French at Redhill

in our school we learn


The learning of a foreign language provides a valuable educational, social and cultural experience for the pupils. Pupils develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between French and English. Learning another language raises awareness of the multilingual and multicultural world and introduces an international dimension to pupils' learning, giving them an insight into their own culture and those of others. The learning of a foreign language provides a medium for cross-curricular links and for reinforcement of knowledge, skills and understanding developed in other subjects.

As our children move through Key Stage 2, they will be taught French. In the Early Years and Key Stage 1, French is taught incidentally through counting dinner numbers, taking the register and displaying the date in classrooms. Our school follows the Primary Languages Network scheme of work. It is a live scheme which is continually updated and revised in order to meet with current curriculum standards. Alongside the planning provided, the network also enriches this through accompanying PowerPoints, podcasts (spoken by native speakers), links to authentic literature, songs, games, culture points of reference, and links to appropriate websites.

In line with Framework guidelines, all pupils learn languages for no less than 30 minutes per week. This time allocation is made up of a combination of dedicated language lessons, teaching language through other subject areas and using language for real purposes in daily classroom routines. In addition, there are opportunities for the learning of additional languages in our celebration of European Languages Day in September and through our extra-curricular clubs in French, German and Spanish. The units of work covered by each year of Key Stage 2 is set out in the overview below.

overview of focuses in primary french sow

Due to the partial closure of schools and the impact this had on learning, from September 2020, the Academy decided to review their language offer. The Academy became members of the Primary Languages Network, following their scheme of work. As a result of following a new scheme and lost learning, staff felt that children needed to consolidate previous learning before moving into new learning. Therefore, Years 3 & 4 were following the Year 3 curriculum and Years 5 & 6 were completing the Year 5 curriculum. In 2021, Year 4 and Year 5 have moved on to complete the Year 5 curriculum and Year 6 are now completing the Year 6 curriculum. Over time, this will ensure that clear foundations and progression are made in all areas of language learning.

It is intended that when children leave Redhill Primary Academy, they will have a natural curiosity and confidence to explore, other countries, cultures and languages, accepting that, in a multi-lingual society it is a valuable skill to be able to communicate effectively with others in another language. They will be engaged and prepared to continue language learning at Secondary School.


In line with the National Curriculum for MFL, pupils at Redhill Primary Academy are taught to:

  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
  • present ideas and information orally to a range of audiences
  • read carefully and show understanding of words, phrases and simple writing
  • appreciate stories, songs, poems and rhymes in the language
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • write phrases from memory, and adapt these to create new sentences, to express ideas clear
  • describe people, places, things and actions orally and in writing
  • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

These objectives are covered through a weekly French lesson, taught by the class teacher.


We measure the impact of our curriculum through the following methods:

  • observing children speaking and listening in another language
  • marking of written work
  • images and videos of children completing speaking and listening activities
  • interviewing the pupils about their learning (pupil voice interviews)
  • moderation staff meetings where pupil's work is scrutinised and there is the opportunity for a dialogue between teachers to understand their class's work
  • annual reporting of standards across the curriculum to parents
  • learning walks

We also use retrieval strategies, knowledge organisers, and self and peer assessment as assessment for learning strategies in order to measure the impact of our carefully spaced curriculum offer. Through our assessments and monitoring, we can see the impact of children knowing and remembering more.

The MFL subject leader will continually monitor the impact MFL teaching is having on the children's learning, through work scrutinies, to ensure the progress of knowledge and skills is being taught. They will also ensure the knowledge taught is retained by the children and continually revisited and that the learners are able to apply the skills they have been taught to a variety of different settings, showing independence with their learning. Impact will also be measured through key questioning skills built into lessons, learning objectives and success criteria and summative assessments aimed at targeting next steps in learning.