MFL Curriculum 2021 2022
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 and to learn new ways of thinking. Language teaching should provide the foundation for learning further languages, equipping children to study and work in other countries. Here at the Federation we feel that it is important that children learn a language that is global. Spanish is spoken in 21 countries worldwide and Spain is a common holiday destination for our children.
The national curriculum for languages aims to ensure that all pupils:
- 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
- can 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.
In the Federation:
Children have weekly lessons in Spanish throughout Key Stage 2, using the Rachel Hawkes programme of study in addition to other resources. Areas covered include: numbers, colours, house and home, in town, food and drink, the classroom, clothes and hobbies.
It is intended that when children leave the Federation, 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.
Due to COVID 19 and home learning, children may not be following the curriculum for their own year group.
|Year 3||Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
To learn the key phonics initial sounds and vowels, sounds and those which are different to English phonics e.g z – th.
To learn basic greetings e.g hello, my name is, how old are you.
To know numbers 1 – 10.
To learn nouns for items in the pencil case.
To understand Christmas in Spain – traditions and customs and key vocab.
To ask a question using tienes
To answer using the verb tengo
To use the phonic sounds which have been taught.
To develop independent recall of nouns through repetition and songs/rhymes.
To use classroom instructions e.g. ‘listen’ ‘look’ ‘quiet’ ‘take out your book’.
To learn animal nouns.
To know adjectives of colours.
To learn how to pluralise nouns.
To know how to say a and some.
To be able to listen and read along
To link the adjectives of colour with the nouns for animals
To participate in songs and rhymes.
This unit links all learning from the year and finishes with children retelling a familiar story ‘The Very Hungry Caterpillar’ in Spanish.
To learn food nouns e.g. fruits and vegetables.
To revise of Autumn and Spring vocab e.g days of the week and numbers.
To practise ordering food/repertoire building e.g Que queres? Por favor etc.
To practise pronunciation e.g retelling parts of a story.
To recall previously learnt vocabulary e.g. ‘I would like’
To build fluency through verbal repetition.
Role play in café: ordering snacks or a drink using the formal responses.
|Year 4||Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
To know numbers up to 31.
To revise days of the week.
To know months and seasons.
To know the song Happy Birthday in Spanish.
To learn typical exclamations in Spanish.
To learn about celebratory customs in other Spanish countries.
To learn key words and songs about Christmas.
To ask and respond to the question “What date is it today?”
To ask and respond to the question “When is your birthday?”
To apply knowledge of dates and celebrations.
To know the shapes.
The know the parts of the face and the body (nouns).
To know prepositional language e.g at the bottom, at the top etc.
To revise colours
To combine colour and adjectives with shapes in a sentence.
To describe what they can see in the picture using adjectives and prepositions.
To apply their learning about face, body nouns in a task.
To know nouns to describe family members.
To revise the letters of the alphabet.
To revise nouns of animals.
To revise colours.
To know adjectives for describing body parts e.g long, short.
What is he/she called?
How do you spell that?
Do you have? (This can include family members and pets)
To apply knowledge through depiction of a story and a photo of a famous family.
|Year 5||Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
To revise and extend knowledge of numbers needed to tell the time.
To learn how to ask for and give the time (hour, half and quarter).
To say ‘at… o’clock’ and describe what they usually have for breakfast.
To learn how to communicate likes and dislikes.
To learn to use different persons of the regular AR verb DESAYUNAR (have for breakfast).
To learn how to say you prefer and practice saying what you eat and drink for lunch on different days (packed lunch/school dinners.
To practice the using AR and VR regular verbs in different persons.
To consolidate and extend the ability to ask for and give the time.
To consolidate and embed the new language learnt.
To write a short sentence about what different people eat for breakfast.
To practice saying what you eat and drink for lunch on different days.
To Develop dictionary skills with nouns.
To use expression of frequency to add detail by using three verbs associated with eating different meals and times you have them.
To build sentences using verbs, time expressions and food items.
To ask for and give opinions about sports.
To use key verbs in the present tense.
To learn expressions of frequency to say how often you do different sports.
Learn the pronouns to do with sport.
To use the different parts of ‘practicar’ to talk about the actions of others
To develop use of dictionary and apply phonics knowledge to new language.
To talk about the sports, you do.
Write and adapt sentences describing the sports you do and when you do them.
To use verbs to give instructions.
Revision of likes /dislikes and introduce me encanta and odio with a focus on using verbs of opinion with nouns and accurate gender.
Identify different types of music and give opinions.
To listen and understand and join in with a Spanish version of a popular children’s song.
To learn new adjectives.
To practice dialogues asking and answering questions about music and instruments.
To develop confidence in performing, and developing memory skills.
To say what instrument you hear and identifying Spanish words for the instruments.
To ask about and say which instrument you play.
To use adjectives to give reasons for either liking or disliking music or instruments.
To use language learnt to create your own song.
To evaluate own and others’ performances and giving feedback.
|Year 6||Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
To describe a variety of weather in present tense.
To learn the names of five countries and describe their flags and revise adjectival agreement, to learn key vocabulary to describe what countries are famous for.
To focus on Spain and learn key language to describe features of Spain. Learn to say a lot/many. Mucho/a/os/as.
To learn new words to say what is in town, create sentences to say/write there is/ there is not.
To use language of weather to describe climates in different places and expressions of frequency.
To read and understand a text about Spain with some unfamiliar language.
To work out form visual and textual clues the meaning of new words and pronounce accurately.
To say exactly where you live.
To embed the new vocabulary for places in town and have a short conversation and use language with more independence to describe places.
To use key verbs in the third person and key verbs of like/dislike with reasons.
Describing photos and giving opinions.
To explore a Spanish poem and practise memory and performance skills.
To introduce festivals, listen and identify 5 different festivals.
To listen to passages of 15-25 words and identify the festival.
To give opinions and reasons for liking/disliking preferring different festivals.
To read and understand a short text and use reading strategies to work out the overall meaning and detail.
To use a word list to write a text in response to a picture applying grammar (articles, adjectives, agreement and place as well as, key verb forms linking words).
To understand and write longer sentences form memory.
To read and understand a short text about the Carnival de Cadiz.
To confidently use a dictionary to identify unknown words.
To use key language from this module to describe a festival in the UK. (writing task)
To research Holiday destinations.
To choose a Holiday destination to create a brochure about the destination.
To describe the holiday pictures and destination (to include climate and weather).
To write a postcard.
To use the internet to research.
Apply computer skill to create a brochure.
To use all key vocabulary learnt.