In 2018 we changed our MFL from French to Spanish. We felt that Spanish was a more popular destination for the children, and therefore was a more relevant language to learn. We also, at that time, had staff members with strong backgrounds in Spanish.
Since then, we have lost both staff members and due to Covid, no-one has gone anywhere!
The result of this has been a very stop-start implementation of Spanish as our MFL of choice since that time.
In 2021-2022, all of the children in KS2 have been working on the Y3 teaching materials as a starting point. There is no merit in starting at the chronological year-group and missing out the fundamental blocks that come before.
The result of this is that all of the children in KS2, with the exception of Y3 will be below ARE in this subject until the full cycle of Y3-Y6 has been completed over four years.
We teach three core strands of essential knowledge:
Our Spanish curriculum is designed to enable our children to:
The teaching of a foreign language to every child in KS2 is a statutory requirement, as set out in the National Curriculum Programmes of Study (2014).
In line with the NC PoS, our children learn to:
Our children also learn key cultural and country-specific knowledge. For example, by the end of KS2, our children:
Our KS2 children have a weekly Spanish lesson of 30 minutes. In addition we aim to re-visit and deepen their learning for 5-10 minutes every day with structured language tasks that practise retrieval, improve retention and embed learning in long-term memory.
Further opportunities to recycle key vocabulary (e.g. numbers) and develop children’s confidence are often built into classroom routines including greetings, providing instructions, stating lunch preferences, registration, rewards and praise on a more regular basis, even just for a few minutes in the school day e.g. when children are lining up.
A detailed scheme of work with audio-enabled resources for every lesson is provided in order to minimise unnecessary teacher workload. Teachers may, if they wish, adapt the resources to support active engagement and meet different learning styles for different cohorts of children.
Children are continuously assessed on the knowledge they are taught in lessons, whenever they are called upon to understand and/or produce language, without reference to resources. Periodically they complete achievement tests in phonics, vocabulary and grammar covering all modalities (i.e. listening, speaking, reading and writing), which assess the specific knowledge they have been taught. Their progress and attainment is recorded using our school tracking system
Equal Opportunities and SEND
All children irrespective of ability or special educational need, should be taught a foreign language. Every child has the statutory right to a broad and balanced curriculum.
A child with SEND should be actively encouraged to participate fully in MFL lessons with the necessary support and appropriate differentiation.
Teaching modern foreign languages is a vital way to directly address pupil perceptions and potential stereotypes. It allows us to actively promote positive attitudes and values towards cultural and or religious diversity and to directly tackle any form of cultural and negative stereotyping.
Role of the Subject Leader
The subject leader will:
Year 3 Spanish
Half-term 1: Phonics, cognates, names, greetings, praise words
Half-term 2: Classroom language, objects
Half-term 3: Animals, colours, adjectives
Half-term 4: Very Hungry Caterpillar, numbers, days of week, colours, foods
Half-term 5: Numbers, time, months, dates, birthdays
Half-term 6: Project piñata (and other crafts)
Year 4 Spanish
Half-term 1: Spain, locations of major towns, geographical features
Half-term 2: Festivals including Christmas
Half-term 3: Famous Spanish landmarks
Half-term 4: European & Spanish speaking countries, capital cities, nationalities
Half-term 5: Case study village/town, weather, location, facilities, past Vs present
Half-term 6: Compare & contrast case study village & own
Year 5 Spanish
Half-term 1: Sports, rules, instructions
Half-term 2: Music & dance, popular culture, Christmas traditions
Half-term 3: Fun with food, healthy eating, recipes
Half-term 4: Art, famous Spanish artists
Half-term 5: Holidays
Half-term 6: Holidays cont’d
Year 6 Spanish
Half-term 1: Respond to photos: nouns, adjectives, verbs, prepositions, conjunctions, opinions etc.
Half-term 2: Respond to portraits: body/facial features, expressions, feelings
Half-term 3: Respond to family photos: relationships, physical descriptions, clothes
Half-term 4: Respond to video: telling simple stories
Half-term 5: Creativity: Respond with poem/rap/music/play/film/performance etc.
Half-term 6: Creative fun
Yr6 Accelerated Spanish
3. Greetings, classroom, introducing self
4. Animals, gender, colours, adjective endings
5. Numbers, months, days of week
6. Dates, birthdays
7. ¿Dónde se habla español? Pronouns, regular –ar verbs (hablar), continents, estar
8. Other countries, nationalities
9. Famous people, where they live
10. Q&A interview (revision of 1-9)
1. ‘Sube a la ola’ video, instructions, parts of body
2. Sports, radical changing verb jugar
3. Opinions of sports (reading, listening)
4. Music, instruments, opinions, pronouns
5. Food, drink, tomar, comer, beber
6. Food, drink cont’d
7. Holiday preferences, ‘prefiero + infinitive’
8. Holidays preference cont’d
9. Level 3/4 writing based on Term 2 work (supported frameworks)
10. Q&A interviews (revision 1-9)
1. Holiday snaps – respond to, description, present tense verbs
2. Holiday snaps cont’d
3. Revise parts of body, introduce parts of face – descriptions, portraits, sketching
4. Portraits cont’d
5. Family members
6. Family members cont’d
8. Clothes cont’d
9. Fun – respond with project
10. Fun – respond with project cont’d