Home Page

Greenmount -

a Pathway to Success

Year Six

Autumn Term - First Half - Time 

PhonicsAlphabet - focus on consonants c, g, j, q

Numbers to 10,000

Days of the week

Months of the year

Telling the time to 1 minute 


En plus year e.g. En mille neuf cents soixante-quatre (In 1974)

Le plus day of week e.g. Le mardi je joue au football (On Tuesdays I play football)

En plus month e.g. En mars, il pleut (In March, it rains)

Il est plus time e.g. Il est six heures cinq (It's five past six)

à plus time e.g. à sept heures (at seven o'clock)

Cultural Understanding Timeline of French history (linking in to saying the year)
Expected OutcomesListening:

Translate into English numbers up to 10,000

Understand when something happens: time, day, month, year


Translate into French any number up to 10,000

Say when something happens (ref grammar section above and add previously learned vocabulary and phrases)


Read numbers up to 10,000 written in words; translate into English

Read when something happens: time, day, month, year


With the support of a vocabulary list, write numbers up to 10,000

With the support of a vocabulary list, write months and days

From memory, write the time using il est or à


Autumn Term - Second Half - 'er verbs

Phonicsa and an sounds

Personal pronouns - je, tu, il, elle, on, nous, vous, ils, elles

Variety of -er verbs e.g. aimer (to like); chanter (to sing); détester (to hate); donner (to give); écouter (to listen); fermer (to close); jouer (to play); porter (to wear); regarder (to watch)


Understanding of subject, verb, object in sentence construction. 

Changing ending of -er verbs depending on subject.

Use bilingual dictionary.

Cultural Understanding Christmas traditions in France. 
Expected OutcomesListening:

Who is doing what ? Recognising the subject and verb in a sentence. 

Who is doing what at what time ? 


Recalling the endings of -er verbs (e, es, e, e, e, ons, ez, ent)

Saying what someone is doing at different times e.g. à huit heures nous regardons la télévision

Reading:Sentences with time adverbial, subject and verb (and sometimes object)
Writing:With decreasing dependence on words lists, write sentences with time adverbial, subject and verb (and sometimes object).  Focus on choosing the correct ending for the verb (to agree with the subject).


Spring Term - First Half - The Four Seasons

Phonicse, é and è sounds

Le printemps (spring), L'été (summer), L'automne (autumn), L'hiver (winter)

Days and months

Weather expressions - see previous years, plus: ***

Activities - see previous years 

Names of countries in Europe 


en plus season e.g. en hiver il neige et ils lançent des boules de neige.

Using correct preposition for different places à, en, au, aux

Using different subjects with -er verbs to describe activities.

Use bilingual dictionary

Cultural Understanding Basic Geography of France (researching settlements, mountains, rivers, coasts etc)
Expected OutcomesListening:Can you hear what the weather is like in different places during the different seasons of the year ?
Speaking:Saying what the weather is like, in different place, during different seasons of the year. 
Reading:Sentences with the season, the weather and sometimes the place. 
Writing:With decreasing dependence on words lists, write sentences that describe the weather during a season of the year (sometimes adding a place)


Spring Term - Second Half - Paris (Ile de France)

Phonicsi, ien and in sounds

8 compass points 

Human and physical features of the Paris region (Ile de France)


à Paris il y a 

Using correct preposition for compass directions e.g. au nord, à l'est

Cultural Understanding 

Physical and human features of France's capital city and surrounding region

Easter traditions in France 

Expected OutcomesListening:From oral descriptions of places in Paris, can the children pick out vocabulary they know to gain the gist of what is being said ? 
Speaking:Say what attractions you would find in Paris e.g. il y a la tour Eiffel
Reading:Reading basic information leaflets about Paris attractions to find basic facts. 
Writing:No specific writing skills in this unit. 


Summer Term - First Half - Food and drink

Phonicso, open o, oi, on and ou sounds 

Consolidation of previously taught foods and drinks. 

Dictionary use to learn new items. 


Using the verbs manger (regular -er verb) and boire (irregular verb)in the present and past tense for all subjects.

Present tensePast tense
Je mangeJe boisJ'ai mangéJ'ai bu
Tu mangesTu boisTu as mangéTu as bu
Il/Elle/On mangeIl/Elle/On boitIl a ... mangéIl a ... bu
Nous mangeonsNous buvonsNous avons mangéNous avons bu
Vous mangezVous buvezVous avez mangéVous avez bu
Ils/Elles mangentIls/Elles boiventIls ont mangéIls ont bu
Cultural Understanding Typical French foods 
Expected OutcomesListening:In increasingly complex sentences, listen out for who ate / drank what on different days of the week.
Speaking:Say what was eaten/drank on different days by different people e.g. Le dimanche, il a mangé un gâteau et il a bu de l'eau.
Reading:Read basic sentences about when food/drink was eaten/drank, read with accuracy, using phonic knowledge for unknown words. 


With decreasing dependence on vocabulary lists, write sentences that describe what was eaten on a particular day in the past e.g. 

Le lundi j'ai mangé un sandwich et j'ai bu une limonade. 


Summer Term - Second Half - Le Quatorze juillet

Phonicsu, un and y sounds

Vocabulary specific to the revolution and the 14th July celebrations e.g. la fête nationale, le feu d'artifice, le drapeau, 


Revision of conjugating -er verbs with subject-verb agreement. 

Cultural Understanding Understand the history and traditions surrounding the festival
Expected OutcomesListening:From oral descriptions of activities on 14th July celebrations, can the children pick out vocabulary they know (verbs and nouns) to establish understanding of the sentence ?
Speaking:Say what people do to celebrate la fête nationale.
Reading:From written descriptions of activities on 14th July celebrations, can the children pick out vocabulary they know (verbs and nouns) to establish understanding of the sentence ?
Writing:Write simple and complex sentences to describe what happens at 14th July celebrations e.g. ils portent le drapeau français.  Il est bleu, blanc et rouge.   Ils regardent les feu d'artifice.