At Kippax Ash Tree Primary School we use the Language Angels scheme of work and resources to ensure we offer a relevant, broad, vibrant, knowledge-rich and ambitious Spanish curriculum that will inspire and excite our pupils using a wide variety of topics and themes. All pupils will be expected to achieve their full potential by encouraging resilience, high expectations and excellent standards in their Spanish learning - the ultimate aim being that pupils will feel willing and able to continue studying languages beyond Key Stage 2.
Early Years
Our children’s foreign language journey begins in Foundation Stage where interactive, immersive teaching with a focus on the spoken and auditory skills sets the groundwork for successful language learning. Lessons feel less structured and are pupil centred with implicit learning at the core. Lots of physical movement and music ensure pupils are fully engaged as they may be still learning their first language. Lessons will not be desk based and no assessment is offered at this stage and the units are designed to start to build a bank of vocabulary based on the world that they see and experience around them. The units we teach will tie in with numeracy, literacy and the personal and social development as much as possible. Children will learn: nursery rhymes; greetings; minibeasts; colours & numbers; seasons and superheroes.
Key Stage One
In KS1 (Y1-2), the lessons focus mostly on vocabulary, on single nouns (with article/determiner), building up memory skills and formulating very short simple sentences by the end of a unit, from memory. Lessons are more structured with a clear and equal focus on all four skills (listening, speaking, reading, writing). In KS1, children will learn about: their town; the story of Anita & The Teddy Bear; animals; musical instruments, fruits; and how to say, ‘I know how.’
Key Stage Two
In lower KS2 (Y3-4), teaching will build on early learning and work at phrase level. More grammar is incorporated into the lessons and starts to be more explicit in the terminology and explanations. Longer reading and listening exercises and more is expected in their oral responses and written work. Pupils will know more and learn more. In Years 3 & 4, children will cover: The Romans; the classroom; their home; the story of Goldilocks; clothes; family; Ancient Britain; the story of Little Red Riding Hood; speaking of themselves; The Olympics; and ordering at a café.
In upper KS2 (Y5-6), lessons contain more content and the pace is faster as there is more language presented to the children. Teaching encourages the children to produce written paragraphs and speak more fluently and accurately from memory. Recalling and recycling the language learnt in the previous teaching types. In Years 5-6, children will cover: pets; the date; habitats; The Tudors; the weather; planets; The Vikings; school; the weekend; healthy living; and World War II.
By the end of key stage 2, pupils should be able to:
1. Listen attentively to spoken language and show understanding by joining in and responding.
2. Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
3. Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.
4. Speak in sentences, using familiar vocabulary, phrases and basic language structures.
5. Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
6. Present ideas and information orally to a range of audiences.
7. Read carefully and show understanding of words, phrases and simple writing.
8. Appreciate stories, songs, poems and rhymes in the language.
9. Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
10. Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.
11. Describe people, places, things and actions orally and in writing.
12. Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency
verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
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