Better French at KS1?

What is the best way of using the enthusiasm and lack of inhibition that exists within most KS1 children, when teaching French?

Many children struggle in speaking French words when introduced to them for the first time at Key Stage 2, because of their fear of appearing foolish in front of their friends in terms of their pronunciation.

However, within KS1 pupils, there is generally a greater spontaneity to be found, which when combined with their urge to explore and their enthusiasm for things which are new, can overcome any nervousness.

Indeed, those children who do have a chance to learn French at KS1 will generally fully engage their love of language and their willingness to imitate sounds.  When combined with actions and rhymes, progress can then be very rapid indeed.

And when also combined with other play-based activities children can become much more comfortable with, and indeed much more enthusiastic about, speaking a foreign language.

“Petites Étoiles” uses a set of multi-media techniques which combine with the natural willingness children have at KS1 to explore the French language.  With rhymes, songs and play based activities they engage in an approach to French which is not only enjoyable but which they will take home with enthusiasm to show off their new found skill.

As a result, not only is progress in French much faster when they reach KS2, this approach involves less time spent on preparation, and can be used even if a specialist French teacher is not available.

This early development then invariably leads to a growing confidence in French – something which continues through the course as the children use the language in varying ways.

What’s more, because of the way the course is divided into separate topics, the units can be integrated into other work that the children are already engaged with, as they move on from simple sentences to more complex constructions in French.

“Petites Étoiles” is based on the use of rhymes, songs and play based activities and integrates with existing schemes of work, by providing extra support material that ensures that the learning is retained by the children.

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