Autumn Term

Spring Term

Summer Term

Half-term 1: Describing me and others

Half-term 2: Saying what I and others have

Phonics: the SSC (sound-symbol correspondences) taught this term are: [a] [o] [u] [e] [i] [ca] [co] [cu] [ce] [ci] [z]

Vocabulary: adjectives to describe mood today and character generally, days of the week, nouns for possessions, ‘I have a present for’ story

Grammar: estar (singular) for location & temporary state, ser (singular) for permanent traits & origin, adjective endings (-o, -a, -e, -z), tener, singular indefinite articles (un, una), intonation questions, WH-questions with dónde, cómo, qué

Half-term 1: Saying what I and others do

Half-term 2: Saying how many and describing things

Phonics: the SSC (sound-symbol correspondences) taught this term are:
[l] [ll] [ga] [go] [gu] [ca] [co] [cu] [que] [qui]

Vocabulary: verbs and nouns to describe a range of activities, numbers 1-12

Grammar: -AR and -ER present tense (singular), singular definite articles (el, la), hay, regular plural marking on nouns (-s), interrogative cuántos, cuántas, revisit indefinite articles, plural indefinite articles

Half-term 1: Describing things and people

Half-term 2: Expressing likes and saying what I and others do

Phonics: the SSC (sound-symbol correspondences) taught this term are: [j] [ga] [ge] [gi] [go] [gu] [gue] [gui] [n] [ñ] [r] [rr] [v] [b] [h]

Vocabulary: adjectives for describing animals, story creation, loves and hates, Hungry Caterpillar (Year A), Todo un año (Year B) revisit days, months

Grammar: revisit hay, regular plural marking on nouns (-es), revisit definite articles & adjective agreement, plural definite articles, using amar/odiar + definite article, revisit intonation question

Autumn Term

Spring Term

Summer Term

Half-term 1: Describing me and others

Half-term 2: Saying what I and others have

Phonics: the SSC (sound-symbol correspondences) revisited this term are: [a] [o] [e] [u] [i] [ca] [co] [co] [ce] [ci] [ch] [z]. Strong (a,e,o) and weak (u,i) vowel combinations are introduced.

Vocabulary: adjectives to describe mood today and character generally, days of the week, months of the year, numbers 13-31, dates, interrogatives quién, qué, cuándo, cuál, cuántos/cuántas, nouns and adjectives for places, festivals, physical description

Grammar: estar (plural) for location & temporary state, ser (plural) for permanent traits & origin, plural adjective endings (for adjectives ending in -o, -a, -e, -z, -l, -s), hay, tener, singular indefinite articles (un, una), post-nominal adjectives, intonation questions, WH-questions with quién, qué, cuándo, cuál, cuántos/cuántas, negation with no

Half-term 1: Saying what I and others do

Half-term 2: Saying where you are going and what there is there

Phonics: the SSC (sound-symbol correspondences) revisited this term are: [l] [ll] [ga] [go] [gu] [que] [qui] [n] [ñ] [v] [b] [r] [rr] [h]. In addition, syllable stress patterns are introduced.

Vocabulary: verbs and nouns to describe a range of activities, countries, traditions, school, free time, physical geography

Grammar: -AR and -ER present tense (plural), singular definite articles (el, la), intonation questions, hay, negation with no, verb IR (singular), contractions del, al

Half-term 1: Saying what activities I and others do

Half-term 2: Saying what I and others like / dislike, want and have to do

Phonics: the SSC (sound-symbol correspondences) revisited this term are: [ge] [gi] [j] [gue] [gui]. In addition, the use of accents is practised.

Vocabulary: words for describing activities, places in town, weather, sport, instruments, things countries are famous for

Grammar: hacer (singular/plural), jugar (singular/plural), two-verb structures - amar/odiar, querer / deber / poder (singular) + infinitive, revisit intonation and WH- questions

Knowledge
Strands

Modes and modalities

Year 3

Year 4

Year 5

Year 6

Phonics

Recognition & Production
(Sound (L) to print (W))

I have learnt the SSC and phonics key words and remember them. I can match the Spanish SSC I hear to print and transcribe accurately the SSC I know best. I enjoy listening to and joining in with simple songs and rhymes.

I can link SSC to new words I hear. I listen and transcribe SSC within single words with some success. I use sound-spelling links to follow when I listen and read. I enjoy listening to and joining in with simple songs and rhymes.

I have learnt about vowel combinations and stress patterns.  I identify these when listening. I connect sound and spelling by transcribing a range of new words and parts of words. I enjoy listening to and joining in with songs and short poems.

I can listen and write short phrases including unfamiliar words more accurately, when focusing on transcription. I enjoy listening to and joining in with songs and short poems.

Recognition & Production
(Print (R) to sound (S))

I can readily read aloud the SSC and phonics key words. I can carefully sound out some unfamiliar words and parts of words with some success, focusing on a few SSC at any one time.

I can read aloud familiar words observing certain pronunciation rules (silent letters, accent/ stress markers, etc) and some unknown words. My pronunciation is usually comprehensible.

I can read aloud many familiar words with clear and comprehensible pronunciation. More slowly and carefully, I can decode unfamiliar words using SSC knowledge.

I read familiar words and short sentences aloud with clear and comprehensible pronunciation. I can read aloud single unknown words more readily.

Vocabulary

Understanding
(Aural (L) / Written (R))

I understand around 50 words when I listen and read them as single items and in short sentences which describe people, places, things and actions.

I understand around 100 words when I listen and read them as single items and in short sentences which describe people, places, things and actions.

I look words up in an alphabetical word list.

I understand around 150 words when I listen and read them as single items and in short and compound sentences which describe people, places, things and actions. I am beginning to use the words I know in a sentence to work out likely meanings of single unknown words. I also use a dictionary.

I understand around 200 words when I listen and read them as single items and in short and compound sentences which describe people, places, things and actions. I can use the words I know in a sentence to work out likely meanings of single unknown words. I also use a dictionary.

Production

(Oral (S) / Written (W))

I can use around 50 words to engage in short exchanges; ask and answer questions; express opinions and respond to those of others; seek clarification and help. I can speak in and write sentences about people, places, things and actions, using familiar vocabulary and basic language structures.

I can use around 100 words to engage in short exchanges; ask and answer questions; express opinions and respond to those of others; seek clarification and help. I can speak in and write sentences about people, places, things and actions, using familiar vocabulary and basic language structures

I can use around 150 words to engage in short exchanges; ask and answer questions; express opinions and respond to those of others; seek clarification and help. I can speak in and write sentences about people, places, things and actions, using familiar vocabulary and basic language structures.

I can use around 200 words to engage in short exchanges; ask and answer questions; express opinions and respond to those of others; seek clarification and help. I can speak in and write sentences about people, places, things and actions, using familiar vocabulary and basic language structures.

Grammar¹

Understanding
(Aural (L) / Written (R))

I distinguish and understand (in listening and writing) singular and plural articles (indefinite and definite), singular verbs ESTAR, SER, TENER, HAY, regular -AR and -ER , singular adjective agreement and position (-o, -a, -e, -z), regular plural noun marking (-s, -es), intonation questions, WH-questions with dónde, cómo, qué, cuántos, cuántas

I distinguish and understand (in listening and writing) singular and plural articles (indefinite and definite), singular and plural forms of ESTAR, SER, TENER, HAY, HACER, JUGAR, regular-AR and -ER verbs, singular IR, 2-verb structures with singular QUERER, DEBER, PODER + infinitive, singular and plural adjectives (-o, -a, -e, -z, -l, -s), intonation questions, WH-questions with quién, qué, cuándo, cuál, cuántos / cuántas

Production

(Oral (S) / Written (W))

To describe people, places, things and actions (in speaking and writing) I use singular and plural articles (indefinite and definite), singular verbs ESTAR, SER, TENER, HAY, regular -AR and -ER , singular adjective agreement and position (-o, -a, -e, -z), regular plural noun marking (-s, -es), intonation questions, WH-questions with dónde, cómo, qué, cuántos, cuántas

To describe people, places, things and actions (in speaking and writing) I use singular and plural articles (indefinite and definite), singular and plural forms of ESTAR, SER, TENER, HAY, HACER, JUGAR, regular-AR and -ER verbs, singular IR, 2-verb structures with singular QUERER, DEBER, PODER + infinitive, singular and plural adjectives (-o, -a, -e, -z, -l, -s), intonation questions, WH-questions with quién, qué, cuándo, cuál, cuántos / cuántas