St Joseph's Catholic Primary School

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French Statement of Intent

To reflect the multi-cultural nature of modern British society, we introduce our children to the French culture.  To enhance our provision, we follow a structured scheme 'La Jolie Ronde' which all KS2 children enjoy.  

We stimulate children's creativity through songs, poetry, stories, speaking and listening.  We also hold  French themed days for the whole school, where children experience the delights of French food, French music and French art.

We work in collaboration with the East Riding Local Authority and fully support their vision statement for language learning in the Riding of Yorkshire:

'Language learning enables pupils to express their ideas and thoughts in another language, and to understand and respond to its speakers.  In this respect it is the development of practical, useful knowledge for all 21st century young people.  Yet it is clear that language learning is not only a matter of developing competence in another language, important though this is.  It is about the broader curriculum; about children exploring the relationship between language and identity, about developing an international outlook and an enhanced understanding of the world and their place within it.  As the opening statement of the new Programme of Study puts it: "Learning a foreign language is a liberation from insularity and provides an opening to other cultures".  This has never been more crucial.

Learning another language is full of rich opportunities to develop pupils' spiritual, moral and cultural experiences.  Intercultural understanding plays a central role in how languages are taught, with themes of identity and our place in the wider world put under the spotlight.

Videos, songs, rhymes and stories all enrich pupils' experience with cultural insights into other people's lives.  Pupils may try out aspects of another culture in their classroom, such as food, clothes or celebrations, building a positive understanding of key features of personal and national identify, values and beliefs.

Learning a language equips pupils to express themselves in new ways.  This develops their immediate sense of belonging to the wider world and starts to prepare them for future opportunities in modern life.  Teachers look for opportunities for their pupils to communicate with pupils who speak other languages.  This is invaluable for moving beyond stereotypical views of the culture of a country, and discovering that the similarities are as striking as the differences.

At a deeper level, learning a language confronts pupils with the fact that the way in which they see the world is just one of many possible ways.  The words we use for things are arbitrary labels, not derived from the essence of the things themselves.  In other languages things are said in different ways.  For example a French learner of English would find it odd that we put the adjective before the noun, describing something before saying what it is.  Pupils studying for the English spelling, grammar and punctuation test may be relieved to know that in other languages, parts of speech are not necessarily as fluid.  Nouns cannot be forced into serving as adjectives, so in Spanish "a cheese sandwich" is "a sandwich of cheese".  Learning a language in KS2 means pupils grow up with this understanding as their world-view is developing, without the defensiveness of an older learner who feels that language learning challenges their settled world-view.

British Values do not have to be defined in opposition to the values of others, just as one family can define what values are important to them, without implying that other families don't have equally valid principles.  Learning another language develops an understanding and respect for diversity, removing barriers between cultures. It is also an opportunity to look at shared values and aspirations, such as personal liberty, democracy and the rule of law.  It can help us understand that the particular blend of values we cherish is not universal, but is the result of ongoing social and historical collective choices.'

By the end of Year 6, our children will be able to:

Listening:

  • Understand a short passage made up of familiar words and basic phrases concerning self, people, places or simple actions when people speak slowly and clearly.
  • Produce from memory familiar parts of known stories, songs, rhymes and poems.
  • Listen and apply knowledge of letter sounds to help understand new phrases or short sentences.
  • Write individual words accurately, building them from written syllables or write short phrases with understandable spelling, when delivery is slow, clear and repeated.

Reading:

  • Read and understand a text made up of a range of sentence with some familiar language on a familiar topic,
  • Work out meaning of new language introduced into a text made up of mainly familiar material and use prior knowledge of the surrounding words to work out meaning.
  • Use a dictionary or word list to look up unknown nouns and adjectives, check the gender of nouns and the spelling of familiar words.

Speaking:

  • Read both familiar and new words, phrases and sentences aloud with understandable pronunciation applying phonics knowledge.
  • Ask and answer questions on a few familiar topics, including expressing opinions and responding to those of others.
  • Use phrases and simple sentences independently (or more complex sentences with support) to describe people, places, things and actions, with good pronunciation.

Writing:

  • Write a short, simple text from memory, using simple sentences from familiar topics with understandable spelling.
  • Write a few simple and possibly complex sentences accurately using support such as dictionaries, a model or writing frame.
  • Use a text as a starting point for an independent piece of writing on familiar topics, using reference materials to redraft and improve accuracy.

Grammar:

  • Use high-frequency verb forms, nouns, articles and adjectives to form simple sentences.
  • Use gender and articles (singular and plural), showing knowledge of the patterns learnt, but still frequent errors and omissions in independent use.
  • Agree adjectives for number, gender, after, because, it is, they are, but still makes errors.
  • Can use the verbs 'to be' and 'to have' in several different contexts, still with some errors.
  • Can use subordinating connectives (if, because) and some may be able to use 'which'.

 

 

La Jolie Ronde

La Jolie Ronde is a comprehensive scheme of work for years 3,4,5 & 6 that has been written in accordance with the KS2 framework. Each unit of work consists of oracy, Literacy, Intercultural Understanding, a topic area and suggested core vocabulary.

French Curriculum Day

As part of our French Curriculum, our children have the opportunity to delve in and enjoy the delights of everything French. During this day the children came to school dressed in french outfits, feasted on french delights in the french cafe, listened to french music and learnt about a particular french artist.

01405 762607

Kennedy Drive Goole East Riding of Yorkshire DN14 6HQ

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