Progression Map

EYFS English
 
Cultural Isolation  Have an understanding of the world around them including guiding children to make sense of their physical world and their community.
Oracy  Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
Express their ideas and feelings about their experiences using full sentences, making use of conjunctions.
Key Concept: Grammar Verbs Use the past, present and future tense.
Saying sentences in correct order.
  Nouns Exposure to nouns through daily poetry, 5 stories a day, vocabulary wall and verbal interaction between teacher and child.
Saying sentences in correct order.
  Pronouns Exposure to pronouns through daily poetry, 5 stories a day, vocabulary wall and verbal interaction between teacher and child.
Saying sentences in correct order.
  Conjunctions Exposure to conjunctions through daily poetry, 5 stories a day, vocabulary wall and verbal interaction between teacher and child.
Saying sentences in correct order.
  Determiners Exposure to determiners through daily poetry, 5 stories a day, vocabulary wall and verbal interaction between teacher and child.
Saying sentences in correct order.
  Adjectives Exposure to adjectives through daily poetry, 5 stories a day, vocabulary wall and verbal interaction between teacher and child.
Saying sentences in correct order.
Key concept: Vocabulary  Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
Skills: Speaking and Listening This involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Skills:  Spelling  Children use their phonic knowledge to write words in ways which match their spoken sounds.
They also write some irregular common words.
Some words are spelt correctly and others are phonetically plausible.
Skills: Ensuring that vocabulary is remembered over time   Repetition and re-cap on a regular basis.
Skills: Reading for understanding Children demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.
Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
Skills: Writing  This involves encouraging children to link sounds and letters and to begin to read and write.
 
 
KS1 English
 
Cultural Isolation  Children recognise ways that they are the same and different to other people.
Learn about what individuals and communities do and why so they can identify what it means to be part of the community.
Oracy  Use relevant strategies to build their vocabulary.
Participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
Speak audibly and fluently with an increasing command of Standard English.
Key Concept: Grammar Verbs Use the progressive form of the past and present tense.
  Nouns Use expanded noun phrases.
  Pronouns Personal pronouns
  Conjunctions Co-ordinating and subordinating conjunctions.
  Determiners Definite and indefinite articles.
  Adjectives Adding suffixes to adjectives
Key concept: Vocabulary  Use relevant strategies to build their vocabulary.
The meaning of new words should be explained to pupils within the context of what they are reading, and they should be encouraged to use morphology (such as prefixes) to work out unknown words.
Deliberate steps should be taken to increase pupils’ vocabulary and their awareness of grammar so that they continue to understand the differences between spoken and written language
Skills: Speaking and Listening  Listen and respond appropriately to adults and their peers.
Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
Speak audibly and fluently with an increasing command of Standard English.
Participate in discussions, presentations, performances, role play, improvisations and debates.
Skills: Spelling  Children segment spoken words into phonemes and representing these by graphemes, spelling many correctly.
Learn new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones.
Skills: Ensuring that vocabulary is remembered over time  Repetition and re-cap on a regular basis.
Skills: Reading for understanding  Children listen to, discuss and express views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently and
discuss the sequence of events in books and how items of information are related and
become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales.
Skills: Writing  To be able to write for a range of purposes.
Write down ideas and/or key words, including new vocabulary encapsulating what they want to say, sentence by sentence.
Proof-read to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly)
Read aloud what they have written with appropriate intonation to make the meaning clear.
Year 3 French
 
Cultural Isolation  The children will be able experience listening to a different language to their own.
Awareness that French is spoken in different parts of the world. It is a multi-cultural country.
Oracy  Use key words and phrases.
Begin to converse with one another.
To begin to use the first person.
Emphasis on correct pronunciation.
Key Concept: Grammar Verbs Present simple tense
  Nouns Nouns: gender (il/elle/la/le) and singular and plural (la/le/les)
  Pronouns Personal pronouns (Je/J’/vous/tu)
  Conjunctions Co-ordinating conjunction (et)
  Determiners Definite (la/le/l’/les)
Indefinite (un/une/de/des)
  Adjectives The colours linked to nouns
Key concept: Vocabulary  Greetings
Numbers to 10
Months
Colours
Animals
Food
Body parts
Festivals and Celebrations
Skills: Speaking and Listening  First and foremost, the children will have the opportunity to listen to a different language to their own.
To be introduced to the concept of the use of the accent (eg acute accent) in the French language.
Listen to and use simple French phrases and greetings.
Listen to pronunciation of numbers to twenty and recite them.
Children learn to talk about their achievement in games and activities.
They also use a birthday greeting.
Listen to pronunciation of body parts and the colours and learn to say the words in French.
Children learn to talk about animals and describe their colour and movement while listening and responding to a story.
Children learn the names of some vegetables and how to say what they like and don’t like.
Skills: Spelling  Children are introduced to the fact that words are masculine or feminine. (Also, that ‘les’ stays the same for groups/objects of either gender.)
If an adjective (such as bleu refers to a female, an additional letter/s is/are added.)
Skills: Ensuring that vocabulary is remembered over time  At the beginning of each lesson, focus on the ‘Wordbank Flashcards’ section which enables children to revise key words in previous and current units.
At the end of each lesson, focus on the ‘Storyboard’ section which consolidates the lesson.
Complete ‘The Challenge’ at the end of each unit as an assessment.
Skills: Reading for understanding  Children listen to French words, phrases and sentences which are accompanied by the corresponding visual images.
Their understanding is checked by using the flash cards in the first instance followed by the ‘Story board’ which consolidates children’s learning by focusing on the photo stories and accompanying audio.
The ‘Activities’ enable children to practise what they have learnt.
Finally, the ‘Challenge’ section assesses understanding.
Skills: Writing  Write French words and phrases.
Orally construct a sentence before writing it then write sentences with a subject and a verb in them.
 
 
Year 4 French
 
 
Cultural Isolation Set up links with a partner school in France via email/blog.
Oracy To speak in sentences using first and third person.
To use masculine and feminine correctly in a sentence.
To use a prepositional phrase.
Emphasis on correct pronunciation.
Key Concept: Grammar Verbs Present simple tense and commands (eg ‘Regardez!’)
  Nouns Days of the week, types of weather, toys and numbers.
  Pronouns Personal pronouns (c’est)
  Conjunctions To us ‘et’ to join clauses together.
  Determiners Definite (la/le/l’/les)
Indefinite (un/une/de/des)
  Adjectives Large/small/charming etc.
Introduction to the use of masculine and feminine with adjectives.
Key concept: Vocabulary Modes of transport
Weather types
Toys/gadgets
Numbers to 100
Days of the week
Types of clothes
Time
Different foods.
Skills: Speaking and Listening Learn how to say words, phrases and sentences associated with the weather.
Learn to say and recognise days of the week.
To be able to ask their partner a question about how their partner travels to school and respond appropriately.
To use compound sentences in conversation.
To listen to a French song and learn it using the correct pronunciation.
Children are taught that the final consonant in French words is not usually pronounced.
Skills: Spelling Most French nouns form their plural by adding an -s to their singular form.
Children learn to use ‘l’…’ when using a word that begins with a vowel.
Skills: Ensuring that vocabulary is remembered over time At the beginning of each lesson, focus on the ‘Wordbank Flashcards’ section which enables children to revise key words in previous and current units.
At the end of each lesson, focus on the ‘Storyboard’ section which consolidates the lesson.
Complete ‘The Challenge’ at the end of each unit as an assessment
Skills: Reading for understanding Children listen to French words, phrases and sentences which are accompanied by the corresponding visual images.
Their understanding is checked by using the flash cards in the first instance followed by the ‘Story board’ which consolidates children’s learning by focusing on the photo stories and accompanying audio.
The ‘Activities’ enable children to practise what they have learnt.
Finally, the ‘Challenge’ section assesses understanding.
Skills: Writing Orally construct a sentence before writing it then write sentences with a subject, noun, a fronted adverbial and a verb in them.
Construct sentences using ‘et’ to join two clauses.
To write a short conversation in French.
Year 5 French
 
 
Cultural Isolation  Set up links with a partner school in a French speaking country via email/blog.
Oracy  To develop question and answer skills in a conversation.
To use fronted adverbials and fronted subordinate clauses.
Emphasis on correct pronunciation.
Key Concept: Grammar Verbs Use the progressive form of the present tense.
Simple future tense
  Nouns Nouns (masculine and feminine)
  Pronouns Personal pronouns (ils/elles)
  Conjunctions Co-ordinating conjunctions (et and mais)
  Determiners Definite (la/le/l’/les)
Indefinite (un/une/de/des) – identifying the masculine singular/plural and feminine singular/plural
  Adjectives Adjectives (masculine and feminine)
Key concept: Vocabulary  Types of food and drink
Musical instruments
Directions
The French alphabet
Words associated with the beach.
The seasons
The planets
Positional vocabulary
Skills: Speaking and Listening  Revise and extend language about healthy and unhealthy eating.
Discuss musical tastes and talk about musical instruments.
Listen to pronunciation of simple directions and landmarks in a town and of the French alphabet. Then say the above in French.
Revise knowledge of the colours and language associated with a beach and learn new nouns and adjectives.
To use knowledge of the months, weather and colours in a new context.
Develop children’s awareness of sentence structure in a specific context.
Skills: Spelling  Children learn about how the spelling of a word changes from masculine and feminine singular to masculine and feminine plural.
Children learn about the different suffixes that are used for verbs when using the third person singular and plural.
Children learn about the spelling of verbs written in the progressive form of the present tense and the simple past tense.
Skills: Ensuring that vocabulary is remembered over time  At the beginning of each lesson, focus on the ‘Wordbank Flashcards’ section which enables children to revise key words in previous and current units.
At the end of each lesson, focus on the ‘Storyboard’ section which consolidates the lesson.
Complete ‘The Challenge’ at the end of each unit as an assessment.
Skills: Reading for understanding  Children listen to French words, phrases and sentences which are accompanied by the corresponding visual images.
Their understanding is checked by using the flash cards in the first instance followed by the ‘Story board’ which consolidates children’s learning by focusing on the photo stories and accompanying audio.
The ‘Activities’ enable children to practise what they have learnt.
Finally, the ‘Challenge’ section assesses understanding.
Skills: Writing  Orally construct a sentence before writing it.
Write sentences in French which include a fronted adverbial, a prepositional phrase, a noun and a verb.
Write an information text in French.
 
 
Year 6 French
 
Cultural Isolation  Investigate school life and popular past times of children of their age in other French-speaking countries.
Oracy  To use the first, second and third person (singular and plural.)
Use appropriate verb endings linked to the relevant pronoun.
To speak in sentences using familiar vocabulary, phrases and basic language structures.
Emphasis on correct pronunciation.
Key Concept: Grammar Verbs Past simple tense.
Progressive form of the future tense.
  Nouns Proper nouns
  Pronouns Personal pronouns (nous/votre)
  Conjunctions Co-ordinating conjunctions (et and mais)
  Determiners Definite (la/le/l’/les)
Indefinite (un/une/de/des)
  Adjectives Reinforce and develop knowledge using adjectives (masculine and feminine)
Key concept: Vocabulary  Vocabulary associated with telling the time.
Names of countries
Types of landscape
Types of shops/facilities
Skills: Speaking and Listening  Children begin to be able to exchange information about their school and school routine.
Research and compare the geography of France, French-speaking countries and other areas of the world.
Revise and extend knowledge of places in town, clothes and colours in a different context.
To express and justify opinions in a context.
Children listen to and learn the words of a song and perform in a play using the correct pronunciation.
To revise and extend vocabulary and use more complex language to express opinions about the media.
Skills: Spelling  Children learn about the different spelling for verbs written in the progressive form of the future tense and the simple future tense.
Children learn about when to use ‘n’ … pas’ (when the verb starts with a vowel.)
Children learn about when to use the cedilla in French.
Skills: Ensuring that vocabulary is remembered over time  At the beginning of each lesson, focus on the ‘Wordbank Flashcards’ section which enables children to revise key words in previous and current units.
At the end of each lesson, focus on the ‘Storyboard’ section which consolidates the lesson.
Complete ‘The Challenge’ at the end of each unit as an assessment.
Skills: Reading for understanding  Children listen to French words, phrases and sentences which are accompanied by the corresponding visual images.
Their understanding is checked by using the flash cards in the first instance followed by the ‘Story board’ which consolidates children’s learning by focusing on the photo stories and accompanying audio.
The ‘Activities’ enable children to practise what they have learnt.
Finally, the ‘Challenge’ section assesses understanding.
Skills: Writing  Orally construct a sentence before writing it.
To write compound sentences using ‘and’ and a fronted adverbial.
To write a letter/email to a class member or a peer in the French-speaking school which they have made.