Why do we learn modern foreign languages?
We believe that learning another language such as Spanish gives children a new and broader perspective on the world, encouraging them to understand their own cultures and those of others. Children will develop an interest in learning another language and in turn will also develop a deeper understanding of the multi-lingual world in which we live in. We are committed to ensuring that the inclusive teaching of Spanish enables children to interpret, create and exchange meaning within and across cultures and thus ensuring children have the strong foundations for further foreign language teaching at Key Stage 3.
In teaching Spanish, we aim for pupils to:
- gain the confidence, skills and understanding of how to learn a new language
- understand gain knowledge in grammar and use these as transferable skills to other subjects
- be able to communicate ideas, facts, and feelings and recognise key questions
- read at length and comprehend the core ideas and target language.
- write at length and express themselves with freedom within the target language
- use the target language in real life situations abroad
- have a joy for learning a new language and feel empowered to use it
Head of Department
Andrew Bell
Our approach
Pupils are expertly taught to ensure that all, regardless of background, know more, remember more and can do more within the MFL domain. Children are empowered with the linguistic skills and knowledge needed to access and master the subject in the world beyond Franklin This intent is rooted in Ark Franklin’s values, mission and approach to teaching and learning.
Reception
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Animals and expressing likes and dislikes Questioning – ¿Te gusta? Me gusta – verb form. No me gusta – verb form Masculine and feminine singular nouns Verbs to express likes/dislikes Using the framework children can express their opinions on 16 different animals through speech and simple sentence construction |
| Spring |
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Possessive Verb: Tengo Adjectives: Estoy + muy bien, bien,regular and fatal Conversational language Question and answer introductions Children deliver a set conversation piece in various forms while also reading the structures. |
| Summer |
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Fruits and expressing likes and dislikes. Questioning – ¿Te gusta? Me gusta – verb form. Me encanta – verb form Detesto – verb form No me gusta – verb form. Masculine and feminine singular nouns Verbs to express likes/dislikes Using the framework children can express their opinions on 16 different fruits through speech and simple sentence construction. |
All Reception subjects Next Reception Subject - Physical Education
Year 1
| Autumn |
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Salutations and Introducing Myself 2 Yo me llamo Vivo en + nouns Tengo + age ¿Donde Vives? ¿Cuantos anos tienes? Introductions and salutations. Making simple statements about name and age. Asking simple questions about name and age. Children complete a set conversation piece in written form and perform the conversation with a partner. |
| Spring |
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"The Hungry Caterpillar" Singular and plural nouns Adjectives – masculine/feminine agreements and invariable Negatives Verb – to be Reading and reproducing the story while writing key language from the story of ‘La Oruga Muy Hambrienta’ Children reproduce the story over 7-weeks through the design of a story map, reading of the text and writing of key vocabulary |
| Summer |
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Food and preferences. Me gusta/no me gusta – verb form. Me encanta/Detesto Masculine/Feminine nouns Adjectives of description Expressing likes and dislikes about food Children converse about 12 foods and their preferences while completing a writing text based on the key grammar focus. |
All Year 1 subjects Next Year 1 Subject - Physical Education
Year 2
| Autumn |
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Salutations and Introducing Myself 3 Vivo en + nouns Tengo + age Soy + adjectives ¿Donde Vives? ¿Cuantos anos tienes? ¿Como eres? ¿Eres + adjectives? Salutations and introductions Making statements about appearance Questions on appearance Children write a conversation piece based on key grammar and vocabulary learnt. This is taken home as part of their end of Autumn term work. |
| Spring |
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"The Papaya That Spoke" ¿Qué? and ¿Quién? question forms. Singular and plural/masculine and feminine nouns Negatives Verb formation of 1st and 3rd person 7-week project Reading and reproducing the story while writing key language from the story of ‘La Papaya Que Hablo’ Children reproduce the story over 7-weeks through reading of the text, writing of sections of the story and designing the imagery of the story. |
| Summer |
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Food and preferences 2 ¿Te gusta? – question form Me Fascina/Me encanta/ Me gusta – positive verbs No me gusta/ Odio/Detesto – negative verbs Expressing likes and dislikes about food Asking questions about food likes and dislikes Using adjectives to add reasoning to likes/dislikes Children converse about food and fruit types and their preferences while completing a listening comprehension based on key focus language |
All Year 2 subjects Next Year 2 Subject - Physical Education
Year 3
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All Year 3 subjects Next Year 3 Subject - Physical Education
Year 4
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All Year 4 subjects Next Year 4 Subject - Physical Education
Year 5
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All Year 5 subjects Next Year 5 Subject - Physical Education
Year 6
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All Year 6 subjects Next Year 6 Subject - Physical Education