2)

  • Can identify the Christmas gifts in a short spoken statement about gifts for Christmas (Autumn 2)
  • Can understand the items and prices of fruits and vegetables in a market dialogue
  • (Spring 1)
  • Can understand the spoken description of a fashion show outfit –using nouns and adjectives (Spring 2)
  • Can understand seven of the ten items in a short spoken text about someone else- name, age, where live, animal likes, food dislikes, favourite fruit, what wearing, hair and eye colour (Summer 1)
  • Can understand a description of a seaside holiday – weather, games and activities to play on the beach and the food you can eat for a picnic. (Summer 2)

An expected child:

  • Can identify and note down the description of someone’s daily school routine (five statements. To include time, day and opinions)
  • (Autumn 1)
  • Can understand a description of the rooms in a house. (Autumn 2)
  • Can identify the likes, dislikes and sports played in a short spoken text. (Spring 1)
  • Can understand five statements in a spoken description (eight sentences) about someone else describing own favourite things (Spring 2)
  • Can listen to and understand a café dialogue and the items ordered and the cost of the items. (Summer 1)

 

Reading

An expected child:

  • Can read and sort in correct order four of the numbers from 1-10 (Autumn 1)
  • Can read and sort in to order five months of the year (Autumn 2)
  • Can recognise and read four familiar animals (Spring 1)
  • Can recognise a greeting a farewell and one other familiar questions (name , feelings) (Spring 2)
  • Can read four familiar fruits and breakfast items (Summer 1)
  • Can read and recognise four familiar words including numbers and colours (Summer 2)

 

 

An expected child:

  • Can identify five school signs (Autumn 1)
  •  Can find two new classroom objects or classroom furniture in a bilingual dictionary.
  • (Autumn 1)
  • Can understand the question “Where is …?” used with four shops in town (Autumn 2)
  • Can understand and respond to three directions
  • (Autumn 2)
  • Can read and draw a simple description of a face (Spring 1)
  • Can read four body part nouns cards and place on a skeleton diagram (Spring 2)
  • Can read two sentences describing two jungle animals and find the matching pictures (Summer 1)
  • Can read the familiar flavours of ice creams and match to pictures (Summer 2)
  • Can link letter combinations to key sounds in ice cream flavours (Summer 2)

An expected child:

  • Can read and understand three written statements about subjects, likes and dislikes and reasons, using a conjunction and an opinion
  • (Autumn 1)
  • Can understand the simple description of a city and access and find three unfamiliar nouns for places in a bilingual dictionary. (Autumn 2)
  • Can read the instructions for a simple recipe and use a bilingual dictionary to access two unfamiliar key ingredients. (Spring 1)
  • Can read a simple description about clothes that people are wearing, using the verb “to wear” and clothes descriptions of clothes use of the verb “to wear” nouns with adjectives. Can locate two unfamiliar items of vocabulary in the text in a bilingual dictionary. (Spring 2)
  • Can read a short descriptive text about a place or resort and understand weather, places in the city/resort/ a food you can eat. (Summer 1)
  • Can read and identify five facts from a short description of a seaside holiday resort weather, games and activities to play on the beach and the food you can eat for a picnic, clothes you wear and items from the beach bag. (Summer 2)

An expected child:

  • Can read a written six sentence text about a target language child’s daily routine to include times, daily routine verbs ,opinion)
  • (Autumn 1)
  • Can read a short text of six sentences about a house and identify the key information in five of the six sentences. (Autumn 2)
  • Can read a short description of how to play a sport and explain this to a partner (Spring 1)
  • Can understand five statements in a description (eight sentences) about someone else describing own favourite things and why they like the items. Use of bilingual dictionary evident to access unfamiliar words. (Spring 2)
  • Can read and access using a bilingual dictionary an authentic café menu. Understand the majority of the key foods and drinks. (Summer 1)

Writing

An expected child:

  • Can write a greeting and farewell accurately in target language that can be understood by a sympathetic native speaker (Autumn 1)
  • Can write two months or two days relatively accurately from memory (minor spelling errors) (Autumn 2)
  • Can write three familiar animal nouns relatively accurately from memory (minor spelling errors) (Spring 1)
  • Can write a full sentence name phrase and feelings phrase from memory relatively accurately with some simple spelling errors (Spring 2)
  • Can write the sentence “I like with a familiar fruit noun. From memory relatively accurately with some spelling errors (Summer 1)
  • Can write five familiar words to include numbers and colours (Summer 2)
  • Can write relatively accurately a complete sentence using “I live in ….” From memory with some spelling errors (Summer 2)

 

An expected child:

  • Can spell accurately four classroom objects (Autumn 1)
  • Can write three sentences about “myself “with limited mistakes. (Autumn 1)
  • Can write accurately the names of three shops from memory (Autumn 2)
  • Can accurately label and spell four parts of a face (eyes/nose/mouth/hair/ears)
  • (Spring 1)
  • Can write a simple sentence using a noun followed by a verb followed by an adjective to describe a monster/alien. Spelling of most words is accurate (Spring 2)
  • Can write a simple sentence using a noun followed by a verb followed by an adjective to describe a jungle animal. Spelling of most words is accurate.
  • (Summer 1)
  • Can write four ice cream flavours accurately
  • (Summer 2)

An expected child:

  • Can write three mainly accurate short sentences using a subject /like or dislikes, a conjunction and an opinion in response to a question about school subject preferences. (Autumn 1)
  • Can write three short sentences using nouns, adjectives and conjunctions to describe the local city to the children’s school. (Autumn 2)
  • Can write a simple description of a salad, using the familiar fruits and vegetables and adding two surprise unfamiliar ingredients using a bilingual dictionary. (Spring 1)
  • Can write a short descriptive text of three mainly accurate sentences, using part of the verb ”to wear” to describe their own school uniform or a fashion show outfit. (Spring 2)
  • Can write three mainly accurate sentences in a spoken presentation about a location – to include weather, places in the city/resort/ a food you can eat and why the child likes the place (to include an opinion). (Summer 1)
  • Can write three sentences to describe three items in a beach bag to include a new interesting adjective found and cross referenced in a bilingual dictionary. (Summer 2)

An expected child:

  • Can write a five sentence description of own daily school routine. To include time, day and opinions (Autumn 1)
  • Can write a short mainly accurate description of an imaginary house and add three interesting adjectives and describe what games you can play in the garden (using the pattern “you can + infinitive ) (Autumn 2)
  • Can write a poem paradigm using the verb “to play” about sports everyone can play (Spring 1)
  • Can write a five sentence description describing own favourite things, using conjunctions and giving opinions. (Spring 2)
  • Can write a short dialogue at the café- three foods, two drinks, prices and table language to be included.
  • (Summer 1)

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