Foundation to Year 2
Languages: Spanish - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can interact with teachers and peers through action-related talk and play (WS1, WS6). The student introduces themselves and exchanges greetings and farewells (WS1, WS6). The student uses simple repetitive language (WS5, WS7) and responds to simple instructions when participating in classroom routines, games and shared activities (WS1, WS6). The student uses visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning (WS1, WS6), and reproduces distinctive sounds of the Spanish language, including the sounds for the letters ll, ñ, rr/r g/j, c and y (WS1, WS4, WS5, WS6). The student identifies specific words and expressions in simple texts, such as names of people, places or objects (WS2). The student conveys factual information about self, family, friends and favourite things at word and simple sentence level (WS2, WS3, WS4, WS5, WS6, WS7, WS8, WS9). The student responds to and creates simple spoken and written texts using modelled examples and formulaic language (WS2, WS3, WS4, WS5, WS6, WS7, WS8, WS9). The student uses gender, simple verb forms, definite articles and vocabulary related to familiar environments (WS2) to describe (WS4) people (WS6, WS8), places and things (WS3, WS5, WS7). The student translates frequently used words and simple phrases, using visual cues and word lists (WS4, WS6, WS7) and creates simple print and digital texts in both Spanish (WS5, WS6) and English (WS7).
The student knows that Spanish uses the same alphabet as English when written (WS2, WS3, WS4, WS5, WS6, WS7), except for ñ as in mañana and España (WS8, WS9). The student identifies differences and similarities between their own and others’ languages (WS7) and cultures.