Suggestion: it would be helpful if Primary
learners …
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Justification: so that Y7 already …
learn that sound-spelling relations
change across languages - spellings
can look the same as English, but be
pronounced differently. E.g., 'ai' and
'ou' have different sounds in English
and French; 'w' makes different
sounds in German and English; 'z'
makes a different sound in Spanish
and English. Some letters and letter
combinations make sounds that do
not exist in English e.g. ‘j’ and 'rr' in
Spanish, 'on' in French.
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learn that symbols such as accents,
cedillas and umlauts exist in the
foreign language, why they are used
and what they do
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have seen, heard and said the
alphabet in a foreign language.
Practise spelling their name in a
foreign language.
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are used to talking about English and
a foreign language using simple
grammatical terms such as nouns,
verbs, adjectives, adverbs, pronouns
and connectives/conjunctions
understand that some sounds
and letter combinations need
to be said differently to English
know that making accurate
sounds in another language
necessitates making different
mouth movements
are not embarrassed to do this
and feel confident in tackling
the pronunciation of new and
unfamiliar vocabulary
Know that sounds are written in
different ways in different
languages
are familiar with the idea that
a foreign language might differ
from English in this way
understand the role of these
symbols
recognise that the vowel and
consonant sounds of a foreign
language may sound similar or
different to English
are not embarrassed to do this
and feel confident in tackling
the pronunciation of new and
unfamiliar vocabulary
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understand that these terms
are useful for learning a new
language
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recognize that word order is different in
different languages (e.g. adjectives before
or after a noun), and understand that
word order changes the meaning of
sentences e.g. to make a question or a
negative.
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understand that words are
arranged in different ways in
different languages and that this
can affect the meaning of a
sentence
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experience working with a bilingual
dictionary, know what it is, how it is
constructed, what it contains, and how
to use it effectively to support
learning the language and about the
language
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know how to find new words
in a foreign language by using
a bilingual dictionary
effectively
understand that online dictionaries,
translator websites and Apps may not
be trusted to translate accurately, why
this is the case and what language
problems can be caused as a result
have heard and understand the term
‘cognate’ and ‘near-cognate’ and use
knowledge of these to work out
meanings
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know how to use online
sources effectively to support
their learning
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understand this terminology
and feel confident in using it to
discuss vocabulary in a foreign
language
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practice using strategies to help them
when language is difficult such as
using other words and the situation to
guess meanings; looking at the end of
words to work out meaning e.g,
gender, singular/plural, tense, case
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are able to use these strategies
to help learn other languages
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know where at least one foreign
language is spoken around the world
and some facts about the culture,
people, and places
know why it is good to learn a
language other than English
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understand that learning a
language also involves
learning about its context in
the world
understand and appreciate the
value of learning a foreign
language
have heard the term ‘gender of nouns’
and ‘adjectival agreement’, can talk
about what this means, and
understand that English can be seen
as the ‘odd one out’ compared to
many European languages such as, eg,
French, Spanish, German and Italian.
have seen a few verb tables, compared
these to the English layout of the same
verb, noticed and discussed any
patterns
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understand that nouns having
a gender is a normal idea in
lots of other languages and is
important in trying to learn
and speak a foreign language
accurately
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know that verb tables exist
and be able to talk about why
they might be useful to look at
when learning a language
have heard the word ‘tenses’ used in
connection with verbs, noticed how
the verb endings may differ in some
examples and compared these with
the English versions
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understand that verb endings
can change, in both English
and a foreign language, when
talking about the present, past
or the future
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have some experience of listening to
spoken language for specific items
such as a particular word, phrase or
phoneme
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are familiar with listening to
spoken foreign language for
details and gist
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have experience of reading a few simple
phrases and understanding particular
words, phrases and meanings.
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are familiar with reading a
foreign language for details and
gist
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have some experience of looking for
specific items such as a particular
word or phrase, capital letters,
specific phoneme, same pronoun, etc,
in a variety of foreign language texts
(eg, story, song, weather report,
newspaper article, letter, post card)
have lots of experience of talking in
the foreign language to each other,
even if with very little language
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are familiar with the idea of
skimming and scanning text to
find details
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are familiar with the idea of
role-play conversations as a
language-learning strategy
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have used peer and self-assessment
strategies to support language
learning
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feel confident in knowing how
to talk positively about own
progress and how to help
peers
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have been exposed to the foreign
language being used in peripheral and
incidental ways during their school
life (for instructions, praise, questions,
comments, greetings), including
during language lessons
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are familiar with the ‘target
language’ being used in
lessons
are familiar with the idea of
being able to respond or speak
the foreign language
spontaneously
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know and describe some strategies
which help to remember key words
and phrases
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know some strategies for
memorising new vocabulary in
a foreign language
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have had some practice in using
scaffolded phrases and sentences to
create their own, using a variety of
resources such as text cards,
vocabulary lists and dictionaries to
help them replace words
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feel confident in knowing how
to use some resources to
support creativity and
independence in using the
foreign language
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