We currently offer French in Years 5 and 6.
This is taught by a specialist teacher from Tiverton High School, so that the best possible tuition is received by our children.
St John’s Catholic Primary and Pre-School (Academy)
Year 5 and 6 Scheme of work
Unit 1 Autumn Term
This Scheme of Work is designed to help students to equip them selves with the necessary skills for language learning. The focus is less on learning vocabulary and more on learning skills.
Each session should take one lesson, possibly longer
|
Topic |
Learning Objectives |
Classroom Foci |
|
What’s in it for me? |
1. To understand why we learn French in school 2. To know how French can help me |
Questioning: How can learning a foreign language be useful? Writing: Limited - spider diagram Reflection: How can French help me personally? L2L: Thinking skills BFL: Thought organisation - spider diagrams and bullet points |
|
What do I already know? |
1. Students to share what they already know about French language and Culture |
Questioning: What do you know about France? What is a stereotype? Writing: Limited - discussion focused Reflection: What do I already know? L2L: Using prior knowledge BFL: What does a classroom discussion look like? How should we behave? |
|
The alphabet |
1. To be able to recite the French alphabet 2. To be able to use letters out of their alphabet order 3. To be able to spell simple words out loud |
Questioning: Which letters are similar in French and English, and which are different? Writing: Limited - focus on oral pronunciation Reflection: How can I use the English alphabet to help me to learn the French one? L2L: Using prior knowledge. Using rhymes and patterns. BFL: Getting involved, having a go. |
|
Phonics 1 |
1. To understand what sounds individual vowels and consonants usually make in French 2. To be able to pronounce simple new words |
Questioning: What is phonics? Why is phonics important? Writing: Limited - oral pronunciation focus. Reflection: How did I learn English phonics in primary school? L2L: Phonics skills BFL: Having a go when things look difficult. |
|
Phonics 2 |
1. To be able to recognize combination sounds 2. To be able to pronounce new words with and without combination sounds |
Questioning: What is phonics? Why is phonics important? Writing: Limited - oral pronunciation focus. Reflection: How did I learn English phonics in primary school? L2L: Phonics skills BFL: Having a go when things look difficult. |
|
Phonics 3 |
1. To be able to use sound spelling rules to spell simple/moderate words correctly |
Questioning: How can phonics help me with my spelling? Why is spelling important? Writing: Individual words. Spellings focus. Reflection: Which sound-spelling rules am I finding most difficult? How can I work on these? L2L: Sound-spelling rules BFL: Reflective practice |
|
Numbers |
1. To be able to count from 1-30 2. To be able to spell numbers accurately |
Questioning: Which patterns can you spot? How do you pronounce these words? Writing: Focus - using sound-spelling rules. Reflection: L2L: Using prior knowledge, sound spelling rules and spotting patterns. BFL: Independence - using book to find answers |
|
Numbers |
1. To be able to count to 1000 2. To know how to revise vocabulary effectively |
Questioning: Which patterns can you spot? How do you pronounce these words? Writing: Focus - using sound-spelling rules. Reflection: L2L: Using prior knowledge, sound spelling rules and spotting patterns. BFL: Learning vocab |
|
Grammar |
1. To know the difference between a noun, verb, adjective, adverb etc 2. To be able to grammatically analyse a text in English |
Questioning: What is a noun/verb etc? Writing: Sentences in English. Reflection: What do I need to revise? L2L: Grammatical analysis BFL: Using grammar in context |
|
Grammar: dictionary skills |
1. To know how to use a dictionary to look up meaning, gender and class |
Questioning: When might you want to use a dictionary? How do dictionaries work? Writing: Limited - single words. Reflection: Do I know how to use a dictionary in English? What’s different? L2L: Using resources BFL: Not giving up - C3 B4 ME |
|
Grammar: Verbs |
To know how to conjugate regular er verbs in the singular |
Questioning: What does conjugate mean? Singular? Writing: Verb tables Reflection: What do I find most difficult about this? What questions can I ask? L2L: Recognising patterns. Applying rules. Grammar importance. BFL: Asking questions when stuck |
|
Grammar: Verbs |
To know how to conjugate regular er verbs in the plural |
Questioning: What does conjugate mean? Plural? Writing: Verb tables Reflection: What do I find most difficult about this? What questions can I ask? L2L: Recognising patterns. Applying rules. Grammar importance. BFL: Asking questions when stuck |
|
Avoir and etre |
1. To understand how verbs 2. To know how to conjugate avoir and etre |
Questioning: What is an irregular verb? Why are avoir and etre so important? Writing: Verb tables Reflection: How could I learn irregular verbs if there are no rules? L2L: Using rhymes and other memory tactics. BFL: Not giving up. |
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Classroom language |
1. To be able to understand teacher instructions given in French |
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Classroom language |
To be able to ask the teacher common questions in French |
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Assessment of topic one (TBC) |
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Please follow this link to have a look at what the government wishes us to teach: