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Primary & Nursery School

Languages

The National Curriculum for Languages

PRIMARY_national_curriculum_-_Languages.pdf

Languages Intent

Languages are taught in Years 3, 4, 5 & 6. Learning a foreign language is a necessary part of being a member of a multi-cultural society and provides an opening to other cultures. A high-quality languages education should foster children's curiosity and deepen their understanding of the world.


The teaching should enable children to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping children to study and work in other countries.


Progression in Languages

Year 3 Languages

Year 4 Languages

  • Repeat modelled words and short phrases

  • Listen and show understanding of single words/short phrases through physical response

  • Recognise a familiar question and respond with a simple rehearsed response

  • Ask and answer a simple and familiar question with a response

  • Begin to express simple opinions such as likes, dislikes and preferences

  • Name objects (nouns) and actions and may link words with a simple conjunction

  • Use familiar vocabulary to say a short sentence using a language scaffold

  • Start to recognise the sound of some letter strings in familiar words and pronounce when modelled

  • Adapt intonation to ask questions or give instructions

  • Show awareness of accents, elisions and silent letters; begin to pronounce words accordingly.

  • Present simple rehearsed statements about themselves, objects and people to a partner

  • Say simple familiar words to describe people, places, things and actions using a model

  • Say a simple phrase that may contain an adjective to describe people, places, things and actions using a language scaffold

  • Say one or two short sentences that may contain an adjective to describe people, places, things and actions.

  • Listen and identify specific words in songs and rhymes and demonstrate understanding;

  • Join in with actions to accompany familiar songs, stories and rhymes and being to use words

  • Begin to read and show understanding of familiar single words

  • Begin to read and show understanding of simple phrases and sentences containing familiar words.

  • Use strategies for memorisation of vocabulary

  • Begin to make links with English or known language to work out the meaning of new words

  • Use context to predict the meaning of new words

  • Identify individual sounds in words and pronounce accurately when modelled

  • start to read and recognise the sound of some letter strings in familiar words and pronounce when modelled

  • Adapt intonation to ask questions

  • Show awareness of accents, elisions and silent letters; begin to pronounce words accordingly.

  • Write single familiar words from memory with understandable accuracy

  • Write familiar short phrases from memory with understandable accuracy

  • Copy simple familiar words to describe people, places, things and actions using a model

  • Write a simple phrase that may contain an adjective to describe people, places, things and actions using a language scaffold

  • Show awareness of word classes – nouns, adjectives, verbs and connectives and be aware of similarities in English

  • Name the gender of nouns; name the indefinite and definite articles for both genders and use correctly; say how to make the plural form of nouns

  • Recognise and use partitive articles

  • Name the first and second person singular subject pronouns; use the correct form of some regular and high frequency verbs in the present tense with first and second person

  • Name the third person singular subject pronouns; use the present tense of some high frequency verbs in the third person singular

  • Use a simple negative form (ne… pas)

  • Show awareness of the position and masculine/feminine agreement of adjectives and start to demonstrate use

  • Understand the differences in social conventions when people greet each other


  • Repeat modelled words/short phrases

  • Listen and show understanding of single words/short phrases through physical response

  • Ask and answer at least two simple and familiar questions with a response.

  • Express simple opinions such as likes, dislikes and preferences

  • Use familiar vocabulary to say a short sentence using a language scaffold

  • Speak about everyday activities and interests

  • Start to recognise the sound of some letter strings in familiar words and pronounce when modelled

  • Adapt intonation to ask questions or give instructions

  • Show awareness of accents, elisions and silent letters; begin to pronounce words accordingly.

  • Present ideas and information in simple sentences using familiar and rehearsed language to a partner or a small group of people.

  • Say a simple phrase that may contain an adjective to describe people, places, things and actions using a language scaffold

  • Say one or two short sentences that may contain an adjective to describe people, places, things and actions.

  • Listen and identify specific phrases in songs and rhymes and demonstrate understanding.

  • Join in with words of a song or storytelling.

  • Read and show understanding of familiar single words

  • Read and show understanding of simple phrases and sentences containing familiar words.

  • Use strategies for memorisation of vocabulary

  • Make links with English or known language to work out the meaning of new words

  • Use context to predict the meaning of new words

  • Begin to use a bilingual dictionary to find the meaning of individual words in French and English.

  • Write familiar short phrases from memory with understandable accuracy

  • Replace familiar vocabulary in short phrases written from memory to create new short phrases.

  • Write one or two simple sentences that may contain an adjective to describe people, places, things and actions.

  • Name the third person singular subject pronouns; use the present tense of some high frequency verbs in the third person singular

  • Recognise and use the first person possessive adjectives (mon, ma, mes);

  • Use simple prepositions in their sentences

  • Identify counties where selected language is spoken

  • Investigate weather patterns in parts of the world


Year 5 Languages

Year 6 Languages

  • Listen and show understanding of simple sentences containing familiar words through physical response

  • Listen and understand the main points from short, spoken material in the target language

  • Say a longer sentence using familiar language and several longer sentences (containing adjectives to describe people, places, things and actions) using a language scaffold

  • Engage in a short conversation using a range of simple, familiar questions

  • Ask and answer more complex questions with a scaffold of responses

  • Express a wider range of opinions and begin to provide simple justification;

  • Begin to refer to everyday activities and interests, recent experiences and future plans

  • Begin to vary language and produce extended responses.

  • Appreciate the impact of accents and elisions on sound and apply increasingly confidently when pronouncing words;

  • Begin to manipulate familiar language to present ideas and information in simple sentences

  • Manipulate familiar language to describe people, places, things and actions, maybe using a dictionary

  • Listen and identify rhyming words and specific sounds in songs and rhymes

  • Follow the text of a familiar song or story and sing or read aloud

  • Read and show understanding of simple sentences containing familiar and some unfamiliar language

  • Read and understand the main points from short, written material

  • Begin to use a range of strategies to determine the meaning of new words (links with known language, cognates, etymology, context)

  • Use a bilingual dictionary to identify the word class

  • Begin to use a bilingual paper/online dictionary to find the meaning of unfamiliar words and phrases in French and in English.

  • Read and pronounce familiar words accurately using knowledge of letter string sounds to support, observing silent letter rules

  • Appreciate the impact of accents and elisions on sound and apply increasingly confidently when pronouncing words

  • Write a simple sentence from memory using familiar language

  • Begin to write several sentences from memory with familiar language with understandable accuracy

  • Write several simple sentences containing adjectives to describe people, places, things and actions using a language scaffold

  • Begin to manipulate familiar language to describe people, places, things and actions, maybe using a dictionary

  • Identify word classes

  • Demonstrate understanding of gender and number of nouns and use appropriate determiners

  • Explain and apply the rules of position and agreement of adjectives with increasing accuracy and confidence

  • Name and use a range of conjunctions to create compound sentences

  • Demonstrate the use of first, second and third person singular pronouns with some regular and high frequency verbs in present tense and apply subject-verb agreement

  • Recognise and use the first and third person singular possessive adjectives (mon, ma, mes, son, sa, ses)

  • Introduced to significant events in French history

  • Investigate Louis Braille

  • Listen and understand the main points and some detail from short, spoken material in the target language

  • Express a wider range of opinions and begin to provide simple justification

  • Converse briefly without prompts.

  • Use familiar vocabulary to say several longer sentences using a language scaffold

  • Refer to everyday activities and interests, recent experiences and future plans

  • Vary language and produce extended responses.

  • Predict the pronunciation of unfamiliar words in a sentence using knowledge of letter strings, liaison and silent letter rules

  • Manipulate familiar language to present ideas and information in simple sentences

  • Use a wider range of descriptive language in their descriptions of people, places, things and actions.

  • Follow the text of familiar songs and rhymes, identifying the meaning of words

  • Read the text of familiar songs and rhymes and identify patterns of language and link sound to spelling.

  • Understand the gist of an unfamiliar story or song using familiar language and sing or read aloud.

  • Read and show understanding of simple sentences containing familiar and some unfamiliar language

  • Read and understand the main points and some detail from short, written material

  • Begin to use a range of strategies to determine the meaning of new words (links with known language, cognates, etymology, context)

  • Begin to use a bilingual paper/online dictionary to find the meaning of unfamiliar words and phrases in French and in English

  • Start to predict the pronunciation of unfamiliar words in a sentence using knowledge of letter strings, liaison and silent letter rules

  • Write several sentences from memory with familiar language with understandable accuracy

  • Replace vocabulary in sentences written from memory to create new sentences with understandable accuracy

  • Manipulate familiar language to describe people, places, things and actions, maybe using a dictionary

  • Use a wider range of descriptive language in their descriptions of people, places, things and actions

  • Recognise and use a range of prepositions

  • Follow a pattern to conjugate a regular verb in the present tense

  • Choose the correct tense of a verb (present/perfect/imperfect/future) according to context.

  • Locality of country being studied

  • Look at further aspects of everyday lives from the perspective of someone from another country

  • Investigate cultural differences

  • Investigate famous people / events from the chosen country to be studied