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The document specifies increasing expectations across the year groups, from early recognition and simple greetings to building sentence-level communication, developing accurate pronunciation and intonation, applying grammatical gender and written sentence construction, and making connections between modern and ancient 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language skills are covered by the assessment criteria across Years 1–6?","Question",{"text":63,"@type":64},"The criteria cover word-level vocabulary, conversational language, pronunciation, grammar and written language, and an additional focus on ancient language connections.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do expectations for French vocabulary grow from Year 1 to Year 6?",{"text":68,"@type":64},"They progress from beginning to match cognates and know very simple words to exploring wider routine vocabulary and eventually holding confident knowledge of vocabulary including greetings, colours, numbers to 100, and familiar topics.",{"name":70,"@type":61,"acceptedAnswer":71},"What grammar and written language outcomes are expected in later year groups?",{"text":72,"@type":64},"Later years include writing sentences with correct gender, using appropriate vocabulary and verbs for daily routines, adapting phrases to create new sentences, and independently writing a descriptive paragraph with attempts at correct gender and agreement.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},415005,1791092001,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Expected Y2 | Expected Y3 | Expected Y4 | Expected Y5 | Expected Y6 |\n| Word level | Has begun to match French/English\u003Cbr>cognates E.g.\u003Cbr>train= le train. | Knows simple vocabulary in French e.g. hello, thank you, numbers to 10, colours. | Explores useful French vocabulary on familiar and routine matters.\u003Cbr>To explore the French vocabulary for days of the week, months of the year, animals, food, simple greetingse.g. hello/goodbye and numbers to 20. | Has developed a bank of useful familiar French vocabulary relating to daily routines.\u003Cbr>Knows many French words relating to days ofthe week, months of the year, animals, food, simple greetings e.g.\u003Cbr>hello/goodbye and numbers to 20. | Has developed a useful bank of French words.\u003Cbr>Can speak in sentences using familiar vocabulary.\u003Cbr>Holds a confident knowledge of French vocabulary relating to daily routines e.g. days of the week, months of the year, animals, food, greetings, colours, numbers to 100, days of the week, months of the year and food. | Shows ability to understand new words that are introduced into familiar written material.\u003Cbr>Can use the text clues to understand new French vocabulary.\u003Cbr>Can link the spelling, sound and meaning of words.\u003Cbr>-Attempts to understand unfamiliar French words using existing knowledge. E.g. Il a (he has) and J’ai ( I have) .\u003Cbr>-Can independently source appropriate vocabulary to support spoken and written French.\u003Cbr>-Can recognise the written word in various languages. E.g. Mandarin, Malaysian, Russian. |\n| Conversat iona l language | Can hold conversations in English about other cultures.\u003Cbr>E.g. In which country is the Eiffel tower? | Listen attentively\u003Cbr>to spoken French.\u003Cbr>Has listened to French speakers e.g. film clips, visitors, and can look for clues to recognise the topic of conversation. | -Can hold conversations in English about famous people and key landmarks within Germany, Spain and France.\u003Cbr>-Know 3 countries where French is spoken.\u003Cbr>-Has begun to ask and answer simple questions in French. Qu’est-ce que c’est? (What is it?) C’est.. (It is..)\u003Cbr>Quel est.. (Which is..) | Uses simple French greetings.\u003Cbr>Begun to use these simple French greetings:\u003Cbr>Comment ca va? Ca va/bien/mal Comment tu t’appelles? Jem’appelle  \u003Cbr>Can ask and answer simple questions in French.\u003Cbr>Knows the following conversational French phrases and can answer using known vocabulary:\u003Cbr>Qu’est-ce que c’est? (What is it?) C’est.. (It is..) Quel est.. (Which is..) | Can use greetings confidently in French.\u003Cbr>Uses French greetings confidently within every day classroom routines.\u003Cbr>Can express opinions in French. Can respond to opinions of others, showing an understanding by joining in.\u003Cbr>Can use the following phrases in French, to develop questioning:\u003Cbr>J’ai /Je n’ai pas (I have/don’t have)\u003Cbr>J’aime le../ Je n’aime pas   (I like/don’t like) Est ce qu’il/elle a   ? (Is he/she..?) Et toi? | Shows an understanding by joining in and responding. Can engage in conversation, seeking clarification and help. Can speak using phrases and basic language structures.\u003Cbr>Can confidently use a range of phrases and basic language structures to hold conversations in French on a variety of subjects.\u003Cbr>Can describe people, places, things and actions orally.\u003Cbr>Uses a range of French vocabulary to answer questions on familiar subjects. |\n| Pronunciation | Can recognise 3 | Can correctly | Can explore the sounds and patterns | Appreciates songs and rhymes in | Appreciates stories and poems in French. | Developed accurate pronunciation and intonation so that |\n|  | languages, other | pronounce | of French through songs and | French. | Can accurately pronounce familiar words and | others understand when they are reading aloud or using |\n|  | than English, | greetings from 3 | rhymes. | Begun to explore the pronunciation | phrases. | familiar words or phrases. |\n|  | through ","cbCaioujbxXT5pSB","https://ap.wps.com/l/cbCaioujbxXT5pSB","pdf",282140,"English","# Word level\n## Conversational language\n# Pronunciation\n## Grammar and written language\n# Ancient language","[{\"question\":\"What language skills are covered by the assessment criteria across Years 1–6?\",\"answer\":\"The criteria cover word-level vocabulary, conversational language, pronunciation, grammar and written language, and an additional focus on ancient language connections.\"},{\"question\":\"How do expectations for French vocabulary grow from Year 1 to Year 6?\",\"answer\":\"They progress from beginning to match cognates and know very simple words to exploring wider routine vocabulary and eventually holding confident knowledge of vocabulary including greetings, colours, numbers to 100, and familiar topics.\"},{\"question\":\"What grammar and written language outcomes are expected in later year groups?\",\"answer\":\"Later years include writing sentences with correct gender, using appropriate vocabulary and verbs for daily routines, adapting phrases to create new sentences, and independently writing a descriptive paragraph with attempts at correct gender and agreement.\"}]","Languages Assessment Criteria Years 1-6 | PDF",1790599645]