Modern Foreign Language - Spanish
At Rainford CE Primary School, we believe that the learning of a language provides a valuable educational, social and cultural experience for our pupils. It helps them to develop valuable communication skills, through speaking, listening, reading and writing, whilst their knowledge of how language works is developed and extended. Our MFL curriculum provides pupils with the confidence and independence to explore and manipulate the structure of language, and by learning only Spanish, our lessons enable pupils to make substantial progress in one language. All of the linguistic skills gained will assist and lay foundations for further language learning, whilst the cultural understanding will ensure that children develop a broad perspective on the world, encouraging them to understand their own cultures and those of others and so enabling them to understand their roles as global citizens.
As a Christian school, we embed our values of love, peace, justice, forgiveness, joy, perseverance and friendship within all our teaching and learning. In particular, MFL allows children to develop their understanding and respect of all people, cultures and beliefs. Language lies at the heart of ideas about individual identity and community, and learning another language can do a great deal to shape children's ideas about themselves and God's world.
In KS2, all of our children have equal opportunities to:
- Communicate in other languages by speaking and listening, reading and writing;
- Develop an enthusiasm and foster an interest in learning languages;
- Develop awareness of the benefits of understanding and speaking different languages;
- Respect and develop an awareness of cultural differences and similarities in other countries;
- Become involved in the international dimension of school;
- Develop transferable speaking and listening skills;
- Lay foundations for future study for KS3
At Rainford CE Primary School, we use the School Improvement Liverpool scheme of work as the basis for our curriculum. This four year scheme is based on the national curriculum programmes of study. Each objective has been broken down in to 4 levels to form a framework of age- related expectations. The scheme, which includes weekly-planning, is designed to build knowledge and skills, encouraging pupils to become increasingly independent and creative in their language study. Each half term follows a theme, enabling language and structures to be revisited , embedded and extended across KS2 with the aim of producing language- learners who are well-equipped for key stage 3.
Our themes are:
- Autumn 1: Self, family and friends
- Autumn 2: School life
- Spring 1: The world around us
- Spring 2: Animals and home environment
- Summer 1: Leisure
- Summer 2: Summer
Across each of these half-terms, we have also mapped out progression in number up to 100. To allow for cross-curricular mathematical fluency practise, our pupils are taught not only to recognise numbers but are given explicit opportunities to count in and out of sequence; to add and subtract; to recognise odds and evens; to double and halve; to count in multiples; to use euros and calculate pricing.
Within our curriculum, across the four skill areas of listening, speaking, reading and writing, we also recognise the importance of grammar, phonics and vocabulary as interrelated disciplinaries. Through repeated encounters of these within different contexts, pupils will naturally make connections, recognise patterns, refine language skills and build their own schemata.
We have particularly introduced explicit phonics within our MFL curriculum. We recognise that children’s first language phonics system adds confusion therefore we need to explicitly teach the foreign language code. We have linked it to the four skill areas as follows:
Listening: recognising the spoken phoneme
Speaking: producing the phoneme accurately
Reading: linking phoneme to grapheme and recognising familiar and unfamiliar written words
Writing: correctly spelling familiar and unfamiliar words
Furthermore, reflecting reading as the heart of our GROW curriculum, our MFL curriculum uses quality texts throughout KS2. These texts will often link to the KS1 reading spines to allow for children to revisit much-loved texts in a different language.
In Foundation Stage and Key Stage One, pupils will be introduced to the Spanish language through nursery rhymes, songs, counting and simple classroom instructions which familiarises the children to the language before they enter Key Stage Two; they are then able to develop:
- the ability to identify sound
- the ability to mimic
- the willingness to have a go and take risks
- their enthusiasm and capacity for enjoyment
- the ability to develop confidence and positive attitudes to language
Cognitive Load Theory is at the heart of all of our curriculum design and pedagogy at Rainford CE and our Spanish curriculum is no exception. The curriculum content is sequenced to build learning over time- the content is planned and sequenced so that knowledge and skills build on prior learning and towards clearly defined end points; curriculum content supports subsequent learning: within lessons, lesson sequences, topics, years and phases curriculum; planning identifies small enough component steps; and known gaps in knowledge and skills are addressed in the sequencing of lesson content.
Long Term Planning
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Year 3 |
Year 4
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Year 5 |
Year 6
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Autumn 1
Self, family and friends |
Name, age, feelings, where you live [rehearsed answers] Body parts with definite article Colours Numbers 1 – 10 (in and out of sequence, add)
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Descriptions of hair and eyes in first person (word order + adjectival agreement) Big green monster story Brothers and sisters in sentence ‘I have…’ 1 – 39 (add/subtract, odds/evens, double/halve) |
Further body parts. Illness- sentences to say where pain is More family members Giant Turnip story [performance: sentences increasing in length throughout] 1 – 69 (all operations) |
Further family members (with possessive adjective) jobs- (gender agreement) complex sentences describing family and self and using third person Further feelings (hot/cold/thirsty etc) At the doctors (dialogue) Recall 1-100 (x10 – 100 RRP) |
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Autumn 2
School life |
Objects in pencil case with indefinite article Classroom instructions [basic] Numbers 1 – 20 (in and out of sequence, number bonds to 20) Further colours including written words linked to Christmas |
School subjects (genders/definite article) + simple opinions (sentences) Time – on hr + ½ past Alphabet linked to Christmas (link sounds and spellings) 1 – 20 Recognition, recall and written form
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Clothes (uniform) + adjectival agreement of colours Get dressed Robert story (listening comprehension] Time - ¼ past and ¼ to 1 – 69 counting in 2s/5s/10s. Clothing linked to Christmas |
Time (all analogue times) + school routine –complex sentences Justifications for opinions on school subjects (complex sentences using ‘because’) Recall 1-100 (R/W 1 – 20 + x10 – 100) Christmas –cultural aspects |
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Spring 1 The world around us |
Days and months 1 – 10 (R/W) 1 - 31 [odd and even] Birthdays [saying own and others'] |
Weather sentences (phrases) Sentences linking weather with months + seasons (simple prepositions) X10 – 60 (RRP) |
Modes of Transport How you travel to places and why [complex sentences] Use of the negative x10 to 100 |
Places in town and describing locality. Directions –understanding and giving directions Numbers up to 1,000,000 in multiples of ten 1 – 1,000 (R/W) |
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Spring 2 Animals and home environment |
Zoo Animals Descriptions [singular adjectival agreement] Dear zoo story [join in with simple, repetitive sentences] 1 – 39 [count in 2s] |
Animals and different habitats (sentences saying where animals live using a preposition) 3rd person sing of verb ‘to live’ 1 – 69 (Forwards/backwards, add/subtract) |
Rooms in house [6] [Cache cache cochons story] + bedroom furniture Prepositions [longer sentences describing furniture position in rooms in the house] Fr: 70-79/ Sp: 1–100 Fr + Sp: multiples of 10 to 100 (R/W) |
Haunted castle mystery Character profiles, describing characters and events, eliciting information from longer text. Further use of prepositions Counting x2, x3, x5, x10, fractions and decimals |
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Summer 1
Leisure
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Sports 1 and opinions [simple sentences] 1 - 39 [random order/ backwards] |
Sports 2 [longer sentences combining opinion, sport and justification in first person] Sentence stating favourite sport. Verbs - [I do/ I play] 'Sporty Sophie' story (simple sentence building) Sentences combining sports and days/seasons 1 – 69 (odds/evens, double/halve) |
Family members More hobbies [incl. musical instruments] - complex sentences combining family members, opinion, hobbies and more justifications in the third person 1 – 100 Sp/80 – 100 Fr |
Food and cafe (transition project) Understanding and designing menus Preferences and habits- Complex sentences. Writing sentences from memory and using a dictionary to write more independently. Eliciting information from longer paragraphs Dialogue in café/restaurant Using euros/giving and understanding prices |
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Summer 2
Summer |
Jungle animals. Exotic Fruits + opinions Handa’s surprise story [performance: simple, repetitive sentences] 1 – 39 [calculations, halving/ doubling] |
Asking for picnic items. Cold drinks [+milkshake flavours, sandwich fillings, ice cream flavours [prepositions] Understanding and giving prices - euros 1 – 69 (all operations) |
Countries, flags (+ colours) and nationalities [ adjectival agreement] Magic carpet story [independent reading of familiar opinion/ weather phrases] 1 – 100 in/out of sequence |
Food and café continued (transition project) Completion of written transition booklet for transfer Using euros/giving and understanding prices/calculating change. |