Home Page

'Passion for learning, education for life'


Spanish Speaking Countries

Spanish - Scheme of Work



Aims and purposes:

The main aim of language teaching is to develop children’s linguistic competence. Lessons are frequent, so that previously learnt language can be reinforced and children can make good progress.


The teaching of languages at key stage 1 and 2 offers opportunities for children to:


become increasingly familiar with the sounds and written form of a new language

develop linguistic skills, knowledge about language and language-learning skills

understand and communicate in a new language

make comparisons between a foreign language and English or another language

increase their cultural awareness by learning about different countries and their people, and working with materials from those countries and communities

develop positive attitudes towards language learning

use their knowledge with growing confidence and competence to understand what they hear and read, and to express themselves in speech and in writing

form a sound basis for further study at key stage 3 and beyond.


This scheme of work is published on the DfES Standards website at and has been adapted to fit with our school curriculum. The units can be accessed in different formats.

Some of the day to day activities to boost Spanish around the school are:


•        Register in Spanish.

•        Classroom instructions in Spanish.

•        Art/Geography/History keywords in Spanish.

•        Children put a marker on any Spanish speaking countries visited on a world map.

•        Follow a team in La Liga.

•        Listen to Spanish chart music.

•        Discuss news relevant to Spanish speaking countries.

•        Daily timetable/date etc. in board in Spanish.

•        Encourage children to use “Linguascope” at home or when they have finished their work. Please speak to your child's teacher for your password.


Differentiation can be achieved in two main ways:

  • At the level of the task, where the task itself is more, or less demanding but the required outcome is the same.
  • At the level of the outcome, where responses to the same task can range from a single word answer or indication of a visual, to a full sentence response or finding out more information independently.


Assessment forms an important part and might take the following forms:

  • Formal – provided at the end of each topic.
  • Informal – in classroom situations and student’s response.
  • Self-assessment opportunities.

Peer-assessment can be carried out by learners comparing their answers to the key sample.

Coverage by Year Group

Log of House Points

  • Maple 12,154
  • Beech 11,613
  • Oak 11,597