Spanish

3

Spanish

At Starbank School we believe that the learning of a foreign language in primary school provides a valuable educational, social and cultural experience for all pupils.

Pupils develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between the foreign language and English. Learning another language raises awareness of the multilingual and multicultural world and introduces an international dimension to pupils’ learning, giving them an insight into their own culture and those of others. Pupils learn about Spanish and Latin-American traditions such us Navidad, Día de los Muertos or Flamenco. 

The learning of a foreign language provides a medium for cross-curricular links and for the reinforcement of knowledge, skills and understanding developed in other subjects. We are aiming for Spanish to be spoken creatively and spontaneously and we practise really hard to speak Spanish at all times during the lesson.

Spanish Curriculum Map

Year 3

Autumn 1
Greetings

In the classroom
Greetings/name
How are you?
Numbers 0-10
El diode los muertos

Autumn 2
Age

Numbers 11-20
Months
Birthday
Christmas

Spring 1
Animals (pets)
In the classroom
I have
Describing animals
Noun-adjective agreement
Spring 2
Frida Kahlo y Mexico

Central America
Self-portrait
Colours

Summer 1
School bag items

I have / I don’t have
Plural nouns
Colours
Noun-adjective agreement

Summer 2
“La orugo muy hambrienta”

Food
Days of the week
Numbers 20-31
Date

Autumn 1
Greetings

In the classroom
Greetings/name
How are you?
Numbers 0-10
El diode los muertos

Autumn 2
Age

Numbers 11-20
Months
Birthday
Christmas

Spring 1
Animals (pets)
In the classroom
I have
Describing animals
Noun-adjective agreement
Spring 2
Frida Kahlo y Mexico

Central America
Self-portrait
Colours

Summer 1
School bag items

I have / I don’t have
Plural nouns
Colours
Noun-adjective agreement

Summer 2
“La orugo muy hambrienta”

Food
Days of the week
Numbers 20-31
Date

Autumn 1
Greetings

In the classroom
Greetings/name
How are you?
Numbers 0-10
El diode los muertos

Autumn 2
Age

Numbers 11-20
Months
Birthday
Christmas

Spring 1
Animals (pets)
In the classroom
I have
Describing animals
Noun-adjective agreement
Spring 2
Frida Kahlo y Mexico

Central America
Self-portrait
Colours

Summer 1
School bag items

I have / I don’t have
Plural nouns
Colours
Noun-adjective agreement

Summer 2
“La orugo muy hambrienta”

Food
Days of the week
Numbers 20-31
Date

Autumn 1
Greetings

In the classroom
Greetings/name
How are you?
Numbers 0-10
El diode los muertos

Autumn 2
Age

Numbers 11-20
Months
Birthday
Christmas

Spring 1
Animals (pets)
In the classroom
I have
Describing animals
Noun-adjective agreement
Spring 2
Frida Kahlo y Mexico

Central America
Self-portrait
Colours

Summer 1
School bag items

I have / I don’t have
Plural nouns
Colours
Noun-adjective agreement

Summer 2
“La orugo muy hambrienta”

Food
Days of the week
Numbers 20-31
Date

Spanish Progression Map

Year 1Year 2Year 3Year 4Year 5Year 6
Topics CoveredTim Peake ToysGreat Fire of London Cadbury Local HistoryPrehistory Romans EgyptiansAncient Greece Vikings Local HistorySaxons Normans MayansWW2 Crime and Punishment
Questioning…Ask and answer simple questions about what they have heard.Show curiosity by choosing to ask questions about what they have heard or read.Start to frame question and answers in historically valid ways – about change or differences.Ask and answer questions in historically valid ways – about contrast, cause and effect, reliability.Ask and answer questions in historically valid ways – about significance, or the basis of people’s opinions.Ask and answer perceptive questions in a variety of historically valid ways.
VocabularyUse common words and phrases to explain the passing of time.Use a wide vocabulary of everyday historical terms.Start using specialist vocabulary in discussion.Use specialist vocabulary and terms, often appropriately.Use specialist vocabulary and terms, appropriately.Use and apply vocabulary and terms in increasingly sophisticated ways.
Vocab for talk…Tradition, research, event, fiction, non fiction, museum, artefact, curatorDocument, technology, archaeologist, excavate, unearth, similarity, difference, representOrganise, introduce, construct, population, tribe, rural, urban, primary, secondary, source, theory, theme, opinion, revolution, invasionMonarchy, aristocracy, transition, develop, abolish, structure, campaign, ardent, democracy, reliable, reliability, summarise, contrast, critiqueImpact, complex, sustain, generalise, verify, rigorous, inform, phenomenon, analyse, appropriate, characteriseDemographic, hierarchy, doctrine, stance, attribute, controversy, prejudice, robust, authentic, plausible, discern, extrapolate, bias
Vocab for ChronologyLong ago, yesterday, then, now, when, last, before, after, first, second, days, months, prehistoricUsing years, BC/AD, BCE/CE, century, period, later, earlier, since, long, after, before, at the same timeDuring, while, several, more recently, millennium, era, age, chronological, approximate, change, processOccasion, accurate, uncertain, seldom, former, latter, cause, consequence, phase, decline, trend, continuityContemporary, epoch, prior, subsequent, enduring, legacy, dominate, diminish, contextSimultaneous, cumulative, decontextualize
Chronological UnderstandingRecognise differences between the past and present. Use simple words and phrases to help sequence events ‘Long ago’, ‘before my parents were born’, ‘around the time of Jesus/The Prophet’Sequence events and explain their thinking, beginning to make connections over time. Date events to the nearest century (100 years) or era. There may be occasions where dating is more specific, (1666)Note connections over time. Date events more accurately, to the year.Note connections, contrasts and trends over time. Use the year to confidently date events. There may be occasions where dating to months or day.Demonstrate a sense of perspective over history, explaining contrasts and trends in the short and long term.Establish clear narratives within and across periods, at local, national and world level. Prepare for KS3 by securing sense of chronology to inform wider learning.
Identifying Contrasts and ThemesMake simple historical comparisons. Spot the difference, placing items on continuum lines.Independently identify similarities and differences between people, places, events or ways of life. (when subjects or artefacts are provided for them)Begin to note connections within across periods they have studied and drawn on independently. Begin to comment on historical changes, including suggestions about cause and effect. Start to identify themes within and between topics.Note connections, contrasts across time, and place and cultures. Comment on change, cause and effect, and continuity. Identify themes within and between topics.Sequence and structure complex subjects and themes. Begin to suggest reasons for connections across time, place and culture. Comment on the impact of events and their legacy.Compare and contrast places, people and cultures. Be able to analyse their and others’ comparisons. Justifying their ideas with evidence drawn from historical topics taught.