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Primary Foreign Languages Curriculum

Overview details provided by La Jolie Ronde (Spanish)

Our Vision: 

At Locking Primary School, we believe that the learning of a foreign language provides a valuable educational, social and cultural experience for pupils. Through our language curriculum we endeavour to develop children’s skills, resilience and confidence so that they can participate in an increasingly global society and communicate with others effectively, especially when this communication is difficult or there is a barrier. We strive to grow children’s curiosity and foster an eagerness to explore different languages and cultures, which will last a lifetime.

To complement the La Jolie Ronde scheme, we also have access to the resources on Language Angels. Through this website we use the teaching resources as well as games and songs. The children can access these games and songs at home. Each class has their own class login. 


Key Stage 2


Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 3



Lesson 1: 

Numbers – cero, uno, dos, tres, cuatro, cinco, seis, sieto,

ocho, nueve, diez  sí, no

Lesson 2: 

Greetings – hola, buenos días, adios, ¿Qué tal? Muy bien, bien regular, mal

Lesson 3: 

Classroom instructions – ¡Hola!nEscuchad, mired, sentaos, levantaos, repetid, venid, aquí, silencio

Lesson 4: 

Ask for and give name – 

¿Cómo te llamas? Me llamo ¿Y tú? señor, señora, señorita 


Nativity play – characters in the nativity play and simple dialogue

Letter to the Three Kings

Lesson 5: 

Revision of numbers 0-10  Ask for and state age –  ¿Cuántos años tienes? Tengo ocho años

Lesson 6:  

Colours – rojo, azul, blanco, negro, verde, Amarillo, naranja, rosa




Lesson 7: 

Colours - gris, marrón, morado

Verb – es (is) 

Connective – y (and) 

Easter/spring vocab: vocabulary relating to spring time - los corderos, las flores, los huevos, los pájaros


Lesson 8: 

Names of fruit – las naranjas, las peras, las ciruelas,las fresas, las manzanas, los tomates, los plátanos Food items – El chcolate, el helado, las piruletas, las patatas fritas, los caramelos, la pizza

Lesson 9: 

Recap so far 

Lesson 10: 

Days of the week – lunes, martes, miercoles, jueves, Viernes, sabado, domingo

Lesson 11: 

Months of the year –enero, febrero, marzo, abril, mayo,

junio, juli, agosto, septiembre, octubre, noviembre, diciembre

Aims (FL A…)

1.1, 2.1, 2.2, 2.3 

1.1, 1.2, 2.1, 2.2, 2.3,

1.1, 2.1, 2.2, 2.3, 

1.1, 1.2, 2.1, 2.2, 2.3, 

1.1, 1.2, 2.1, 2.2, 2.3, 

1.1, 1.2, 2.1, 2.2, 2.3, 3.2  

Subject Content FL2…

1.1a, 1.1b, 1.2a, 1.2c, 1.3a, 

1.3b, 1.3c    

1.1a, 1.1b, 1.2a, 1.2b, 1.2c, 1.2d,

1.3a, 1.3b, 1.3c    

1.1a, 1.1b, 1.2a, 1.2c, 1.3a, 1.3b,


1.1a, 1.1b, 1.2a, 1.2c, 1.3a, 1.3b,

1.3c, 1.4c     

1.1a, 1.1b, 1.2a, 1.2b, 1.2c, 1.3a,

1.3b, 1.3c     

1.1a, 1.1b, 1.2a, 1.2b, 1.2c, 1.3a,

1.3b, 1.3c     

Year 4 coverage

Lesson 1: 

Revision of colours from Y3 Parts of the body – una cabeza, una nariz, unos dientes, unos ojos, una boca, unas orejas, el pelo adjectives – grande, pequeño, gordo, largo, puntiagudo

Lesson 2: 

Parts of the body – la pierna, el pie, el estómago, la mano, el brazo

(el hombro, la rodilla) 

Lesson 4: 

Zoo animals – eltigre, el elefante, el hipopótamo, el flamenco, el oso, el ratón el león,la jirafa, el mono, el cocodrilo, el pingüino, el cerdo Recognise some letters of the alphabet – introduce vowels

Lesson 5:

Verb – ser (to be) 

Es – he/she is

Quantifiers – bastante, muy

Lesson 8:

Members of the family –  el padre, la madre, el hermano, la hermana, el abuelo, la abuela

Possessive adjective: mi 

Lesson 9:

Ask and answer questions about family 

Lesson 10: 

Pets – un gato, un ratón, un perro, un hamster, un conejo, un pez, un pájaro, un conejo de indias, una tortuga

Lesson 11:

Revision of pets vocabulary Revision of tengo, no tengo, y, también


Lesson 12:

Revision of vowel sounds  Reading phrases with




Lesson 13:

Focus on reading, following text and accurate pronunciation

Lesson 15:

Recognising word classes and

using a dictionary  



Hobbies -  bailar, nadir, jugar al fútbol, corner en un restaurant, leer, ver la tele ir

al parque


Lesson 17:

Revision of hobbies

Revision of opinions phrases

me gusta, no me gusta


Lesson 18:

¿Te Gusta?  

Numbers 13-30  


Lesson 19:

Revision of hobbies  five means of transport – en barco, en coche, en autocar, en tren, en avión



2 weather expressions – hace calor, hace frío

Qunatifiers – mucho, un poco


Asking for Spanish translation

-  ¿Cómo se dice… en español?

Lesson 3: 

Revision of asking for Spanish translation – tiene, también

Adjectives – feroz simpatico, divertido, (and  revision) grande, pequeño

Lesson 6 Christmas Theme

Revision  of parts of the body – la cabeza, los ojos, la nariz, la boca

Vocabulary included in play – ¿Qué es? Un muñeco de nieve, un sombrero, una bufanda, unos guantes, un abrrigo, hace frío, nieva Vocabulary for playing a game – Te toca a tí, me toca a mí, el dado

Lesson 7 Christmas Theme Two expressions - ¡Carambo! Me gusta eso


Write simple sentences


Lesson 14 Easter Theme:

Spanish Easter traditions

Quantifier: basante





clothes items for packing a suitcase – un pantalón, un pantalón corto, una falda, un jersey, una camisa, un sombrero, un bañador, unas gafas de sol

Aims (FL A…)

1.1, 1.2, 2.1, 2.2, 2.3, 

1.1, 1.2, 2.1, 2.2, 2.3, 3.2

1.1, 1.2, 2.1, 2.2, 2.3, 3.2

1.1, 1.2, 2.1, 2.2, 2.3, 3.1

1.1, 1.2, 2.1, 2.2, 2.3,

1.1, 1.2, 2.1, 2.2, 2.3,

Subject Content FL2…

1.1a, 1.1b, 1.2a, 1.2b, 1.2c, 1.3a,

1.3b, 1.3c

1.1a, 1.1b, 1.2a, 1.2b, 1.2c, 1.3a,

1.3b, 1.3c, 1.4c    

1.1a, 1.1b, 1.2a, 1.2b, 1.2c, 1.3a,

1.3b, 1.3c,  

1.1a, 1.1b, 1.2a, 1.2b, 1.2c, 1.3a,

1.3b, 1.3c, 1.4a     

1.1a, 1.1b, 1.2a, 1.2b, 1.2c, 1.3a, 1.3b, 1.3c, 1.4c

1.1a, 1.1b, 1.2a, 1.2b, 1.2c, 1.3a,

1.3b, 1.3c                                                             

National Curriculum Primary Foreign Languages - Aims

The national curriculum for Primary Foreign Languages aims to ensure that all pupils:

A/1.1 understand and respond to spoken language from a variety of authentic sources 

A/1.2 understand and respond to written language from a variety of authentic sources

A/2.1 speak with increasing confidence, fluency and spontaneity,

A/2.2 finding ways of communicating what they want to say, including through discussion and asking questions, 

A/2.3 continually improving the accuracy of their pronunciation and intonation

A/3.1 can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt A/3.2 discover and develop an appreciation of a range of writing in the language studied.


National Curriculum Primary Foreign Languages – Subject Content

Key Stage 2

Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3. 

FL2/1.1    Listening & Comprehension

FL2/1.1a    listen attentively to spoken language and show understanding by joining in and responding

FL2/1.1b    explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words


FL2/1.2    Speaking

FL2/1.2a    engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

FL2/1.2b    speak in sentences, using familiar vocabulary, phrases and basic language structures

FL2/1.2c    develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

FL2/1.2d    present ideas and information orally to a range of audiences*


FL2/1.3    Reading & Comprehension

FL2/1.3a    read carefully and show understanding of words, phrases and simple writing

FL2/1.3b    appreciate stories, songs, poems and rhymes in the language

FL2/1.3c    broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary


FL2/1.4    Writing

FL2/1.4a    write phrases from memory, and adapt these to create new sentences, to express ideas clearly

FL2/1.4b    describe people, places, things and actions orally* and in writing

FL2/1.4c    understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

 (*Not ancient languages)