Broadoak Primary School

Broadoak Primary School

"Working together to achieve our best"

 

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Modern Foreign Language

Spanish

 

“Knowledge of languages is the doorway to wisdom."

(Roger Bacon)

 

Vision Statement

At Broadoak, we want our children and their families to develop positive attitudes to, and respect for, languages and cultures other than their own. We believe that learning a Modern Foreign Language will open doors to our children’s futures; equipping them with a life-long practical skill, and that their language learning at primary school will provide them with the building blocks for learning many languages at high school.

Through our teaching and learning in Spanish, we aim to foster children’s curiosity and deepen their understanding of how the English language works as they compare it to Spanish. The focus on speaking, listening and practical games and activities which lead into reading and writing encourages a deeper level of engagement and enjoyment for all pupils, whilst strengthening their communication skills in a positive and supportive environment.

Aims and Objectives

At all key stages Spanish (MFL) teaching aims to ensure that all pupils:

  • To foster an interest in language learning by introducing children to other languages in a way that is enjoyable and accessible to all pupils;
  • To stimulate and encourage children’s curiosity about language and creativity through experimentation;
  • To support oracy and literacy, and in particular develop speaking and listening skills;
  • To help children develop their awareness of cultural similarities and differences and to provide a vehicle for multi-cultural understanding;
  • To lay the foundations for future language study;
  • To give an extra dimension to teaching and learning across the curriculum.

In order to achieve our aims, we provide:

  • High quality teaching and learning which enables all children to succeed and achieve
  • An interesting learning environment in which children feel safe and secure
  • Opportunities for children to be actively involved and engaged in their own learning, through creative approaches to learning with curriculum links to other subjects when appropriate
  • Opportunities to promote independence
  • Evaluations of children’s progress towards the National Curriculum guidelines which inform planning at all stages
  • Effective monitoring of teaching and learning.

Broadoak Primary School

Spanish (MFL)
Intent Implementation Impact
What will take place before teaching in the classroom? What will this look like in the classroom? How will this be measured
The school’s senior leadership team will: Our teaching sequence will be: Pupil Voice will show:

 

  • Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects.
  • Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and development including meeting time with the specialist Spanish teacher (Mrs Taylor).
  • Provide sufficient funding to ensure that implementation is high quality.

 

  • Big picture: Setting the scene for the Spanish learning that is about to take place within the chronology of the pupils’ MFL learning to date.
  • Review our most recent learning in Spanish.
  • Reading key Spanish vocabulary and applying phonics were relevant.
  • Using oracy (spoken language).
    • Applying literacy by reading and writing in Spanish and applying grammar.==

     

    • A developed understanding of the vocabulary and grammar of a modern foreign language - Spanish.
    • A secure understanding of the key techniques and methods for each key area of the MFL curriculum: speaking and listening, reading and writing.
    • A progression of understanding, with appropriate vocabulary which supports and extends understanding.
    • Confidence in discussing their own work and identifying their own strengths and areas for development.
      • To be able to recall key aspects of their prior learning.
      The Curriculum Leader will: Our classrooms will: Displays around school / books will show:

       

      • Understand and articulate the expectations of the curriculum to staff to support teaching and learning. 
      • Create a curriculum map which ensures appropriate coverage of knowledge, skills and vocabulary.
      • Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as linguists.
      • Ensure an appropriate progression of language knowledge and skills is in place over time so that pupils are supported to be the best linguists they can be, and challenge teachers to support struggling linguists and extend those more competent.
      • Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.
      • Keep up to date with current language learning research and subject development through an appropriate subject body or professional group.

       

       

      • Provide appropriate quality equipment for each area of the curriculum including quality videos, images and sounds.
      • Have developed learning walls which include carefully chosen vocabulary and visual aids which children can constantly refer back to in order to support their learning.
      • The use of pupil books to capture evidence over time.
      • Be organised so that pupils can work in small groups or whole class as appropriate to support pupils in their development of their skills.
      • Have access in reading corners to bilingual texts including dictionaries in order to extend and further engage children in their learning.

       

      • Pupils have had opportunities for practice and refinement of skills.
      • Children have had opportunities to revisit prior learning.
      • A varied and engaging curriculum which develops a range of language skills.
      • Developed final pieces of work which showcase the knowledge and skills learned.
      • Clear progression of skills in line with expectations set out in the progression grids.
      • That pupils, over time, develop a range of skills and language enabling them to communicate in Spanish with another person.
      The class teacher will, with support from the curriculum leader: Our children will / will be: The curriculum leader will:

       

      • Reinforce and revisit knowledge, skills and vocabulary taught in lessons by the Spanish teacher at other times of the school day where appropriate.

       

       

      • Engaged because they are challenged by the curriculum which they are provided with.
      • Resilient learners who overcome barriers and understand their own strengths and areas for development.
      • Able to critique their own work as a linguist because they know how to be successful.
      • Safe and happy in Spanish lessons which give them opportunities to explore their own linguistic development.
      • Encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on Spanish skills and knowledge.
      • Develop Spanish skills and confidence over time because of careful planning, focused delivery and time to practice and hone skills.

       

      • Celebrate the successes of pupils through planned displays.
      • Collate appropriate evidence over time which evidences that pupils know more and remember more.
      • Monitor the standards in Spanish to ensure the outcomes are at expected levels by talking to the children, looking at pupil books and through discussions with class teachers.
      • Provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the curriculum is wide reaching and positive.
      • Keep samples of children’s work in a portfolio which shows the expected level of achievement in each year of the school.

      xx

      Children will leave us with a Backpack of knowledge, skills and understanding as detailed below:

      xx

      In their Broadoak Backpack for Life,

      an accomplished Linguist will…x

       

      • Be curious and passionate about people from other countries and cultures
      • Be empathetic and more tolerant towards others and their diverse cultures, traditions and habits
      • Be inspired to learn more languages and to ‘unpick’ language
      • Have a better understanding of their own language, culture and traditions through comparisons and connections
      • Develop confidence in speaking to a variety of people and in a variety of situations
      • Have improved problem solving, critical thinking and memory skills

      Spanish in Early Years

      Spanish in Key Stage One

        

      Spanish in Key Stage Two

      Whole School Curriculum Overview

      Whole School

      Spanish (MFL)

      Curriculum Overview

      		 Autumn Spring Summer
      Nursery

      Celebrate European Languages Day

      Start Broadoak Life Skills Curriculum for Nursery

      Learn how to say in Spanish:

      • hello
      • goodbye
      • good morning
      • good afternoon
      • good evening

      Continue with Broadoak Life Skills Curriculum for Nursery

      Learn how to say in Spanish:

      • hello
      • goodbye
      • good morning
      • good afternoon
      • good evening

      Continue with Broadoak Life Skills Curriculum for Nursery

      Learn how to say in Spanish:

      • hello
      • goodbye
      • good morning
      • good afternoon
      • good evening
      Reception

      Celebrate European Languages Day

      Consolidate Broadoak Life Skills Curriculum from Nursery

      Start Broadoak Life Skills Curriculum for Reception 

      Continue with Broadoak Life Skills Curriculum for Reception

      • Learn to recognise the question 'How are you?' and answer in Spanish.
      • Learn how to say your name in Spanish.
      • Learn how to ask someone else their name.

      Continue with Broadoak Life Skills Curriculum for Reception

      • Learn to recognise the question 'How are you?' and answer in Spanish.
      • Learn how to say your name in Spanish.
      • Learn how to ask someone else their name.

      Year 1

      Celebrate European Languages Day

      Consolidate Broadoak Life Skills Curriculum from Nursery and Reception.

      Start Broadoak Life Skills Curriculum for Year 1 

      Continue with Broadoak Life Skills Curriculum for Year 1

      • Learn 'Happy Birthday' in Spanish

      Continue with Broadoak Life Skills Curriculum for Year 1

      • Learn 'Happy Birthday' in Spanish

       

      Year 2

      Celebrate European Languages Day

      Consolidate Broadoak Life Skills Curriculum from Nursery, Recepetion and Year 1.

      Start Broadoak Life Skills Curriculum for Year 2 

      Continue with Broadoak Life Skills Curriculum for Year 2

      • Learn a traditional Spanish song.

      Continue with Broadoak Life Skills Curriculum for Year 2

      • Learn a traditional Spanish song.

       
      Subject Focus Ourselves Animals Hobbies

      Year 3

      (First Half Term)

      How can I describe myself in Spanish?

      How can I describe the colour of my pet?

      		 How do I give my opinion about my hobbies?
      Key Themes: Ourselves including basic greetings, name, age, where I live and numbers to 20. Key Themes: Naming and describing pet animals including colour. Extending sentences to use the conjunction ‘y’. Key Themes: Learning actions through hobbies. Using 'me gusta' to express an opinion. 
      Subject Focus Celebrations Weather Holidays

      Year 3

      (Second Half Term)

      How can I describe Spanish Christmas traditions?

      		 How do I name the weather? How can I say where and how I travel on holiday?
      Key Themes: Introducing colour adjectives to describe and name Christmas objects.

      Key Themes: Introducing weather and continuing using the conjunction 'y'. Consolidating numbers to 20. Days of the week.

      		 Key Themes: To name and describe how and where I travelled on holiday including modes of transport and other countries and cities in Spain. 
      Subject Focus Ourselves Animals Hobbies

      Year 4

      (First Half Term)

      		 How can I name my family? How can I describe zoo animals including colours and character? How can I give an opinion on the days of the week I do my hobbies?
      Key Themes: Introducing immediate family members including mother, father, siblings, grandparents, aunties, uncles and cousins. Key Themes: Read the story 'Querido Zoo - Dear Zoo'. Consolidate knowledge and understanding of m and f nouns and how to make adjectives agree with the noun. Key Themes: Continue to express an opinion about hobbies by extending sentences to include days of the week, negatives (no, me gusta) and the conjunctions 'y' and 'pero'.
      Subject Focus Celebrations Weather Holidays

      Year 4

      (Second Half Term)

      		 How can I describe Christmas including size and colour? How can I describe the weather in different seasons and months of the year? How can I order food and drink?
      Key Themes: Name and describe Christmas objects using size and colour. Consolidate knowledge and understanding of m and f nouns and how adjectives change to agree with the noun. Key Themes: Extend weather sentences to include seasons and months of the year. Know numbers to 31 and be able to write the date. Key Themes: Naming food and drink items. Ask and answer what you would like to eat and drink.
      Subject Focus Ourselves School Hobbies

      Year 5

      (First Half Term)

      		 How can I describe my hair and eyes?

      How do I name school equipment?
      		How do my hobbies change with the weather?
      Key Themes: To name and describe my hair and eyes. To begin to understand plurals. Key Themes: To begin to conjugate the verb 'tener' to ask and answer questions about school equipment. To extend the use the conjunctions to include: 'y', 'pero', 'en', and 'tambien'. Key Themes: Extend knowledge and understanding of hobbies to include 'me gusta', 'me encanta' and 'odio'. Extend sentences by linking hobbies to the weather.
      Subject Focus Celebrations Weather Holidays

      Year 5

      (Second Half Term)

      		 How can I describe Día de los Muertos? How can I describe the weather including directions? How can I say which clothes I would take on holiday?
      Key Themes: To continue to use plurals to describe size and colour and to make adjectives agree with the noun. Key Themes: To continue with weather and extend my knowledge and understanding to include directions and points of a compass. Read a weather map. Numbers to 50. Key Themes: Naming and describing clothes to pack for holiday linking to the weather (hot and cold).
      Subject Focus Ourselves School Hobbies

      Year 6

      (First Half Term)

      		 How can I describe others including my family? How do I give an opinion about school subjects?  How do I say what time I do my hobbies?
      Key Themes: Extending our hair and eye knowledge and understanding by describing our family members including using pronouns. Key Themes: Extending our opinions to include plurals and the conjunctions: 'y', 'pero', 'también' and 'porque' with reasons. Key Themes:  Extend sentences about hobbies to include telling the time to o'clock and half past. 
      tSubject Focus Celebrations Weather Holidays

      Year 6

      (Second Half Term)

      		 How are Christmas celebrations different in Spain to UK? How is the weather in Spain? How can I say what someone else would like to eat and drink?
      Key Themes: Extend knowledge and understanding of Christmas in Spain and give an opinion including plurals. Key Themes: Extend knowledge and understanding of weather in Spain to create a weather map/report. Understand and know numbers to 100. Key Themes: Extend knowledge and understanding from Year 4 by conjugating verbs to refer to other people. Ask and answer what someone else would like to eat and drink.

      Get in Touch

      Fairmount Road, Manchester, M27 0EP

      broadoak.primaryschool@salford.gov.uk

      01617942326

      Awards
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