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.
Phonics: With a big focus on the the relationship between sounds and spelling
Vocabulary: Learning words, their meaning, and how to use them.
Grammar: Learning how words are put together
Real World Learning: We create real uses for Spanish, not just by modelling native-speaker language and culture but by creating a real purpose. We engage students in collaborative learning, involving discussions, negotiations, and decision making.
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.
Autumn term 1
Asi soy yo- This is who I am
Autumn term 2
Coco Project
Spring term 1
¿Dónde vives?- Where do you live?
Spring term 2
Eso, ¿qué es? /What is that?
Summer term 1
Me visto/ I get dressed
Summer term 2
Describo un monstruo/I describe a monster
Autumn term 1
A comer – Food and Drink
Autumn term 2
Hago deporte/ I do exercise
Spring term 1
Mi pueblo/ My town
Spring term 2
Intro to year 7- Unit 1: Using the verb to be to describe places , locations & people
Summer term 1
Intro year 7: Unit 2: Describing what is around you.
Summer term 2
Intro year 7: Unit 3: What places & people have: A literary text
Autumn term 1
Unit 1: Using the verb to be to describe places , locations & people
Autumn term 2
Unit 2: Describing what is around you.Learning how to ask and give things around you.
Spring term 1
Unit 3: What places & people have: A literary text
Spring term 2
Unit 4: What we do with people & in places
Summer term 1
Unit 5: Travel & Festivals : A literary poem & learning how to research online
Summer term 2
Unit 6: What people do & possessions: A literary text
Autumn term 1
Unit 1: Describing people & places in the past
Autumn term 2
Unit 2: Describing school events in the past
Spring term 1
Unit 3: Technology & Relationships in the past
Spring term 2
Unit 4: Friendships & Relationships. An authentic story : ‘Ayaymamá’
Summer term 1
Unit 5: Family (jobs, feelings, festivals)
Summer term 2
Unit 6: On holidays
Autumn term 1
Unit 1: Identity and relationships with others
Autumn term 2
Unit 2: Education & Work
Spring term 1
Spring term 2
Summer term 1
Summer term 2
Autumn term 1
Unit 1: Customs and festivals
Autumn term 2
Unit 2: Places of interest
Spring term 1
Spring term 2
Summer term 1
Summer term 2
Autumn term 1
Unit 1: Environment Theme 2
Autumn term 2
Unit 2: Travel & Tourism
Spring term 1
Unit 3 :Travel & Tourism
Spring term 2
Summer term 1
Summer term 2
School 21,
Pitchford Street,
Stratford,
London,
E15 4RZ
Big Education Trust,
Sugar House Lane,
Stratford,
London,
E15 2QS