French Ambassadors
A French Ambassador acts as a pupil representative and champion for their subject. Their role is to help promote enthusiasm for French across the school, support staff in developing languages learning, and give pupils a voice in shaping how French is taught.
Role Description - Main Responsibilities
Promote a Love for French:
- Encourage other pupils to take an interest in French.
- Share interesting facts about France, French comic books or historical events in assemblies, newsletters, or on display boards.
Support Learning Across the School:
- Help teachers with French -themed events, such as International Day of Languages, French breakfast or Bastille Day.
- Take part in leading or assisting with school trips to museums or heritage sites.
Assist with French Clubs:
- Support teachers in running French language and culture clubs by helping set up resources, encouraging pupil participation, and suggesting engaging topics or activities.
- Help promote the club to other pupils and gather feedback on what they enjoy or want to learn more about.
Represent Pupil Voice:
- Gather feedback from classmates about what they enjoy in French lessons and what could be improved.
- Attend regular meetings with the French subject lead or school council to share ideas and feedback.
Help with Displays and Resources:
- Assist in creating or updating classroom and corridor displays about French topics or celebrations (e.g.,French food, le jour de Rois (epiphany).
- Suggest books, websites, or resources that pupils have enjoyed or found useful.
Celebrate French Achievements:
- Recognise and celebrate achievements in language learning (e.g., linguist of the month).
- Help promote diversity in French by highlighting different cultures, viewpoints, and historical figures.
Model Good Learning Habits:
- Demonstrate curiosity, enthusiasm, and critical thinking during French lessons.
- Set a good example by completing work to a high standard and showing a respectful attitude to different cultural perspectives.
What Makes a Good French Ambassador?
- A strong interest in different cultures and language learning.
- Confident speaker and good listener.
- Responsible, reliable, and organised.
- Willing to take part in events, clubs, and extra tasks.
Meet Our French Ambassadors
Mason
Year 4
Ayesha
Year 4
French Curriculum, Teaching & Learning and Assessment Outcomes
Curriculum
The intent of our French curriculum is to ignite pupils’ curiosity about the language and culture of France and to inspire a lifelong passion for language learning. We aim to provide a rich, engaging, and coherent programme that allows children to:
- Understand and respond to spoken and written languages from a variety of authentic sources
- Explore the patterns and sounds of language through songs, rhymes and stories, developing increasingly accurate pronunciation and intonation, and link the spelling, sound and meaning of words
- Investigate similarities and differences between the French way of life and their own
- Speak with increasing confidence, fluency and spontaneity, finding ways to communicate what they want to say, including through asking questions, expressing opinions and feelings and presenting ideas and information orally.
- Develop skills and progression in vocabulary, phonics and grammar, separately and together.
- Write at varying length, for different purposes applying vocabulary and grammatical structures that they have learnt.
- Read carefully and show understanding of words and phrases from a range of sources.
Teaching & Learning
To achieve our intent, we implement a dynamic and engaging French curriculum that is well-structured and sequentially designed. Key elements include:
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Curriculum Design:
We have developed a clear progression framework that builds on prior knowledge, ensuring that pupils develop understanding and skills in French throughout KS2. Topics are selected to include a range of vocabulary and activities in listening, speaking, reading and writing.
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Teaching Strategies:
Teaching is characterised by a range of interactive strategies, including singing, role-play, listen and respond and independent speaking, reading and writing, which enhance the pupils’ engagement and make learning memorable.
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Adaptive Teaching:
We employ adaptive teaching strategies to meet the diverse needs of all learners, ensuring that pupils of different abilities can access the curriculum effectively.
Lessons are differentiated through varied resources, grouping strategies, and tailored questioning, thus allowing all pupils to engage with historical concepts at their level.
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Assessment and Feedback:
Formative assessments are regularly conducted to monitor pupils’ understanding and engagement. Feedback is constructive and timely, aimed at encouraging reflection and self-improvement. Opportunities for review learning are embedded to help pupils revisit and consolidate key concepts over time.
Assessments track progress against the national curriculum expectations, allowing for tailored support as necessary.
Assessment Outcomes and Impact
The impact of our history curriculum is measured through various outcomes and indicators:
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Pupil Engagement and Enthusiasm:
Observations show high levels of engagement and enthusiasm amongst pupils during history lessons. Many express enjoyment and a keen interest in asking questions and making connections to their own lives.
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Knowledge Retention and Understanding:
Assessment data indicates that pupils consistently achieve age-related expectations in history. They demonstrate a strong chronological understanding and can articulate their knowledge clearly, often making links to prior learning.
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Skills Development:
Pupils leave St Thomas’ with well-developed historical skills, including critical thinking, analysis, and the ability to construct coherent narratives based on evidence. This foundation prepares them well for secondary education and beyond.
In Early Years, children exhibit an emerging understanding of their history through participation in discussions and activities related to their family and community.
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Cultural Awareness and Identity:
Through their learning, pupils develop a greater understanding of their place in the world and an appreciation for cultural diversity, leading to increased respect and empathy for different perspectives. This supports the promotion of British Values, particularly mutual respect and tolerance of those with different faiths and beliefs.
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Community Involvement:
The curriculum fosters connections with the local community, as seen through joint projects and community events, which enhance the relevance of history in the pupils’ lives and strengthen community ties.
In summary, our intent, implementation, and impact statements reflect our commitment to delivering an outstanding History curriculum that not only meets the educational standards set by Ofsted but also nurtures informed, conscientious citizens prepared to engage thoughtfully with the past and its influence on the present and future.
Overview of French
| Topic | Functions | Grammar | Core Language | Phonics |
| Unit 1 Moi (All about me) | ||||
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| Unit 2 Jeux et chansons (Games and songs) | ||||
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| Unit 3 On fait la fête (Celebrations) | ||||
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| Unit 4 Portraits (Portraits) | ||||
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| Unit 5 Les quatre amis (The four friends) | ||||
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| Unit 6 Ça pousse! (Growing things) | ||||
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| Unit 7 On y va (All aboard) | ||||
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| Unit 8 L’argent de poche (Pocket money) | ||||
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| Unit 9 Raconte-moi une histoire! (Tell me a story!) | ||||
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| Unit 10 Vive le sport! (Our sporting lives) | ||||
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| Unit 11 Le Carnaval des animaux (‘Carnival of the Animals’) | ||||
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| Unit 12 Quel temps fait-il? (What’s the weather like?) | ||||
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| Unit 13 Bon appétit, bonne santé (Healthy eating) | ||||
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| Unit 14 Je suis le musicien (‘I am the Music Man’) | ||||
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| Unit 15 En route pour l’école (On the way to school) | ||||
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| Unit 18 Les planètes (The planets) | ||||
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| Unit 19 Notre école (Our school) | ||||
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Long Term Coverage - Key Stage 2
End of Year Expectations
Throughout and at the end of every planned unit of work all learners will have been assessed against the relevant year group expectations utilising bespoke quizzes, outcomes of teacher observations and worksheets and appropriate assessment tasks.
Year 3
Progression of Knowledge |
Progression of Skills |
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Year 4
Progression of Knowledge |
Progression of Skills |
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Year 5
Progression of Knowledge |
Progression of Skills |
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Year 6
Progression of Knowledge |
Progression of Skills |
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