Our Vision for Modern Foreign Langauges

Learning a language is ‘a liberation from insularity and provides an opening to other cultures’ [Department for Education, key stage 3 national curriculum]. 

The study of languages broadens pupils’ horizons and opens doors to opportunity.  It develops a deep cultural awareness that is difficult to grasp without an understanding of the linguistic heritage of countries.

Curriculum Intent

The languages curriculum at Castle Newnham is carefully planned so that learning is built up step by step across key stages, and is accessible to all pupils. As an all-through school we are able to offer our pupils an unparalleled learning journey, beginning at primary level - where firm foundations are quickly established - and continuing into secondary where linguistic skills can be developed to levels of excellence; this makes us unique in Bedfordshire.

Languages are an integral part of our curriculum at Castle Newnham.  We believe that learning a language has many benefits for our pupils including

  • helping to equip them with the knowledge and cultural capital they need to succeed in life.
  • encouraging them to appreciate and celebrate difference
  • giving them a better understanding of how their native language works: it’s often in the foreign language classroom that pupils gain the greatest understanding of grammar, and expand their vocabulary and their knowledge of word roots
  • providing the foundation for learning further languages, now or later on in life, beyond secondary education.
  • unlocking the world and its cultures to young people in our community, enabling them to study and work in other countries
  • strengthening their economic prospects in an increasingly global job market

Curriculum Implementation

In French lessons our pupils learn through a wide range of learning activities designed to maximise engagement, nurture curiosity and create a supportive learning environment.  Pupils are encouraged to take ownership of their French and use it both in the classroom and out and about around school.

The building blocks of a language system are sounds (phonics), words (vocabulary) and rules about how these connect to create sentences (grammar). Lessons are carefully planned so that pupils pass through the following three learning phases:

  1. introduction: pupils’ first encounter with the new language and its function or meaning
  2. consolidation and embedding: lots of practice using the new language in listening and reading, then in writing and speaking
  3. independence: gradual transition from using the new language in controlled activities with support, to using it in freer, more meaningful tasks in multiple contexts.

Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers

All children will have Quality First Teaching. Any children with identified SEND or in receipt of pupil premium funding will have reasonable adjustments made that are additional to or different from their peers in order to support them to access the curriculum. All reasonable adjustments made are based around the individual and their needs. 

As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points.

Year Group Content

Please see our long-term plan below, including curriculum objectives: 

Modern Foreign Languages

Updated: 27/11/2023 839 KB

At Castle Newnham, our KS2 pupils learn French as their modern foreign language. In year 3 & 4, the pupils have French for 30 minutes per week. We start with phonics and a basic understanding of the French language. As the pupil's confidence grows, we learn more complex language structure through a range of different mediums. In addition to language skills, we learn about French culture and customs. 

Phonics and Basic Language

  • Vowel Sounds
  • Greetings
  • Introducing yourself
  • Numbers (1-10 and then 10-20)
  • Age
  • I have / don't have

Animals and Colours

  • Classroom instructions
  • Classroom language
  • Animals and articles
  • Animals and plurals
  • Agreement of colours and nouns

Hungry Caterpillar and The Cafe

  • Fruits
  • Days of the week
  • Foods
  • Snack foods
  • I would like...
  • At the cafe

Please see our long-term plan below, including curriculum objectives: 

Modern Foreign Languages

Updated: 27/11/2023 839 KB

As our KS2 pupil's confidence begins to grow, we build on their prior learning in French. In year 4 pupils have French for 30 minutes per week. We expand our knowledge of numbers and learn about ourselves and our families. 

About Me

  • Basic conversation
  • Revision of phonics
  • Days of the week
  • Numbers 20-31
  • Birthdays
  • Seasons

Shapes

  • Shapes
  • Shapes and  colours
  • Agreement of colours
  • Prepositions

Parts of the body

  • Body parts
  • Parts of the face
  • Imperatives
  • Designing and describing our own monster

Family

  • Brothers and sisters
  • Family members
  • Describing hair and eyes
  • Describing personality
  • Understanding and retelling a story

Please see our long-term plan below, including curriculum objectives: 

Modern Foreign Languages

Updated: 27/11/2023 839 KB

As the pupils move into Upper KS2, their French lessons increase to 1hr per week. Lessons focus on increasing the pupil's understanding of life in France and fundamental knowledge to support learning in KS3. 

Food

  • Breakfast foods
  • Likes and dislikes
  • Opinions
  • Time phrases
  • Eating habits

Sports

  • Sports with jouer
  • Likes and dislikes
  • Adverbs of frequency
  • Sports with faire

Music and Franglovision

  • Giving opinions
  • Musical instruments
  • Subject pronouns
  • 6 verb endings for jouer
  • Writing extended sentences

Please see our long-term plan below, including curriculum objectives: 

Modern Foreign Languages

Updated: 27/11/2023 839 KB

Lessons in year 6 focus on increasing the pupil's understanding of life in France and fundamental knowledge to support learning in KS3. 

Weather

  • Seasons
  • Weather types

Countries

  • Countries around the world
  • French speaking countries
  • Counties bordering French

My Town

  • Where I live
  • Places in the town
  • There is/ there isn't
  • Describing your town
  • Opinions

Clothes

  • Clothes and weather
  • -er verb porter
  • Describing what people are wearing
  • Fashion Show in French

Pupils’ learning at KS2 is built upon and developed.  Learning time increases from one hour a week to 5 hours over the two-week rotation.  Vocabulary and language concepts from KS2 are revisited and extended, with more focus on the specific patterns and functions of words and phrases. Pupils are supported in developing an awareness of the relationship between English/their first language and French. They learn about the concept of “regular” and “irregular” verbs (whether they follow a pattern or not), and the function of verb infinitives.

Language skills are developed and learned in the following contexts:

  • giving opinions on a variety of topics such as hobbies, school subjects, food, sports
  • describing appearance and personalities
  • talking about school life both in the UK and in French speaking countries
  • discussing hobbies
  • describing your town. 

Pupils who meet age related expectations will be able to:

  • include opinions adverbs and connectives in their writing and speaking

  • use the present tense correctly in their writing and speaking

  • use at least one other tense in their writing and speaking

  • read and understand the gist of simple texts

  • listen to and understand French containing some unfamiliar words

  • show comprehension of original and adapted materials from a range of different sources

  • carry out an accurate English translation of short, suitable material

  • demonstrate a basic knowledge of some aspects of French-speaking culture, and the geography and history of France

Pupils’ learning in Y7 is built upon and extended.  Learning time is 5 hours over the two-week rotation.  Pupils also follow a taster German course (6-8 hours) in the Spring Term.  This year there is a clear emphasis on the use of different tenses (present, past perfect and near future).

Language skills are developed and learned in the following contexts:

  • giving opinions on a variety of topics such as films, television programmes, books, music
  • describing a trip using past tense
  • discussing personalities and relationships
  • making plans to go out using the future tense
  • talking about home life and meals, including special occasions

Pupils who meet age related expectations will be able to: 

  • include extended opinions and justify these opinions
  • use adverbs and conjunctions in their writing and speaking
  • use at least two and, in some cases, three time frames (present, past and future) in their writing and speaking
  • read longer texts with confidence and develop strategies for understanding authentic texts
  • listen to French at normal speed and develop strategies for coping with unfamiliar words
  • show comprehension of original and adapted materials from a range of different sources
  • provide an accurate English translation of short paragraphs of French
  • translate short and simple English text into accurate French

Pupils’ learning in Y7 and Y8 is built upon and extended.  Learning time is 5 hours over the two-week rotation.  Pupils may opt to learn German as well as French (3 hours per two-week rotation). There continues to be a clear focus on the use of different tenses (present, past and near future) and there are also multiple opportunities for pupils to express personalised opinions in a variety of contexts.

Language skills are developed and learned in a variety of contexts:

  • describing personal qualities, relationships with family and friends, and people that we admire
  • making plans to go out with family or friends using the future tense and describing events using the past tense
  • discussing sport, technology (phones and the internet), music, books, television programmes and films
  • talking about food and meals, festivals and traditions (in the UK and in French speaking countries) and describing celebrations

Pupils who meet age related expectations will be able to demonstrate that they are able to do the following when reading French and listening to French:

  • understand longer, texts on a variety of topics of approximately 150-200 words in length
  • use strategies to cope with some unpredictable elements i.e. new or unfamiliar words
  • recognise different time frames
  • understand a range of structures
  • translate shorts extracts from French into English, and from English into French 

Pupils who meet age related expectations will be able to demonstrate sound knowledge of the following:

  • a wide range of vocabulary across the three topics

  • verbs in the present tense – accurate formation of the following albeit with occasional errors

    • regular “-er” verbs

    • key irregular verbs, particularly avoir (to have), être (to be), aller (to go), faire (to do)

    • reflexive verbs

    • the modal verbs pouvoir (to be able to /can) and devoir (to have to/must)

  • verbs in the near future tense ( the verb ‘go’ used with an infinitive ‘to……’)

  • verbs in the perfect tense (a past tense) using the auxiliary verbs avoir and être

  • verbs in the imperfect tense ( a past tense)

  • adjectives, including comparative and superlative adjectives

  • pronouns, including direct object pronouns and the pronoun en (about it/some/some of it/of them)

  • formal and informal register – tu and vous forms

  • structure venir de + infinitive (to have just done something)

Pupils’ learning in KS3 is built upon and extended.  Learning time is 5 hours over the two-week rotation.  Pupils may opt to take German for GCSE as well as French (5 hours of each language per two-week rotation).  Pupils continue to learn through a wide range of learning activities that are designed to maximise engagement and provide appropriate challenge.  There is also a specific focus on exam strategies and pupils are familiarised with the format of the GCSE examination.  Preparation for the GCSE speaking exam draws on themes covered in Years 9, 10 and 11.

Language skills are developed and learned in the following contexts:

  • describing your region, learning about regions of France
  • discussing the positive and negative aspects of living in your town
  • talking about the weather and making plans (future tense)
  • discussing community projects and volunteering in your local area
  • describing holidays (good ones and disastrous ones)
  • hotel and restaurant bookings, buying tickets for travel
  • talking about school life and comparing school in the UK to school in French speaking countries
  • discussing career choices and jobs
  • describing hopes and aspirations for the future
  • talking about protecting the environment
  • discussing big events and problems facing the planet

Modern Languages and the English Baccalaureate 

The English Baccalaureate (EBacc) is not a qualification in its own right – it's a combination of GCSE subjects, including a language, that offer an important range of knowledge and skills to young people.  Government policy on education states that at the heart of an effective key stage 4 curriculum is a strong academic core: the EBacc. The EBacc is a set of subjects at GCSE that is designed to keep pupils’ options open for further study and future careers. It is a suite of qualifications made up from English language and literature, mathematics, the sciences, geography or history, and a language.

 

By the end of Key Stage 4 pupils who meet age related expectations in French will be able to do the following:

Reading and Listening

  • understand extended texts which contain unpredictable elements – these may include different time frames, points of view (opinions, reasons and justifications) drawn from a range of topic areas

  • understand a range of unfamiliar language and translate suitable extracts into French. Texts may be varied in style and purpose, e.g. informative, imaginative, narrative, descriptive

  • use strategies to cope with some unpredictable elements i.e. new/ unfamiliar words

  • understand a range of structures

  • translate longer and more complex phrases into French

  • understand and translate more complex grammar

Speaking and Writing

  • use good pronunciation and intonation

  • take part in conversations and discussions with several exchanges (questions and answers)

  • write learned paragraphs from memory, using a variety of structures to express facts, ideas, opinions, reasons and justifications, and ask questions

  • manipulate language structures encountered in the lesson accurately, and re-use them in new contexts

  • use a variety of vocabulary and grammatical structures across several topics

  • refer to past, present and future events using a range of tenses ( present tense, near future tense, perfect tense. imperfect tense, conditional tense and pluperfect tense )

  • use irregular verbs, modal verbs and reflexive verbs, albeit with occasional errors

  • use adjectives, including comparative and superlative adjectives

  • use pronouns, including direct object pronouns and the pronoun en

  • use the structure venir de+ infinitive (to have just done something)

  • pupils at the Higher tier will need to

  • use and adapt a variety of structures and vocabulary with accuracy and fluency, including using appropriate style and register (tu/ vous)

  • make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view in order to interest, inform or convince