This document outlines the knowledge, language and concepts that should be taught in Languages. It includes:

  • A summary of the Languages knowledge and principles that underpin our approach
  • Long Term Sequence (curriculum map) for Languages - French



We have deliberately built our Languages curriculum around the principles of evidence-led practice. This is to ensure that pupils are equipped to successfully think, work and communicate like a linguist. Unapologetically ambitious, our MFL curriculum focuses on excellence in this subject through range of disciplines. The intention is that exceptional teacher instruction inspires pupils to acquire knowledge as linguists and enables them to skilfully apply their understanding. Pupils focus on core areas of study: Phonics, grammatical structures, reading, writing, oracy, vocabulary. It is our intention that through studying MFL, pupils become more expert as they progress through the curriculum, accumulating, connecting and making sense of the rich substantive and disciplinary knowledge.



We implement our intent using CUSP French Year 3 – Year 6.   


Learning Sequences

We organise intended learning into modules. These group the knowledge, skills and understanding that we want children to remember, do and use.  

Each module aims to activate and build upon prior learning. Teacher videos complement the content in each module and provide clear instruction about the techniques and skills that are taught. The exemplifications can be used to support assessment of pupil outcomes and to support teachers in developing their own subject knowledge.


Lesson Structure

Lessons typically are split into six phases:

  • CONNECT This provides an opportunity to connect the lesson to prior learning from a previous module or lesson. Teachers return children’s attention to the previous lesson’s knowledge note/the big idea for the learning module, including key vocabulary. Examples of thinking harder routines include Flick Back 5, Recap questions, Quizzing. Retrieval practice allows all pupils to take time to remember things and activate their memories. Quizzing allows questions to be asked and allows pupils to carry out retrieval practice. Cumulative quizzing, allows for a few questions to be asked each lesson, which are built upon the previous lesson.
  • EXPLAIN This is the explicit teaching that needs to take place. Teachers should ensure they are clear what they want children to know and remember. They plan for and explicitly address common misconceptions so they can address these in lessons as they arise. They should be clear about the substantive knowledge and the vocabulary that they want children to understand in the session.  This can be developed using key information, facts, and images so that explanations are precise.
  • EXAMPLE Providing pupils with high-quality examples is essential for learning. Pupils need to see worked examples. My turn, our turn, your turn is a technique that can be used to explicitly teach vocabulary and new concepts.  Prepared examples should be carefully planned and need to be evident in teaching. An example in Design and Technology could be modelling how to make a slider and runner, before then making one themselves.
  • ATTEMPT Guiding pupil practice allows pupils to rehearse, rephrase and elaborate their learning. Children need the chance to attempt and verbalise their understanding. Children’s own attempts are what help them to secure their understanding. Children need to have time to struggle and understand for themselves. This is not necessarily something that is recorded in books. This phase provides opportunities for teachers to check in with pupils to see who may need more challenge/support/scaffolds and if any misconceptions have arisen that need to be addressed. Extending the previous Design and Technology example, pupils could practice making their own slider and runner.
  • APPLY This is where pupils would typically begin to record in books. The number of scaffolds may vary.
  • CHALLENGE Teachers get the children to interrogate their learning - summarise, explain, compare and contrast. Tools are built into routines to reduce overload and allow for hard thinking. These can be adapted for children based on their individual needs.

Long Term Sequence

Year Group Term 1 Term 2 Term 3
Year 3 Greetings and the classroom Colours, emotions and numbers (0-10) Introductions and questions Working together (Following instructions) Playing together (Asking to play) Eating together
Year 4 The calendar (Days, months, date) Colours, emotions and numbers (0-20) Items from daily life (Clothes) Learning together (Subjects and school) The natural workd (Animals and plants) Celebration (Bastille Day)
Year 5 Local places (Amenities) Emotions and numbers (0-100) Friends and family Working together Playing together (Sports and hobbies) Eating together (Preparing a meal)
Year 6 Where I live (Homes) Emotions and numbers (beyond 100) Items from daily life (Money and personal effects) Learning together The natural world (The environment) Visiting France (Directions and transport)



In order to identify the impact our curriculum is having on our pupils, we check the extent to which learning has become permanently embedded in children’s long-term memory in addition to looking for excellence in their outcomes. We use four main tools to quality assure the implementation and impact of our curriculum:

  • Learning observations help to evaluate subject knowledge, explanations, expectations, opportunities to learn, pupil responses, participation and relationships.
  • Professional growth models help to improve staff subject knowledge and evidence informed practice such as retrieval and spaced practice, interleaving and explicit instruction techniques.
  • Assessment and achievement articulate the outcomes from tasks and tests, how well the content is understood and what the strengths and limitations are; it informs what to do next.
  • Pupil Book Studies help to evaluate curriculum structures, teaching methods, pupil participation and response through a dialogic model.

When undertaking these we ask the following key questions:

  • How well do pupils remember the content that they have been taught?
  • Do books and pupil discussions radiate excellence?
  • Does learning ‘travel’ with pupils and can they deliberately reuse it in more sophisticated contexts?

Teachers employ a range of strategies both at and after the point of teaching to check the impact of their teaching on the permanence of pupils’ learning. These include: retrieval practice, vocabulary use and application, deliberate practice and rephrasing of taught content, cumulative quizzing within the learning sequence, summarising and explaining the learning question from the sequence, tests and quizzes.   The assessment of pupils is formative based on pupil outcomes and questioning from each lesson.

The best form of assessment in MFL is at the point of delivery, while pupils are working. This helps us to understand pupils’ development as linguists. By encouraging pupils to articulate their thinking and reflections, we can understand which aspects of MFL may require additional teaching and reshape teaching to support this.

We use summative assessment is ‘to provide an accurate shared meaning without becoming the model for every classroom activity’ (Christodolou, 2017). If our curriculum is effective, it will lead to improvements in summative assessments over time. Teacher assessment judgements are against an agreed assessment model (the curriculum). We make summative judgements annually. Teachers record summative judgements on OTrack.

Pupil book study is used as a method to quality assure our curriculum by talking to the children and looking in pupils’ books. We do this after content has been taught to see the extent to which pupils are knowing more, remembering more and able to do more.  In preparation, we review the planned content, knowledge and vocabulary, so that conversations with pupils are meaningful and focused on what has been taught. When looking at books, we look at the content and knowledge, teaching sequence and vocabulary. We also consider pupils’ participation and consider the explanations and models used, the tasks the pupils are asked to do, the ability to answer carefully selected questions and retrieve information and the impact of written feedback.  We ask careful questions that probe their knowledge, understanding and skills.

The Subject Leader undertakes a range of activities to understand what the curriculum looks like across the school and how well pupils know more, remember more and can do more as a result. In addition to the above tools, they use learning walks, planning reviews and book looks.  They use their findings to support teachers to improve how they implement subjects and to make recommendations about the suitability of the intent for their subject.  The Subject Leader formally reports on impact of the curriculum termly to the Curriculum Leader, Principal and Governors.