Modern Foreign Language

MFL Leader: Mrs Jeni-Lee Tranah

At Lever House, we believe that learning another language is a crucial part of the children’s education; it allows children to build self-confidence as well as developing their communication skills. In our modern society, children now have the ability to communicate with others from around the world; we want to equip the children with the skills and confidence to be able to do this. We explain to the children the benefits and purpose of learning a language too; being able to communicate with others whilst on holiday abroad and better understanding cultures. Our vision is for MFL to inspire children; encouraging them to be
inquisitive about the world.

Research has shown that children who learn a language at a young age (like most Scandinavian and other European countries) are more likely to learn other languages as well as travel to other countries. We want to inspire the children to do this, as well as feel connected to the wider world around them. We deliver our Spanish curriculum to all children within Key Stage 2.

Spanish is taught from Year 3 to Year 6 once per week for 30 minutes. Our curriculum is arranged to engage and excite all of our learners – ensuring children are taught the specific linguistic skills as stipulated in The National Curriculum 2014. In Key Stage Two, teachers follow the ‘Hola Espanol’ scheme along side online resources. Both of these tools are used for planning and as an interactive computer resource to cover the necessary skills. Topics are thematic and build up grammatical, audial and linguistic
skills as well as vocabulary. The focus is placed upon speaking and listening over writing to begin with, and is then introduced further through the school.

Why we teach Spanish

Learning Spanish enables pupils to:

1. Communicate in another language through speaking, listening, reading and writing.

2. Develop an awareness and appreciation of different cultures and traditions.

3. Improve memory, problem-solving and communication skills.

4. Build confidence in expressing themselves and taking risks in learning.

5. Develop a foundation for future language learning at secondary school and beyond

Curriculum Mapping Rationale:

The Spanish curriculum is carefully sequenced to ensure progression of knowledge and skills from Year 3 to Year 6. Pupils begin by learning basic vocabulary, greetings and simple sentence structures before progressing to more complex language patterns, grammar and written communication. Topics are revisited and built upon to support long-term retention and fluency. Cultural understanding is woven throughout the curriculum to provide meaningful contexts for language learning.

Planning:

Planning follows the ‘Hola Espanol’ MFL scheme of work and is aligned with the National Curriculum for Languages. Lessons are sequenced to develop the four key language skills: listening, speaking, reading and writing. Vocabulary is explicitly taught and regularly revisited. Teachers adapt planning where necessary to meet the needs of their pupils and ensure appropriate challenge for all learners.

Assessment:

Assessment is ongoing and informs future teaching. Teachers assess pupils’ ability to:

1. Understand spoken Spanish.

2. Respond orally using taught vocabulary and sentence structures.

3. Read and comprehend age-appropriate texts.

4. Write words, phrases and simple sentences with increasing accuracy.

5. Demonstrate understanding of key grammatical concepts.

Monitoring:

The quality of teaching and learning in Spanish is monitored throughout the academic year through:

1. Book looks and work scrutiny to review progression, coverage and pupil outcomes.

2. Lesson visits and learning walks to monitor engagement and the implementation of the curriculum.

3. Pupil voice activities to gather feedback on pupils' experiences and attitudes towards language learning.

4. Discussions with teachers regarding curriculum coverage, resources and support needs.

5. Analysis of assessment information to identify strengths, areas for development and trends across year groups.

Findings from monitoring activities are used to inform action planning, staff support and curriculum development.