FL Vocab

Strand

Reception Programme of Study Within our Early Years Unit, the Reception class are introduced to the Spanish language and culture. They practise listening to and saying basic vocabulary building up to simple sentences. This may include simple greetings, naming colours and animals and counting to ten.

They begin to develop an understanding of, and respect for, other countries and cultures by finding out about things such as food and festivals in a variety of countries.

They begin to show an understanding of and respect for the language and cultures represented by children within the setting.

Children are exposed to songs, colours and simple counting activities.

Strand

Key Stage One Programme of Study L1

Listen attentively and show understanding by joining in and responding.

Respond confidently to greetings and the register.

Join in with songs and rhymes.

Listen and repeat Spanish words and sentences.

Use mostly accurate pronunciation and speak clearly when addressing an audience.

Repeat sentences heard and make simple adaptations to them.

L2

Link the spelling, sound and meaning of words

Apply phonics knowledge to begin to read Spanish words.

S1a

Ask and answer questions.

Use mostly accurate pronunciation and speak clearly when addressing an audience.

Speaking

Follow simple instructions and link pictures or actions to language.

Ask and answer simple questions, for example about personal information.

S2

Speak in sentences Use mostly accurate pronunciation and speak clearly when addressing an audience.

Repeat sentences heard and make simple adaptations to them.

Answer questions, including greetings, names, ages, how are you today, what is your favourite (animal) ¿Qué es? (What is it?) Es un/una… (It is a) ¿Cómo te llamas? (What do you call yourself?) Me llamo….. (I call myself) ¿Cómo estás? (How are you?) ¿Cuántos años tienes? (How old are you?) ¿Tienes un/una...? (Do you have a?) ¿Es (una rana o un pez)? (Is it a frog or a fish?) ¿Cuál (de los animales) es? (Which of the animals is it?) ¿Cuál es tu animal favorito? (Which is your favourite animal?) ¿Qué son? (What are they?) ¿Qué ves? (What do you see?)

Use the verb forms tengo (no tengo), es (no es), son, hay (no hay) + nouns + adjectives to form simple sentences. e.g. tengo un pez (I have a fish)

S3

Describe people, places, things and actions orally (to a range of audiences)

Describe animals, places and yourself with colours and size.

Use mostly accurate pronunciation and speak clearly when addressing an audience. .

Use simple adjectives such as colours and sizes to describe things orally.

Reading

R1

Read and show understanding of words, phrases and simple texts.

Match sound to text with familiar words, read familiar words with good pronunciation.

Follow simple instructions and link pictures or actions to language.

R2

Appreciate stories, songs, poems and rhymes in the language .

Join in confidently with the Hola song.

Join in with songs and rhymes that support learning vocabulary.

Wr iti ng

When listening to stories, rhymes or songs join in with repeated sections and identify particular phonemes and rhyming words.

Cf. W1

Write words and phrases with support Intercultural understanding.

Write individual words with support of a word bank or display Learn about traditional customs in Spain linked to class themes eg., Christmas, Easter, birthdays, fiestas,

KS2 Programme of Study Strand

Year 3 L1

Listen attentively and show understandin g by joining in and responding

Recognise some words and phrases and respond appropriately.

Respond confidently to greetings, register, classroom instructions.

When listening to stories, rhymes or songs, join in with repeated sections and identify particular phonemes and rhyming words.

Listening

Repeat sentences heard and make simple adaptations to them.

L2

Link the spelling, sound and meaning of words

Apply phonics knowledge to simple Spanish texts. Listen to stories, rhymes or songs, joining in with repeated sections.

Identify rhyming words.

When listening to stories, rhymes or songs, join in with repeated sections and identify particular phonemes and rhyming words.

Year 4

Year 5

Year 6

Show understanding of a range of familiar spoken phrases.

Respond confidently to simple instructions e.g. ¿que quires?, siente te (sit down), ¿Cómo te llamas? (What do you call yourself?)

Understand and respond to a range of classroom instructions Understand essential likes / dislikes relating to food and sports Understand the time.

Understand a range of topic areas, recognising some details and opinions heard.

Anticipate with some accuracy the spelling of new words they hear, by applying their phonics knowledge

Apply knowledge of phonemes and spelling to attempt the reading aof unfamiliar words.

Ask and answer a range of questions on different topic areas.

Listen to and repeat particular phonemes in songs and rhymes and begin to make links with spelling.

Notice that the target language may contain different phonemes and that similar sounds may be spelt differently in English. Listen to and accurately repeat particular phonemes in songs and rhymes and begin to make links to spellings.

S1a

Ask and answer questions

Answer simple questions for example about personal information.

Ask / answer questions about what s/he looks like.

¿Cómo te llamas? (What do you call yourself?) Me llamo….. (I call myself) ¿Cómo estás? (How are you?) ¿Cuántos años tienes? (How old are you?) ¿Donde vives? Where do you live?)

Ask and answer questions about the date.

Ask and answer simple questions , for example about personal information.

Speaking

Repeat sentences heard and make simple adaptations to them.

Ask and answer a range of questions on different topic areas.

(Speaking) Using familiar sentences as models, make varied adaptations to create new sentences.

Use mostly accurate pronunciation and speak clearly when addressing an audience.

S1b

Express opinions and respond to those of others

Give opinions on the aspects of school s/he likes/dislikes.

Ask and answer simple questions, for example about personal information.

Repeat sentences heard and make simple adaptations to them.

S1c

Ask for clarification and help

Use a la izquierda o a la derecha to the left/right) to give and follow simple directions.

Follow simple instructions and link pictures or actions to language.

Use familiar sentences as models to express opinions about his/her family and pets.

(Speaking) Using familiar sentences as models, make varied adaptations to create new sentences.

Use intonation to ask/answer questions about times, meals, food likes and dislikes, sports you do, sports you like, why you like things ¿Qué hora es? (What time is it?)

Es la una / Son las cinco..(It's one o'clock, It's five o'clock) ¿A qué hora desayunas? (What time do you have breakfast?) ¿A qué hora comes en el colegio? (What time do you have lunch in school?) ¿A qué hora comes, meriendas, cenas?

(What time do you have lunch, have tea, have dinner?) ¿Qué deportes sabes practicar? (What sports can you play?)

Take part in conversation, expressing simple opiions and giving reasons. ¿Te gusta…? (Do you like?) ¿Qué te gusta comer / beber? (What do you like eating / drinking) ¿Por qué te gusta..? (Why do you like..?)

Signal a problem: Señor(a), tengo un problema Ask for help and give a detail: ¿Puede ayudarme con can you help me)

Engage in longer conversations asking for clarification when necessary. e.g. Ask / answer about likes and dislikes on a range of topics, opinions on a variety of things, what the weather is like, why places/events are well-known, main details about particular festivals ¿Qué tiempo hace? (What's the weather like?) ¿De qué color es la bandera? (What colour is the flag) ¿Por qué es ... famoso/a? (Why is ... famous? ¿Cuándo es? (When is it?) ¿Dónde está? (Where is it?) ¿Qué lleva la gente? (What do people wear?) ¿Qué hay...? (What is there...?)

Create his/her own sentences using knowledge of basic sentence structure. e.g. ¿Te gusta…? (Do you like…?)

Me gusta (I like) ¿Por qué te gusta..? (Why do you like..?) ¿Qué opinas de…? (What do you think of…?)

S2

Speak in sentences

Repeat sentences heard and make simple adaptions to them. e.g. Use the verb forms tengo (no tengo), es (no es), son, hay (no hay) + nouns + adjectives in the context of family members and pencil case items to form simple sentences.

Using familiar sentences as models make varied adaptations to create new sentences.

Mi cumpleaños es el…de.. (my birthday is … date) Tengo/no tengo (I have / don’t have)

Repeat sentences heard and make simple adaptations to them.

Ask and answer a range of questions on different topic areas.

(Speaking) Using familiar sentences as models, make varied adaptations to create new sentences.

Use mostly accurate pronunciation and speak clearly when addressing an audience.

Create a short piece for presentation to an audience. e.g. Say what sports you play using 'Juego al' or 'Practico el/la' and when you do it 'Los lunes juego al fútbol' Express opinions in sentences using ‘ me gusta(n)’ and ‘me encanta(n), give preferences using ‘prefiero’ and express reasons for opinions using ‘porque es/son + adjectives’ Say what you eat and drink and when.

Say what you like to eat and drink using 'me gusta comer / beber'

Use pronunciation and intonation effectively to accurately express meaning and engage the audience. e.g. Express opinions in sentences using ‘ me gusta(n)’ and ‘me encanta(n), give preferences using ‘prefiero’ and express reasons for opinions using ‘porque es/son + adjectives’ Use the 3rd person of key verbs to say what happens at different festivals.

Describe actions: eating / drinking at different times, playing sports.

Describe the key geographical features of Spain.

Describe the key features of famous festivals.

Ask and answer simple questions , for example about personal information.

S3

Describe people, places, things and actions orally (to a range of audiences)

Orally describe homes and their school in simple supported sentences.

Use simple adjectives such as colours and sizes to describe things orally.

Ask and answer simple questions , for example about personal information.

Repeat sentences heard and make simple adaptations to them.

Describe pictures/paintings in terms of shapes and their colour.

Describe hair / eyes of self and others.

(Speaking) Using familiar sentences as models, make varied adaptations to create new sentences.

Read and show understanding of words, phrases and simple texts

Reading

R1

Match sound to text with familiar words, read familiar words with good pronunciation. Identify if simple Spanish phrases are true or false When listening to stories, rhymes or songs, join in with repeated sections and identify particular phonemes and rhyming words.

Reading a range of familiar written phrases and sentences, recognising their meaning.

Read short texts and answer questions to show understanding

Read a range of texts independently using different strategies to make meaning. Show understanding by completing gap-fill activities or cloze activities .

Learn a song or poem in Spanish using the written text for support.

Film clips and texts about traditional Spanish festivals

Read a range of familiar written phrases and sentences recognising their meaning and reading them aloud accurately.

Read aloud using accurate pronunciation and present a short learned piece for performance.

R2

Appreciate stories, songs, poems and rhymes in the language

Join in confidently with songs and rhymes in Spanish.

When listening to stories, rhymes or songs, join in with repeated sections and identify particular phonemes and rhyming words.

Learn and remember new words encountered in reading.

R3

Read aloud with accurate pronunciation

Confident use of phonic key sounds to read aloud familiar words within short texts – more able learners will already start to apply phonic links when reading new words aloud.

Use mostly accurate pronunciation and speak clearly when addressing an audience.

Read aloud a range of familiar written phrases and sentences with accuracy.

Notice that the target language may contain different phonemes and that similar sounds may be spelt differently in English. Listen to and accurately repeat particular phonemes in songs and rhymes and begin to make links to spellings.

Read aloud using accurate pronunciation and present a short learned piece for performance.

Read a range of familiar written phrases and sentences recognising their meaning and reading them aloud accurately.

Read aloud a short text using mainly familiar language using fairly accurate pronunciation.

Pronounce countries, things that countries are famous for, names of Spanish festivals, locations in Spain, when reading aloud from text or from a map.

R4

R5

Understand new words that are introduced into familiar written material

Predict the meaning of new adjectives and nouns in sentences with a familiar structure, using diagrams for support.

Begin to work out the meaning of new words within a familiar text using contextual and other cues.

Repeat sentences heard and make simple adaptations to them

Notice that the target language may contain different phonemes and that similar sounds may be spelt differently in English. Listen to and accurately repeat particular phonemes in songs and rhymes and begin to make links to spellings.

Begin to work out the meaning of unfamiliar words within a familiar text using contextual & other clues

Use a dictionary

. Be aware that we can find the meaning of Spanish words in an English/Spanish dictionary.

With support find the meaning of some new Spanish words in an English/Spanish dictionary.

Learn and remember new words encountered in reading

Notice that the target language may contain different phonemes and that similar sounds may be spelt differently in English. Listen to and accurately repeat particular phonemes in songs and rhymes and begin to make links to spellings.

Begin to work out the meaning of unfamiliar words within a familiar text using contextual & other clues

Use dictionaries to extend vocabulary.

Use vocabulary learnt from reading in different contexts.

Dictionary skills: 1) Know the parts of the dictionary 2) Know what the codes (nf, nm etc) mean 3) Be confident with alphabetical order 4) Find the meanings of new words

Use a dictionary to find a wide range of words.

W1

Write words and phrases from memory

Write words and simple sentences e.g.

Tengo un caballo blanco with reasonable accuracy using a word bank as necessary.

Writing

Recognise the main word classes eg nouns, verbs, adjectives

W2

Adapt phrases to create new sentences

Use simple connectives ‘y’ (and) and ‘pero’ (but) to extend sentences.

More able may begin to use ‘también’ (also).

Use simple adjectives such as colours and sizes to describe things orally.

Recognise the main word classes eg nouns, verbs, adjectives

Write words and short phrases from memory using prepositions. e.g. el perro esta en la caja (the dog is on the box) el perro esta en la caja (in)

Write sentences about what you eat when, and what sports you do.

Write from memory and using a word bank for unfamiliar words.

Label pictures (village and coast) – using hay / no hay (there are) with confidence to write sentences from memory

Adapt short text about someone else's sports / free time to write a short text about own free time.

Write a holiday postcard, adapting a model.

Notice that the target language may contain different phonemes and that similar sounds may be spelt differently in English. Listen to and accurately repeat particular phonemes in songs and rhymes and begin to make links to spellings.

Write descriptive sentences using a model but supplying some words from a word bank.

Eg; hay mi perro (there’s my dog) hay mi perro marron (there’s my brown dog) Understand that adjectives may change form according to the noun they relate to, and select the appropriate form.

W3

Describe people, places, things and actions in writing

Describe homes, family members and their school using simple supported sentences.

Use simple adjectives such as colours and sizes to describe things orally.

Learn and remember new words encountered in reading.

Understand that nouns may have different genders and can recognise clues to identify this, such as the difference in articles

G1

Gender of nouns definite and indefinite articles

Understand that words may have different genders. Recognise clues to identify this such as the difference in articles (la/el) Use simple adjectives such as colours and sizes to describe things orally.

Grammar

Recognise the main word classes eg nouns, verbs, adjectives.

Write descriptive sentences using a model but supplying some words from a word bank.

Eg; mi perro se sienta (my dog sits) mi perro marron se sienta (my brown dog sits)

Singular and plural forms of nouns

Express opinions and giving reasons (from memory) Describe places and compare locations (from memory) Describe actions: describe festivals at home and in FL country (with resources)

Focus on active use of definite articles with verbs of like / dislike. E.g. me gusta Know when to omit the definite article when talking about what you eat and drink.

Know how to use the definite article with the verbs jugar (al / a la), and practicar (el / la)

Accurate gender and article use, singular and plural (not with 100% consistency but the rules are known and understood).

Understand that adjectives may change form according to the noun they relate to, and select the appropriate form.

Begin to use the correct definite article (el/la) or the correct indefinite article (un/una) when speaking and writing.

Recognise and use pronouns appropriately. (el/ella) Understand that adjectives may change form according to the noun they relate to, and select the appropriate form.

Understand that nouns may have different genders and can recognise clues to identify this, such as the difference in articles

G2

Use a wide range of adjectives to describe animals and things and use different verbs to describe actions

Use of plural nouns e.g. say how many siblings s/he has.

Understand that adjectives may change form according to the noun they relate to, and select the appropriate form.

G3

Adjectives (place and agreement)

Have a basic understanding of the usual order of words in sentences in the Spanish language.

Use a range of adjectives to describe in more detail e.g. when describing family and body parts.

Use simple adjectives such as colours and sizes to describe things orally. .

Understand that adjectives may change form according to the noun they relate to, and select the appropriate form.

Recognise the main word classes eg nouns, verbs, adjectives.

Understand how to make changes to an adjective for it to ‘agree’ with the relevant noun e.g when describing the colour of his/her eyes/ hair.

Select appropriate adjectives to describe a range of things, people, places.

Use all persons DESAYUNAR Use 1st/2nd person COMER / BEBER Use 1st person JUGAR Use all persons PRACTICAR Use Sé jugar, practicar, tocar Use Me gusta + comer / beber / jugar / practicar Use connectives – y, pero, también (and, but, also) to describe likes and dislikes.

Use appropriate verbs to describe actions.

How Spanish surnames are formed Learn about a typical celebratory custom from Mexico or another Spanish speaking country.

Look at typical foods in Spanishspeaking countries.

Compare different typical mealtimes in the class with each other, and with traditional mealtimes in Spain.

Look at weathers in photos from all over Spanish-speaking world.

Be familiar with the map of Spain and the main geographical and other features.

Happy Birthday song in Spanish

Can you ski in Spain? What do pupils think? Investigate the answer.

Learn the names of some wellknown Spanish cities.

Understand that nouns may have different genders and can recognise clues to identify this, such as the difference in articles

G4

Conjugation of key verbs (and making verbs negative)

G5

Connectives and qualifiers, adverbs of time, prepositions of places

Recognise questions and negative sentences.

Use connectives – y, pero, (and, but

Intercultural Understanding

Some typical Spanish first names Learn about Christmas customs in Spain.

Use subordinating connectives si/ porque (if, because)

Learn and remember new words encountered in reading.

Learn a Spanish Christmas song

Mirรณ shape pictures Picasso portraits Look at some art work by Picasso or other artists

Learning about the typical sports school children learn in Spain.

Watch film clips on sports and food in Spain

Find out the importance of festivals in Spain and learn the names of some key features and festivals in Spain.

To research a new part of the Spanish-speaking world to find out key information about it.