Foreign Languages

Intent, Implementation and Impact

INTENT

At Whitefield we study Spanish as a Foreign Language. We follow a sequence of lessons using Language Angels to support teaching. The curriculum is organised into blocks with each block covering a range of different topics each term and all covering the four pilers of language; speaking, listening, reading and writing. Some of these topics include, I'm Learning Spanish, Presenting myself, The Seasons, Musical instruments, My Family, My home and The classroom. The teaching of phonics is also included at the start of every lesson.

Our intent is to support our children in developing their understanding and a love of a second language. To equip them and give them the tools to support them when transitioning into hight school. We aim to do this through fun and engaging lessons. We want our children to enjoy learning Spanish.

IMPLEMENTATION

At Whitefield we begin to teach Spanish in Year 3 up until Year 6 and it is taught by class teachers once a week for 30 minutes. In KS1, teachers are encouraged, when possible, to familiarise children with the language of Spanish, either through songs, stories or teaching them simple and easy gestures.

Our Spanish curriculum began rolling out in the academic year 2021/22. This meant everyone followed the year 3 curriculum block for that year. We did this to allow children to have the best change in accessing each lesson and to allow a progression in their Spanish as it rolled out. During the academic year 2022/23, years 4,5 and 6 are now following the year 4 curriculum block. Spanish will continue to be taught this way until the curriculum has fully rolled out and children can access the progressive language teaching.

Recording in Spanish

Each child has their own Spanish textbook where evidence for writing and reading is shown with a knowledge note to support vocabulary.

Seesaw is used to evidence speaking but reading, writing and listening can also be evidenced with whole class learning.

Vocabulary in my subject

Central to the learning modules are activities designed to develop pupils’ oracy and vocabulary skills to enable them to use the language associated with Spanish in a meaningful way when talking to others.

The technical vocabulary that pupils will be taught and encouraged to use is explained in each lesson. Definitions of each term are also provided. These definitions are also included in the Knowledge Note for pupils. Pupils should be given a copy of the Knowledge Note at the start of each lesson so they can refer back to this information as required.

A vocabulary quiz is an opportunity for teachers to assess pupils’ deeper understanding and application of the technical vocabulary covered in the block.

Exemplification

INCLUSION

To think hard is the right of all pupils, regardless of their starting point.

Within Spanish all pupils will take part in all the lesson sequences, but we need to be clear about the critical core content for pupils with SEND.

As part of the planning and preparation for the delivery of each block, teachers will need to consider how specific activities or the delivery may need to be adjusted to ensure that pupils with SEND are able to access the materials and participate fully in the lesson.

Pupils with language and communication difficulties (including those with ASD) may need additional visual prompts to help them understand what is expected of them. Some pupils may require individual task boards to enable them to follow a series of steps where a task has been broken down into smaller, more manageable chunks.

Some pupils may have sensory sensitivities. For those pupils, adjustments may need to be made in order for them to access materials. Pupils who have significant motor skill difficulties may require pencil grips or sloped surfaces to work on.

This will then lead to our assessment framework. Some pupils may show extended knowledge and be skilful with it from other lessons.

SEND for Cusp

Our curriculum builds in structured response frameworks to promote hard thinking and retrieval. This includes

Double Page Spreads, knowledge notes.

More detail can be found here:

LInk to - How do we support children to think hard

IMPACT

Assessment

We use Insight HQ to record assessment termly. This is reviewed by subject leads.

Latest monitoring of data has highlighted a need to moderate standards across foundation subjects internally.

The exemplifications (above) can be used to inform assessment of pupil outcomes and to support teachers in developing their own subject knowledge. They demonstrate the expected standard which teachers can assess pupils’ work.

The best form of assessment in Spanish is in-action, while pupils are working. This helps us to understand pupils’ development by encouraging pupils to articulate their thinking and reflections. This gives teachers a good understand of which aspects of developments they may require additional teaching in and reshape teaching to support this.

MONITORING: Pupil Book Study

Senior leaders and subject leaders regularly undertake book studies to monitor the effectiveness of teaching and learning.

We use Pupil Book Study to review with small groups of pupils using questioning to check and ensure information and knowledge is acquired and understood with increasing confidence. Feedback is given to teaching staff to inform future planning.

Staff have had initial training in this April 22

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