Abbotswood Junior School National Curriculum 2014

Transcription

1 MFL Purpose 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 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. Attainment Target 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. Enrichment opportunities Use of apps on ipad Use of secondary pupils to come and teach

2 Objective Coverage across Key Stage Year Group Objective Mode of delivery Promotion of Literacy and Maths 3 listen attentively to spoken language and show understanding by joining in and responding. Development of speaking and listening skills. explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words Use of dictionaries and other material that help to broaden language skills. present ideas and information orally to a range of audiences 30 minutes to be appreciate stories, songs, poems and rhymes in the language. integrated by class broaden their vocabulary and develop their ability to understand new teacher through week. words that are introduced into familiar written material, including through using a dictionary. 4 listen attentively to spoken language and show understanding by joining in and responding. Develop use of phonics and their use for reading and decoding. explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words. Use of dictionaries and other material that help to broaden language skills. read carefully and show understanding of words, phrases and simple 30 minutes to be Basic recap of key grammar and its writing. integrated by class use for sentence structure. appreciate stories, songs, poems and rhymes in the language. teacher through week. broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary. describe people, places, things and actions orally and in writing 5 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. 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. 30 minutes to be integrated by class teacher through week. Develop use of phonics and their use for reading and decoding. Basic recap of key grammar and its use for sentence structure. Develop an understanding of tenses and how verbs change to reflect this. Beginning to understand plurals, linked with feminine and masculine in French language.

3 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. 6 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. appreciate stories, songs, poems and rhymes in the language. write phrases from memory, and adapt these to create new sentences, to express ideas clearly. 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. 30 minutes to be integrated by class teacher through week. Develop an understanding of tenses and how verbs change to reflect this. Beginning to understand plurals, linked with feminine and masculine in French language. Picking out/finding key information to implement in their own writing.

4 Skill Progression across Key Stage Skill area Oracy Reading Writing Grammar Cultural understanding Year group 3 Understand a range of spoken phrases. Understand standard language sometimes asking for words or phrases to be repeated. Answer simple questions and give basic information. Give responses to questions about everyday events. Pronounce words showing knowledge of sound patterns. 4 Understand the main points from spoken passages. Ask others to repeat words or phrases if necessary. Ask and answer simple questions and talk about interests. Take part in discussions and tasks. Demonstrate a growing vocabulary. Read out loud everyday words and phrases. Read out lout familiar words and phrases. Use books or glossaries to find out the meanings of new words. Use phonic knowledge to read words. Read and understand short written phrases. main points in short written texts. Read short texts. Use a translation dictionary or glossary to look up new words. Label items. Write short phrases used in everyday conversations correctly. Write or copy everyday words correctly. Label items and choose appropriate words to complete short sentences. Write one or two short sentences. Write a few short sentences using familiar expressions. Express personal experiences and responses. Hear main word classes. Recognise question forms and negatives. Reinforce and extend recognition of word classes and understand their function. Recognise and apply simple agreements, singular and plural. Use question forms. Identify countries and Demonstrate some knowledge and understanding of the customs and features of the countries or Show awareness of the social conventions when speaking to someone. Describe with some interesting details some aspects of countries or Make comparisons between life in countries or communities where the language is spoken and this country.

5 5 Understand the main points and opinions in spoken passages. Take part in conversations. Refer to recent experiences or future plans, everyday activities and interests. 6 Understand and respond to the main points and opinions in spoken passages. Give a short prepared talk that includes opinions. Take part in conversations to seek and give information. Vary language and produce extended responses. Read short texts independently. Use a translation dictionary to work out the meaning of an unfamiliar word. main points and opinions in written texts from various contexts. Show confidence in reading aloud. main points and some of the detail in short written texts. Use the context of a sentence to work out the meaning of an unfamiliar word. main points and opinions in written texts from Write short phrases from memory with spelling that is readily understandable. Write short texts on familiar topics. To enhance or change the meanings of phrases e.g. adding not. Use dictionaries or glossaries to check words. Refer to recent experiences or future plans, as well as everyday activities. Convey meaning although there may be some mistakes, the meaning can be understood with little or no difficulty. Write short texts on familiar topics with knowledge of grammar. Include imaginative and adventurous word choices. Recognise patterns in simple sentences. Manipulate language by changing an element in a sentence. Apply knowledge of rules when building sentences. Understand and use negatives Appreciate that different languages use different writing conventions. Recognise the typical conventions of word order in foreign languages. Recognise patterns in the foreign language. Notice and match agreements. Use knowledge of words, text and structure to build spoken and written passages. Use knowledge of Give detailed accounts of the customs and culture of the countries and communities where the Describe, with interesting detail, some similarities and differences between countries and language is spoken and this country. Give detailed accounts of the customs, history and culture of the countries and Describe, with interesting detail, some similarities and differences between countries and

6 Be understood with little or no difficulty. various contexts, including present, past or future events. Show confidence in reading aloud and in using reference material. word order and sentence construction to support the understanding of written text. Use knowledge of word and text conventions to build sentences and short texts. language is spoken and this country. Devise questions for authentic use.