Spanish
From September 2024 Spanish will now be taught across the school and will replace the French curriculum. Pupils and staff were surveyed in the summer term 20024 and overwhelming feedback from both pupils and teachers was to change the curriculum. We recognise the importance of our MFL offer to work within our community. An overriding majority of pupils holiday in Spain and they demonstrated a love for learning the language.
Intent:
The pleasure of being able to interact with someone from another country in their own language is central to the teaching of Spanish at Hunnyhill.
As a school in the heart of an island community, it is vital that we do not allow geographical barriers to further separate us from other countries, cultures and languages, and we aim to prevent the ‘us’ and ‘them’ mindset that may be prevalent in such a community through the opening up of children’s minds to what else is out there.
Through the teaching of Spanish, we hope to add to the children’s ‘Culture capital’ and inspire pupils to develop a love of languages and to expand their horizons beyond the Solent.
In our choice of topics, we aim to provide an introduction to the culture of Spanish-speaking countries and communities and help deepen the children’s understanding of the world. Ideally, the linear curriculum and progressive coverage of the skills required by the National Curriculum should support the children in gradually building on their skills, while exposing them to native Spanish speakers in realistic situations.
We aim to help children grow into curious, confident and reflective language learners and to provide them with a foundation that will equip them for further language studies.
It is intended that when children leave Hunnyhill Primary School, they will have a natural curiosity and confidence to explore other countries, cultures and languages. As global citizens, they will understand that in a multi-lingual society it is a valuable skill to be able to communicate effectively with others in another language.  They will be engaged and prepared to continue language learning at Secondary School.
Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers - All children will have Quality First Teaching. Any children with identified SEND or in receipt of Pupil Premium funding may have work additional to and/or different from their peers in order to access the curriculum, dependent upon their needs. As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points.
 
Implementation:
Children have weekly sessions in Spanish, little and often throughout the week. In EYFS and KS1 pupils will be introduced to Spanish through songs and games. In Lower KS2, children acquire basic skills and understanding of Spanish with a strong emphasis placed on developing their Speaking and Listening skills. These will be embedded and further developed in Upper KS2, alongside Reading and Writing, gradually progressing onto more complex language concepts and greater learner autonomy.
Language Angels scheme provides a clear, well planned and progressive curriculum. Lessons are sequenced so that prior learning is built on and opportunities for revision of language and grammar are built in, while supporting the introduction of new skills and vocabulary. The sequence of lessons provides structure and context as well as offering an insight into the culture of Spanish-speaking countries and communities. The introduction and revision of phonics, key vocabulary and grammatical structures is built into each lesson.
 
Impact:
Assessment for learning is a key part of measuring the impact of the curriculum in the classroom, through key questioning build in to speaking and listening. Pupil outcomes will be measures against the success criteria within each unit.
The MFL subject leader will monitor its implementation and check coverage across the school. Progress across classes is monitored by the subject leader and senior leadership team. Monitoring will include regular learning walks and pupil voice.
The findings of this monitoring will be used to inform next steps for pupils and staff and feed into the School’s Monitoring and Evaluation cycle.
