The Rigolo French programme offers a carefully planned sequence of lessons, ensuring progressive coverage of the skills required by the national curriculum. It aims to foster children’s curiosity and help deepen their understanding of the world. A linear curriculum has been chosen to allow opportunity for children to gradually build on their skills. Rigolo enables children to express their ideas and thoughts in French and provides opportunities to interact and communicate with others both in speech and in writing.
In Lower KS2, children acquire basic skills and understanding of French with a strong emphasis placed on developing their Speaking and Listening skills. These will be embedded and further developed in Upper KS2, alongside Reading and Writing, gradually progressing onto more complex language concepts and greater learner autonomy.
We intend to inspire pupils to develop a love of languages and to expand their horizons to other countries, cultures and people. We aim to help children grow into curious, confident and reflective language learners and to provide them with a foundation that will equip them for further language studies.
Lessons are sequenced so that prior learning is considered and opportunities for revision of language and grammar are built in. In a two year cycle it is vital that the autumn term introduces concepts that may have been previously covered but the units are stand alone and develop languages within that unit.
A series of lessons are suggested, providing structure and context as well as offering an insight into the culture of French-speaking countries and communities. The introduction and revision of key vocabulary and grammatical structures is built into each lesson.
We want to ensure that French is enjoyed by teachers and pupils across school, therefore encouraging them through both oral and written work. Impact can also be measured through key questioning skills built into lessons, child-led assessment, work scrutiny and summative assessments aimed at targeting next steps in learning.