MFL Statement of Intent
Learning a foreign language, provides pupils with a valuable, cultural, social and most importantly educational experience as when children begin to learn a new language, this provides them with new communication and literacy skills, which lay the foundations for further language learning. Through learning a language, children develop linguistic competence and extend their knowledge of how language works by exploring differences and similarities from both the written and spoken language of English and Spanish. By learning Spanish, children will have an awareness of the multicultural and multilingual world and will introduce them into an international dimension, thus giving them an insight into their own culture and the diversity of the British society through exploration of another.
Implementation
- Spanish is taught weekly following the ‘Hola Espanol’ Scheme.
- It is taught in Y3, Y4, Y5 and Y6.
- Spanish will continue into KS3 and beyond at Castleview (main feeder secondary)
Impact
The pupils at Hylton Castle will have an awareness of other countries and places that speak a different language. Acquire early learning language skills, which provide the foundations to build upon in further education. Develop an enthusiastic attitude when learning and exploring a new language or country. Show an understanding of British culture and how this may be similar or different to other countries. Have the confidence to attempt to speak a new language that is not their own
Spanish Progression Documents
| YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 | |
| LISTENING | To begin to listen attentively to spoken language and show understanding by joining in and respondingappreciate stories, songs, poems and rhymes in the language | to continue to develop listening attentively to spoken language and show understanding by joining in and respondingappreciate stories, songs, poems and rhymes in the language | to further develop listening attentively to spoken language and show understanding by joining in and respondingappreciate stories, songs, poems and rhymes in the language | to confidently listen attentively to spoken language and show understanding by joining in and respondingappreciate stories, songs, poems and rhymes in the language |
| SPEAKING | begin to engage in simple conversations; ask and answer questionsbegin to speak in sentences, using familiar vocabulary, phrases and basic language structuresbegin to develop accurate pronunciation and intonation when they are using familiar words and phrasesdescribe people, places, things and actions orally begin to respond to those of others; seek clarification and helpbegin to present ideas and information orally to a range of audiences | continue to develop accurate pronunciation and intonation when they are using familiar words and phrasescontinue to develop engaging in conversations; ask and answer questionsbegin to broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionaryto begin to express opinions and respond to those of others; seek clarification and helpcontinue to develop speaking in sentences, using familiar vocabulary, phrases and basic language structurescontinue to develop presenting ideas and information orally to a range of audiences | to further develop accurate pronunciation and intonation when they are using familiar words and phrasesto further engage in conversations; ask and answer questionsto further broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionaryto more confidently express opinions and respond to those of others; seek clarification and helpto further develop speaking in sentences, using familiar vocabulary, phrases and basic language structuresfurther develop presenting ideas and information orally to a range of audiences | confidently use accurate pronunciation and intonation when they are using familiar words and phrasesconfidently engage in conversations; ask and answer questionsto further broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionaryconfidently express opinions and respond to those of others; seek clarification and helpconfidently speak in sentences, using familiar vocabulary, phrases and basic language structuresconfidently present ideas and information orally to a range of audiences |
| GRAMMAR & SPELLING | differing pronunciation of letters – h, v, ll , k, n, j, z, i formal / informal asking questions to begin to explore the patterns and sounds of language through songs and rhymes | use of no capital letters for days / months definite article elsingular and plural articlesdiffering pronunciation of letters – h, i, dia begin to understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms begin to understand the conjugation of high-frequency verbs;begin to understand the 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.To continue to explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words | to further develop understanding of basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms to further develop understanding of the conjugation of high-frequency verbs;to further develop understanding of the 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.More confidently explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of wordsThe possessive adjectives “my”, “your”, “her” and “his”to identify cognatesthe rules to make words plural | to confidently show understanding of basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms to confidently show understanding of the conjugation of high-frequency verbs;to confidently show understanding of the 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.to confidently explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of wordsThe possessive adjectives “my”, “your”, “her” and “his”to identify cognatesthe rules to make words plural |
| WRITING | write single words and short phrases using prompts begin to write single words and short phrases without prompts describe people, places, things and actions in writingto begin to know how to write questions / exclamations | write single words and short phrases without prompts to continue to develop how to write questions / exclamations | write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions in writing | write more phrases from memory, and adapt these to create new sentences, to express ideas clearly to confidently describe people, places, things and actions in writingto confidently write questions / exclamations |
| READING | begin to develop accurate pronunciation and intonation when they are reading aloudread words and simple phrases | continue to develop accurate pronunciation and intonation when they are reading aloudread words and more complex phrases | read carefully and show understanding of words, phrases and simple writingto further develop accurate pronunciation and intonation when they are reading aloudread words and more complex phrases | confidently read and show understanding of words, phrases and simple writingconfidently use accurate pronunciation and intonation when they are reading aloudconfidently read words and more complex phrases |