Curriculum Journey
This is a map to show the learning journey in Spanish from year 6 through to further education and possible careers.
MFL Curriculum Journey.pdfOverview of the learning journey in Spanish
Year 9
Language Development
The Present, Past and Future Tenses (e.g. ‘escucho la música’, ‘escuché la música’, ‘voy a escuchar la música’), are utilised simultaneously, to create and develop complex structured sentences (e.g. ‘me gusta escuchar la música pop porque es muy divertida pero no me gusta escuchar la música clásica porque es aburrida’). Students are actively encouraged to express opinions (e.g. ‘me encanta/odio’), give justifications, use negation and questioning, and include connectives and intensifiers to improve their language skills in all four disciplines. Translation focuses particularly on topic related vocabulary (Modules 1-3).
Year 10
GCSE Study
The Present, Past and Future Tenses continue to be developed, and complex structured sentences (e.g. ‘me gusta escuchar la música pop porque es muy divertida pero no me gusta escuchar la música clásica porque es aburrida’) are progressed through the use of uncommon language. Translation skills will be developed in the same way, with the inclusion of connectives, intensifiers, negation and questioning, all within the vocabulary topics which are being learned (Modules 4-6). Inferring meaning in a literary text is introduced at this stage, as are Reflexive Verbs in the Past Tense (e.g. ‘me duché’/ ‘me vestí’).
Year 11
GCSE Study
The Present, Past and Future Tenses (e.g. ‘escucho la música’, ‘escuché la música’, ‘voy a escuchar la música’) are further developed with the inclusion of the Conditional Tense. Complex structured sentences are actively encouraged within all four disciplines, using connectives, intensifiers, idioms and uncommon language, to assist Spanish comprehension and writing in becoming more fluid (e.g. ‘¡Qué rollo!’/ ‘Vale la pena’). Extended speaking answers are practised to ensure that pronunciation is accurate, and also that translation skills are further progressed through the use of equivalent expressions (e.g. ‘se debería…’/’hay que…’).