MFL - Spanish

“Learning a language is not just learning different words for the same things, but learning another way to think about things” Flora Lewis 

At Van Gogh Primary, we use the ‘Language Angels’ Scheme of Work and resources to ensure we offer a relevant, broad, vibrant and ambitious foreign languages 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 high expectations and excellent standards in their foreign language learning - the ultimate aim being that pupils will feel willing and able to continue studying languages beyond key stage 2.

All content will be continuously updated and reviewed annually, creating a dynamic programme of study that will be clearly outlined in both long-term and short-term planning. This will ensure that the foreign language knowledge of our pupils progresses within each academic year and is extended year upon year throughout the primary phase and, in so doing, will always be relevant and in line with meeting or exceeding national DfE requirements. 

The four key language learning skills; listening, speaking, reading and writing will be taught and all necessary grammar will be covered in an age-appropriate way across Key Stage 2. This will enable pupils to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning and also helping the children improve overall attainment in other subject areas. In addition, the children will be taught how to look up and research language they are unsure of and they will have a bank of reference materials to help them with their spoken and written tasks going forward. This bank of reference materials will develop into a reference library to help pupils recall and build on previous knowledge throughout their primary school language learning journey.

We want all pupils to develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning a second language will also offer pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. The intention is that they will be working towards becoming life-long language learners.

Key Curriculum Principles

  1. Retrieval: Creating stronger memory footprint increases the likelihood of information being stored in the long-term memory

Children will build on previous knowledge gradually as their foreign language lessons continue to recycle, revise and consolidate previously learnt language whilst building on all four language skills: listening, speaking, reading and writing. 

  1. Deliberate practice: Purposeful and systematic repetition helps to build accuracy and frequency:

Each lesson provides opportunities to engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help. This helps students to develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.

  1. Oracy: Vocabulary rich lessons stretch all students and develop confident speakers:

Children will 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.

  1. Feedback and Assessment: Regular opportunities to revise and apply what has been learned:

Pupil learning and progression will be assessed at regular intervals in line with school policy. Students will be assessed on each language skill (speaking, listening, reading and writing) twice throughout each scholastic year to be able to provide reference points against which learning and progression in each skill can be demonstrated.

How is Spanish is taught in KS2?

At Van Gogh Primary, we teach Spanish from year 3 using the Language Angels scheme of work. 

Spanish lessons provide an appropriate balance of spoken and written language.  It  enables pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. 

The focus of study in Spanish will be on practical communication. 

Pupils will take part in simple oral exchanges, while discussion of what they read will be conducted in English.

Pupils will be taught to:  

  • listen attentively to spoken language and show understanding by joining in and responding

  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

  • engage in conversations,ask and answer questions

  • express opinions and respond to those of others

  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases

  • present ideas and information orally to a range of audiences 

  •  read carefully and show understanding of words, phrases and simple writing 

  •  appreciate stories, songs, poems and rhymes in the language 

  •  write phrases from memory, and adapt these to create new sentences, to express ideas clearly  describe people, places, things and actions orally and in writing

SEND and Inclusion

As in all areas of the curriculum, teachers should differentiate to support children with barriers to learning. On an individual basis, teachers should consider any limitations that a child has in accessing the planned lesson and provide resources, scaffolds, adapted tasks, adult support and differentiated questioning where appropriate. As Spanish demands a high-level of vocabulary understanding, it may be beneficial to ‘pre-teach’ vocabulary to specific children.

Each Spanish lesson includes multiple means of accessing information through visual and auditory representations as well as songs, poems and games. 

Feedback and Assessment of learning

Teachers should use formative assessment strategies to gather information about the children’s level of understanding at the beginning, during and at the end of a topic. It is expected that at the start of each new Spanish Unit, the aim of the unit will be introduced as well as what will be covered. 

At the end of a unit children will consolidate all previously learnt language and complete an end of unit assessment followed by an ‘I can do’ grid which gives instant visual feedback from children.

Staff professional learning

Curriculum guidance and supporting resources are accessible on the Google Drive within the Spanish folder and on the Language Angels website

Cross curricular links

Where possible, teachers should plan for and promote the cross-curricular links between Spanish and other areas of the curriculum:

Geography: Location knowledge of Europe

Speaking and Listening: Engaging in conversation, expressing an opinion and turn taking

Music: Learning songs and raps in Spanish

Curriculum Overview


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 3

Phonetics 1 & I'm Learning Spanish (E)

Animals (E)

Fruits (E)

Musical Instruments (E)

  Ancient Britain (E)

I Can… (E)

Year 4

Phonetics 2 and Presenting Myself (I)

Family (I)

My Home (I)

Habitats (I)

Classroom (I)

Tudors (I)

Year 5

Phonetics 3 and Do you have a pet? (I)

What is the date? (I)

The Weather (I)

Clothes (I)

Romans (I)

Olympics (I)

Year 6

Phonetics and at School (P)

Regular Verbs (P)

The weekend (P)

World War 2 (P)

The planets (P)

Me in the world (P)

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