Year Three:
In Year Three, children begin their journey of learning french at De Havilland. They are introduced to the reasons why learning French is important to them and the opportunities it provides both for their education and future life options; this is done through the unit I Am Learning French. Five further units are then taught across the year, including: Colours and Numbers, Animals, Transport, Little Red 
Riding Hood and I can…. Across the teaching of all units, children enjoy listening and participating in nursery rhymes and songs to support them developing familiarity with the French language.

There is a strong focus on the children reading, speaking and listening to both adults and each other, as well as writing familiar words and short phrases as part of their learning.
 

Year Four:
Children begin the year revisiting core vocabulary taught in Year Three before continuing their French learning journey through the units: Christmas, Musical Instruments, Fruits and Vegetables, The Seasons and Under the Sea. The children build on their vocabulary learning from Year Three and begin to communicate with adults and each other with improved confidence and accuracy. The children also begin to write several short phrases related to a particular topic, using conjunctions where appropriate. They also start to understand the concept of noun gender.

Year Five:
Children communicate on a wider range of topics and themes. The units taught across the year include: Presenting Myself, Family, The Classroom, At the Cafe and Goldilocks. Across the teaching of these units, the children are exposed to longer passages of texts written in French, decoding new, unfamiliar vocabulary using cognates and context. The strong focus on reading,  speaking and listening continues whilst in writing, the children are provided with further opportunities to write full sentences and move towards using these to construct short paragraphs.

Year Six:
Children are exposed to more authentic French language material through the units: Clothes, Do you have a pet?, The Weather, In the Home and The Olympics. Across these units, the children listen to and engage in increasingly more complex conversations and write at further length about the topics they have covered. They also consolidate their understanding of gender and nouns.

In Year 3 - 4, the children learn to:

• Name and locate France and French speaking countries.
• Ask and say how they feel.
• Ask and say their name.
• Count from 1-10, pronouncing and spelling each number.
• Pronounce and spell ten colours.
• Identify the French name for ten animals nouns.
• Spell the names of different animals and identify the correct article for each.
• Identify the French word for different modes of transport, including: car, plane, 
• boat, bus, motorbike, train, lorry.
• Name different parts of the body in French.
• Describe up to five different activities they can do, using the French verb 
• pouvoir in the form of je peux (I can).
• Name up to ten fruits and vegetables in singular form.
• Change fruit and vegetable nouns from the singular form to the plural form. 
• Share a positive and negative opinions using ‘J’aime…’ (I like) and ‘Je n’aime 
• pas….’ (I do not like).
• Know the name and article used for up to ten musical instruments. 
• Use the phrase je joue… (I play) when speaking and writing about instruments.
• Name up to ten shapes and draw shapes when their features are described. 
• Write short sentences in french which describe the different seasons. 
• Say their favourite season and justify their answer.
• Describe some of what can be seen under the sea. 
• Listen to stories in French and identify the meaning of key vocabulary, 
• supported with picture prompts. 

In Year 5-6, the children learn to:

• Revisit saying their name and asking somebody else their name.
• Ask someone where they live.
• Introduce themselves in French, stating their nationality, where they live and describe things they like.
• Say (with accurate pronunciation) and remember the nouns and the appropriate definite article for their family members in French.
• Ask and answer the question regarding if they have any brothers or sisters and understand they if they are an only child, their answer will vary depending on whether they are a boy or a girl.
• Introduce other family members by saying what they are called.
• Count to 100 in French to enable them to say how old their family members are.
• Name up to twelve common items of classroom equipment.
• Apply the concept of j’ai and je n’ai pas de to say what they do and do not have in their pencil case.
• Familiarise themselves with a range of food and drink nouns with the article.
• Order something to eat and drink in a French cafe.
• Undertake a class survey asking what other children have for breakfast.
• Listen to and retell a well-known fairytale in French.
• Explore a range of clothing with a strong focus on using the correct gender/article for each item.
• Revise the article and nouns for eight common pets and understand the meaning of the phrase ‘j’ai’ (I have) and the connective ‘et’ (and).
• Explore up to nine key weather phrases and use these to construct weather descriptions.
• Identify information about major French cities and learn compass points in French.
• Describe what is in their home.
• Change the positive phrase ‘chez moi il y a...’ (in my home there is/are...) into the opposite / negative phrase ‘chez moi il n'y a pas de...’ (in my home there is not.../there are no...).
• Recognise the French words for ten Olympic sports and correctly use the verb ‘faire’ (to do) in respect of expressing if someone does or does not do a particular sport.

The emphasis on speaking and listening gives children opportunities to speak in front of others and develops their confidence and self-esteem in doing so. At De Havilland, we believe that learning another language supports the inclusive nature of our school and promotes both tolerance and further interest in other countries, cultures and languages. The scheme of work we follow explores areas of life which are of interest to the children and introduces them to vocabulary which could be utilised should they choose to visit a French speaking country or engage in conversation with a French speaking person. 

Children's English skills will be developed across the key stage by providing them with ample opportunities to improve their speaking and listening. Phonics skills are also utilised when decoding new and unfamiliar vocabulary. Additionally, various aspects of grammar which are taught (for example, the use of articles and conjunctions) support children with their sentence construction in English, both in 
terms of speaking and writing. 

Mathematical skills are developed whilst learning about various topics, including the Year Three unit ‘Colours and Numbers’ and the Year Four unit ‘Shape’. Learning French supports social development by encouraging a collaborative approach to learning, with children regularly conversing in the target language. It supports moral development by encouraging children to look, discuss and evaluate a range of social and moral issues found in other cultures. French supports spiritual development by exploring new language and vocabulary. It also supports the cultural development of our children by exposing them to a foreign language and culture. It helps promote Internationalism and their role within the world.

Ideas for personalisation are built into class and home learning tasks to consolidate understanding of key concepts.

Whole-school principles of differentiation for those more able children are followed i.e. language differentiated according to ability, level of challenge increased for those more able children. Our more able children also have access to an English-French dictionary during lessons to encourage further independence in their learning.

Whole-school principles of differentiation for those children with SEN i.e. – scaffolded learning, use of images, targeted adult support where required. Whole-school principles of differentiation for those PP children. 

Many of the topics taught involve the children speaking and writing about things they like and enjoy. The emphasis on speaking and listening means they will also receive further opportunities to work with their peers and converse with children they may not ordinarily speak with, potentially widening their social circles.