By the end of key stage 2, pupils should be able to:
- Listen attentively to spoken language and show understanding by joining in and responding.
- Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
- Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.
- Speak in sentences, using familiar vocabulary, phrases and basic language structures.
- Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
- Present ideas and information orally to a range of audiences.
- Read carefully and show understanding of words, phrases and simple writing.
- Appreciate stories, songs, poems and rhymes in the language.
- Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
- Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.
- Describe people, places, things and actions orally and in writing.
- Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
Displays of the topics being taught in French will be displayed around individual classrooms (if space allows) or will feature on a general school board.
Evidence of Teaching & Learning and Transition at End of Key Stage
Where appropriate worksheets completed by the children may be kept in their French folders which can be passed through the years and become a portfolio of their learning. Teachers can also upload scans of pupil written work along with audio and video recordings of pupils speaking and presenting in French to a centralised secure file store on their Tracking & Progression Tool.
All of this information along with the pupil’s individual Learning & Progression Timeline and skills progress reports can be forwarded to their secondary school at time of transition.
Assessment of Pupil Learning & Progression
Two forms of assessment are available at the end of every Language Angels unit:
- Peer and self-assessment ‘I can do…’ grids. A quick and easy way for all pupils in the class to record which units they have completed and the progress they are making.
- More detailed skills based assessments using bespoke skills assessment worksheets. This form of assessment enables us to determine the learning and progression of all pupils in the key language learning skills as well as monitoring their progress against the 12 attainment targets stipulated in the DfE Languages Programme of Study for Key Stage 2.
Monitoring and evaluation
The Subject Leader monitors the effectiveness of the language teaching provided throughout the school via regular termly observations with feedback given to teachers delivering foreign language lessons. The Subject Leader and class teacher will together monitor the learning and progression made by pupils across the key stage.
The Subject Leader will encourage, where appropriate, class assemblies and presentations in French. They will also encourage cross-curricular topics be taught in French to knit together various areas of the curriculum. The French café is a highlight, where Year 6 serve pupils from the rest of the school, speaking only in French. The culmination of the French curriculum is a residential trip to Ambleteuse in France, where pupils get to apply their learning on visits to cafes, shops and markets. We are also in the process of setting up a direct link with the primary school in Wissant, northern France, which we hope to be able to visit regularly once Covid restrictions have eased.
All data, ranging from evidence of classroom teaching to individual pupil skills reports, is securely stored on a password protected database. This can be accessed by class teachers, the Subject Leader and SLT so all key stakeholders can evaluate delivery, performance and progress. This data can be presented to parents at parent-teacher meetings and will also be used to ensure the Foreign Languages SEF is updated as appropriate.