Spanish Curriculum

Subject Vision Statement: Our Curriculum has been written with the aim of encourage students to develop confidence in, and a positive attitude towards Spanish and to recognise the importance of languages. To use language for authentic purposes and communicate about subjects which are meaningful and interesting to them, build confidence and broaden their horizons and to become familiar with aspects of the contexts and cultures of the countries and communities where the language is spoken.

Pillars of progression:

Language exists in spoken and written forms. It is both produced and understood (listening, speaking, reading, writing).

Progress in languages is along three pillars:

• Phonics: the relationship between sounds and spelling.
• Vocabulary: words, their meaning, and how to use them.
• Grammar: how words are put together into sentences.

Big Ideas:

Primary & Secondary: Pupils’ knowledge of phonics, vocabulary and grammar must increase step-by-step. Pupils must focus on how phonics, grammar and vocabulary combine so that they can understand and produce ever more complex language. With more vocabulary, grammar and phonics, pupils will produce and understand more complex and more lengthy texts. New structures should be met and practised when listening, speaking, reading and writing. These are vehicles to combine phonics, vocabulary and grammar — they are not in themselves pillars of progression. Ever more vocabulary alone is not progression.

Sixth form: Students move on from the basics of language — the basics are in place, knowledge more automatic, demanding less attention and effort and leading to fewer errors. The curriculum would likely contain: complex words and structures; longer written texts (and an increasing ability to use authentic materials); spoken material and normal speed; inference, contextual information across texts; eliciting meaning, etc.