UKS2 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
Upper Key Stage 2 – Cycle 1
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Year Group: 5/6 |
Content |
Grammar |
Expectation: Speaking and Listening |
Expectation: Reading and Writing |
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Autumn 1 & 2 |
Down the high street Places in the town Directions and revision of days/months |
Il y ya – there are State what can be found on the high street and the location of shops and buildings: c’est à gauche, à droite, au coin Revisit the position and agreement of adjectives, knowing that petit and grand are placed in front of the noun. Revisit days of the week/months of the year Time of the day: lundi matin à dix heures Adjectives to describe the high street at different times Revisit quantifiers: assez, un peu, très |
Pronunciation of the grapheme ch, an, é, in Give two sentences describing what can be found on the high street, using adjectives in the correct position Understand the use of stalling strategies/fillers in French during conversations and use them during a short conversation Use correct intonation when asking a question Pronunciation of graphemes oi and in
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Introduction to speech: read and order a conversation asking for directions Demonstrate understanding of a short story with familiar and unfamiliar vocab using context to deduce meaning Match extracts of a story to the correct image
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Spring 1 & 2 |
Revision of hobbies Likes/dislikes Food and drink – names and asking for items |
Through short story and related writing task, revisit vocabulary relating to: likes and dislikes, stalling stratergies, directions, parts of the body and hobbies. Infinite verb: Je déteste faire du shopping Revisit the use of determiner: J’adore le football Revision and extension of food item vocabulary, appreciating cultural differences in eating habits Revisit opinions vocabulary Revisit stalling stratergies Revisit conjunctions: et, mais, aussi Choose the correct word order when writing sentences about likes/dislikes Re-visit information of negative sentences Modal verb: vouloir when offering and accepting food Te veux? Je voundrais |
Pronunciation of the grapheme an Sustain a short conversation describing likes and dislikes in relation to food items with correct pronunciation and intonation, following a model Demonstrate understanding from a recording, identifying likes/dislikes and food items Use appropriate form of vouloir when offering and accepting food |
Write a short paragraph to describe a character from a story: name, age, family members, hobbies and opinions Complete the gaps in a transcript of a recording as part of a dictation exercise Write dictated sentences containing familiar vocabulary accurately: J’amie le fromage et j’amie aussi jambon Produce a powerpoint presentation writing in sentences to provide information about self, likes/dislikes |
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Summer 1 & 2 |
Revision of weather and dates applying Saying where you live, asking others where they live and having a conversation |
Introduction to French literature: Déjeuner du Matin by the poet Jacques Prévert Preposotions dans, sur, sous, sans, avec Revisit the date, weather expressions and seasons Adverbs: normalement, en general, quelquefois À + city En + country (feminine) Au + country (masculine) Extend basic sentences with the use of adverbs using correct pronunciation Re-visit the points of a compass State where you live: J’habite à… en Angleterre Compare objects and products which represent our culture with those of another country – understand stereotyping Quiz to recap learning throughout the year |
Pronounce the grapheme eau Recognise dates on an audio recording at near normal speed Deliver a short weather report using a model to substitute date, city, weather condition and temperature State where you live and where this is in the UK |
Recognise familiar vocabulary within a poem Recognise verbs with an extract of the poem Déjeuner du Matin Apply knowledge of pronunciation rules and use place names and weather conditions to produce a short rhyming poem: A Marseilles il y a du soleil Read an extended weather report using skimming and scanning techniques to answer comprehension questions Re-arrange senteces to form a coherent paragraph |
Upper Key Stage 2 – Cycle 2
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Year Group: 5/6 |
Content |
Grammar |
Expectation: Speaking and Listening |
Expectation: Reading and Writing |
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Autumn 1 & 2
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Classroom objects and commands Revision of family |
Revisit and extend explanation of negative sentences with high frequency verb avoir: j’ai / je n’ai pas de As-tu…? Revisit indefinite determiner: un and une and the plural des (some) Revisit position and agreement of adjectives Revisit the use of determiner: J’amie le bleu Revisit adjectives to describe family members: sympa, intelligent, amusant, sportif, beau Revisit quantifiers: très, assez Traditional tale: Le Petit Chaperon Rouge Occupations: Il est vendeur |
Pronunciation of grapheme eau, an, au, th Use correct intonation when asking questions Perform a class role play as part of a group, speaking in complete sentences where appropriate Revisit describing someone using the third person verbs: il / elle s’appelle Revisit third person high frequency verbs: Avoir – il a, elle a Etre – il est, elle est Revisit agreement of adjectives Understand that the determiner is not used when describing occupations: il est vendeur |
Read and deduce meaning from a non-fiction text relating to a healthy breakfast; use a bilingual dictionary as appropriate Write a short paragraph stating name, age, describing and giving opinion of school uniform, adapting a model Read a letter in French and answer true/false statements in French, relating to the content Use knowledge of English to deduce meaning of unfamiliar vocabulary Use a bilingual dictionary to write statements about the members of an imaginary family and their occupations |
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Spring 1 & 2 |
Revision of adjectives – positioning within sentences (links with previous learning of classroom and family) Phrases for playing games The home
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Revisit: il y a House and home: rooms of the house Revisit prepositions: dans Revisit stating where you live: J’habite à Wakefield French alphabet Adjectives to describe the ideal home Prepositions: en bas, en haut Revisit position and agreement of adjectives Revisit gender and how the abbreviations indicate nouns and their gender in a bilingual dictionary Revisit prepositions sur, sous Appreciation of French literature: Liberté by the poet Paul Eluard |
Pronounce the grapheme: on, an, é, è Order statements as a recording is played Follow a recording and near normal speed matching nouns to adjectives Prepare and record a short radio advert for a rented property, attempting good intonation and accurate pronunciation Begin to have simple, basic conversations
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Write a description of an ideal home: Dans ma maison idéale il y a une grande cuisine, un joli jardin et une sale de bains de luxe. En haut il y a aussi… Identify different text types from authentic French written extracts: letter, recipe, weather report, joke etc. Identify key information from an advert for a house available to rent Use a bilingual dictionary to support understanding of a poem Identify features of a poem and the author’s intent Write an addition verse of the poem, making use of a bilingual dictionary. |
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Summer 1 & 2 |
French holiday Speech – having discussions Applying the use of adjectives |
Understand where French is spoken in the world Extended project: plan a holiday to a French speaking country Revisit position and agreement of adjectives Revisit days, months and dates Acommodation: un hotel, un appartement, un gîte, un camping Revisit preposition: dans Means of transport: en avion, en bateau, en train, en voiture Adverbials: d’abord, plus tard Places of interest: le muse, le château etc. Revisit conjunctions et, aussi Present information about an aspect of culture of the country studied during the project Quiz to recap learning and revision activities to recall learning across the Key Stage |
Sustain a conversation, re-visiting familiar themes: name, age, family, favourite colour, house using stalling techniques and correct intonation when asking questions Revisit immediate future tense – aller + infinitive – in third person: On va visiter On va regarder Revisit gender and its importance when learning nouns |
Draft holiday plans in written form: On va aller au Maroc, On va partir le samedi 27 juillet pour une semaine. On va aller en avion; on va prendre l’avion de Manchester à 10h 55 Write a short letter to book a holiday accommodation, adapting a model Adapt a programme of activities as part of a holiday plan: Lundi, on va visiter le château et plus tard va visiter la plage. |