Modern Foreign Language

Year	3	4	5	6
Autumn 1	Greetings and Spanish culture - Classroom instructions - Animals vocabulary - Numbers and plurals Soft ‘ci’ , ‘R’ phoneme	Revise animals and classroom instructions - A Spanish poem - How to use a Spanish bilingual dictionary - Parts of the body - Negative ‘*no’* soft c, z phonemes	Revise opinions - Sports vocabulary - Sports clothing - Verb *tener* - Negative - Masculine & feminine nouns - Dictionary skills - Preposition *para* (for) i phoneme	Revise *tener* and *ser* - Questions - Telling the time - Daily routine
Autumn 2	Connectives & simple sentences - Gender - Memorisation & storytelling Saying my name - Christmas - Christmas song - *Soy* (I have) I phoneme	Colours - Adjectival agreements - Food - Opinions about food - Goldilocks story Christmas: the snowman - *son* (they are) - Christmas traditions a phoneme	Weather vocabulary - Hobbies - vocabulary - Pets - Traditional tale: The fox and the crow - Christmas in Spain j, qu phonemes	Daily routine in other countries - Houses - Rooms in a house - Christmas: presents
Spring 1	Spanish names - Colours - Opinions - Word order of adjectival order - Traditional story: The Enormous turnip A, E, J, R phonemes	*Quisiera* with food - Revise numbers 1-15 - Months - Numbers 16-31 - Spanish maths:division and multiplication - Word order - *Me gustan* with plural nouns - *Quiero* Hard c, ll, qu, ch, phonemes	Verb ser - Dictionary skills - Revise dates, months - Legends - Numbers 32-60 - School subjects - The three wise men u phoneme	*Tener phrases* - *Puedo* + infinitive - Bedroom descriptions - Places in a town
Spring 2	Numbers 1-10 - Spanish maths: addition and - subtraction - *Tengo* (I have) - Age - Easter bunny/eggs	Dates and birthdays - Revise numbers 1-31 - Third person - Personal descriptions (hair and eye colour) - Easter: *Las Fallas* festival J, soft c phonemes	Primary school in Spain - Subject preferences - Telling the time - Reasons - Verb ir - Transport vocabulary - Easter: *Los tres magos* (three kings) - Project: Easter cards *Silent h* phoneme	Revise places in town - Revise ir - Directions - Revise food - Buying food - April fool’s day - Toys around the world
Summer 1	Definite (el,la,los,las) and indefinite (*un, una, unos, unas) articles - Quisiera* (I would like) - Extending sentences with *pero* Hard C phoneme	Family vocabulary Possessive adjectives (*mi, mis) Further dictionary skills - Clothing vocabulary - Revise adjectival agreements i phoneme*	Items in a classroom - Possessive adjectives (revision and new) - Prepositions *hard c* phoneme	Numbers 61-100 - Ordering food in a café - Famous Spanish food and menus - The preterite (past) tense
Summer 2	Es - Extending sentences with *también* - Numbers 1-15 - Days of the week - Assessments *Barcelona* project R, U, I, hard g phonemes	Memorise a short text - (Talk4writing) Revise food, opinions, months, numbers and personal descriptions - Assessments - Spanish festival project ll phoneme	Revise ir, key phonemes - The simple future tense - Alphabet - Revision - Assessments Project: Day of the dead	The preterite (past) tense - Revision - Assessments - The Spanish alphabet

A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing.’ (National Curriculum 2014 – Appendix A)

Learning a language enriches the curriculum, helping to create enthusiastic learners and to develop positive attitudes to language learning. The skills, knowledge and understanding gained contribute to the development of children’s oracy and their understanding of grammatical structures. At The William Hogarth School, we aim to prepare children for the rigours of learning a language at Key Stage 3 so that they can make a successful and confident transfer to secondary school.

Our aim is for pupils to be able to:

understand and respond to spoken and written language from a variety of authentic sources
speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
discover and develop an appreciation of a range of writing in the language studied.

Our curriculum provides an appropriate balance of spoken and written language and lays the foundations for further foreign language teaching at Key Stage 3. It enables pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.

Children in Key Stage 2 (Year 3 – Year 6) enjoy 45 minute Spanish lessons weekly. Lessons are delivered by a first language speaker to support the children’s accurate phonological development in the language. Teaching and learning follows the ‘iLanguages’ programme of study which ensures clear progression in the development of the four main skills children need to build proficiency in when learning another language:

speaking
listening
reading
writing

Children are taught using a range of strategies to support the inclusion of all pupils, including:

Games (developing vocabulary through repetition; embedding speaking and listening in play)
Songs and rhymes (building phonetic awareness, pattern and sound through memory)
Role play (developing vocabulary in contexts that are familiar to the children)

Children are taught to:

listen attentively to spoken language and show understanding by joining in and responding
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
read carefully and show understanding of words, phrases and simple writing
appreciate stories, songs, poems and rhymes in the language
broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
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
understand basic grammar appropriate to the language being studied, including: feminine, masculine 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.