Modern Foreign Language: Spanish

Curriculum subject leader: Mrs Emma Fawcett & Miss Patricia Cacuci

MFL Curriculum- 2020 and beyond

Linguists at Maple Cross recognise the importance of empathy and respect for other cultures and people and demonstrate this through a developing understanding of the world around them. Talk is central to our linguists allowing them to develop a confidence and ability to use foreign spoken language in familiar situations. Linguists at Maple Cross are aware of the importance for grammatical accuracy and can apply knowledge and skills from their English learning to develop their spoken and written foreign language.


The aim of the MFL curriculum at Maple Cross School is to raise children’s aspirations.

  • Broaden our children’s understanding of the world through learning a modern foreign language.
  • Develop their confidence and ability to use a foreign spoken language in situations that they are likely to encounter.
  • Deepen their empathy and respect for other cultures and people.


The MFL curriculum will recognise, acknowledge and celebrate the children’s various starting points and concurrently provide opportunities to broaden and enrich their horizons.

  • Recognise those pupils who can speak another language and use them as experts to support learning.
  • To support children who may have a narrow life experience by providing visual and other resources to broaden their understanding.
  • Year 4 undertake a geographically and culturally-based project to explore the Spanish speaking world.


The structure of the MFL curriculum is informed by both professional research and the context, needs and interests of the children.

  • Staff participate training and experts cascade their knowledge to staff and children through lessons and assemblies.
  • Pupils say they wanted to learn about food, animals, peoples and places for when they have the opportunity to visit a Spanish speaking country, which has been incorporated into the curriculum.


The MFL curriculum will focus on the growth of and deepening in knowledge, the development and application of skills, the exposure to challenging concepts and the exploration of values and attitudes.

  • Staff have identified a curriculum that teaches new vocabulary each year and builds on grammatical learning both in English and Spanish.
  • Spanish is taught through topics that will be useful to the children if they visit a Spanish speaking country.
  • Assemblies are used to teach the children Spanish phonics, where they make links to their English phonics learning and to develop their understanding of the Spanish speaking world.


Connections and links within and across the MFL curriculum will be made to promote and support learning. The curriculum will develop children as lead learners by developing inquisitive and curious minds and by providing them with opportunities to crucially reflect

  • Connections are made to grammatical learning from Writing lessons and SPaG opportunities.
  • Learning in the MFL curriculum builds on itself each year with children acquiring new vocabulary but applying and deepening their grammatical learning.
  • Children are prepared for their transition to secondary school by developing confidence in performing and speaking in a foreign language.


  Autumn Spring Summer Grammatical Focus
Year 3     Launch Day: explore different aspects of Spanish speaking life, which could include food, art, storytelling, music and dance.  
Year 4

Phonics: learning to read in Spanish

Focus on language around the colours and animals.

Greetings: learning to build simple conversations in Spanish

Key Concepts: numbers, days of the week, months of the year.


NOTICE: masculine and feminine

NOTICE: position of adjectives

Year 5 TOWN: places in a town FAMILY: Body parts FOOD: Names of foods

USE: masculine and feminine; definite and indefinite

USE: adjectives including agreements.

NOTICE: negative constructions

Year 6 TOWN: Directions FAMILY: Describing people FOOD: Ordering in a restaurant

USE: negative constructions

USE: conjunctions ‘y’ and ‘pero’