At East Farleigh Primary School, we aim to provide pupils with a toolkit of knowledge, skills and understanding, enabling pupils to be empowered to become proficient linguists in both the spoken and written language. We hope that this toolkit will excite them to utilise their learning fluently in our ever growing multi-cultural society. We aim for children to have practical, real life experiences with languages, achieved with the support of a bilingual language instructor and connections with both local and international schools. Through a consistent and high quality approach to teaching and learning we aim for pupils’ enjoyment, engagement and competency to be raised. We aim for languages to become an integral part of our day to day routine, enabling children to become competent and resilient through an exciting, mastery based approach to learning. Our intention is for pupils to leave our school as lifelong, passionate learners of languages.

We aim to instil enough confidence in all our children and teachers to be able to incorporate Spanish as part of our daily school routine; greeting and using common commands in the classroom. Please, support your children at home as much as you can by listening when they’re practicing and playing appropriate YouTube clips te reinforce what they have been learning. We will facilitate parents workshop to share with you the language skills that your children have been developing and to encourage parents to try it for themselves.

Learning along with our children is great fun!

Hasta pronto amigos.

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 interactions.

As part of our curriculum philosophy, built on around the concept of mastery and learning being a change to long-term memory, it is impossible to see impact in the short term. We do, however, use assessment based on deliberate practice. This means that we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long run. We use comparative judgement in two ways: in the tasks we set (POP tasks) and in comparing a child's work over time. We also use lesson observations to see if the pedagogical style matches our depth expectations.

End of year teacher assessments, which take into account engagement in lessons, quality of outcomes and results from any POP/ summative tasks, help to form a judgement about a child's attainment within the subject. These judgements are made in relation to a child's progress towards mastering biannual milestones against four essential threshold concepts (see above).