Subject Overview
French at Clover Hill Primary School is a vital part of the curriculum that helps pupils broaden their understanding of the wider world through language learning. Our French programme introduces children to the richness of French-speaking cultures and provides them with essential communication skills in listening, speaking, reading, and writing. By learning French, pupils develop confidence in expressing themselves in another language and gain insight into cultural similarities and differences across Francophone countries. Our teaching follows the National Curriculum for Modern Foreign Languages (French), ensuring clear progression, continuity, and high-quality language learning throughout all key stages.
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Long Term Learning |
It is vital that children can transfer new knowledge into their long‑term memory so that their learning becomes secure and meaningful. In French, this is especially important, as pupils need to retain key vocabulary, grammar structures, and phonics to build increasing confidence and fluency in the language. Our French curriculum is carefully sequenced so that previous learning is continually recapped, revisited, and embedded. Knowledge is revisited in new contexts so that children strengthen their recall and deepen their understanding over time. As pupils move through the school, each year builds on what has come before, ensuring strong progression and long-term mastery of the French language. |
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Co-operative Learning |
In French, co‑operative learning enables pupils to practise and develop their language skills through meaningful interaction with others. Working in pairs and groups encourages children to use spoken French for real communication—asking questions, sharing ideas, and supporting each other’s understanding of vocabulary and grammar. Collaborative activities such as role‑plays, dialogues, games, and problem‑solving tasks help pupils build confidence in speaking and listening. By working together, children learn to respect different perspectives, support peers of varying abilities, and develop a stronger sense of enjoyment and motivation in language learning. |
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Real-life Relevance |
Real‑life relevance underpins our primary school French curriculum by connecting language learning to situations children may encounter in everyday life. We ensure that topics are rooted in familiar contexts—such as greetings, family, food, school routines, hobbies, and local community life—before broadening to wider cultural experiences across the French‑speaking world. Pupils learn how French is used in authentic scenarios, including ordering food, asking for directions, shopping, or describing daily activities. Digital tools, songs, stories, and real-world resources—such as French menus, maps, timetables, and videos—help pupils see how their developing language skills apply beyond the classroom. By linking vocabulary and grammar to practical contexts, we make French meaningful and purposeful, empowering children to communicate with confidence and develop an appreciation of the diverse cultures within the Francophone world. |
Intent
To understand and use French vocabulary, grammar and phonics
To expose children to a new language and understand the language structures.
Compare French to English, discuss similarities and differences.
To hear and read language from authentic sources.
To develop skills in reading, writing, speaking and understanding a new language.
To embed skills into children’s long term memories.
To develop understanding of a different culture and way of life.
To develop confidence and a ‘can do’ attitude when speaking, reading or writing a new language.
Implementation
French is timetabled in Years 3-6 and follows the Grammasaurus scheme. Teaching is monitored and supported by the MFL subject leader.
Impact
Children enjoy leaning a new language .
Children can use and understand French grammar, phonics and vocabulary.
Children can read, write and speak in French and understand spoken French.
Children have knowledge of aspects of French culture.
French is accessed by children of all abilities.
Book scrutinies and interviews with children show that skills are developed across school.
Inclusion
In French, inclusion means ensuring that all pupils can access and engage with language learning, regardless of ability or need. Adaptive teaching may involve using visual supports such as vocabulary mats, phonics charts, gesture cues, or illustrated word banks to help pupils understand new language. Instructions can be chunked into manageable steps, with modelled examples and guided practice to support speaking, listening, reading, and writing.
Teachers can scaffold tasks through sentence starters or paired speaking activities that allow pupils to rehearse language before performing independently. Pupils may be offered different ways to demonstrate their learning—such as oral responses, role‑plays, labelled diagrams, or short written phrases. By tailoring levels of challenge within the same lesson and checking understanding frequently, we ensure that French is enjoyable, accessible, and meaningful for every learner.
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Equal Opportunities
All pupils have an entitlement to participate fully in French lessons. Our teaching is designed to ensure that every child—regardless of background, ability, or need—can access and enjoy language learning. We use high‑quality resources that reflect diverse cultures and positive representations of race, gender, and disability, helping pupils recognise themselves in the curriculum and promoting respect for others. Adaptive strategies, such as visual scaffolds, vocabulary mats, chunked instructions, and supported speaking activities, ensure that all learners can make meaningful progress. Through an inclusive and culturally rich French curriculum, we aim to nurture confidence, curiosity, and a strong sense of belonging for every pupil.Â