Shiremoor Primary School Curriculum 2014
1
Curriculum Coverage: Languages
Year 3
Year 4
Year 5
Year 6
Listen and show understanding
Listen and show understanding
of single words and familiar short of a range of familiar phrases
phrases through physical
and sentences. (A, Sp, Su)
response. (A)
Listen and show understanding
of short texts/ conversations
containing familiar and
unfamiliar words and more
complex sentences. (Sp)
Listen and show understanding
of texts / conversations covering
a range of topics, spoken at
normal speed. (A)
Listen and identify words in songs
and rhymes and demonstrate
understanding . Listen and
identify rhyming words and
particular sounds in words. (Sp)
Follow the text of familiar rhymes
and songs identifying the
meaning of words. Begin to link
sound to spelling. (S, Su)
Read the text of familiar songs
and poems and identify patterns
of language and become more
proficient at linking a number of
different sounds to spelling. (Sp)
Read a range of poems and use
sound/spelling links as one
strategy to read and understand
the texts. (Su)
Recognise a familiar question
and respond with a simple
rehearsed response. (Sp)
Ask and answer several simple
and familiar questions
independently. (A, Sp, Su)
Ask and answer more complex
familiar questions independently
or with a scaffold of responses.
Ask for clarification and help.
Express an opinion. (A)
Engage in a short conversation
using familiar questions and
express opinions and respond to
the opinions if others. (A)
Repeat words and simple
phrases modelled by the
teacher. Recall words and
simple phrases. Use familiar
vocabulary to say a simple
sentence using a language
scaffold. (A)
Use familiar vocabulary and
basic language structures to say
two simple sentences
independently. (A, Sp, Su)
Use familiar vocabulary and
include a variety of different
word classes and basic
language structures to speak
three or more sentences. (A)
Manipulate language to create
and say more complex
sentences using familiar
language and a range of
language structures. (Sp)
Shiremoor Primary School Curriculum 2014
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Identify individual sounds in
words and pronounce
accurately in sequence ; start to
be able to blend and segment
phonemes. Read and recognise
some phonemes / graphemes in
familiar words and pronounce
when modelled; begin to
observe silent letter rules. (Sp)
Read and pronounce familiar
words in sentences accurately
using knowledge of phonemes/
graphemes as support;
observing silent letter rules. (A,
Sp, Su)
Start to predict the
pronunciation of unfamiliar
words in sentences / short texts
using phonic knowledge; liaison
and silent letter rules. (Su)
Read sentences in short texts
aloud accurately so that others
understand. (A)
Read and show understanding
of familiar single words and
phrases. (A)
Read and show understanding
of short sentences. Begin to
show understanding of a longer
complex sentences. (A, Sp, Su)
Read and show understanding
of short texts including one or
more complex sentence using
familiar language. (A)
Read and show understanding
of short texts containing a range
of familiar and unfamiliar
language. (Sp)
Use strategies for memorisation
of vocabulary; eg mime and
drama. (Su)
Be familiar with the layout of a
bi-lingual dictionary. Use a bilingual dictionary to find the
meaning of individual words in
the target language and English
e.g. to find different adjectives
to describe a member of the
family or a pet. (A, Sp, Su)
Children should have access to
bi-lingual dictionaries to:
Find the meaning of words in
written material. Check whether
the word is masculine or
feminine. Find the spelling and
understand the word class.
Locate the headword which
precedes/ follows a given word.
Children use strategies like
picture clues/ contextual clues/
prior knowledge/ to understand
or predict the meaning of
unfamiliar words in a short text.
(Su)
Use range of all strategies taught
to understand the gist of short
texts. Confidently use a
dictionary to locate meaning of
words. (Su)
Write single familiar words from
memory with understandable
accuracy. (A, Sp, Su)
Write simple short phrases and
sentences from memory with
understandable accuracy. (Sp,
Su)
Write 3 or more sentences from
memory using a variety of
structures and range of
vocabulary. Children
Write a short text using a range
of simple and complex
sentences.
(Sp)
Shiremoor Primary School Curriculum 2014
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demonstrate they can change
words to create new sentences
with understandable accuracy.
(Sp)
Write and say familiar words and
phrases to describe people,
places, things and actions using
a model. (A, Sp, Su)
Write a say a couple of simple
sentences to describe people,
places, things and actions using
a language scaffold, then
independently. (A, Sp, Su)
Write 3 or more sentences
including a complex sentence
to describe people, places,
things and actions, with the
support of a dictionary or
independently. (Su)
Write and say a short paragraph
using a variety of sentence
starters and structures and
manipulating familiar language
to describe people, places,
things and actions; with the
support of a dictionary or
independently. (Su)
Be aware of the form of word
classes– nouns, adjectives, verbs
and connectives and be aware
of similarities in English.
Understand determiner in English
and apply to French words. (Su)
Explain and demonstrate use of
the following and state the
difference and similarities with
English :
Plurals of nouns
the agreement of adjectives
position of adjective
Position of adjectives
Correct 1st and 3rd person form
of some high frequency ‘er’
verbs, avoir, etre and faire
Reflexive verbs in 1st and 3rd
person linked to daily routines
Opinions aime, detest, adore
Connectives e.g. et, mais, puis,
parce que, quand donc,
Adverbs vite, lentement,
doucement, tres, trop, bien,
apres, plus tard, bientot, ici
Prepositions dans, sur, en, a,
Revision and consolidation of
grammar introduced in previous
years. A better understanding of
the difference and similarities
with English.
Revision and consolidation of
determiners un, une, des, le, la,
l’, mon, ma, mes, ton, ta, tes,
son, sa,ses
Partitive article: du, de la, de l’,
des
Personal pronouns: je, tu, il, ells,
nous, vous, ils, ells,
Verbs: er verbs in present tense,
negative form, imperative form,
infinitive form, reflexive form, .
Common irregular verbs avoir,
etre, faire
Adjectives following c’est eg
interessant, ennuyeux, facile,
Adjectives increasing in number
Revision, consolidation and
extension of all grammar taught.
Revision and consolidation of
‘er’ verbs in present tense and in
negative/imperative/reflexive
and infinitive forms.
Conjugation of some common
irregular verbs: etre, aller, metre,
Adjectives: greater variety long,
cher, petit, court, grand,
enorme, fort, fache
Comparision of adjectives: plus
fort
Adverbs: trop, tres, la-bas, de
nouveau, ici
Connectives: parce que, car,
quand, et,mais, ou, qui, puis
Prepositions: sur, sous, dans,
devant, derriere, a cote de, de
nouveau, isi, a gauche, a droite,
tout droit
Shiremoor Primary School Curriculum 2014
(Sp, Su)
enorme, gros, bon
Connectives
Adverbs
Time phrases: apres cele, enfin,
plus tard,
Prepositions
Question words: qui?, qu’est-ce
que? Quell? Combine?
Comment? (A, Sp, Su)
(A, Sp, Su)
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