Spanish

View our Spanish curriculum handbook here: Bayards Hill MFL curriculum

Intent

Modern Foriegn Language Teaching at Bayards Hill, implemented using Language, aims to engage, inspire and encourage children to increase self-confidence, communication skills, explore another culture and feel a positive sense of achievement. Children are provided with the opportunity to listen to native Spanish speakers, take part in communication based activities and engage in basic written skills in Spanish. They will have opportunities to listen to songs sung in Spanish to develop their vocabulary. We aim to enhance awareness of children’s own abilities and strengths as a learner, ensuring that children see learning in Modern Foreign Languages as an ongoing process, not a one-off event. 

We provide a broad, balanced and accessible curriculum ensuring that children have the chance to progressively build their linguistic skills and understanding of the diversity and culture of Spain

Implementation

Language Angels provides interactive teaching materials are provided for all lessons. We cover a wide variety of topics (including cross-curricular topics) with all instances of the foreign language pre-recorded using a native speaker and fully controlled by the teacher. It focuses on enabling confident and non-French speakers alike to deliver interesting and engaging lessons to the children.

Children in KS1 and KS2 are taught in classroom lessons for at least 30 minutes per week, as well as having Spanish embedded in Singing Assemblies and greetings around the school.

Key elements of Spanish are taught within the classroom lessons so that children are able to use basic language to communicate and engage in reciprocal conversations in Spanish. Children are also taught Spanish pronunciation by a native Spanish speaker.

In Early Years and Key Stage 1 children will learn greetings and key vocabulary. They will rehearse speaking aloud as well as writing down key words and phrases. 

In Key Stage 2, children learn the complexities of Spanish grammar and tenses. They will have reciprocal conversations in Spanish and write sentences and short paragraphs in Spanish

Throughout their time at Bayards, the children will have points where they learn through cross curricular units, where they will learn Spanish vocabulary for their current history/geography/science units.

Impact

Impact will be measured through children’s sense of achievement, self-confidence, interaction with and awareness of others, and self-reflection. It will also be measured through the development of understanding of culture and history, both in relation to students individually and of ethnicities from across the world. 

Children will be able to orally speak Spanish and demonstrate an enjoyment of Spanish as speakers and writers and have the ability to discuss what they have learnt. They will be able to key vocabulary in discussions and develop their vocabulary through conversations and discussions. They will have a natural curiosity about the language and culture of Spain.

Aims

• Children can understand that different languages are spoken in different countries/cultures. 

• Children will learn about the culture of Spain. 

• Children will recall key Spanish vocabulary 

• Children will be able to attempt Spanish pronunciation modelled on the Language Angels native speakers. 

• Children will use Spanish vocabulary in context through spoken sentences and phrases.

• Children will have the opportunity to engage in reciprocal conversations with their peers. 

• All children will have some ability to read Spanish vocabulary. 

• Children will explore and understand basic Spanish grammar

• Where possible, children will use basic Spanish grammar in conversation

Coverage

In Reception (starting 2022/23)

In KS1

• Appreciate short stories & fairy tales and start to understand some of the familiar words in what we hear.

• Learn to articulate key words introduced in the lesson and understand their meaning.

• Being able to identify the written version of a wider range of the words I hear.

• Start to reproduce nouns and determiners/articles from a model.

• Start to understand that foreign languages can have different structures to English. EG: Many nouns have a determiner/article in foreign languages which we don't have in English.

In KS2

• Listen to longer text and more authentic foreign language material. Learn to pick out cognates and familiar words and learn to 'gist listen' even when hearing language that has not been taught or covered.

• Learn to recall previously learnt language and recycle / incorporate it with new language with increased speed and spontaneity. Engage in short conversations on familiar topics, responding with opinions and justifications where appropriate.

• Be able to tackle unknown language with increased accuracy by applying knowledge learnt from 'Phonics Lessons 1 to 4' including awareness of accents, silent letters etc. Decode unknown language using bilingual dictionaries.

• Write a piece of text using language from a variety of units covered and learn to adapt any models provided to show solid understanding of any grammar covered. Also start to incorporate conjugated verbs and learn to be comfortable using connectives/conjunctions, adjectives and possessive adjectives. EG: A presentation or description of a typical school day including subjects, time and opinions.

• Consolidate our understanding of gender and nouns, use of the negative, adjectival agreement and possessive adjectives (EG: which subjects I like at school and also which subjects I do not like). Become familiar with a wider range of connectives/conjunctions and more confident with full verb conjugation ‐ both regular and irregular. EG: 'to go', 'to do', 'to have' and 'to be

Inclusion and SEND

At Bayards Hill Primary School, every teacher is a teacher of SEND. As such, inclusion is a thread that runs through every area of the school enhanced by collaboration between senior leaders, teachers, support staff, external agencies, parents and most importantly, the child. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. Lessons are planned with appropriate scaffolds, adjustments and modifications to ensure that there are no barriers to achievement and progress.

Regular retrieval and rehearsal is important to ensure that all children are progressing their linguistic skills at a pace relevant to their development and appropriate ability. Every child has the right to feel that sense of positive achievement.

Coverage