Date
W/C
Sept 1st
Sept 7th
Sept
14th
Class R
Key Stage 1
Class 1
INSET
Greetingshello, my
name is. (song
– Un petit
puce)
INSET
Introduction of
the story 3
little pigs, read
in English and
introduce
main
characters
(Listening task)
I can name 3
or more
colours
What is your
name,
greetings and
hello (song un
petit puce
track 4)
I can say who
the main
characters are
in the story
recap the main
characters –
children to
identify the
characters
verbally then
try to find
Key Stage 2
Class 2
Class 3
INSET
Introduction of
I can present simple
the story of le
personal information
petit chaperon
Children begin by
rouge read
talking to Léo
together in
puppet about
English then
themselves, asking
discuss the main
and answering
characters
questions.
I can say who the
I can listen and
main characters understand familiar
are
words and
demonstrate
accuracy in
pronunciation of key
words
Revisit numbers 120 orally, children to
listen and repeat
I can say who the
I can read and
main characters
understand a short
are in the story
list of familiar words
Recap the main
and use a simple
characters –
word list to find out
children listen
meanings. Children
and then find the
given the wordlist
characters on
for numbers on a
the board
bookmark to keep –
they then use this to
complete selected
Class 4
Class 5
Class 6
I can pronounce
some new words
Parts of the head –
learn new words
and copy the new
vocabulary
accurately
INSET
My phonic knowledge
enables the
pronunciation of
unfamiliar language.
Introduce shops on the
high street topic and
new vocabulary
INSET
Ask for
clarification using
a range of
phrases
Classroom
commands and
asking for help
I can copy and adapt
complex sentences using
a writing frame
Recapping the shop
vocab, building up the
sentences to form full
sentences
Use phonic
knowledge to
pronounce known
and a range of
unknown
language with
more confidence
and accuracy.
Items in the
pencil case
I can copy and
adapt short
sentences
Parts of the head
revisited – le
monster looking at
adjectival
placement in
sentences etc.
Children to copy
the monster and
Sept
21st
Play Ou est
Léo?
Greetings and
asking
answering in
front of class
and together
Sept
28th
Counting to 5
them on the
whiteboard
I can read and
understand
words written
in French
Activity sheet
1 reading
colours and
copying
I can write a
word in
French/ I can
write a
sentence in
French
Children to
colour and
label the first
image of the
story – main
characters.
They will give
the sheet a
title.
I can follow a
story told in
French
Children listen
to story page
1, read by
teacher. they
should join in
I can name 5 or
more food items
Introduce the
foods with
flashcards, play
games to
reinforce.
Worksheet I can
read and
understand
words written in
French Children
to match food
items and write
the labels
I can say that I
like something/ I
can say that I do
not like
something Using
food vocab,
children will be
able to give their
worksheets on
number.
link to sentences
provided or to
create their own
I can accurately copy
familiar words (write
5-10 words from
memory) Children to
draw numbers 1-10
on page and then
write their individual
spelling around the
outline over and
over until the
number is complete
– eventually, they
should know the
spellings without
support.
I can start to
recognise
imperatives and
listen to the
language and follow
simple instructions
Introduce classroom
commands with
I can pronounce
some new words. I
can complete a
short gapped text
with familiar
missing words
Parts of the body –
learn the new
vocabulary, use it
to complete
worksheet
(differentiated)
I can write a
description of
myself using a
writing frame
Look at hair/eye
colour variations
and putting them
into sentences
Understand how
connectives can
lengthen sentences
Using connectives and
adjectives to lengthen
their sentences – dans la
rue principale, il y a cinq
grades boulangeries
etc.
I can hold simple
conversations on
specified themes
Direction; asking for and
giving directions –
direction song/rap
Negative
sentences are
used consistently
and accurately
J’ai/je n’ai pas de
with itmes in the
pencil case/
clothes/make link
between J’ai, je
n’ai pas de…
Decode a text
using their
vocabulary,
grammatical
knowledge and a
dictionary.
Read and
understand texts
with
actions/point
to main
characters as
they are
mentioned.
Oct 5th
Counting to
10 (song)
I can name 3
or more body
parts in French
Introduce the
parts of the
pig as a whole
class(body),
play games etc
to reinforce
vocab
Oct
12th
Counting and
games
I can read and
understand
words written
in French
Activity sheet
2 –match the
body part to
the correct
image
opinion on an
item of food.
Introduce song
Je marche dans
la grande foret,
first part I can
take part in a
song in French
I can say 3 or
more colours in
French reinforce
previous learning
of colours,
introduce new
colours. Children
to produce their
arc en ciel
pictures I can
read and
understand
words written in
French
I can write
simple words in
French Children
to complete
activity sheet 2 –
labelling colours
in French I can
take part in a
song in French
part 2 of the
song, recapping
visual stimulus and
practise – (jaques à
dit)
Write a description
of themselves
(possibly to include
other body parts
etc)
with unfamiliar
language and
appropriate
grammatical
complexity
Decoding text le
petit déjeuner
I can join in stories,
song, poems and
rhymes
Learn the song for
classroom
commands, reading
and singing at the
same time, using
song sheet.
I can extend my
understanding of
present tense to
the third person
Looking at third
person present
tense with
hair/eyes etc play
devine qui?
I can read and
understand increasingly
complex texts. I know
how to find out
meanings using a range
of sources and
strategies.
Mon chapeau (lesson 3
in pack) tackle as a
reading
comprehension/listening
gap fill – giving opinions
on this text
Read and
understand texts
with some
unfamiliar
language
Lessons at school,
understanding a
timetable in
French.
I can ask and answer
simple questions
Ca va?
I am developing an
awareness of simple
negatives
Ca ne va pas!
I can copy and
adapt short
sentences and write
3-5 simple
sentences from
memory
Third person
revisited, use a
range of known
characters to
describe
I can copy and adapt
complex sentences using
a writing frame
Think about how the
high street is on
different parts of the
day (matin, soir etc) –
using knowledge of –in
and –oir words, try to
pronounce new
words/use dictionary to
Adapt a
previously written
text to
demonstrate
increased
grammatical
awareness.
Adapting a
paragraph from
1st person the
third person
part 1 also.
Oct
19th
Recapping
asking and
answering
what is your
name and
counting
I can write a
word in French
Label the first
picture with
body parts.
I can write short
sentences in
French
Children to write
some of the
lyrics of the song
onto a song
sheet.
I can write 5-10
words from memory
Children to produce
storyboards for a
short conversation
in French
Nov
2nd
Colours in
French
I can name 3
or more body
parts recap
with parts of
the wolf –
introduce
parts of the
face
I can follow a
story in French
Recapping of the
story told so far
and some of the
key vocabulary.
HALF TERM
I communicate using
simple words and
phrases
Recapping number
work introduce quel
age as-tu?
Nov 9th
Arc en ciel
I can follow a
I can write
I participate in
facial/body
features.
I can recognise that
adjectives can
change and
influence word
order
Building sentences
based on body and
face parts –
describe strange
creatures/aliens.
Using adjectives
wherever possible
help find more
examples.
I can write compound
sentences from memory
Pendant le soir, la rue
principale est calme
mais pendant l’apresmidi, elle est vraiment
occupée etc. –Children
to use a frame to write
sentences about the
town then adapt them
to create new ones –
this should then be
committed to memory
and the children should
try to write them again
without support.
(based on school
timetable.
Start using
adverbs when
expressing
opinions
Adverbs – adding
these into
sentences to
produce more
complex
sentences I really
like maths
because etc
I can ask for simple
clarification and
give simple
instructions to
others
Asking for
help/expressing
need etc, giving
instructions to
others – passesmoi, etc...
I can ask for help or
clarification. I can
express and justify my
opinions.
Classroom commands ,
asking for help nd
clarification. Giving
opinions and
justifications.
I can pronounce
My phonic knowledge
Adapt a
previously written
text to
demonstrate
increased
grammatical
awareness
Introduce clothes
with je
porte/il/elle porte
adapting a text
from 3rd person to
ist person
Develop use of
(colouring
activity)
story told in
French Page 23 children
decode key
words and
follow as a
group
Nov
16th
Animals, with
text coucou
les animaux
I can read and
understand
words written
in French
Module 3
worksheet, cut
and stick
words to
match label
with image,
part 2 reading and
understanding,
and writing
the French for
body parts
Nov
23rd
Repeat story
and animals,
I can name 3
or more parts
simple words in
French
Children to
complete activity
sheet 3 –
understanding
key vocabulary
from the story.
Repeat the song
so far, reading
from heir song
sheets to join in I
can take part in
a song in French
I can write
simple words in
French .I can
write short
sentences in
French.
Children to
colour, label and
title the sheet
for module 3teacher to give
support by
writing words for
them to copy.
Rehearse song.
Add in module 3
element.
I can follow a
story in French.
stories, reading and
understanding a
short list of words or
phrases
Read French story
together – les amis
de Berthe/salut
Berthe to focus on
previously learned
vocab but also cope
with new words in a
new context
some new words
Introduce animals
in singular form,
paying attention to
masculine/feminine
enables me to
pronounce unfamiliar
words
Hobbies – introduce the
new vocabulary in form
of verbs only aller, lire,
jouer etc.
I listen and
understand/respond,
follow simple
instructions
Recapping and
revisiting this term,
record
conversations in
front of the class.
I can use a glossary
or simple dictionary
to find out new
meanings
Following a story
about going to the
zoo – decoding text
and using a
dictionary to help
figure out the
story.
I can express and justify
opinions
Build up sentences from
the verbs to say that
they like/dislike doing
each activity and why
I can present simple
personal information
I can recognise that
adjectives can
I can read and
understand increasingly
regularly
occurring modal
verbs in present
tense and develop
a basic
understanding of
the conditional
tense/mood
An ideal uniform
– using the
conditional/future
tense to say what
an ideal uniform
will/could be.
Write a simple
text from memory
starting to use
complex
sentences
Read and decode
a longer text
about school
uniform with
opinions etc. then
use this as a
model to create
their own
paragraph on
their own
uniform.
Produce an oral
piece
Nov
30th
Dec 7th
review asking
and answering
questions
of a house in
French
Introduce
parts of the
house with
flashcards,
play games to
reinforce
Il pleut song,
using images
for support
I can follow a
story told in
French Module
4 story from
PPT – children
listen and find
the main parts
of the house
etc.
Il pleut song –
repeated.
I can join in
with songs in
French Module
Children to listen
to module 4
story – recapping
work on body
parts with eyes,
ears, teeth etc.
They will draw
on prior
knowledge and
make links with
the English story
to help them
decode the new
information.
I can write
simple words in
French
Children to
complete
module 4
worksheet,
matching the
parts of the
wolf’s face to the
picture, then to
identify a
random
selection of key
vocabulary from
the story.
I can take part in
a song in French
Children to learn
Revisit the work
done over this term,
what can they
remember? Video
their conversations
change and
influence word
order.
Using adjectives to
describe the zoo
animals, gender
agreement
complex text. I know
how to find out the
meaning of words
Le petit Thomas, reading
and understanding.
demonstrating 35 key
grammatical
features of the
language
Produce a short
talk on their
uniform and think
about the
questions people
might ask about it
I can start to
produce my own
vocabulary list and
word bank
Produce a
wordlist/personal
bank of words to
incorporate new
vocabulary learned
this term
I extend my
understanding of
the present tense
to third person
Create new species
of animals and then
use the newly
learned adjectives
to help describe
them in the third
person.
I can read and
understand increasingly
complex text. I know
how to find out the
meaning of words
Produce an oral
piece (as above)
Using different
techniques to
learn their talk or
complete their
talk
I can accurately copy
familiar and new
words and write 5-
Christmas lesson 1
(lesson 6 in pack)
Le petit Thomas part
two, reading,
understanding and
listening tasks based on
the text Questions to be
answered in English – ie,
what is the story about?
Why is Thomas sad? Etc.
I can recognise that
questions can help
formulate responses
Give spoken
presentations
using longer and
4 laisse-moi
entrez song chldren to
listen and act
out or sing
along
Dec
14th
Discussion
about
Christmas in
France and
traditions etc.
Children to
learn Vive le
vent song
I can
understand
that other
countries have
different
festivals and
traditions to
my own
Christmas
lesson
new section of
song, and join in
with classmates.
Then complete
the colouring
page for this
module, adding
the key
vocabulary for
the items they
can see in the
image.
I can write short
sentences in
French. I can join
in with a French
song about
Christmas.
Children to join
in with Vive le
vent and to write
Christmas cards
in French
10 words from
memory
Christmas lesson 1 –
writing wish list for
Santa
I can accurately copy
familiar and new
words and write 510 words from
memory
Christmas lesson 2 –
writing wish list for
Santa and Christmas
carols.
Answering questions on
le petit Thomas written
in French and using the
question to help fully
answer the questions.
Christmas lesson 2
(Lesson 7 in pack)
Christmas lesson (see
pack)
more complex
sentences and
answer questions
on it
Give talks on
school uniforms
With q+a
Give spoken
presentations
using longer and
more complex
sentences and
answer questions
on it
Talks on school
uniforms with q+a