Starting the year with Year 6: building towards KS3
As we begin the new academic year, I’ve been reflecting on that first lesson with Year 6. These pupils are right at the top of the school, nearing the end of their primary language journey, and already beginning to look ahead to Key Stage 3.
For me, the challenge is striking the right balance: rebuilding confidence after the summer break, showing them how much they already know, and preparing them for what comes next.
Gentle but clear expectations
After a long summer, it’s very common to hear “I can’t remember anything!” from pupils. I take a supportive approach with plenty of prompts, scaffolds, and praise, but I’m also clear that we are not starting from scratch. By Year 6—and after four years of primary languages—we expect pupils to be working confidently at sentence level. That expectation helps them realise their prior learning matters and gives them a push to recall what’s already in their long-term memory.
1. Revisit and recall
I like to begin with familiar material to ease “back to school” nerves. Retrieval activities work really well: mini whiteboards, timed challenges such as “how many phrases can you remember?” or giving them an English sentence and asking for the French equivalent. The aim is to boost confidence and remind pupils that they do remember more than they think.
In our Scheme of Work, we start by recalling feelings phrases introduced in Year 5. These are perfect for early revisiting—not only do they reactivate vocabulary, but they also open the door to conversations about feelings and emotions, which can spark important discussions at this time of year.
2. Building confidence in communication
For me, all MFL lessons should include time that is “chatty” and noisy—languages are for communication!
The first lesson should definitely involve opportunities to talk: pair work, mini-dialogues, and quick-fire games. These activities also provide a great way to embed routines so pupils know what to expect: noise levels, start/stop signals, and consequences for too much English.
A confident, positive start makes all the difference in helping pupils believe “I can do this”—and in showing them that learning a language is fun.
3. Sparking curiosity
Another priority is to encourage curiosity and help pupils make links between languages. I love moments when children spot similarities, whether with English, French, or another language they know. One of my pupils recently noticed that triste (sad) was the same in French and Romanian—and proudly shared it with the class. These discoveries motivate pupils and also prepare them for a new language in Year 7.
4. Reinforcing Language Detective Skills
Finally, I want Year 6 pupils to leave primary languages feeling curious, confident, and adaptable. That means reminding them how to be “language detectives”: spotting patterns, using context, and making educated guesses. These transferable skills will help them feel secure and prepared for secondary languages.
For me, the first lesson with Year 6 is about confidence, curiosity, and continuity. It’s a chance to remind pupils how far they’ve already come, while also setting expectations for where they’re going. Done well, it sets the tone for their final year of primary languages and builds strong foundations for KS3.