MFL

Spanish is taught throughout Key Stage 2 through a structured and progressive scheme of work that carefully sequences vocabulary, phonics, grammatical knowledge and the four key language skills of listening, speaking, reading and writing. New language builds upon previously taught content so that pupils revisit, retrieve and apply their knowledge in increasingly sophisticated contexts.

Teaching follows Ascot Road's whole-school pedagogical framework of Revisit and Review, Teach, Practice and Apply, with checking for understanding embedded throughout. Previous vocabulary and grammatical structures are regularly retrieved before new language is introduced, helping pupils make connections and strengthen long-term retention.

Spoken language is a prominent feature of lessons. Teachers provide clear models of pronunciation and intonation before pupils rehearse vocabulary and sentence structures through repetition, questioning, pair work, games, songs, role play and structured conversations. Pupils are encouraged to speak Spanish frequently so that confidence and automaticity develop over time.

Listening activities expose pupils to accurate modelled Spanish and require them to identify familiar vocabulary, recognise key information and increasingly understand longer phrases and sentences. Teachers explicitly draw pupils' attention to pronunciation patterns and encourage them to listen carefully for sounds that may differ from English.

Reading is developed progressively from recognising individual words and familiar phrases to understanding increasingly complex sentences and short texts. Pupils use knowledge of phonics, vocabulary, grammatical structures, cognates and context to support comprehension.

Writing builds upon oral and reading experiences. Pupils begin by accurately copying words and phrases before adapting known language and constructing their own sentences. As their knowledge grows, pupils combine vocabulary and grammatical structures more independently to communicate ideas in writing.

Grammar is taught within meaningful language contexts. Pupils progressively encounter and apply features such as gender, articles, adjective agreement, word order, verb forms and sentence construction. Teachers explicitly model these features so pupils understand how Spanish operates as a language rather than learning phrases without understanding their structure.

Retrieval and repetition are essential features of language learning. Previously taught vocabulary and structures are revisited regularly within and between units. This allows pupils to strengthen recall and provides repeated opportunities to use familiar language in different contexts.

Teachers create an environment in which pupils feel safe to experiment with language and make mistakes. Errors in pronunciation or grammar are treated as a normal part of the learning process, with feedback used constructively to improve accuracy and confidence. This contributes to a strong sense of belonging, where every pupil is encouraged to participate.

Reference materials, vocabulary banks and dictionaries are introduced progressively so that pupils develop independence. Teachers explicitly teach pupils how to use these resources effectively rather than relying upon translation of whole sentences.

Cultural learning is woven through language teaching. Pupils encounter information about Spanish-speaking countries and communities, including aspects of everyday life, celebrations, traditions and geography. These opportunities help pupils understand that Spanish is a living global language used by diverse communities rather than being associated with a single country or culture.

Subject leadership supports effective implementation through curriculum monitoring, pupil voice, work scrutiny and professional dialogue. This enables leaders to evaluate progression in language knowledge and skills and ensure that pupils receive a consistent and ambitious experience of Spanish throughout Key Stage 2.

The impact of our Modern Foreign Languages curriculum is seen in pupils who develop a secure foundation in Spanish and a positive, confident attitude towards language learning. They progressively build a bank of vocabulary and grammatical knowledge that they can retrieve and use across a range of familiar contexts.

Pupils become increasingly confident listeners and speakers. They can understand familiar spoken language, respond appropriately to questions and instructions and communicate information, ideas and preferences using increasingly complete sentences.

Pupils develop increasingly accurate pronunciation and intonation and demonstrate a willingness to speak aloud, recognising that communication does not require absolute perfection. They listen respectfully to one another and respond with Kindness, helping to create a classroom environment in which pupils feel confident to take linguistic risks.

In reading, pupils recognise and understand familiar vocabulary and structures within words, phrases, sentences and increasingly complex texts. They use their developing knowledge of Spanish phonics, cognates, grammar and context to work out meaning with increasing independence.

In writing, pupils progress from reproducing familiar language towards adapting and constructing sentences independently. They demonstrate increasing accuracy in vocabulary choice, spelling and grammatical structures and begin to apply known language creatively to communicate their own meaning.

Pupils can make connections between previously taught vocabulary and structures and recognise patterns within the Spanish language. They increasingly understand how grammatical rules influence meaning and can draw upon prior learning when encountering unfamiliar language.

By the end of Key Stage 2, pupils are equipped with the foundations required for further language study at secondary school. They understand that successful language learning requires listening carefully, practising frequently, remembering previously learned material and being willing to communicate even when they are not entirely certain.

The wider impact of Spanish is evident in pupils' developing cultural awareness. They understand that Spanish is spoken by diverse communities across the world and demonstrate Respect for languages, cultures and traditions beyond their own experience.

Language learning also strengthens pupils' understanding of belonging. Pupils recognise that language is an important aspect of identity and that individuals may belong to multilingual and multicultural communities. They understand that linguistic diversity is an asset and that learning another language provides an opportunity to build connections with others.

Impact is evaluated through classroom observation, pupil voice, pupils' spoken language, listening responses, reading and written work, and their ability to retrieve and apply previously learned vocabulary and grammatical structures. Subject monitoring considers whether pupils are increasingly confident, accurate and independent language learners over time.

At Ascot Road Primary School, Modern Foreign Languages is inclusive by design. We believe that all pupils should have the opportunity to learn another language and experience the confidence and enjoyment that can come from successful communication. High expectations are maintained for pupils with special educational needs and/or disabilities, with adaptations made to remove barriers to learning.

Language learning is naturally supported by repetition, modelling, visual representation and oral rehearsal. Teachers make purposeful use of these approaches so pupils can encounter new vocabulary in multiple ways before being expected to recall or apply it independently.

Adaptations may include visual prompts, symbols, images, actions, gestures, vocabulary mats, sentence frames, reduced quantities of new vocabulary and additional opportunities for repetition and overlearning. Teachers carefully manage cognitive load so pupils can focus on essential language without unnecessary barriers.

Spoken rehearsal frequently precedes reading and writing. Pupils are given opportunities to hear new language repeatedly, practise it collectively and rehearse with a partner before being asked to communicate independently. This can be particularly supportive for pupils who experience difficulties with memory, language processing or written recording.

Phonics and pronunciation are explicitly modelled and revisited. Teachers draw attention to specific sounds and provide additional practice where required, recognising that some pupils may need more time to distinguish, remember or reproduce unfamiliar sounds.

Written demands are adapted appropriately without reducing the linguistic ambition of the lesson. For example, pupils may use word banks, sentence builders, partially completed structures or oral responses to demonstrate their understanding while continuing to engage with the same core vocabulary and grammatical concepts as their peers.

Teachers recognise that some pupils may initially feel anxious about speaking another language publicly. Participation is developed gradually through whole-class repetition, paired rehearsal and small-group opportunities before independent performance where appropriate. A supportive classroom culture ensures that mistakes are never a source of embarrassment.

Adult support is used carefully to promote participation and independence. Pupils are encouraged to use taught strategies and reference materials rather than becoming dependent upon an adult to provide vocabulary or translations.

Pupils who demonstrate secure understanding are challenged by applying familiar language more independently and flexibly. They may construct longer sentences, manipulate grammatical structures, respond to less familiar questions or communicate with greater spontaneity rather than simply being introduced to excessive additional vocabulary.

Our value of Fairness is reflected through this inclusive approach: pupils may require different scaffolds or amounts of rehearsal, but all pupils are entitled to participate meaningfully in language learning. This supports every child in developing confidence and a sense that they belong within the subject.

Culture and diversity are integral to Modern Foreign Languages. Learning Spanish provides pupils with a valuable opportunity to encounter cultures, communities and perspectives beyond their own and to understand that languages form an important part of individual and collective identity.

Pupils learn that Spanish is a global language spoken by diverse communities across Europe, Central America, South America and other parts of the world. Teaching therefore avoids presenting Spanish language and culture as belonging solely to Spain and instead reflects the breadth and diversity of the Spanish-speaking world.

Through appropriately selected cultural content, pupils encounter aspects of everyday life, traditions, celebrations, food, music, geography and communities within different Spanish-speaking contexts. These experiences provide meaningful opportunities to compare cultures while avoiding simplistic judgements about one way of life being better or more 'normal' than another.

Pupils develop Respect by recognising that languages and cultures may have different conventions, traditions and ways of communicating. They learn to approach differences with curiosity rather than judgement and understand that being able to communicate in another person's language can itself be an expression of respect.

Kindness is promoted through the collaborative nature of language learning. Pupils listen carefully to others, encourage peers who may be less confident and recognise that everyone develops language proficiency at a different pace.

The curriculum also values the languages already spoken within the Ascot Road community. Where appropriate, pupils are encouraged to recognise connections and differences between Spanish, English and other languages they know or encounter. This helps multilingual pupils see their linguistic knowledge as a strength and broadens all pupils' understanding of language diversity.

Fairness is reflected through challenging assumptions about which languages, accents or forms of communication are more valuable than others. Pupils learn that linguistic difference is a normal feature of an interconnected world and that people should not be judged or excluded because of the language they speak or the way they communicate.

Honesty is developed as pupils become comfortable acknowledging when they do not understand something and learn strategies for clarification rather than pretending to understand. This encourages confidence, self-awareness and positive attitudes towards making mistakes.

Responsibility is developed as pupils recognise their role within an increasingly interconnected world. Learning another language helps pupils appreciate the importance of communicating respectfully across cultural and linguistic boundaries and prepares them to participate positively in diverse communities.

Ultimately, Spanish strengthens pupils' sense of belonging by showing them that language has the power to connect people. Pupils learn to value their own linguistic and cultural identities while showing genuine interest in those of others. Through this, we aim to develop open-minded, respectful and confident young people who recognise the value of linguistic and cultural diversity in modern Britain and the wider world.