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Languages and ISA

Our school British Values Statement can be found in our Key Policies section of the website.

Spanish is the chosen modern language at Bridgewater Primary School. Children will gain a coherent knowledge and understanding of the three pillars of language which are the building blocks of language acquisition: phonics, vocabulary and grammar.  These are practised within the four modalities of reading, writing, listening and speaking. Throughout the study of Spanish, children will gain knowledge and understanding of the culture of Spain and Spanish-speaking countries. Children will be given ample opportunity to explore stories, poems, songs and rhymes in the language thus developing their cultural capital.

We aim for our learners to: 

  • be confident using spoken language to initiate communication and respond;
  • use good intonation and pronunciation;
  • develop fluency in reading;
  • use phonological awareness enabling them to decode sound-symbol correspondences;
  • develop fluency and imagination in writing;
  • be confident selecting vocabulary according to context, focusing on collocations;
  • have an understanding of how grammar can change and enhance meaning;
  • have a passion for languages and a commitment to the subject;
  • have a growing ability to use language creatively and spontaneously;
  • gain independence in their studies and the ability to draw upon a range of resources;
  • have a good awareness of the culture of Spain and Spanish-speaking countries.

At Bridgewater, we value the opportunity to use language to develop cultural awareness and understanding, taking advantage of links to explore Spanish culture.  Moreover, we look at the differences and similarities of different languages, including the home languages of the children.  When discussing traditions, we include opportunities to learn about other cultures. We want our children to recognise the value of learning a language and view it as a gateway to different cultures which will deepen their understanding of internationalism. Furthermore, learning a language prepares children academically for language study in their secondary education and potentially enhances economic and employment opportunities.

Our curriculum for languages will build learners’ confidence with curriculum progression throughout KS2 during whole-class lessons.  A guiding principle is the use of retrieval practice to promote effective retention of knowledge in the long-term memory. Phonics, vocabulary and grammar are taught, enabling children to build on previous work and progress in the language.  

In summary, our curriculum for Languages encompasses the following:

  • Spanish is taught using the threshold concepts which progressively deepen knowledge and understanding of the language
  • The three pillars of language - phonics, vocabulary and grammar - form the basis of all lessons and are taught explicitly
  • Planning ensures that the modalities of speaking, listening, reading and writing are covered
  • Retrieval practice is planned for each lesson to enhance retention of the three pillars of language
  • Use of reference materials is planned to promote independence
  • Children have ample opportunities to explore the culture of the countries where the language is spoken, using authentic materials

Threshold Concepts:  

  • Read Fluently

This concept involves recognising key vocabulary and phrases.

  • Write Imaginatively

This concept involves using key vocabulary and phrases to write ideas.

  • Speak Confidently

This concept involves using key vocabulary and phrases to verbally communicate ideas.

  • Understand the culture of the countries in which the language is spoken

This concept involves the background knowledge and cultural capital needed to infer meaning from interaction

At Bridgewater Primary School, our curriculum builds on the threshold concepts of reading fluently, writing fluently and imaginatively, speaking confidently and understanding the culture of the countries in which the language is spoken.  Each concept is taught within a breadth of different contexts, using authentic materials. If successful, the impact for children in languages will be evidence that they can use language with growing confidence. 

The impact will be evidence of confident learners who are able to use what they have learnt in Spanish using the three pillars of: phonics, vocabulary and grammar. They are able to demonstrate confidence in the four modalities of: speaking, listening, reading and writing, which are practised through the threshold concepts. Learners are able to show their understanding of aspects of the culture of Spanish-speaking countries. They can think critically about the subject and recall their learning over time. 

Pupil voice demonstrates that children are enthusiastic about languages and understand their value. Children’s work demonstrates that Spanish is taught at an age appropriate standard across each year group, with opportunities planned for pupils showing a swift understanding or working at greater depth as well as providing additional support when required.  Work is of high quality and demonstrates how pupils are acquiring knowledge, skills and vocabulary and understand the interaction between them.  Both formative and summative approaches are used to monitor attainment and progress throughout the academic year, informing future planning.

Assessment Methods to Reach Summative End-of-Year Judgement

To assess Modern Foreign Languages (MFL), we: 

Build Retrieval Practice into the start of lessons.

Use the 4 modalities (listening, speaking, reading, and writing) in order to communicate meaningfully, effectively, and creatively for real-life purposes.

Utilise a variety of formative assessment methods, including cloze procedure, vocabulary matching, translation and building personal descriptions.

Have a dedicated teacher of MFL who collates the data and discusses with class teachers, before inputting on Insight. 


Equal Opportunities 

As an inclusive school, we believe that diversity needs to be embraced, celebrated and highlighted, both within the curriculum and through the culture of the school. As a result, children and stakeholders are represented fairly and accurately, with a focus on equity. Learners will have the opportunity to access a deep, enriching curriculum which supports community cohesion and enables all pupils to develop and understand themselves as interconnected, global citizens. All children, regardless of gender, culture or disability are given the opportunity to study the curriculum. We acknowledge and plan for the specific needs of all learners. 

In MFL this will be achieved by ensuring there are opportunities to explore different cultures within the Spanish-speaking world. This will include representation of diverse figures in the curriculum.  Learning is supported by song, games, visual authentic materials and a range of scaffolding in writing.  As part of our wider focus on internationalism, we will endeavour to reflect the cultural diversity of our school through our work within the International School Award.