Upperwood
Academy

Spanish

At Upperwood Academy, we are committed to providing our children with opportunities to learn an additional language. We have selected the Spanish language for our children to learn in Key Stage Two as this links in with Geography learning and is likely for some of our pupils to be a chosen holiday destination. And most importantly because this is the language that the local feeder secondary school teach. 

To ensure maximum progression and repeated coverage of knowledge and skills, we build upon areas of knowledge to embed this knowledge. A weekly lesson incorporating speaking, listening, reading and writing activities builds our knowledge. Links are made with other curriculum areas where possible.

Spanish Progression Document

When devising our curriculum map and aspects of progression for the teaching and learning in Spanish, we identified some key aspects for the teaching of Spanish within our curriculum:

The children are taught Science both as a thematic part of their half termly topic work and as discrete teaching of knowledge and skills.

Teachers are provided with additional planning time on top of their PPA, to plan their curriculum. As part of this planning process, teachers plan the following:

  • A knowledge organiser which outlines knowledge (including vocabulary) children must master; 
  • A cycle of lessons for each subject, which carefully plans for progression and depth; 
  • A low stakes quiz which is tested regularly to support learners’ ability to block learning and increase space in the working memory; 
  • Trips and visiting experts who will enhance the learning experience; 
  • A means to display and celebrate the pupils’ artwork in their class.

Our Science Curriculum is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods: 

  • A reflection on standards achieved against the planned outcomes recorded on an assessment tool (Eazmag); 
  • A celebration of learning for each unit of work evidenced in a folder;
  • Tracking of gains in each quiz; 
  • Monitoring workbooks;
  • Pupil discussions about their learning.
  • Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one to another. They make observations of animals and plants and explain why some things occur, and talk about changes.
  • Learning on Seasonal Change in Year 1 is part of learning about their local area environment in Darfield in the Autumn season. 
  • Learning in Year 1 on Animals and Humans pre-teaches classification of animals before learning about Animals and Pets. This knowledge is built upon further in Year 2. 
  • Year 1 learning on Plants takes place during the best time of year for growing, in the Spring term. Year 1 learning on Plants focuses on identification and structure of plants available in the school environment. 
  • Materials is taught at the end of Year 1 prior to learning about the Great Fire of London at the beginning of Year 2. 
  • Learning on Living things in the Environment is taught in Year 2 prior to the geography of Africa to maximise opportunities to extend and apply knowledge and understanding. 
  • Learning on Animals and Humans in Year 2 links with History learning on the Significant Individuals, Florence Nightingale and Mary Seacole as part of learning about Pioneering nurses. 
  • Materials learning in Year 2 builds on learning in Uses of everyday Materials from Year 1.
  • Year 2 learning on Plants brings in further scientific enquiry skills and develops children’s early understanding on what plants require to grow. Learning on Plants in Year 2 takes place over the Summer term and incorporates an investigation. 
  • In Year 3 our children learn in more depth about forces and magnetism. They will learn that magnetic forces can act without direct contact, unlike most forces.  
  • Learning on Rocks and Soils in Year 3 is prior to History learning on Coal mining in the local area. This learning is also built upon in Year 4 when learning about the Romans and the creation of concrete. 
  • Aspects of learning on Light in Year 3, specifically sun protection, is taught alongside geography work on the weather in Mediterranean countries.
  • Learning about the requirements of plants for life and growth is built upon learning from Key Stage One and is taught in Year 3 prior to a geography learning comparing Yorkshire with a European country with a different climate. This also reinforces previous learning in Year 3 on soils.  
  • Learning on Animals and Humans in Year 3 is taught alongside the History learning on the Plague. 
  • We learn more about nutrition in Year 4 including the right types and amounts of food to eat, as well as all about skeletons and muscles. This prepares us for learning in Year 5. 
  • Learning on States of matter is taught in Year 4 prior to Geography learning on the water cycle to maximise knowledge and understanding.  
  • Discrete learning on water and electricity in Year 4 is further enhanced through PSHE safety lessons. 
  • Learning on Living things in the environment in Year 4 links to the geography learning about the environment in Derbyshire where the school residential is available to Year 4 pupils. 
  • We also introduce learning on Sound in year 4. 
  • Learning on Plant adaptation and water takes place prior to learning about Biomes in geography in Year 5. Living things and habitats are also taught alongside Biomes in Year 5. 
  • Learning on properties and changes of materials in Year 5 is reinforced through heating and cooling linked to Mayans history work. Properties of materials is also taught alongside Volcanoes in Year 5. 
  • We also develop our learning on Animals and Humans learning about the main body parts and internal organs including the skeletal, muscular and digestive system. This enables us to start exploring how the circulatory system works. 
  • Learning on Earth’s movement in Space is taught prior to complex concepts in Forces in Year 5. 
  • Building upon the Electricity learning in Year 4, we learn to construct simple series circuits including switches, bulbs, buzzers and motors. 
  • Learning on Evolution and inheritance is taught prior to geography learning on Biomes in Year 6. This also builds upon previous learning in Year 5. 
  • We also extend our learning on living things and their habitats. This is taught alongside geography learning on the Rainforest in Year 6 and builds upon prior learning from Year 5. 
  • Learning on the Human Body takes place at the end of Year 6 alongside SRE in PSHE. Learning on the Human Body takes place before learning about aspects of human body in Ancient Egypt. 
  • We also build upon the learning on light from Year 3. We explore the way that light behaves, including light sources, reflection and shadows.