Spanish

Intent

Children will end their time at All Saints confidently being able to communicate and have an understanding of a foreign language and a different culture. At All Saints we aim to provide a foundation and curiosity of Languages and Cultures in order to encourage and prompt further study. Our Spanish curriculum is ambitious and has clear progression across the key stage,

By the end of key stage 2, pupils should be able to:

  1. Listen attentively to spoken language and show understanding by joining in and responding.
  2. Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
  3. Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.
  4. Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  5. Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
  6. Present ideas and information orally to a range of audiences.
  7. Read carefully and show understanding of words, phrases and simple writing.
  8. Appreciate stories, songs, poems and rhymes in the language.
  9. Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
  10. Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.
  11. Describe people, places, things and actions orally and in writing.
  12. Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Implementation

  • Vocabulary Building- Spanish songs, games, repetition, word association (sounds/smells/tastes/actions/pictures), iPad app.
  • Cultural Capital- native language videos/power points, discussions/tastings, popular Spanish poems/rhymes/stories/songs/dance, Spanish traditions, places including map position, artists, music, and sport, flags and familiar Countries.
  • Grammar-phonetics/alphabet, cognates, gender, articles (definite &indefinite), plurals, adjectives (position and agreement), negative sentences, simple conjunctions (‘pero’,’y’,’tambien’, ‘porque’), prepositions of place, ‘me gusta’ + infinitive, question words, Verbs- regular tense conjugation plus key verbs; ‘Ser’, ‘Estar’, ‘ir’, ‘tener’, haber, ‘decir’, ‘quisiera’ and verbs for sports, hobbies and when to use ‘tener’ and ‘estar’ when feeling unwell.
  • Reading/native speaking listening comprehensions/videos
  • Sentence Building- written, performance, role plays, creating raps/songs/ games to teach others/videos.
  • Classroom instructions given in Spanish
  • Dictionary work

Network links with local MFL teachers in the West Sussex area, links to Chichester University senior lecturer and MFL Route Leader. 

Key resources:

  • Language angels
  • Early Start Spanish
  • Developing Spanish-Anna Grassi and Christina Kollinger Collesi
  • Spanish Games in the classroom/Advancing Modern foreign Languages in the Primary Classroom – Sue Cave
  • Ilanguages –Years 3 and 4
  • Ilanguage app
  • Learn Spanish with Luis and Sofía – story based scheme
  • Webpages
  • WSCC- guidance and training resources gained at Hub meetings

Quality First Teaching Approaches

Prompt sheets used when necessary, speaking supported through partner work and targeting need by teacher, previous learning referred to to assist, planning for error and misconception, on-going formative assessment, all encouraged to join in, visual aids used, repetitive drills and interactive activities.