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Modern Foreign Languages

Modern Foreign Languages Intent

At Wymondley, we intend to inspire pupils to develop a love of languages and to expand their horizons to other countries, cultures and people. We aim to help children grow into curious, confident and reflective language learners and to provide them with a foundation that will equip them for further language studies.

In Lower KS2, children acquire basic skills and understanding of French with a strong emphasis placed on developing their Speaking and Listening skills. These will be embedded and further developed in Upper KS2, alongside Reading and Writing, gradually progressing onto more complex language concepts and greater learner autonomy. In the Summer Term,  UKS2 children will further develop their language skills by studying Spanish to prepare them for the transition to KS3.

 

National Curriculum:

  • 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.

 

Modern Foreign Languages is taught at Wymondley through the following content...

 

Lower key Stage 2Upper Key Stage 2
Cycle A

Getting to know you

Food, glorious food

On the move

Holidays and hobbies

What’s the time 

Where in the world

What’s the time/All in a day

Family and Friends

That’s tasty

Let’s go shopping 

Spanish meet and greet 

Spanish clothes

Cycle B

All about me

Time 

Our School

All around town

Going shopping

All about ourselves

Let’s visit a French town

Planets

Time travelling

Spanish meet and greet

Spanish food

 

Enrichment OpportunitiesLinks Across the Curriculum
  

 

 

Through this content, the children learn and develop the following skills...

 

Listening and Speaking/Oracy

 

Reading and Writing/Literacy

Lower Key Stage 2Upper Key Stage 2

Children read carefully and show understanding of words, phrases and simple writing.

Children can:

  • read and show understanding of familiar single words;

  • read and show understanding of simple phrases and sentences containing familiar words.

 

 

 

Children read carefully and show understanding of words, phrases and simple writing.

Children can:

  • read and show understanding of simple sentences containing familiar and some unfamiliar language;

  • read and understand the main points from short, written material;

  • read and understand the main points and some detail from short, written material.

Children broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.

Children can:

  • use strategies for memorisation of vocabulary;

  • make links with English or known language to work out the meaning of new words;

  • use context to predict the meaning of new words;

 

 

Children broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.

Children can:

  • use a range of strategies to determine the meaning of new words (links with known language, cognates, etymology, context);

  • use a bilingual dictionary to identify the word class;

  • use a bilingual paper/online dictionary to find the meaning of unfamiliar words and phrases in English and French

Children develop accurate pronunciation and intonation so that others understand when they are reading aloud familiar words and phrases.

Children can:

  • identify individual sounds in words and pronounce accurately when modelled;

  • start to read and recognise the sound of some letter strings in familiar words and pronounce when modelled;

  • adapt intonation to ask questions;

  • show awareness of accents, elisions and silent letters; begin to pronounce words accordingly.

 

 

 

Children develop accurate pronunciation and intonation so that others understand when they are reading aloud familiar words and phrases.

Children can:

  • read and pronounce familiar words accurately using knowledge of letter string sounds to support, observing silent letter rules;

  • appreciate the impact of accents and elisions on sound and apply increasingly confidently when pronouncing words;

  • start to predict the pronunciation of unfamiliar words in a sentence using knowledge of letter strings, liaison and silent letter rules;

  • adapt intonation for example to mark questions and exclamations in a short, written passage.

Children write phrases from memory, and adapt these to create new sentences, to express ideas clearly.

Children can:

  • write single familiar words from memory with understandable accuracy;

  • write familiar short phrases from memory with understandable accuracy;

  • replace familiar vocabulary in short phrases written from memory to create new short phrases.

 

Children write phrases from memory, and adapt these to create new sentences, to express ideas clearly.

Children can:

  • write a simple sentence from memory using familiar language;

  • write several sentences from memory with familiar language with understandable accuracy;

  • replace vocabulary in sentences written from memory to create new sentences with understandable accuracy.

 

Children describe people, places, things and actions in writing.

Children can:

  • copy simple familiar words to describe people, places, things and actions using a model;

  • write a simple phrase that may contain an adjective to describe people, places, things and actions using a language scaffold;

  • write one or two simple sentences that may contain an adjective to describe people, places, things and actions.

Children describe people, places, things and actions in writing.

Children can:

  • write several simple sentences containing adjectives to describe people, places, things and actions using a language scaffold;

  • manipulate familiar language to describe people, places, things and actions, maybe using a dictionary;

  • use a wider range of descriptive language in their descriptions of people, places, things and actions.

 

Stories, Songs, Poems and Rhymes

Lower Key Stage 2Upper Key Stage 2

Children explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

Children can:

  • listen and identify specific words in songs and rhymes and demonstrate understanding;
  • listen and identify specific phrases in songs and rhymes and demonstrate understanding.

 

 

Children explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

Children can:

  • listen and identify rhyming words and specific sounds in songs and rhymes;
  • follow the text of familiar songs and rhymes, identifying the meaning of words;
  • read the text of familiar songs and rhymes and identify patterns of language and link sound to spelling.

Children appreciate stories, songs, poems and rhymes in the language.

Children can:

  • join in with actions to accompany familiar songs, stories and rhymes;
  • join in with words of a song or storytelling.

 

 

Children appreciate stories, songs, poems and rhymes in the language.

Children can:

  • follow the text of a familiar song or story;
  • follow the text of a familiar song or story and sing or read aloud;
  • understand the gist of an unfamiliar story or song using familiar language and sing or read aloud.

 

Grammar

Lower Key Stage 2Upper Key Stage 2

Children 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.

Children can:

  • show awareness of word classes – nouns, adjectives, verbs and connectives and be aware of similarities in English;
  • name the gender of nouns; name the indefinite and definite articles for both genders and use correctly; say how to make the plural form of nouns;
  • recognise and use partitive articles;
  • name the first and second person singular subject pronouns; use the correct form of some regular and high frequency verbs in the present tense with first and second person;
  • name the third person singular subject pronouns; use the present tense of some high frequency verbs in the third person singular;
  • use a simple negative form (ne… pas);
  • show awareness of the position and masculine/feminine agreement of adjectives and start to demonstrate use;
  • recognise and use the first person possessive adjectives (mon, ma, mes);
  • recognise a high frequency verb in the imperfect tense and in the simple future and use as a set phrase;
  • conjugate a high frequency verb (aller – to go) in the present tense; 
  • show awareness of subject-verb agreement;
  • use simple prepositions in their sentences;
  • use the third person singular and plural of the verb ‘être’ in the present tense.

 

Children 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.

Children can:

  • identify word classes;
  • demonstrate understanding of gender and number of nouns and use appropriate determiners;
  • explain and apply the rules of position and agreement of adjectives with increasing accuracy and confidence;
  • name and use a range of conjunctions to create compound sentences;
  • use some adverbs;
  • demonstrate the use of first, second and third person singular pronouns with some regular and high frequency verbs in present tense and apply subject-verb agreement;
  • explain and use elision; state the differences and similarities with English;
  • recognise and use the simple future tense of a high frequency verb; compare with English;
  • recognise and use the immediate future tense of familiar verbs in the first, second and third person singular; explain how it’s formed;
  • recognise and use the first and third person singular possessive adjectives (mon, ma, mes, son, sa, ses);
  • recognise and use a range of prepositions;
  • use the third person plural of a few high frequency verbs in the present tense;
  • name all subject pronouns and use to conjugate a high frequency verb in the present tense;
  • recognise and use a high frequency verb in the perfect tense; compare with English;
  • follow a pattern to conjugate a regular verb in the present tense;
  • choose the correct tense of a verb (present/perfect/imperfect/future) according to context.

 

 

Modern Foreign Languages in action at Wymondley...

 

    
    
    
    

 

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