Long term curriculum 2014 Framework Spanish
Year 3
All About me
Languages we speak
Names
Families
Numbers up to 20
Personal id Q
Where are you from?
How old are you?
Class Objects
Portraits
Parts of the body
Colours
Descriptions of people
Drawing a face
Monsters
Guest who
My portrait
Days & months
Topics
Four Friends
The four friends
Animal characters
Animal colours
Animal magic
Animal chorus
Animals on show
Objectives
Grammar
Phonics
Art and Design Spanish
D&T including cookSping
• j, ll, silent h, ñ, e, r, c (e/i) z, v, u
• d making the sound th, as in
‘although’
• consolidation of j, ll, ñ, v and z
• difference between the sounds z and
d
(th as in ‘although’)
• revision of j and ll
•i
• revision of ll, j and z
• g (e/i)
• revision of j, ll and d (th)
• llamarse: yo and tú forms
(yo) me llamo, (tú) te
llamas
• Possessive adjective: mi
• Singular and plural nous
• Regular -ar and -er verbs:
yo form
• Simple adverbs
• Position of simple adverbs
• poder: ¿(Yo) puedo? (asking
permission)
• saber: (yo) sé + infinitive
• ser: (yo) soy, (tú) eres
• en + month
• Adjectives: agreement and position
• tener: él/ella tiene
• ser: él/ella es
• Negatives (no ...)
• Regular -er and -ar verbs: él/ella
form
• ser: es
• Questions: with ¿Qué?
• gustar: me/te gusta, me/te gustan
• gustar: negative no me gusta / no me
gustan
• querer: (usted) quiere (polite form)
• ir: (yo) voy
listen attentively to spoken language
and show understanding by joining in
and responding
explore the patterns and sounds of
language through songs and rhymes
and link the spelling, sound and
meaning of words
engage in conversations; ask and
answer questions; express opinions
and respond to those of others; seek
clarification and help
Year 4
Animals
Vegetable garden
Life cycle of a plant
Jack and the Beanstalk
Buying vegetables
Meet the animals
Animal sounds
What’s the time?
Animal descriptions
Animal habitats
Carnival time
All aboard
On the way to school (Transport)
Where in the world is Spanish
spoken?
Weather
Numbers to 39
On our travels
Travel arrangements
Clothes
Planning a trip
Time
Seasons
Year 5
Healthy Eating
Packed lunch
Likes and dislikes of food
Good for you health
Celebrations
Food for la celebrations
Pizza time
Flavour
Spanish Food
I’m the Music Man
I’m the music man
Expressing opinions
Buying a music
The rhythm of the beat
It’s a rap
Music Contest
Planets
Introducing the planets
Describing the planets
Writing about a planet
Distances from the sun
Making compound sentences
Preparing a presentation
Sports
Talking about sports
Healthy eating
Likes and dislikes
Diary of activities
Comparing activities with a friend
Making a poster
Year 6
Our School
Places in a school
Tour of our school
Activities around school
Every day routines and school subjects
Describing yourself
Playing detectives
Alphabet
Features in the locality
Journey to school
Following directions
Saying that you don’t understand
Preparing a short presentation
The World about us
Cities / Towns
Crossing continents
Whether in some Spanish-speaking countries
Animals at home
Landscapes
Describing another country
Creating an advertisement
Writing a letter/post card
Tourism
Asking directions
Cafes and Going Out
Café-restaurants
The waiter’s song
What’s on the menu?
Choosing an ice cream
Making a milkshake
Café theatre
Higher numbers up to 100
Preparing a presentation
Paying for things Euros
• Using knowledge of phoneme–grapheme
correspondence to synthesise words
• Using knowledge of phoneme–grapheme
correspondence to work out the pronunciation of
new words
• Revision of hard and soft c
• Revision of eu and au
• Revision of key phonemes, eg d, ñ, e
• Using knowledge of phoneme–grapheme
correspondence to write new words
• Revision of silent h and ai/ay
• Revision of key phonemes, especially z, c(e/i) and qu
• Syllable stress
• Using knowledge of phoneme–grapheme
correspondence to work out the pronunciation of new
words
• Revision of key phonemes
• consolidation of phoneme–
grapheme correspondence
• identifying key phonemes
• synthesising words
• au
• revision of vowel sounds
• z and j
• oi/oy
• revision of key phonemes,
especially v
• consolidation of phoneme–
grapheme correspondence
• breaking words into individual
phonemes
• synthesising phonemes to build
words
• qu
• synthesising words from individual
phonemes
• eu ei
• Adjectives: masculine and
feminine agreements and invariable
• Adverbs
• en/a + transport
• a + place
• ir: (yo) voy, (tú) vas
• Question with ¿A dónde?
• hacer: hace
• Complex sentences starting with a
subordinate clause using Cuando ...
• llevar: (yo) llevo, (tú) llevas
• Questions: with ¿Qué?
(revision)
• hacer: (yo) hago, (tú)
Haces
• eso/esa
• tener: negative no tengo
• Synthesising words from phonemes
• Hearing individual phonemes in words
• Syllable stress
• Revision of z and c (ce, ci)
• gu (before i and e)
• Using knowledge of phoneme–grapheme
correspondence to aid writing
• Revision of key Phonemes
• Revision of z and c (ce, ci)
• gu (before i and e)
• Plural nouns
• Compound sentences
with connectives y and pero
• Adjectives: masculine and
feminine plural agreement
• Imperatives: tú form of
regular verbs
• tocar + el/la (with a
musical instrument)
• Adjectives used in similes
• Regular verbs: third
person singular and plural forms
• dormir (irregular verb): él/ella duerme
• Prepositions: cerca de, lejos de
• Qualifiers: bastante, muy, mucho
• Compound sentences with porque
• Regular verbs: third person singular and
plural forms
• dormir (irregular verb):
él/ella duerme
• The alphabet
• Adverbial phrases of time
• Verbs: first person singular, eg (Yo) corro,
(Yo) trabajo
• Adjectives: masculine plural, agreement and
position (revision)
• Plural indefinite article: unos/unas
• Adverbial phrases for times of day
• Definite and indefinite article: el/la; un/una
(revision)
• haber: había
• Adjectives: using two adjectives to describe a
noun (position and agreement)
• Imperatives
• querer: (yo) quiero, (tu) quieres
• querer + infinitive
• querer + negative: no quiero
• Use of questions to suggest doing things
• Qualifying opinions with porque
• Preposition: Voy a ... (una cafetería)
explore the patterns and sounds of
language through songs and rhymes
and link the spelling, sound and
meaning of words
speak in sentences, using familiar
vocabulary, phrases and basic
language structures develop accurate
pronunciation and intonation so that
others understand when they are
reading aloud or using familiar words
and phrases
present ideas and information orally
to a range of audiences
speak in sentences, using familiar
vocabulary, phrases and basic language
structures
present ideas and information orally to a
range of audiences
read carefully and show understanding of
words, phrases and simple writing
appreciate stories, songs, poems and rhymes
in the language
broaden their vocabulary and develop their
ability to understand new words that are
introduced into familiar written material,
including through using a dictionary
write phrases from memory, and adapt these
to create new sentences, to express ideas
clearly
describe people, places, things and actions
orally and in writing
broaden their vocabulary and develop their ability to
understand new words that are introduced into familiar
written material, including through using a dictionary write
phrases from memory, and adapt these to create new
sentences, to express ideas clearly
describe people, places, things and actions orally and in
writing
understand basic grammar appropriate to the language
being studied, including (where relevant): feminine,
masculine and neuter forms and the conjugation of highfrequency verbs; key features and patterns of the language;
how to apply these, for instance, to build sentences; and
how these differ from or are similar to English.
Long term curriculum 2014 Framework Spanish