Progression Matrix & Assessment Grids End of year expectations for the KS2 Languages Programme of Study The starred (*) content will not be applicable to ancient languages. Based on an average of 30-35mins/week Developed in collaboration between: Howes Primary School Tile Hill Wood School and Language College The University of Warwick www.mfl-progress.com Funded by the Department for Education
Languages programme of study: KS2 (DfE) Listen attentively to spoken language and show understanding by joining in and responding I. Listening & Speaking Year 3 Year 4 Year 5 Year 6 Listen to the language and understand the meaning of familiar words and phrases linked to topics such as me, my family and greetings/ introductions Listen and respond to the language with actions, symbols and pictures Listen to and follow simple instructions (e.g. 3-5 classroom instructions such as Hands up, Listen and repeat, Stand up/sit down please ) Communicate orally using words and simple phrases Listen to and understand a series of short sentences on a familiar theme Listen to information and respond in English to questions Listen and respond to a wider range of classroom instructions and some simple questions (e.g. Talk to your partner, Join in, Your turn now, Get classroom equipment ) Communicate orally using several simple phrases Listen to and understand longer sentences with some unfamiliar words Listen to a short message, dialogue, set of instructions or story and note the main points Listen and respond to classroom instructions and a range of questions Communicate orally using a range of sentences Listen to and understand several longer sentences on a familiar theme with some unfamiliar language Listen to a range of longer texts of different types and note the main points and some details Listen and respond to a wide range of spoken language Communicate orally linking together several sentences 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 Ask and answer simple questions about myself (e.g. What is your name? How old are you? Where do you live? ) Express likes and dislikes ( I like I don t like ) Ask and answer a range of questions about myself Ask others simple questions and understand the reply Express a simple opinion and understand others ( I love/like I dislike/hate ) Hold simple conversations on themes I have been learning about Express and justify an opinion. ( I like. because ) Ask for an opinion ( What do you think? What do you think of..? ) Hold longer conversations and initiate different themes of conversation Express and justify an opinion on a range of themes ( I like because, but I don t like ) Understand and agree or disagree with another opinion
Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* Communicate understanding or lack of ( I do/don t understand ) Understand that sounds are different in another language Understand that it is important to pronounce words accurately Demonstrate accuracy in pronunciation with 10-20 words and phrases Ask for a simple clarification, e.g. something to be repeated or to speak more slowly Have a wider understanding of the key distinguishing phonics of the language (e.g. nasal sounds in French) and start to understand the links between accented letters and pronunciation Begin to pronounce some new words using my knowledge Understand the meaning of intonation, especially when asking a question Copy intonation in spoken language Ask for help or clarification e.g. for the meaning of a word in English or TL Use phonic knowledge to pronounce a range of unfamiliar language Make links between some phonemes, sound and spellings Begin to develop and apply intonation independently when reading aloud Ask for clarification using a range of phrases ( I m sorry, I don t understand., I m not sure what you mean. Could you explain it again What do you mean? ) Use phonic knowledge to pronounce known and a range of unknown language with more confidence and accuracy Use intonation in spoken language confidently and with increasing accuracy Present ideas and information orally to a range of audiences* Present simple personal information in word and phrase form Perform a song or rhyme in a group Present information about myself using a wider range of phrases Give a series of simple instructions Give a spoken presentation using sentences on a given topic Retell a story using drama and spoken language to an audience Give spoken presentations using longer and more complex sentences on a wider range of topics and answer simple questions about it *content will not be applicable to ancient languages
Languages programme of study: KS2 (DfE) II. Reading Year 3 Year 4 Year 5 Year 6 Read carefully and show understanding of words, phrases and simple writing Read and understand a short list of familiar words and phrases and find the information asked for Read and understand a wider range of familiar phrases and find out key information Read and understand more complex sentences and different short texts with appropriate grammatical complexity understanding the main points Read and understand texts with some unfamiliar language with appropriate grammatical complexity Appreciate stories, songs, poems and rhymes in the language Participate in stories, songs, poems and rhymes Read and understand familiar language in stories, songs, poems and rhymes Compare and contrast a range of stories, songs, poems and rhymes and express an opinion in English Make and explain reading preferences based on my experience Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary Use a simple word list to find out the meaning of unfamiliar words See the similarities between words in English and where appropriate other languages Use a glossary/simple dictionary to find out the meaning of unfamiliar words Look for clues to help work out the meaning of new words Find out the meaning of an unfamiliar word using a range of sources or strategies Decode a text using their vocabulary, grammatical knowledge and a dictionary see section 4 for more detail about progression and grammar in TL
Languages programme of study: KS2 (DfE) Write phrases from memory Adapt these to create new sentences to express ideas clearly Describe people, places, things, and actions orally and in writing III. Writing Year 3 Year 4 Year 5 Year 6 Accurately copy familiar words with developing awareness of punctuation e.g. accents, special characters Write 5-10 words from memory with mostly accurate spelling e.g. during a labelling activity of classroom objects, family members, body parts Start to build a personal bank of familiar words and phrases including numbers, days of the week, months, colours Produce their own vocabulary lists, colour coding parts of speech, e.g. gender, adjectives Copy and adapt short phrases using familiar words Write 3-5 simple sentences from memory Complete a short, fill-in-thegaps text with familiar missing words for example completing an identity card or a Christmas present list Write short descriptions with support (e.g. by changing key words in a given model) Use new words in written and spoken work Write longer compound sentences from memory using basic connectives (and, or, but) Copy and adapt longer, more complex sentences using a writing frame Start to adapt short texts Use dictionary, glossary and phonic knowledge to support the accurate spelling of new words Write a simple text from memory starting to use complex sentences Adapt a previously written text to demonstrate increased grammatical awareness moving from 1 st to 3 rd person or from present tense to future/past tense using familiar verbs. For example they start to write simple descriptions about other people such as a hero or a best friend Redraft and draw together several previously written short texts to produce a coherent, more extended piece of writing. For example a personal profile which is used to support transition to the secondary school covering me, my hobbies/family/friends) Use a dictionary, glossary or online tools with increasing accuracy to help redraft and further develop a piece of writing
Languages programme of study: KS2 (DfE) Feminine, masculine and neuter forms (Nouns/pronouns/ articles/adjectives) The conjugation of highfrequency verbs Key features and patterns of the language (syntax,..) and how to apply these, for instance to build sentences a IV. Grammar Understand basic grammar appropriate to the language being studied, such as (where relevant): Year 3 Year 4 Year 5 Year 6 Start to recognise that most nouns have a plural form which can change how it is pronounced and spelt Recognise that in many languages nouns have a gender which is signposted by the definite and indefinite article Start to understand simple commands in singular and plural form in the imperative Develop an understanding of the present tense in the first and second persons Develop an awareness of simple negatives Start to develop an awareness of basic sentence structure based on what is modelled by the teacher and recognise simple question formation Start to use possessive pronouns and understand how they change according to the gender of the noun Be introduced to adjectives and see how they can change with gender and influence word order Start to use simple commands ( Give me please to ask for equipment, Go left/right ) using the imperative Extend the understanding of the present tense to the third person Start to recognise that some verbs are more commonly used than others Developing an awareness of the pattern of negative structures Start to sort and categorise words according to gender and other features Understand how sentences can be extended through the Formality is conveyed in a conversation by using the correct pronoun as a form of address Start to use 3-5 familiar adjectives correctly in terms of word order and endings Start simple conjugations in the present tense of familiar regular and irregular verbs (e.g. to have, to be, to go and simple and regular verbs) Understand how to form a negative in simple present tense sentences Start to understand how words relate to each other. Understand and recognise simple ways of conveying future intent. Understand how formality is often conveyed by using a different form of you Use adjectives increasingly secure in writing and speaking Start using adverbs (e.g. when expressing an opinion in I really like football ) Develop use of regularly occurring modal verbs in present tense ( I want, Can you? We would like ) Start to recognise the past tense. Develop a basic understanding of the conditional tense/mood ( I would like, Could you? ) Negative sentences are used consistently and accurately Develop an understanding of word families based on common words. Produce an oral or a written piece demonstrating the correct use of 3-5 key grammatical features of the
use of adjectives Understand how connectives can increase the length of sentences Recognise that questions can often provide clues to the formation of a response Start to apply rules of word order in simple sentences (e.g. labelling parts of the sentence and putting it in the right order) Start to understand how to form questions. language (word order, future intent, question formation, connectives) Recognise that words do not always have a direct equivalent in English and vice versa How these key features differ from or are similar to English Recognise that most words are spelt differently to English and, in some languages, have accents and different conventions of punctuation Write down words when the spelling is dictated by the teacher Start using the alphabet to spell out words in speaking and writing Notice how common letter strings across the foreign language and English can help to extend the vocabulary Analyse a text and identify the key features and explain how they are different to English Further exemplification: Pupils are encouraged to approach the new language with curiosity and respect. The teacher encourages pupils to be language detectives and to compare features of the target language with English, and where appropriate with other mother tongues e.g the concept of nouns having gender is unfamiliar for a native speaker of English, it is common across a range of different languages. Pupils are encouraged to see how gender can determine adjectival endings and the selection of possessive pronouns. They are encouraged to check simple texts for accuracy and start to predict the correct endings of common adjectives such as colours in relation to classroom objects or pets. Pupils start to build their own list of common verbs and consider why some are more useful than others. They are able to select the correct answer to an unfamiliar question by analysing the words within the sentence. Pupils are encouraged to analyse how a prefix such as reor a letter string such as tion can help to extend their vocabulary. They are encouraged to consider whether the same might apply in English. They start to conjugate verbs. They start to use the immediate future to talk about things that they might be doing in the evening or at the weekend. Pupils can talk about what they want and would like to do in relation to future plans. They can write simple diary entries to show their basic understanding of the past, present and future. From a range of sentences, they can identify which are past, present and future. Using their own checklist of grammar they can identify the key features of a text.
Primary MFL Assessment Year 3 Speaking and listening Listen and understand familiar words Listen and respond to the language with actions, symbols and pictures Listen to the language and follow simple instructions Communicate using simple words and phrases Ask and answer simple questions Express simple like and dislike Communicate understanding Know that sounds are different in another language Understand that pronunciation is important Demonstrate accuracy in pronunciation of key words Can present simple personal information Can join in a song or rhyme in a group Reading Read and understand a short list of familiar words/phrases Participate in stories, songs, poems and rhymes Use a simple word list to find out meanings Find similarities between English and target language Accurately copy familiar words Writing Write 5-10 words from memory Start to build a personal word bank Produce own vocabulary lists Start to recognise that nouns have a plural form which may change Recognise that nouns can have a gender Grammar Start to recognise imperatives Develop an understanding of present tense in first and second persons Develop an awareness of simple negatives Have an awareness of basic sentence structure Recognise that words are spelt differently and might have accents and different punctuation
Primary MFL Assessment Year 4 Grammar Writing Reading Speaking and listening Listen and understand short phrases on familiar theme Listen for information and answer questions about it Listen to the language and respond to instructions and simple questions Communicate using several simple phrases Ask and answer a range of questions and understand the reply Express simple opinion and understand others Ask for simple clarification Have a widening understanding of phonics Pronounce some new words Understand and copy intonation Present information about myself using a range of phrases Give simple instructions to others Read and understand a wide range of familiar phrases Read and understand familiar language in stories, songs, poems and rhymes Use glossary/simple dictionary to find out meanings Use clues to work out meanings of new words Copy and adapt short phrases Write 3-5 simple sentences from memory Complete a short gapped text with familiar missing words Write description of self using a writing frame Complete simple written tasks from memory Start to use possessive pronouns Recognise that adjectives can change and influence word order Start to use imperatives Extend understanding of present tense to third person Recognise commonly used verbs Have an awareness of pattern of negative structures Sort and categorise words according to gender Understand how connectives can lengthen sentences Recognise that questions can help formulate responses Write down dictated words Use alphabet to spell out words in speaking and writing
Primary MFL Assessment Year 5 Listen and understand sentences with unfamiliar words Listen for information and note main points Listen and respond to instructions and a range of questions Speaking and listening Communicate using a range of sentences Hold simple conversations on specified themes Express and justify opinion Ask for an opinion Ask for help or clarification Phonic knowledge enables pronunciation of unfamiliar language Make links between phonemes, sound and spellings Use intonation when reading aloud with increasing accuracy Present information on a given topic using sentences Retell a story Reading Writing Read and understand increasingly complex texts Compare and contrast a range of stories, songs, poems and rhymes and express an opinion Know how to find out meanings of unfamiliar words using a range of sources and strategies Accurately copy a short text Write compound sentences from memory Copy and adapt complex sentences using a writing frame Start to adapt short texts Use own or other dictionary and phonic knowledge to help spell words Use appropriate form of verb to address different people Use adjectives correctly by changing word order and endings Start to conjugate simple regular and irregular verbs Grammar Understand how form negatives in present tense Start to understand how words relate to each other Understand simple ways of conveying future intent Start to apply rules of word order in simple sentences Start to understand how to form questions Know that common letter strings can help to extend vocabulary
Primary MFL Assessment Year 6 Listen and understand longer sentences with unfamiliar language Listen to a range of longer texts and note main points Speaking and listening Reading Listen and respond to wide range of spoken language Communicate by linking several sentences Express and justify an opinion on a range of themes Understand and agree/disagree with another opinion Ask for clarification using a range of phrases Phonic knowledge enables pronunciation of unfamiliar language with confidence and accuracy Use intonation in spoken language confidently Give spoken presentations using longer sentences and answer simple questions about them Read and understand increasingly complex texts with appropriate grammatical complexity Make and explain reading preferences Decode texts using knowledge of grammar and vocabulary Write a simple text from memory using complex sentences Writing Adapt text to show grammatical awareness Produce extended piece of writing Use a dictionary, glossary or other online tools to develop a piece of writing Understand use of appropriate form of verb to address different people Use adjectives consistently by changing word order and endings Start to use adverbs Grammar Develop use of regularly occurring modal verbs Start to recognise past tense Develop basic understanding of conditional tense Use negative sentences accurately Develop an understanding of word families Produce oral or written work that demonstrates grammatical understanding Analyse a text and identify key grammatical features