Intent, Implementation and Impact

Intent

Our aim is to develop the confidence and competence of each child in the foreign language they are learning. Our goal is for them to be passionate, curious and confident about their own foreign language learning abilities when they finish the primary school phase of their education.

The Spanish curriculum makes cross curricular links with other subjects and topics being covered in class to help children see connections, pique their curiosity and encourage pathways for further discoveries and learning. It aims to celebrate the cultural differences between Spanish speaking countries and the United Kingdom, building in opportunities to discuss traditions, history and geography.

 

Implementation

We will help them develop and demonstrate substantial progress in the 5 key language skills necessary for learning Spanish:

  • Speaking
  • Listening
  • Reading
  • Writing
  • Grammar

 We aim to ensure that pupils of all abilities develop solid foundations in these key language learning skills - properly preparing them for the next stage of their language learning journey. These skills will develop children’s ability to understand what they hear and read and enable them to express themselves in speech and writing. We will extend their knowledge of how language works and explore the similarities and differences between the foreign language they are learning and English. We will also help strengthen their sense of identity through learning about culture in other countries and comparing it with their own.

Impact

Spanish teaching supports children to make progress and empower them to feel resilient and enthusiastic about learning the language. Teachers recognise that making mistakes is an important part of the language learning process but maintain high expectations of individuals. Children are encouraged to self-assess their Spanish learning and reflect on their next steps. Meanwhile, teachers monitor assessment in a range of ways, including observation of participation levels, engagement, pronunciation and written work. Assessment then informs planning to promote progress in developing language skills. We want children to leave primary school with an interest and curiosity for learning a foreign language and with the skills to communicate effectively. Regular Spanish practise helps children become confident Spanish speakers and prepares them for a smooth transition to learn foreign languages at secondary school.

Progression

 

Listening

Speaking

Reading

Writing

Grammar

Y3/4 A

Listen to and enjoy short stories, nursery rhymes & songs.

 

Recognise familiar words and short phrases covered in the units taught.

Communicate with others using simple words and short phrases covered in the units.

Read familiar words and short phrases accurately by applying knowledge from 'Phonics Lesson 1'.

 

Understand the meaning in English of short words I read in the foreign language.

Write familiar words & short phrases using a model or vocabulary list. EG: 'I play the piano'. 'I like apples'.

 

 

Start to understand the concept of noun gender and the use of articles.

 

Use the first person singular version of high frequency verbs. EG: 'I like…' 'I play…' 'I am called…'

Y3/4 B

Learn to listen to longer passages and understand more of what we hear by picking out key words and phrases covered in current and previous units.

 

Communicate with others with improved confidence and accuracy.

 

Learn to ask and answer questions based on the language covered in the units and incorporate a negative reply if and when required.

Read aloud short pieces of text applying knowledge learnt from 'Phonics & Pronunciation Lessons 1 & 2'.

 

Understand most of what we read in the foreign language when it is based on familiar language.

Write some short phrases based on familiar topics and begin to use connectives/conjunctions and the negative form where appropriate. EG: My name, where I live and my age.

Better understand the concept of gender and which articles to use for meaning (EG: 'the', 'a' or 'some').

 

Introduce simple adjectival agreement (EG: adjectival agreement when describing nationality), the negative form and possessive adjectives. EG: 'In my pencil case I have…' or 'In my pencil case I do not have...'

Y5/6 A

Listen more attentively and for longer. Understand more of what we hear even when some of the language may be unfamiliar by using the decoding skills we have developed.

Communicate on a wider range of topics and themes. Remember and recall a range of vocabulary with increased knowledge, confidence and spontaneity.

Understand longer passages in the foreign language and start to decode meaning of unknown words using cognates and context.

 

Increase our knowledge of phonemes and letter strings using knowledge learnt from 'Phonics Lessons 1 to 3'.

Write a paragraph using familiar language incorporating connectives/conjunctions, a negative response and adjectival agreement where required.

 

Learn to manipulate the language and be able to substitute words for suitable alternatives. EG: My name, my age, where I live, a pet I have, a pet I don't have and my pet's name.

Revision of gender and nouns and learn to use and recognise the terminology of articles (EG: definite, indefinite and partitive).

 

Understand better the rules of adjectival agreement and possessive adjectives. Start to explore full verb conjugation (EG: 'I wear...', 'he/she wears...' and also be able to describe clothes in terms of colour EG: 'My blue coat'.

Y5/6 B

Listen to longer text and more authentic foreign language material. Learn to pick out cognates and familiar words and learn to 'gist listen' even when hearing language that has not been taught or covered.

Learn to recall previously learnt language and recycle / incorporate it with new language with increased speed and spontaneity.

 

Engage in short conversations on familiar topics, responding with opinions and justifications where appropriate.

Be able to tackle unknown language with increased accuracy by applying knowledge learnt from 'Phonics Lessons 1 to 4' including awareness of accents, silent letters etc.

 

Decode unknown language using bilingual dictionaries.

Write a piece of text using language from a variety of units covered and learn to adapt any models provided to show solid understanding of any grammar covered.

 

Also start to incorporate conjugated verbs and learn to be comfortable using connectives/conjunctions, adjectives and possessive adjectives. EG: A presentation or description of a typical school day including subjects, time and opinions.

Consolidate our understanding of gender and nouns, use of the negative, adjectival agreement and possessive adjectives (EG: which subjects I like at school and also which subjects I do not like).

 

Become familiar with a wider range of connectives/conjunctions and more confident with full verb conjugation - both regular and irregular. EG: 'to go', 'to do',

Subject Leadership

Hola a todos!

I’m Rebecca Whalley, and I’m excited to introduce myself as the new Modern Foreign Languages Subject Leader, with a focus on Spanish, here at Frenchwood. Language learning is a gateway to understanding other cultures, building communication skills, and developing confidence—and I’m passionate about making it fun, meaningful, and accessible for every child.

My vision for MFL is to create a curriculum that sparks curiosity and celebrates diversity. Through Spanish, pupils will not only learn to speak and understand a new language, but also explore the rich traditions, music, food, and stories of Spanish-speaking cultures around the world.

Learning a language also supports personal development—it encourages active listening, memory skills, and empathy, while helping children become more open-minded and globally aware. I want our pupils to feel proud of their progress and excited to use their language skills in real-life contexts.

I’m looking forward to working with staff and families to embed Spanish into the heart of our school and to inspire a lifelong love of languages.