North Featherstone Junior And Infant School
LKS2 MFL Knowledge Long Term Map
The national curriculum for MFL 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
By the end of each Key Stage 2, pupils are expected to know, apply and understand the matters, skills and processes specified in this programme of study. Pupils will be taught 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: 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
Lower Key Stage 2 – Cycle 1
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Year Group: 3/4 |
Content |
Grammar |
Expectation: Speaking and Listening |
Expectation: Reading and Writing |
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Autumn 1 & 2
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Numbers 1-20 Colours Introducing yourself Classroom instructions |
Introduction to key verb avoir used with age: J’ai sept ans. J’ai – I have Tu as – You have Know how to pronounce the grapheme – oi, eu Introduction to the phrase ça va? Introduction to key verb être Introduction to the concept of gender, recognising masculine and feminine nouns |
Recite a short rhyme with accurate pronunciation Present a short dialogue with greeting, asking and answering name and age Ask and answer a question Imitate pronunciation Respond with a single word or short phrase Know how to pronounce the grapheme – oi, eu
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Record short dialogue in writing following a model Record short sentences using the verb être Use a range of adjectives to give description with correct pronunciation Write a short introductory sentence |
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Spring 1 & 2 |
Fruit Food/drink – explore healthy eating items when describing foods that are good/bad for health Likes/Dislikes Family – asking and answering questions |
Revisit colours and the plural of the verb être Revisit numbers through French songs Revisit the concept of gender linked to food items: Le – masculine La – feminine Les – plural Plural forms of nouns Use of the determiner in French: J’amie le chocolat’. Le chocolat, c’est bon pour la santé? Revisit the grapheme oi Pronunciation rule for not pronouncing the final consonant Revisit the use of determiner and gender Introduce possessive pronoun: mon, ma Introduction to the third person pronoun: il, elle Introduction to negative sentences: Je n’ai pas de Introduction to plural nouns and irregular plurals – oiseaux, souris |
Know how to pronounce the grapheme – oi, eu Know that the final consonant is rarely pronounced in French Introduction to the graphemes ou, in Ask and answer questions about family members Participate in role play, introducing family members and stating names and ages |
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Summer 1 & 2 |
Weather Recap: classroom instructions (refer to Autumn)* |
Revisit third person pronoun: il, elle Revisit the concept of gender linked to the weather: Le – masculine La – feminine Les – plural Weather nouns and determiners: le soleil – the sun le vent – the wind la neige – the snow etc. Phrases to describe the weather: il fait chaud – it’s hot out il fait frais – it’s cool out il pleut – it’s raining il neige – it’s snowing etc. |
Present information about the weather in French using learned vocabulary: En julliet il fait très chaud Ask and answer questions about the weather Say simple sentences to describe the weather
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Write sentences to describe the weathercord short phrases, stating which foods are good or bad for health, using the correct determiner and correct form of the verb être Join in reading repeated phrases from a story book Take notes to prepare a role play Write the scene from an airport role play with correct possessive pronoun and correct verb |
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Lower Key Stage 2 – Cycle 2
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Year Group: 3/4 |
Content |
Grammar |
Expectation: Speaking and Listening |
Expectation: Reading and Writing |
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Autumn 1 & 2
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Body Parts Greetings and communication Using adjectives linked to the text ‘Grand Monstre Vert’ French Nativity |
Revist the grapheme – oi, eu Introduction to the phrase ça va? Introduction to adjectives, position and agreement Revisit high frequency verbs avoir and être Revisit plural nouns and the third person pronoun: il, elle Use quantifiers: assez, très |
Know how to pronounce the grapheme – oi, eu Know how to pronounce 6 vowel sounds through the introduction of vocabulary and through songs Say simple sentences to describe the monster.
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Write sentences to describe the monster following a model: Le monstre a cinq jambs et deux yeux bleus. Le monstre a un petit nez vert. Le monstre est très grand.
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Spring 1 & 2 |
Clothes Months of the year/days of the week Ways of travelling |
Days of the week: lundi, mardi mecredi etc. Months of the year: janvier, février, mars etc. Numbers to 30 Revisit quantifiers: un peu, très, assez Revisit the concept of gender linked to travel and clothing: Le – masculine La – feminine Les – plural Positive and negative verb form j’ai / je n’ai pas and relate to J’amie / je n’amie pas |
Know how to pronounce the letter i Be able to say simple sentences to describe the weather
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Re-read and be able to place in correct order jumbled up sentences from the story book Copy and learn key vocabulary Write sentences to describe the weather following a model |
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Summer 1 & 2 |
Leisure and holidays Animals |
Use an opinion in front of an infinite verb Revisit numbers to 30 Conjunctions – et, mais Revisit quantifiers: un peu, très, assez Basic adverbial at the start of the sentence: Normalment, Revisit positive and negative verb form j’ai / je n’ai pas and relate to J’amie / je n’amie pas Revisit colours and position of adjectives: un short rouge Points of the compass Packing a suitcase for holidays Revisit gender and agreement of adjectives when describing zoo animals Revisit third person pronoun: il, elle Revisit quantifiers: très, assez Revisit high frequency verb être |
State simple sentences (positive and negative) joining clauses with a conjunction to provide information about hobbies. Participate in a survey about leisure activities, answering in a complete sentence Pronounce graphemes on and eau accurately Present information about the climate in French re-using previously learned vocabulary: En julliet il fait très chaud Know how to pronounce 6 vowel sounds through the introduction of vocabulary and through songs Simple sentences to describe an animal
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Write sentences to describe hobbies Deduce meaning of unfamiliar vocabulary Write sentences to describe the climate in France Recognise masculine and feminine adjectives Read short sentences with accurate pronunciation when describing animals. |
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