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It specifies learners’ ability to repeat phonemes, understand familiar questions and instructions, follow dialogue in short passages, and identify main points with personal responses to stories. Speaking outcomes include short conversations and accurate pronunciation. Reading highlights independent reading, context clues for unfamiliar words, and comprehension of short stories or factual text. Writing focuses on memorized words, short phrases, and 2–3 sentence paragraphs, supported by grammar such as noun genders, word order, adjective forms, and negative sentences.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mfl-spanish-key-stage-2-year-34-to-year-56-progression/417842/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mfl-spanish-key-stage-2-year-34-to-year-56-progression/417842.png","ImageObject",300,407,{"name":92,"@type":93},"Taylor Morgan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What listening skills are targeted in Years 3/4 for Spanish Key Stage 2?","Question",{"text":112,"@type":113},"Learners listen to and repeat particular phonemes, understand familiar sentences and questions, and follow instructions, messages, and dialogues in short passages. They identify main points and respond personally to a story.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the speaking expectations for Year 5/6?",{"text":117,"@type":113},"Learners hold a simple conversation with at least three exchanges, answer questions across topic areas using familiar sentence models, and use mostly accurate pronunciation. They rely on familiar phrases and sentence structures.",{"name":119,"@type":110,"acceptedAnswer":120},"Which grammar topics are included across the progression?",{"text":121,"@type":113},"Learners understand that nouns can have different genders, recognize word classes such as nouns, adjectives, and verbs, and know that adjectives change form to match the noun. They also recognize negative sentences and use grammar knowledge to substitute and adapt phrases.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},417842,1790797004,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81,"preview_page_count":4},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","MFL – Spanish-Key Stage 2  \n|  | LISTENING & RESPONDING | SPEAKING | READING & RESPONDING | WRITING | GRAMMAR |\n| --- | --- | --- | --- | --- | --- |\n| Year\u003Cbr>3/4 | • I can listen to and accurately repeat particular phonemes when learning vocabulary and within songs and rhymes.\u003Cbr>• I can understand sentences and questions made up of familiar language.\u003Cbr>• I can understand instructions, messages and dialogues within a sentence or short passage.\u003Cbr>• I can identify and note the main points and give a personal response to a story.\u003Cbr>Spoken at near normal speed with no interference. May need short sections repeated. | • I can have a short conversation where I can say 2-3 things.\u003Cbr>• I can use short phrases to give a personal response or to give an answer to a question. (May be repeated sentences with simple adaptations.)\u003Cbr>• I can attempt to use accurate pronunciation. | • I can read and understand some familiar words and phrases in written form.\u003Cbr>• I can identify and note the main points and give a personal response.\u003Cbr>• I can read independently. | • I can write some single words from memory.\u003Cbr>• I can begin to record in short phrases or sentences.\u003Cbr>Spelling is readily understandable. | • I can understand that nouns may have different genders.\u003Cbr>• I have a basic understanding of the order of words in taught sentences/subject areas. |\n| Year\u003Cbr>5/6 | • I can understand simple passages and begin to understand longer passages made up of familiar language in simple sentences.\u003Cbr>• I can identify the main points and some details.\u003Cbr>• I can notice that the language may contain different phonemes and that some similar words may be spelt differently to English.\u003Cbr>Spoken at near normal speed with no interference. May need some items to be repeated. | • I can hold a simple conversation with at least 3 exchanges.\u003Cbr>• I can answer a range of questions on different topic areas using familiar sentences as models.\u003Cbr>• I can use mostly accurate pronunciation. | • I can understand a short story or factual text and note some of the main points.\u003Cbr>• I can use context to attempt to work out unfamiliar words. | • I can write a paragraph of about 2-3 simple sentences.\u003Cbr>• I can adapt and substitute individual words and set phrases.\u003Cbr>• I can use my vocabulary lists to check words I have learnt. | • I can use my knowledge of grammar to adapt and substitute single words and phrases.\u003Cbr>• I can recognise the main word classes eg, nouns, adjectives and verbs.\u003Cbr>• I can understand that adjectives may change form according to the noun they relate to and select the appropriate form.\u003Cbr>• I can recognise negative sentences. |","cbCailHTTVUb4duc","https://ap.wps.com/l/cbCailHTTVUb4duc","pdf",506156,"English","# Listening & Responding\n## Spoken at near normal speed and understanding familiar language\n# Speaking\n## Short conversations and pronunciation\n# Reading & Responding\n## Independent reading and context for unfamiliar words\n# Writing\n## Short phrases to 2–3 sentence paragraphs\n# Grammar\n## Noun genders, word order, adjectives, negative sentences","[{\"question\":\"What listening skills are targeted in Years 3/4 for Spanish Key Stage 2?\",\"answer\":\"Learners listen to and repeat particular phonemes, understand familiar sentences and questions, and follow instructions, messages, and dialogues in short passages. They identify main points and respond personally to a story.\"},{\"question\":\"What are the speaking expectations for Year 5/6?\",\"answer\":\"Learners hold a simple conversation with at least three exchanges, answer questions across topic areas using familiar sentence models, and use mostly accurate pronunciation. They rely on familiar phrases and sentence structures.\"},{\"question\":\"Which grammar topics are included across the progression?\",\"answer\":\"Learners understand that nouns can have different genders, recognize word classes such as nouns, adjectives, and verbs, and know that adjectives change form to match the noun. They also recognize negative sentences and use grammar knowledge to substitute and adapt phrases.\"}]","MFL - Spanish-Key Stage 2 - Year 3/4 to Year 5/6 Progression | PDF",1790610836]