Spanish

Learning Journey & Sequencing Rationale

Teaching and learning in Spanish and Italian focusses on language acquisition through developing a range of language learning strategies. The emphasis is on encouraging learners to learn, practise and apply key language and structures for a range of tasks and contexts. Languages is traditionally split into four skill areas (listening, speaking, reading and writing) and work centres on developing mastery in each skill area. Lesson activities are varied and may include exploiting a literary text for comprehension, extracting key details from listening texts, engaging in role-play or practising translation. Throughout their learning, learners are strongly encouraged to make links with other languages that they know and to share this information with the class. All languages are celebrated and valued within the culture of Language Learning at Harrow High School.

Rationale for the Sequencing in MFL at KS3

In Years 7, 8 and 9 we fully cover the National Curriculum Programmes of Study. We build on language learning experiences from Key Stage 2 and Home Languages. The knowledge and skills specified in the KS2 and KS3 Programmes of Study are used to cement the foundation for study at KS4 and beyond. The curriculum is taught by topics that are carefully sequenced to match age appropriate areas of interest and to reflect actual events such as festivals and holidays. It encourages learners to appreciate and celebrate cultural similarities and differences. The topics are chosen and sequenced to develop phonics, vocabulary and grammar in a planned and purposeful manner, allowing for progression from novice to expert learner. The choice of topics, content and assessments are arranged to allow for language -learning experiences that are successful and engaging. This enables us to promote motivation, self-efficacy and autonomy.

High frequency words which act as anchor points are prioritised in our curriculum. Carefully chosen topic-based vocabulary as well as clusters of related words are also built explicitly into the curriculum. These are revisited across different contexts, skills and themes to encourage long-term memory. The careful sequencing of topics allows for this to happen in a cohesive manner. Each topic also introduces and reinforces learners to language -learning strategies in the four skills and in memorising vocabulary and becoming an independent learner, which are vital for GCSE study.

The sequencing also allows us to deliver grammar incrementally through a structured and scaffolded approach. With regular retrieval practice and interplay between grammar, phonics and vocabulary and Language Learning strategies, a strong foundation of knowledge is built ready for GCSE study. Detailed assessment and feedback lead demonstrably to the learner's progress in knowledge, spontaneity, engagement and accuracy.

Rationale for the Sequencing in MFL at GCSE

The GCSE course continues to build on the foundations established at KS3. The three themes of identity and culture; local, national, international and global areas of interest, current and future study and employment are sequenced to naturally reflect the learner's journey, experiences and interests during those two years of school life. Each theme is split into four topics which interleave the learning between the topics and also between the themes. The topics link logically into each other and also include retrieval from key stage 3. The key skills of reading, learning vocabulary, writing, translation skills, building grammar knowledge, listening, dealing with authentic texts and speaking are practised in each topic. Complexity of Language increases appropriately in context of the topic.

Grammar is carefully introduced and revisited frequently. The topics also expand learners' cultural knowledge whilst developing language skills. This approach enables learners of all abilities to develop their Spanish language skills to their full potential, equipping them with the knowledge to communicate in a variety of contexts with confidence. This is important as we strongly believe in languages as a skill for life and something learners should enjoy and find rewarding and useful. Each topic also interleaves key communication strategies and repair strategies which will greatly increase their ability to cope successfully with unknown words. These same strategies also support other curriculum areas. Full coverage of the themes ensures that our learners are fully prepared for the GCSE exams and to continue learning languages in the future.

y7 & 8 learner journey

mfl statement of intent

Unit overview - autumn 1

Subject: CLARO 2 UNIT 1
Skills	Reusing language Ask and answer questions Adapt language for different contexts Redrafting writing Listen for gist and detail Initiate and develop conversations Transcribe words and short sentences Use reference materials independently Work with authentic materials
Knowledge	Theme: Dieta y Salud Key Language, vocabulary and Grammar ¡Qué hambre! Using the verbs comer and beber ¡Ñam ñam! Forming negative expressions Comparatives and superlative Using tú and Usted ¡Una de bravas por favor! Using mucho and poco Mi dieta sana Using the verb doler in the present tense ¡Ay, qué dolor! Using the imperative ¡Ponte esta crema! Frequency adverbs ¡Zona cultura! La cocina
Rationale	Through this first unit, learners are able to revisit the key language and strategies learnt in Y7 and adapt these to a new context. The ability to recall and recycle prior learning in a new context is fundamental to progression in language learning and learners will be encouraged to discuss and share prior knowledge. This allows learners to manipulate the language and to create personal responses. The topic of food is a popular topic and is deliberately chosen as the first topic in year 8 as it generates interest and encourages high levels of participation. This unit will also foster a cultural understanding of food in Spain and the main Spanish dishes. Learners will reflect on whether their diet is healthy and provide evidence in writing using comparisons and superlatives. Such discussion will promote healthy lifestyles and healthy eating. A core purpose of the unit is to skill learners to initiate and develop conversation in real life situations. These situations may involve transactional language. For example, when ordering food or saying what is wrong at the doctor’s. Through this, learners will become aware of formal and informal language and be asked to compare such structures with English and with Home Languages. Learners will have the opportunity to develop their analytical skills by referring to authentic materials and drawing key learning outcomes from them. These skills will continue to be reinforced during the course and are vital to for higher level work.

Unit overview - autumn 2

Subject: CLARO 2 UNIT 2
Skills	Adapt language for different contexts, including using appropriate tenses Express and justify opinions Skim and scan unknown texts Use context to interpret meaning and unfamiliar language Summarize and report main points Provide an accurate English translation of a short and suitable reference material Narrate,,express and develop ideas creatively
Knowledge	Theme: ¡Por fin de vacaciones! Key Language, vocabulary and Grammar ¡Allá Voy! Using Ir with prepositions Tengo mucho que hacer Using the verb Soler ¡Esto es la pera! Using common expressions and slang Te cuento qué pasó… Forming the preterite tense Mi aventura amazónica Adding intensifiers for more complexity ¡El verano que viene vamos a flipar! Revisiting the near future ¡Zona cultura! Guatemala
Rationale	This second unit offers learners the opportunity to expand the scope of their spoken and written language by exploring skills, structures and strategies with which to construct complex sentences. They will learn how to add more detail and precision to their responses. This is an important part of developing accurate, interesting and specific communication and is fundamental to future units. Learners will further develop cultural understanding of the Hispanic world, thereby increasing knowledge of the wider world. Issues of conservation of the Amazon forest will be explored. Learners will learn summary techniques. This is a vital cross-curricular skill which they will need in many other subjects. The ability to extract key ideas and to sequence them into a logical structure will also allow learners to practise discarding irrelevant information. This will be further developed in future units and in Year 9. In addition, they will use their knowledge of English to produce accurate translations. This is fundamental to preparation for the next key stage as translation is a key component of the GCSE. They will demonstrate awareness of the difference between literal and fluent translation, and come to appreciate nuances and subtleties of language.

Unit overview - spring 1

Subject: CLARO 2 UNIT 3
Skills	Understand the purpose of a text and translate accurately Arrange key ideas in order of importance Extract details from a range of original and adapted materials and infer meaning Summarize and report the main points Adapt known language to a new context Ask and answer complex questions Improve spontaneity and accuracy in Spanish through oracy
Knowledge	Theme: Aquí mando yo Key Language, vocabulary and Grammar Generación digital Using negative expressions ¿Qué ponen en la television? Using acabar de ¿En el cine o en la casa? Using mejor and peor Somos melóman@s Making comparisons with preferir Mis intereses personales Using Ser and Estar Quiero ser… Using the future tense ¡Zona cultura! Los programas musicales Refer to other people’s viewpoint
Rationale	In this third unit, learners will engage in vital learning and application of complex grammatical structures needed for future units. This exposes learners to sophisticated vocabulary and tenses which adds depth to their work. They will further develop their independence, confidence and resilience when confronted with unfamiliar content. This will build on repair strategies practised in Year 7. This is a cross-curricular skill and will also develop thinking skills, as they engage in problem-solving tasks. Learners will engage in giving opinions with justifications. This is an important life skill in understanding clear and accurate communication. The extended role plays will also develop listening skills, especially in situations which require them to report on other viewpoints. Learners will apply a wider range of reading strategies to longer authentic materials. This is a life skill transferable to different contexts and media. In addition, learners will formulate relevant questions. Being able to ask the right question to suit the context broadens thinking skills and, again, is an important life skill.

Unit overview - spring 2

Subject: CLARO 2 UNIT 4
Skills	Managing your time in exams Respond to different registers of language Translate longer written texts accurately Identify and use other tenses Reacting to the unpredictable Use context to interpret meaning Transcribe words and longer sentences
Knowledge	Theme: Adict@s a la moda Key Language, vocabulary and Grammar Esto es lo que llevo Full range of demonstrative adjectives Estrellas con estilo Forming the present continuous tense De tiendas Using indefinite adjectives En el centro comercial… Using cardinal and ordinal numbers Es imposible comprar así Using direct object pronouns ¡Si ganara la loteria Using the conditional ¡Zona cultura! Tendencias y tradiciones Key vocabulary for fast fashion and clothes
Rationale	In this fourth unit, learners will secure knowledge and application of the key grammar points needed to access higher level. Learners will be keen to express their requirements, likes and dislikes on current fashion trends. They will become skilled at responding to different types of language and contexts. The ability to recognise and respond appropriately to different audiences is a lifelong skill as it influences the type of language you use. Learners will learn how to deduce meaning using context and other clues. This is a cross-curricular transferable skill and also develops thinking skills. This unit contains a lot of vocabulary which is not cognates. Therefore, it presents the opportunity to overtly teach vital memorisation skills which will assist in other subjects as well as in exam preparation. Learners will be required to be reflective in self assessments and use these reflections to set targets to improve their writing skills.

Unit overview - summer 1

Subject: CLARO 2 UNIT 5
Skills	Speaking more authentically Adapting language for different contexts Redrafting writing independently Understanding poetry Constructing an argument Skimming and scanning texts Transcribing words and longer sentences
Knowledge	Theme: Mi mundo y yo Key Language, vocabulary and Grammar Lo que hago por las mañanas Reflexives verbs and pronouns Lo que hago por las tardes/noches Talking about frequency ¡Te he dicho que no! Using certain prepositions with verbs Sueño con otra vida Forming irregular verbs in the future and Tengo inquietudes conditional En busca de un mundo mejor Forming impersonal constructions with se ¡Zona cultura! La quinceañera Key vocabulary for global issues
Rationale	In this fifth unit, learners will further develop refined reading and listening strategies. Many of these strategies will be cross-curricular. The content of this unit allows learners to practise recycling prior knowledge and manipulating language to suit new context. They will have opportunities to develop personal viewpoints on the issues in this unit. This is vital for developing independence as a Language Learner and will be further developed in future units. Learners will extend their knowledge of the wider world. They will compare daily routines around the world and reflect on broader topics related to global issues such as poverty and homelessness. This will enhance thinking skills and develop empathy as citizens of the world. Learners will become aware of individual responsibilities as well as collective responsibilities. They will explore and reflect on how different milestones are celebrated in the Spanish-speaking world. The sub-topic of seeking a better world will allow moral and social issues to be explored. There are curricular links with SMSC.

Unit overview - summer 2

Subject: CLARO 2 UNIT 6
Skills	Revising grammar Using idioms Comparing and contrasting cultures Adapt language for different contexts Listening to native speakers for gist and detail Skimming and scanning texts Using the TL for real purposes Using context to interpret different meanings Reading for pleasure
Knowledge	Theme: De paseo por el mundo hispano Key Language, vocabulary and Grammar ¡Vamos Texas! Forming radical-changing verbs in the present tense Madrid vs Barcelona Forming the perfect tense CDMX: la superurbe Using irregular past participles in the perfect tense Key vocabulary on social issues Forming the imperfect tense Machu Picchu: me fascinó Using reflexive verbs in different tenses ¡Vente al Caribe! Combining the future and the conditional De Colombia a Venezuela Analysing Africa’s only Spanish speaking country ¡Zona cultura! Guinea Ecuatorial
Rationale	In this sixth unit Learners will develop investigative and problem solving skills. There are links with History in the use of various sources to formulate outcomes. Presentation skills will be practised as well as interview skills. These are cross curricular as well as life skills. Learners will enhance their knowledge of the wider world and reflect on broader topics related to social issues such as violence, racism and accents. Learners will use practical skills such as numeracy and Internet research in order to plan a trip abroad in the TL. These are cross curricular and life skills and also broaden Thinking and research skills.

knowledge organisers

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments and calculations.

We encourage all learners to use them by doing the following:

Quiz themselves at home, using the read, write, cover, check method.
Practise spelling key vocabulary
Further researching people, events and processes most relevant to the unit.