Hampshire Suggested End-of-Year 6 Transfer Agreement for Languages

Rationale:to improve transition from KS2 to KS3 in Languages

‘Every child should have the opportunity throughout Key Stage 2 to study a foreign language and develop their interest in the culture of other nations. They should have access to high quality teaching and learning opportunities, making use of native speakers and e-learning. By age 11 they should have the opportunity to reach a recognised level of competence on the Common European Framework and for that achievement to be recognised through a national scheme. The Key Stage 2 language learning programme must be delivered at least in part in class time.’ – KS2 Entitlement to Languages
Secondary schools welcome many children from numerous primaries every September with varying experience of language-learning at KS2. It is right that Primary schools should decide which schemes and approaches are best for their own children and staff but a degree of commonality is needed for KS3 to be able to build upon this experience and to avoid restarting from scratch. The following is a minimum of prior learning for Year 6 to have achieved over the entire 4 years at KS2. We have deliberately avoided the mention of ANY topics and instead stress dictionary skills.
Yr.6 children should know these core structures well after 4 yrs of entitlement: There is no requirement for any particular vocabulary nor for any particular topic area as all these structures are flexible and can be used in many scenarios. Any additional language to this list is to be considered a bonus and non-essential.
In Hiltingbury S.o.W.
- Search for keyword below in SEARCH WIKI box to the right and the relevant pages will show up for you:
Nouns
Awareness that nouns can be masculine or feminine, and how to recognise singular or plural.
masculine and feminine,
singular and plural
Alphabet
Also key phoneme/graphemes ch, ou, é/er/et/ez, gn, on/an, in/ain, oi and a simple awareness of silent letters.
phonemes, graphemes, alphabet
é/er,
Adjectives
Colour, size and some simple adjectives. A simple basic awareness of position and agreement.
colours,
Core structures
C’est… It is…
Ce n’est pas… It isn’t
Il y a…. There is / there are…
Il n’y a pas de… There isn’t / aren’t...
J’ai... I have...
Tu as… You have...
Il/elle a… He/she has...
Je n’ai pas de.. I haven’t got / don’t have …
Je suis... I am...
Tu es… You are...
Il/elle est... He/she is…
J’aime… I like...
Je n’aime pas… I don’tlike...
Je voudrais... I would like…
C'est
Ce n'est pas
Il y a
Il n'y a pas de
J'ai
Tu as? or As-tu?
Il/elle a
Je n'ai pas de
Je suis
Tu es
Il/elle est
J'aime
Je n'aime pas
Je voudrais
Numbers
At least to 31. Ideally up to 69. Up to 100 is a bonus.
numbers or numeracy or combien de?
Days/Months/
Birthday
To be able to answer the questions:
Quelle est la date aujourd’hui? Quelle est la date de ton anniversaire?
dates
Telling the time
(On the hour) Il est une heure. - It is 1 o’clock.
Il est deux heures. – It is 2 o’clock.
time
Recognise and answer some questions.
Qu’est-ce que c’est? What is it?
Où est..? Where is..?
Comment tu t’appelles? What is your name?
/ comment t’appelles-tu?
Quel âge as-tu? How old are you?
As-tu? / Aimes-tu? Do you have / Do you like …..?
ages
names
introductions