Spanish

1 Progression of skills – Spanish Curriculum intent: Learning a foreign language is a necessary part of being a member of a multi-cultural society and provides an opening to other cultures. A high-quality languages education should foster children’s curiosity and deepen their understanding of the world. The teaching should enable children to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping children to study and work in other countries.

Children have weekly lessons in Spanish throughout Key Stage 2, using the resources and units of work from a range of sources. In Lower KS2, children acquire basic skills and understanding of Spanish with a strong emphasis placed on developing their Speaking and Listening skills. These will be embedded and further developed in Upper KS2, alongside Reading and Writing, gradually progressing onto more complex language concepts and greater learner autonomy.

It is intended that when children leave Shawclough School, they will have a natural curiosity and confidence to explore, other countries, cultures and languages, accepting that, in a multi-lingual society it is a valuable skill to be able to communicate effectively with others in another language. They will be engaged and prepared to continue language learning at Secondary School.

This progression document has been written in the format ‘to’ in order to support planning for Teachers, in providing it as a scheme of work.

National Curriculum •

Listening

Listen attentively to spoken language and show understanding by joining in and responding

Year 3 •

To repeat words modelled by teacher to show understanding with an action

Year 4 •

To listen attentively to spoken language and to show understanding by

Year 5 •

To begin to show understanding of more complex sentences in ‘authentic’

Year 6 •

To listen to and show understanding of more complex sentences in

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Speaking •

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Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* Speak in sentences, using familiar vocabulary, phrases and basic language structures Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* Present ideas and information orally to a range of audiences

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To understand and respond to a few familiar spoken words and short phrases, spoken slowly and clearly.

To learn specific vocabulary.

To develop accuracy in pronunciation by listening to and repeating recordings of authentic speakers To recognise a familiar question and respond with a simple rehearsed response.

To repeat and say familiar words and short simple phrases, using understandable pronunciation.

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joining in and responding (e.g. with an action).

Pick out known words in an ‘authentic’ conversation To understand and respond to a range of familiar spoken words and short phrases.

To use common phrases To develop accuracy when pronouncing phrases, by listening to and repeating recordings of authentic speakers To perform short role plays on one topic, with several exchanges and secure pronunciation.

To produce short prepared phrases on a familiar topic, with secure pronunciation.

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conversation, picking out specific vocabulary.

To understand the main points of a short spoken passage made up of a few familiar words and phrases, delivered slowly and clearly.

To ask and answer questions on the current topic.

To produce some short phrases independently (without written support) within a familiar topic, with good pronunciation.

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‘authentic’ conversation, picking out specific vocabulary. 1 To understand a short passage made up of increasingly familiar words and phrases. 1

To engage in short scripted conversations To speak in longer sentences, learning to use particular sentence structures more flexibly to create own sentence To ask and answer simple questions on a few very familiar topics. 3

3 Writing

Reading

Grammar

• Write phrases from memory, and adapt these to create new sentences, to express ideas clearly •

describe people, places, things and actions orally* and in writing

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Read carefully and show understanding of words, phrases and simple writing

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Appreciate stories, songs, poems and rhymes in the language

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Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

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Understand basic grammar

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To copy simple vocabulary To write some single words from memory, with plausible spelling.

To substitute one element in a simple phrase to vary the meaning (with support)

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To begin to recognise written vocabulary/ single words To begin to recognise written phrases Begin to recognise simple written phrases

To use indefinite articles in the

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To write simple words and several short phrases from memory To use understandable spelling.

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To recognise simple written phrases and understand a range of familiar written phrases.

To read and show understanding of more complex written phrases.

To use indefinite and definite

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To begin to use dictionaries to find the meaning of unknown words and to translate own ideas.

• To write words, phrases and short simple sentences from his/her repertoire from memory with understandable spelling.

• To read and show understanding of more complex written phrases • To read and show understanding of a piece of writing based on the current topic.

• To read short passages and answer questions on what they have read.

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To use all persons of several regular

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To adapt taught phrases to create new sentences To write a short, simple text from memory, using simple sentences from one familiar topic with reasonable spelling.2

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To practice reading longer texts aloud, containing taught phrases and vocabulary.

To understand a short text made up of short sentences with familiar language on a familiar topic.

To use a dictionary or word list.2

To use highfrequency verb

4 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 Culture

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singular with masculine and feminine nouns.

To use the highfrequency verb forms (I have, it is, there is/are).

Understand and respect that there are people and places in the world around me that are different to where I live Geography of Spain - Spanish speaking countries, famous leaders Have an awareness of a Spanish festival Day of the Dead November

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articles with singular and plural nouns.

To use prepositions of place and sequencers.

Identify similarities and differences in my culture to that of another Remember some key facts about a country – bordering countries, currencies, capital cities Have an awareness of a Spanish festival - Las Fallas (religious)Why must we respect different cultures and their traditions?

March

verbs in the present tense (with the support of a frame).

Respect and understand cultural diversity Understand how symbols, objects and pictures can represent a country Talk about, discuss and present information about a country’s culture.

Focus on La Tomatina festival (historical event) August

forms, nouns, articles and adjectives to form simple sentences. 1

Talk about, discuss and present information about a country’s culture in relation to festivals and celebrations Feliz Navidad (Christmas) Begin to understand more complex issues which affect a Spanish speaking country today Famine, poverty, religion, war links to RE/history January