Spanish

All students at Alexandra in Key Stage 2 are taught Spanish as their main language.

WHY ARE LANGUAGES IMPORTANT?

The core purpose of the Spanish curriculum is to develop a passion for developing essential communication skills and generating a broader cultural knowledge for all students. Learning a language is essential in giving students skills to access the broader curriculum and develop their knowledge of the world, this enables them to become more well rounded learners and to transfer skills across other subjects. It will broaden their understanding of different cultures and can start to equip students with the ability to work and study overseas. Our students will build a tolerance and respect for others’ and differing cultural and religious traditions to their own.

Our languages provision equips students with a range of transferable life skills required to master effective communication. Through regular consolidation of key knowledge and vocabulary, our students will be able to produce target language with confidence. Through a range of pedagogical techniques, the teacher will inculcate students with a passion for learning and building increasingly intricate linguistic constructions.

A focus on developing speaking skills and natural interactions in the target language will encourage our students to demonstrate courage and resilience.

ROOTED IN KNOWLEDGE:

Our Spanish curriculum follows the National curriculum for primary languages. By focusing on Spanish we focus on students making progress in one language. We provide teaching and learning that ensures that students can listen attentively to languages and explore the patterns and sounds of language through songs and rhymes. Students engage in conversations by asking and answer questions and are taught to express opinions and respond to those of others. They can also seek clarification by speaking in sentences, using familiar vocabulary. As learning develops students are taught accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases. They can show understanding of words, phrases and simple writing, appreciate stories, songs, poems and rhymes in the language which will broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material. Finally, they are taught to express ideas clearly describing people, places, things and actions orally and in writing.

HOW IS THE LEARNING SEQUENCED?

The sequence of learning ensures that the foundations and building blocks are in place so that knowledge-rich and ambitious learning is taking place. It is focused on allowing all students an opportunity to engage with the spoken and written word. Topics are taught in an order that allows more complex vocabulary and grammar to be introduced to students. For example, at the beginning of year 3 students build on knowledge from key stage 1 by using greetings to express their feelings. Curriculum content is interleaved through the programme of study to ensure it is remembered and understood, for example students learn the numbers one to ten in key stage 1 and these are then revisited when learning the date or time in key stage 2. In upper key stage 2 there is a greater focus on developing students’ linguistic skills so that they can express themselves in more complex sentences, where they will include simple opinions or extended descriptions using connectives and adverbs. There is an emphasis on phonics and literacy skills, which feed into the wider school curriculum. The teaching of Spanish provides a balance of written and spoken languages and aims to provide the basis for further study at key stage 3 and beyond.

	Autumn overview	Spring overview	Summer overview
Yr 3	1. HOLA ¿QUÉ TAL? Greetings and saying your name Asking and saying your age Numbers 1-15 2. EN MI ESTUCHE Pencil case (Gender) Saying what you have in. your pencil case Christmas	1. ROBOTS Classroom language/instructions –  Giving instruction in class Chatterbox PROJECT 2. LAS MASCOTAS Pets and basic descriptions  Key verbs (tener/ser)  Easter	1. EN EL MERCADO Food  Buying food at the market Food Likes and dislikes (Me gusta) 2. LA ORUGA HAMBRIENTA Days of the week Ordering food in a cafe
Yr 4	1. ¿QUÉ FECHA ES? Days of the week / Months / Numbers 1-31 Saying the date/age/birthday Interviews (Asking and answering questions) Extended descriptions  2. LA FAMILIA REAL Family and relationships The Spanish Royal Family Verbs: Llamarse (me llamo/tengo) Christmas	1. EL PINTOR JOAN MIRÓ Shapes and colours Verb: hay/tiene Simple descriptions of abstract paintings (Adjectival agreement / Prepositions of place) 2. MI CASA Naming rooms in a house Describing your house Verbs: Hay/tiene (3rd p.s.) Easter	1. DESCRIPCIONES Describing hair and eyes (ser and tener) Adjectival agreement Basic descriptions of people  2. EN EL MÉDICO Body parts Illnesses and cures Key verb: me duele(n) At the Doctor’s dialogues
Yr 5	1. ¿QUÉ HORA ES? Higher numbers 1-100 The time Breakfast/lunch/dinner times (Adverbs of frequency) 2. EN EL RESTAURANTE Food (breakfast/lunch/dinner) Likes and dislikes and simple opinions (Me gusta/n) Eating out role-play Christmas	1. EL COLEGIO School life in Spain  Rooms in a school School subjects- Expressing opinion and reason Verb: estudiar  2. LOS DEPORTES Sports Saying what sport you do Juego / Practico (Verb flowers) Likes and dislikes + reasons (Adjectival agreement) Easter	1. LA ROPA Clothes and colours Adjectival agreement and word order Verb: llevar Fashion show 2. EL CLIMA Describing the weather  Learning about the climate in Spain PROJECT: Weather forecast  Deciding what to wear depending on the weather
Yr 6	1. MI RUTINA Daily routine (Reflexive verbs)  Time Adverbs of time Extended descriptions using connectives and adverbs. 2. EL TIEMPO LIBRE Saying what you do in your free time Expressing likes and dislikes (porque) Me gusta…porque es … Key verbs: ser Christmas	1. ¿QUÉ HAY EN TU CIUDAD? Places in town Simple descriptions / adjectival agreement / negatives Key verbs: haber (hay) 2. BARCELONA Learning about cities in Spain Describing cities Key verbs: ser / haber (hay) Saying what you can do in a town Writing a postcard from a city in Spain PROJECT: Fiestas in Spain Easter	1. DIRECCIONES Giving directions Finding places around town  Map skills – role plays 2. EL TRANSPORTE Means of transport Key verbs: ir / viajar Deciding which means of transport to use depending on the weather: si llueve, voy en coche. Saying where you are going and how you are getting there.

Please click here to learn more about the skills progression in Spanish at Alexandra Primary School.

ASSESSMENT AND MONITORING:

Assessment in languages takes place in three phases. Firstly, frequent in class assessment using skilfully structured questioning is targeted towards gauging whether new knowledge has been understood by all students. Secondly, every lesson starts with a knowledge retrieval task which aims to check on core knowledge and ensure that it has been remembered. Thirdly, at the end of each topic, students’ complete a mini mastery puzzle where one or more of the four skills (reading, writing, listening and speaking) is formally assessed.

We are part of the Primary Languages Network.