The nature of the learners

Students have prior experience of learning Spanish and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of the contexts within which they communicate with others. They have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how Spanish may feature in these.

Spanish language learning and use

This is a period of language exploration and vocabulary expansion, and of experimentation with different modes of communication such as digital and hypermedia, collaborative performance and group discussions. Increasing control of language structures and systems builds confidence and interest in communicating in a wider range of contexts. Learners use Spanish to communicate and interact, to access and exchange information, to express feelings and opinions, to participate in imaginative and creative experiences, and to design, interpret and analyse a wide range of texts and experiences. They use Spanish more fluently, with a greater degree of self-correction and repair. They reference the accuracy of their language use against a stronger frame of grammatical and systems knowledge. They demonstrate understanding of language variation and change, and of how intercultural experience, technology, media and globalisation influence forms of communication.

Contexts of interaction

Learners use written and spoken Spanish to interact with peers, teachers and other Spanish speakers in immediate and local contexts relating to their own social and educational worlds. They interact with cultural resources and Spanish-speaking communities in a variety of countries through a range of online environments.

Texts and resources

Learners engage with a range of language-learning texts and support materials, such as textbooks, DVDs, apps, media texts and online materials. They also draw increasingly on texts produced for Spanish-speaking communities, such as short stories, songs, poems, newspaper reports, films, video clips, blogs and social media texts.

Features of Spanish language use

Learners recognise and approximate the pronunciation, rhythms and intonation patterns of more extended phrases and compound sentences. They become more fluent and accurate in both spoken and written language production. They gain more control of grammatical and textual elements. They use simple tenses (present, imperfect, preterite, future and conditional), and compound tenses conjugated with haber (present perfect). They recognise the form and function of pronouns and expand their understanding to include direct and indirect object pronouns.

Learners use expressive and descriptive language to talk about feelings and experiences. They develop understanding of the nature of both translation and interpretation, noticing the relationship between language, texts and culture. A balance is maintained between activities that focus on language forms and structures and those that involve communicative tasks, performances and experiences. Tasks involve collaborative as well as independent language planning and performance, and development and strategic use of language and cultural resources. Learners analyse text more critically, identifying how language choices reflect perspectives and shape meaning. At this level, learners are developing understanding of the relationship between language, culture and identity. They identify how meaning-making and representation in a different language involve interpretation and personal response as well as literal translation and factual reporting. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on the learner’s ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop the capacity to consider their own cultural practices through the eyes of others, and to communicate in interculturally appropriate ways.

Level of support

This stage of learning involves consolidation and progression. Learners are provided with new challenges and more independent learning experiences. Continued scaffolding, modelling and monitoring support these challenges. Students are supported to develop increasing autonomy as language learners and users, and to self-monitor and adjust language in response to their experience in different contexts. They analyse and reflect on texts and intercultural experiences through discussion, documenting and journalling. Continuing focused attention on grammatical and textual features supports learners’ development as text producers.

The role of English

Spanish is used in more extended and elaborated ways by both teacher and learners. English may be used for substantive discussion, elaboration, comparison, analysis and reflection.