LCF Spanish KS2 Scheme of Work

Intent

Learners will
• Develop resilience in language learning as well as enjoyment of it through a challenging scheme of work
• Acquire language learning strategies for memorisation and retrieval as well as for listening, reading and understanding
• Develop the skill of how to use a bi-lingual dictionary to decode unfamiliar language
• Be able to manipulate language to speak or write sentences creatively using prior knowledge of grammar and key features; with and without a dictionary
• Have a sound grasp of the key sounds of the Spanish language and their corresponding graphemes and be able to apply this knowledge when speaking, listening and reading aloud
• Recognise some of the language patterns of Spanish and how these differ or are similar to English
• Appreciate and be able to copy the sound of the language at text level through songs, stories and rhymes
• Have a deeper understanding of cultural differences and similarities
• Demonstrate substantial progress in learning Spanish and work towards or meet the targets of the KS2 Programme of Study for Languages

Year 3 – Skills and Knowledge

Skills
• Listen, read and show understanding of single words
• Recognise a familiar question and respond
• Write and say a sentence with single familiar words and a connective with support and confident to attempt it without
• Recognise some letter strings and pronounce them in familiar words
• Use strategies for memorising vocabulary
• Find the meaning of a word in a bi-lingual dictionary
• Join in with the actions of familiar songs, stories and rhymes

Knowledge
• Awareness that different word classes exist in Spanish and know some vocabulary for nouns, adjectives, verbs, pronouns, adverbs and conjunctions
• 1st and 2nd person pronouns with a regular -er verb ending and 2 irregular high frequency verbs
• Awareness that there are 2 groups of nouns in Spanish
• Awareness that letters in Spanish can make a different sound to English and that the letter H is silent in Spanish unless it is next to the letter C
• Awareness that Spanish is spoken in other countries besides Spain
• Some of the traditions of Christmas and New Year in Spain

 

Year 4 – Skills and Knowledge

Skills
• Listen, read and show understanding of short phrases in texts as well as songs and rhymes
• Ask and answer several simple and familiar questions
• Write and say a simple phrase to describe people, places and things with a language scaffold as well as be confident to do the same without support
• Read aloud short familiar sentences using knowledge of phonics
• Use a bi-lingual dictionary to find the meaning or translation of a word
• Join in with the words of familiar songs, stories and rhymes sometimes from memory

Knowledge
• Concept of gender of nouns
• Formation of a question with rising intonation
• Pattern of questions with question words
• Better understanding of silent letters like H and U
• Rules for making nouns plural
• Formation of 1st and 2nd person singular of 2 irregular high frequency verbs
• Making a sentence say not
• Position of colour adjectives in a sentence
• Some Spanish speaking countries in South America

Year 5 – Skills and Knowledge

Skills
• Listen, read and show understanding of more complex familiar phrases and sentences in texts
• Ask and answer more complex familiar questions
• Write and say a more complex sentence to describe people, places and things with a language scaffold as well as be confident to do the same without support
• Read aloud more complex familiar sentences using knowledge of phonics
• Use a bi-lingual dictionary to find the meaning of nouns in the plural, adjectives in agreement and conjugated verbs
• Follow the text of a familiar rhyme, song or story and identify the meaning of the words

Knowledge
• Rules of agreement of adjectives in the singular and plural
• Position of majority of adjectives in a sentence
• 1st, 2nd, 3rd person singular and 3rd person plural of an irregular high frequency verb
• Development of understanding of formation of questions
• 1st, 2nd, 3rd person singular pronouns and 3rd person plural pronouns and verb conjugation for regular -ar verbs and an irregular high frequency verb
• Formation of the definite article
• Traditional songs and rhymes

Year 6 – Skills and Knowledge

Skills
• Listen, read and show understanding of more complex sentences using familiar and unfamiliar words
• Engage in a short conversation using familiar questions and express opinions
• Write and say a more complex sentence to describe people, places and things manipulating language with a bi-lingual dictionary as well as be confident to do the same without support
• Pronounce unfamiliar words in a sentence with a high degree of accuracy using phonic knowledge
• Decode an unfamiliar text using grammatical knowledge, context or a bi-lingual dictionary
• Read aloud the text of familiar songs, rhymes and stories

Knowledge
• Formal use of ‘you’ with regular and irregular high frequency verbs
• Formation of a relative clause
• Consolidation of grammatical knowledge from Years 3 to 5

 

Implementation

• The lesson plans are designed to be 30-45 minutes in length for Years 3-6 The lessons are designed to be progressive and build on prior learning, moving from word to sentence level over the four years
• The lesson plans include ideas for support for the less able and to extend the more able
• The lesson activities are challenging, varied and interactive and develop listening, reading, speaking and writing skills
• Interactive whiteboard resource BABELZONE website provides games, songs, rhymes, stories and Phonic soundbites; a set of workbooks for each year is a requisite to access the scheme. The workbooks contain weekly lesson objectives, key vocabulary and grammar.
• The choice of vocabulary ensures exposure to all the key phonic sounds and ability to build sentences using grammatical knowledge
• In Year 6, the content allows for revisiting and consolidating prior knowledge
• A specialist trained Spanish teacher with PGCE and QTS teaches the scheme to ensure high quality lessons and correct pronunciation is modelled to the children. Research has shown that specialist teachers are more successful at teaching foreign languages than teachers who have a poor command of the language, and/or who have received little or no training in foreign language pedagogy. 
• It is expected that formative assessment in each lesson informs the planning and teaching of subsequent lesson plans

Impact

• The lesson plans indicate which activity is an opportunity to assess progress and is linked to the KS2 targets and in particular to those of the appropriate year group as detailed above
• A teacher assessment grid is provided to record attainment of each target for each skill in each year group and to track progress
• The completed activities in the accompanying workbooks gather evidence of the listening, reading and writing targets
• Evidence of speaking activities can be gathered by making audio recordings of the suggested activities in the lesson plans
• The use of the ‘transition document’ is encouraged to relay information to feeder secondary schools about prior language learning
• Based on the evidence of the above records of achievement and progress, teachers can inform parents/guardians of this, using report statements which relate to the expected targets of each year group under the headings ‘emerging, expected and exceeding’
• To enhance the impact on enjoyment and intercultural understanding, all year groups take part in regular video conferencing sessions with a school in Madrid.
• Pen-friend links have been previously established in year 5 and is an on-going project with the partner school.
• The school was recognised for this international work by being awarded the British council International School Award Intermediate Level
• All of the above provides evidence that the ‘statements of intent’ are met

Updated Sep 2019