PGC: Spanish Progression Ladders - Year 5

Year 5 Progression ladder overview – Term 1

Skills and knowledge	Example contexts and language	Arriving in Year 5 Term 2 able to…
Listening Listen and show understanding of some main points in a short spoken passage made up of familiar language and containing one or two more complex phrases and sentences.	Pupils show they understand people talking about where they live and giving an opinion about this, by participating in the ‘Stand up If’ game Pupils move to the appropriate compass point when listening to an extended sentence about where someone lives Support language is removed for most pupils Pupils show a growing willingness to have a go at picking out some familiar words and phrases without seeing the transcript	pick out a few main points when listening to an extended sentence containing familiar phrases. listen attentively to spoken language and respond accordingly e.g. start to write down words as they hear them in a dictation activity.
Speaking Take part in short conversations using familiar language and structures. Become more confident in asking and answering simple questions.	Basic interactions at the beginning and ending of lessons are routinely embedded with most pupils. Some pupils can extend the conversation Pupils perform short dialogues to ask and answer questions about where they live Pupils play Pictionary with phrases they recall on where people live Pupils are confident to recall phrases about food and drink with a partner before saying what they eat and drink in the kitchen	take part in a short conversation by asking and answering familiar questions with a rehearsed response.
Reading Understand the main points from a short written text. Read a variety of short simple texts.	Pupils practise their read aloud skills by taking part in a Trapdoor activity to say where people live Pupils read a short simple text about what different people eat and drink in different rooms of the house Pupils read sentences to a partner who translates them into English	read aloud a variety of familiar phrases, longer sentences and short texts. show a greater understanding of longer sentences by picking out a few main points.
Writing Write a few short sentences with support using previously learnt vocabulary. Spell words that are readily understandable. Write phrases and/or sentences from memory.	Become more confident to use the game Blast Off to write sentences to say where you live Think-Pair-Share spider diagram allows pupils to work together to share ideas to complete the sentence ‘Vivo’ More confident pupils write their own version of the Trapdoor activity which could include sentences from previous lessons Pupils use Word Pod to practise writing, from memory, about what furniture they have in their house	write more sentences from memory with increasing accuracy. be accepting that mistakes will be made when attempting to write short phrases or sentences from memory.
Grammar Become confident in using: Present tense endings for regular verbs ‘vivir’ Nouns – in particular proper nouns – countries Gender of nouns Definite articles Indefinite articles Possessive pronouns ‘mi’ and ‘mis’ Be introduced to: Question words ‘Cómo and ‘dónde’ + verb + subject Spanish punctuation Prepositions ‘sobre’, ‘en’, ‘delante de’, ‘debajo de’, ‘detrás de’ ‘hay’	Use ‘Vivo’ with confidence to say where they live When writing, most pupils understand that countries have a capital letter Pupils make connections with a fundamental point about gender by making a list of furniture and rooms using the correct definite and indefinite article and the correct possessive article e.g. ‘el salón/un salón/mi salón’ Using the list of furniture and rooms with the correct definite or indefinite article, pupils add a preposition and make a sentence to say where they do something Pupils are introduced more formally to the inversion of the verb and the subject after the question words ‘cómo’ and ‘dónde’	be more aware that it is important to use the correct form of the definite and indefinite articles and the possessive adjective according to the gender of the noun. have some understanding of the term ‘conjugation’ and what it means when looking at familiar verbs in the present tense. sometimes use the correct form of punctuation when writing in Spanish. use ‘hay’ when giving a list identify the correct preposition to describe where a ball (‘el balon’) is situated
Phonics Be introduced to the patterns, sounds and phonemes of language to help develop accurate pronunciation and intonation. Pronunciation is becoming more accurate and intonation is being developed.	Explore the phonics pairs ‘S/C’ – working with a partner, pupils begin to apply their recalled knowledge of these sounds to pick out words from a list Frequent recall of previously taught words and phrases supports pupils to apply their phonics knowledge Pupils are presented regularly with opportunities to gain in confidence to have a go at pronouncing unfamiliar words	pick out some familiar words that contain the phonics pairs ‘S/C’. pick out some familiar and a few more unfamiliar words that contain the phonics pairs ‘L/Y’, ‘N/Ñ’, ‘E/U’, ‘I/AI’, and ‘O/AU’. recall some of the mouth movements and instructions needed to make the sounds for the phonics pairs from this year. pronounce words with increasing accuracy and have an awareness of appropriate tone and intonation.
Culture Respect and understand cultural diversity. Understand how objects and pictures can represent a country.	Learn about Christmas food traditions in Spain Understand how people live in different types of accommodation	recall some information about Christmas in Spain and about the types of food eaten at this time of year.

Year 5 Progression ladder overview – Term 2

Skills and knowledge	Example contexts and language	Arriving in Year 5 Term 3 able to…
Listening Listen and show understanding of some main points in a spoken passage made up of familiar language and containing one or two complex phrases and sentences.	Pupils do an appropriate action to the phrase when they hear a type of weather mentioned in an extended sentence Pupils sing the ‘months’ song from memory and can often recall the next words when the song is paused Pupils play ‘True or False’ to identify the types of weather that occur in different months and seasons Write down the words they hear in a simple dictation e.g. numbers in a song Pick out a few main points from a recorded weather report	understand and answer ‘yes or no’ questions when listening to a more complex weather report in Spanish that includes different types of weather, a month and an area. pick out numbers from a spoken text. sing parts of a song from memory pick out a few more main points when listening to an extended sentence containing familiar phrases. listen attentively to spoken language and respond accordingly e.g. summarise a report in a drawing.
Speaking Take part in short conversations using familiar language. Become more confident in asking and answering simple questions.	Play Treasure Hunt to say what the weather is like in a particular area Pupils recall weather phrases from memory in the game of Charades Play a variety of number games as part of a team Pupils work in pairs to prepare and present a weather forecast based on their own map of Spain	willingly take part in a short conversation by asking and answering familiar questions with a less rehearsed response e.g. about what the weather is like. join in with familiar songs. deliver a short presentation e.g. a weather report with scaffolding if needed.
Reading Understand the main points from a short, written text which may be in a different format and/or different context. Read a variety of short simple texts. Use a book or glossary to find out the meaning of new/unfamiliar words.	Pupils recall compass points to match weather conditions to places on a map of Spain Pupils race against the clock (and try to improve their times) in the ‘Matching pairs’ activity to match weather phrases to pictures Pupils put short phrases containing the months and seasons into the correct order Pupils may use their language detective skills to look up new words in a glossary or dictionary Solve maths puzzles using the numbers 1 to 30	read aloud, with growing confidence, a variety of familiar phrases, longer sentences and short texts. pick out more main points in a short paragraph. read a more complex weather forecast in Spanish. solve simple maths puzzles.
Writing Write more short sentences with support using previously learned vocabulary. Spell words that are readily understandable. Write phrases and/or longer sentences from memory.	Pupils complete a Venn diagram and may use a sentence builder to write a short weather forecast or report Pupils work in pairs to write sentences to make an extended weather report Translate short weather phrases and move onto extended sentences and a short paragraph about the weather	write several sentences from memory with increasing accuracy. be accepting that mistakes will be made when attempting to write sentences from memory.
Grammar Become confident in using: Prepositions ‘en’, ‘sobre’, ‘delante de’, ‘detrás de’ + a town’ ‘Estar’ in the 3rd person singular when describing an object’s location Nouns Be introduced to: ‘hace’ / hay + weather using a book or glossary to find out the meaning of new/unfamiliar words	Use ‘hace’ / ‘hay’ to say what the weather is like and give the temperature Use ‘está’ + preposition to talk about an object’s location Begin to understand the differences between the prepositions ‘en’, ‘sobre’, ‘delante de’, ‘detrás de’ + a town’	(with help) find a relevant word in a bilingual dictionary or glossary, to check the meaning of new words. match the prepositions ‘en’, ‘sobre’, ‘delante de’, ‘detrás de’ + a town’ with a correct answer from a list of 4 possible options.
Phonics Become more aware of the patterns, sounds and phonemes of language to help develop accurate pronunciation and intonation. Become more confident in applying phonics knowledge to correct pronunciation and intonation, using tone of voice and gesture to convey meaning when reading aloud.	Explore the phonics pairs ‘O/AU’ – working with a partner, pupils begin to apply their recalled knowledge of these sounds to pick out words from a list Frequent recall of previously taught words and phrases supports pupils to apply their phonics knowledge Pupils are presented regularly with opportunities to grow in confidence and to have a go at pronouncing unfamiliar words	pick out some familiar and occasionally unfamiliar words that contain the phonics pairs ‘O/AU’. pick out some familiar and a few more unfamiliar words that contain the phonics pairs ‘L/Y’, ‘E/U’, ‘N/Ñ’, ‘A/EI’, and ‘I/AI’. recall some of the mouth movements and instructions needed to make the sounds for the phonics pairs from this year. sing or recite lines from a song with good pronunciation, accuracy and at times use appropriate tone and intonation. use their phonics inventory to help with recalling sounds
Culture Respect and understand cultural diversity. Understand how objects and pictures can represent a country.	Become familiar with a map of Spain Learn about La Tomatina	recall some towns in different parts of Spain.

Year 5 Progression ladder overview – Term 3

Skills and knowledge

Example contexts and language

Arriving in Year 6 Term 1 able to…

Listening

Listen and show understanding of the main points in a spoken passage made up of familiar language and containing a few complex phrases and sentences.

Pupils play ‘Pictionary’ to draw what they understand about a Spanish speaking area
Recall colours from the number song to play a game of ‘Splat’
Pick out the main points from a short presentation with a few extended sentences about a Spanish speaking area or country that contains familiar language

understand the main points and some spoken details in passages that contain familiar language.
pick out most of the main points from a short passage that contains more complex phrases and sentences.
listen attentively to spoken language and respond accordingly.

Speaking

Take part in short conversations using familiar language.

Become more confident in asking and answering simple questions.

Understand and express more complex opinions.

Play Noughts and Crosses with a partner to say what language is spoken, where it is spoken and in which continent
Pupils complete the ‘Speaking Quizzes’ across a range of familiar topics
Pupils play ‘Talking Tennis Ball’ recalling details about a Spanish speaking country or area. More confident pupils can adapt information in model sentences.

ask and answer more complex familiar questions with a scaffold of responses.
join in with familiar songs.
produce a short presentation or description e.g. of a Spanish speaking area or country.

Reading

Understand the main points from a short, written text which may be in a different format and/or different context.

Read a variety of short simple texts.

Use a book or glossary to find out the meaning of new/unfamiliar words.

Pupils use previous knowledge of nationalities and languages to unjumble longer sentences to say what language is spoken in a particular country
Pupils look up words for nationalities and languages in a glossary or dictionary
Play the ‘Stand up if’ game to show that they can understand main points in a short text describing a Spanish speaking country
Read aloud (with support if required) sentences to describe a Spanish speaking country
Pupils translate a passage about a Spanish speaking country

read aloud and pick out most of the main points from short texts containing a variety of familiar phrases and longer sentences (there may be the odd unfamiliar phrase contained in the text).
look up unfamiliar words in a bi-lingual dictionary or glossary to aid with understanding unfamiliar phrases.
read a description and/or short story based on familiar language.

Writing

Write a few short sentences with support using previously learnt vocabulary.

Spell words that are easily understandable.

Frequently write phrases and/or sentences from memory.

In pairs, pupils complete a mind map of Spanish speaking areas of the world
Recall vocabulary for example colours, food and drink, types of weather, compass points to be able to write a short paragraph about a Spanish speaking area
Complete sentences about the landscape of a Spanish speaking area by picking words from a list of semi-familiar words – more confident pupils will extend their sentences to include more detail
Play the ‘Blast Off’ game to write sentences about the landscape of a Spanish speaking area from memory
Pupils write a presentation about a country of their choice either using a model or completely from scratch

write paragraphs with sentences from memory with increasing accuracy.
write a short report e.g. about a Spanish speaking country with support or from memory.
show a willingness to have a go at writing new words using phonics knowledge.
not worry about making mistakes when attempting to write sentences from memory or when using unfamiliar language.

Grammar

Become confident in using:

the preposition ‘en’ with countries and continents
Question word ‘¿Dónde + está’
‘hay’
The verbs ‘estar’ and ‘tener’

Be introduced to:

‘Se habla’
Colours and their adjective endings
Using a book or glossary to find out the meaning of new/unfamiliar words

Use ‘hay’ with confidence
Begin to form questions using ‘¿Dónde + está’
Recognise the 3rd person singular forms of ‘estar’, ‘ser’ and ‘tener’ in short texts

(with help) find a relevant word in a bilingual dictionary or glossary, to check the meaning.
use the question word ‘dónde’.

Phonics

Explore the patterns, sounds and phonemes of language to help develop accurate pronunciation and intonation.

Become more confident in applying phonics knowledge to correct pronunciation and intonation, using tone of voice and gesture to convey meaning when reading aloud.

Become confident the phonics pairs ‘E/U’ and, working with a partner, pupils apply their recalled knowledge of these sounds to pick out words from a list containing unfamiliar words (some pupils may require support to complete this activity)
Frequent recall of previously taught words and phrases supports pupils to pronounce the Spanish speaking countries

pick out familiar and unfamiliar words that contain the phonics pairs ‘E/U’.
with increasing confidence, pick out some familiar and more unfamiliar words that contain the phonics pairs ‘L/Y’, ‘E/U’, ‘N/Ñ’, ‘I/AI’, ‘O/AU’, ‘A/EI’, ‘G/J’ and ‘S/C’.
recall some of the mouth movements and instructions needed to make the sounds for the phonics pairs learned so far.
sing or recite lines from a song with good pronunciation, accuracy and at times use appropriate tone and intonation.
use their phonics inventory to help with recalling sounds.
begin to apply phonics knowledge to support writing.

Culture

Respect and understand cultural diversity.

Understand how objects and pictures can represent a country.

Become aware of the cultural diversity of several Spanish speaking areas of the world including, Mexico, Cuba, Equatorial Guinea, Argentina, Peru

relate some information about a Spanish speaking area of the world as part of a class fact file.