The St Gregory’s Curriculum

Modern Foreign Languages – Spanish

“We are a single family, dwelling in a common home.” Pope Francis, Fratelli Tutti, 17

‘Do your best to preserve the unity which the Spirit gives by means of the peace that binds you together. There is one body and one Spirit, just as there is one hope to which God has called you.’ Ephesians 4:2-3

Catholic Social Teaching

Solidarity. Promoting Peace.

Catholic School Pupil Profile

Curious. Attentive. Learned.

Curriculum Intent for Spanish

To equip our pupils to become active and involved global citizens, we want our pupils to develop a genuine interest and curiosity about foreign languages and cultures. Our pupils will have the opportunity to develop their cultural capital by exploring the relationships between language and identity, their understanding of other cultures and the world around them, and to acquire a greater awareness of self, others, and cultural differences. As children progress through year groups, they will build on the skills of speaking, listening, reading, and writing to support their development with the aim of becoming life-long linguists.

Curriculum Implementation for Spanish

All Key Stage Two classes have access to a high-quality foreign language curriculum using the Language Angels scheme of work and resources. This progressively develops pupil skills in foreign languages through regularly taught, weekly lessons.

Children progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age-appropriate topics and themes - building blocks of language into more complex, fluent and authentic language. Lessons offer appropriate levels of challenge and stretch to ensure pupils learn effectively, continuously building their knowledge of and enthusiasm for Spanish.

The Language Angels scheme is categorised by ‘Teaching Type’ to make it easier for teachers to choose units that will offer the appropriate level of challenge and stretch for the classes they are teaching. Early Language units are entry level units and are most appropriate for Year 3 pupils or pupils with little or no previous foreign language learning. Intermediate units increase the level of challenge by increasing the amount and complexity (including foreign language grammar concepts) of the foreign language presented to pupils. Progressive and Creative Curriculum units are the most challenging units and are suitable for Year 6 pupils or pupils with a good understanding of the basics of the language they are learning.

Curriculum Impact for Spanish

As well as each subsequent lesson within a unit being progressive, the teaching type organisation of the Language Angels units also direct, drive and guarantee progressive learning and challenge. Units increase in level of challenge, stretch and linguistic and grammatical complexity as pupils move from Early Learning units through Intermediate units and into the most challenging Progressive units.

Pupils will be aware of their own learning goals and progression as each unit offers a pupil friendly overview so that all pupils can review their own learning at the start and at the end of each unit. They will know and will be able to articulate if they have or have not met their learning objectives and can keep their unit learning intention sheets and unit core vocabulary sheets as a record of what they have learnt from unit to unit and from year to year.

The opportunity to assess pupil learning and progression in the key language skills (speaking, listening, reading, and writing) and against the 12 DfE Languages Programme of Study for Key Stage 2 attainment targets is provided at the end of each 6-week teaching unit. Throughout the academic year, the children will complete 6 units and be assessed against the four language skills. Teachers will be able to record, analyse and access this data easily using the Tracking and Progression Tool that will monitor school, class and individual progress in the foreign language. Pupils will also be offered self-assessment grids to ensure they are also aware of their own progress which they can keep as a record of their progress.