Gateway Academy Westminster

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Spanish

 Curriculum Intent

“Learning a foreign language is a liberation from insularity and provides an opening to other cultures. 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. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Primary National Curriculum for Languages 2014

 

With these aspirations, our INTENT for the Languages curriculum is for all children at Gateway Academy to be able to communicate ideas, facts and feelings in speech and writing in Spanish.

 

We want children 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 Spanish.


The Curriculum

Key Stage 2 (Years 3 to 6)

All children in Key Stage 2 learn how to:

  • communicate orally
  • share their ideas and feelings using speech
  • compare their use of English grammar and spelling to another language
  • express some ideas in writing

 

The National Curriculum outlines what children should be taught under more general headings. Some of these include:

  • Listening to a language and joining in to learn everyday words and phrases
  • Learning how to have conversations in another language to share ideas and opinions as well as being able to ask and answer questions
  • Reading texts and stories in another language, carrying out basic comprehension tasks
  • Learning songs, poems, rhymes and stories in another language to help with vocabulary but also with cultural understanding
  • Writing some words and phrases from memory as well as describing people and places with basic sentences a range of everyday and routine topics such as numbers, colours, greetings, family, animals, school, travel, or other similar subjects that seem appropriate.
  • In Year 3 children might just use speech and limited written tasks to learn the basics. As they move up from Year 3, children will see much more of the written language and build on their early skills, allowing them to speak, write and listen with much more skill.

 

 

The curriculum overview for the school is as follows:

 

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 3

Yo (All about me)

• Greetings

• Introducing yourself

• Making simple statements (about name and age)

• Asking simple questions (about name and age)

Canciones y juegos (Songs and games)

• Responding to a song in Spanish

• Understanding simple instructions

• Numbers

• Expressing preference

¡Vamos a celebrarlo! (Celebrations)

• Saying what you can do well

• Celebrating achievements and special occasions

• Months of the year

 

Retratos (Portraits)

• Parts of the body

• Colours

• Descriptions of people

• Making simple statements (about appearance)

 

 

Los cuatro amigos (The four friends)

• Responding to a story

• Understanding simple instructions

• Descriptions of animals

 

Cultivando unas cosas (Growing things)

• Responding to a story

• Buying things

• Ordering in a restaurant

• Expressing likes and dislikes (about food)

• Saying what you like

Year 4

¡A bordo! (All aboard)

• Travel

• Weather

• Making statements (about travel)

• Describing the weather

• Days of the week

 

La paga (Pocket money)

• Expressing opinions about likes and dislikes

• Expressing likes and dislikes (about food and toys)

• Justification of opinions

• Numbers 21–39

 

¡Cuéntame un cuento! (Tell me a story!)

• Responding to a story

• Instructions

• Numbers in multiples of 10 up to 100

 

La vida deportiva (Sporting life)

• Healthy food and drinks

• Making simple statements (about activities and diet)

 

El Carnaval de los animales (‘Carnival of the Animals’)

• Animals and their habitats

• Telling the time

• Asking and answering simple questions

¿Qué tiempo hace? (What’s the weather like?)

• Weather

• Clothing

• Describing the weather

• Numbers to 40

• Saying the temperature

• Saying the date

Year 5

¡Que aproveche! (Enjoy your meal!)

• Food and drink

• Instructions

• Expressing likes, dislikes and preferences (about food and drink)

Yo soy músico (‘I am the Music Man’)

• Responding to a song in Spanish

• Expressing and qualifying opinions (about musical preferences)

Vamos al colegio (On the way to school)

• The alphabet

• Places in the locality

• Directions

• Describing a journey (to school)

 

Pescadoras valencianas (Beach scene)

• Responding to a painting

• Writing and performing a poem

• Giving a simple description (of a scene or place)

Las cuatro estaciones (The four seasons)

• Responding to a poem

• Responding to a piece of classical music

• Making simple statements (about seasons)

Los planetas (The planets)

• Planets

• Giving a description (of a planet)

• Making statements (about the position of a planet)

 

Year 6

Nuestro colegio (Our school)

• Places around the school

• Everyday school routines

• School subjects

• Telling the time

• Making statements about breaktime activities, with reference to the past

Nuestro mundo (Our world)

• Continents and rivers of the world

• Study of a non-fiction text

• Understanding and naming continents

• Making a weather forecast

Crear una cafetería (Creating a café)

• Drinks, snacks and ice creams

• Quantities (of food and drink)

• Transactional language for a café

• Seeking clarification of meaning

El pasado y el presente (Then and now)

• Comparison of modern-day settlements with those from a period in the past

• Descriptions (of a town)

• Making statements (about places in a town)

• Asking questions (about places in a town)

En el parque de atracciones (At the theme park)

• Entertainment

• Making statements about a visit to a theme park, referring to the past

• Expressing an opinion about what a theme park ride was like

¿Qué noticias hay? (What’s in the news?)

• Celebration and consolidation of learning

• Spanish newspapers

• Writing a newspaper article

• Making statements (about columns in a newspaper)

 

Recent Projects

Language exchange

Each year pupils in Year 4 take part in a series of language exchange video conferences with children at Colegio Santa Maria in Valencia, Spain. To prepare for the conferences children learn the vocabulary required to maintain a conversation with a native speaker in which they introduce themselves to one another and discuss their various likes and dislikes.  

 

 

 

 

 

 

Pupil outcomes

In accordance with National Curriculum guidance, children complete a series of structured activities in their Spanish cuadernos (workbooks). Pupils carry out word and sentence level tasks that develop their reading, writing and listening skills. 

 

How Parents Can Help

Support your child’s learning at home by trying some of the following:

 

1. Take an interest, and learn with your child

Learn alongside them: find out the language they are learning and get them to teach you some key words and phrases. They might like to make a simple poster illustrating key words and phrases or use sticky notes to label everyday objects in a foreign language. Another good idea is to create a ‘new words’ dictionary for them to record all the new things that they have been learning.

 

2. Make it multimedia

Why not find books, films or songs in Spanish? These can be a wonderful way to learn a language without even realising it. Early-readers or lift-the-flap books are brilliant for learning a new language. The Internet is perfect for bringing some cultural learning into your home, allowing as it does access to videos, radio/audio and images from all around the globe.

 

3. Make it fun

Above all, make any additional language learning you do at home fun, practical and supportive. Learning a new language can be a little daunting at first but with the help of parents and schools, it needn’t be the case. Even playing simple games (such as 'Snap', 'Guess Who', 'Snakes and Ladders') and adding an element of Spanish (such as counting, colours or even just answering yes and no) could be a wonderful aid.

 

Further Support And Useful Weblinks

A good way to help your child is to use some of the online resources that are available. ‘Free’ places to look include:

  • The Government’s languages curriculum booklet
  • Languages pages from the BBC
  • Little Red Languages (free languages resources and activities)
  • Duolingo — a fun and effective way to learn languages