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It specifies how learners build vocabulary and memory skills, improve pronunciation and oral fluency, and progress from short, supported exchanges to longer, topic-based conversations. It also emphasizes forming simple and extended sentences, using first- and third-person structures, expressing opinions with justifications, and developing transferable language through regular exposure.",{"@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-progression-map/421767/",{"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-progression-map/421767.png","ImageObject",300,407,{"name":92,"@type":93},"EvelynWrites","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 does the MFL (Spanish) Progression Map focus on for Years 3 to 6?","Question",{"text":112,"@type":113},"It focuses on developing speaking and listening skills in Spanish, including vocabulary growth, pronunciation, oral fluency, and the ability to use language in increasingly longer, topic-based communication.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is speaking progression described from Year 3 to Year 6?",{"text":117,"@type":113},"Year 3 begins with starting to speak Spanish using short sentences, key phrases, and simple Q&A. By Year 6, learners handle longer conversations, use transferable vocabulary across topics, and express more personalized ideas with justification.",{"name":119,"@type":110,"acceptedAnswer":120},"What listening skills are expected at each stage?",{"text":121,"@type":113},"The map moves from understanding very short, taught-language passages and matching audio to images or words, to listening for longer periods, handling more complex spoken passages, and ultimately being exposed to more authentic foreign language delivered near native speed.","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},421767,1791260671,{"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":14,"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":24,"preview_page_count":4},687212989558,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","MFL (Spanish) Progression Map  \n\n| Speaking | Y3 | Y4 | Y5 | Y6 |\n| --- | --- | --- | --- | --- |\n|  | 􀁸 Start to speak in Spanis h and work on building up memory skills. (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Repeat & then recall from memory with good pronunciation and high accuracy a variety of nouns & articles (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Build up a bank of core vocabulary that can relate to andre-use in Spanish. (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Create short, spoken simple sentences integrating 1 st person singular of high frequency verbs. Examples include'My name is... ', 'I play the violin', 'I like apples' (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Recognise and use key spoken everyday useful and relevant language. Key salutations such as 'hello' and'goodbye' along with basic phrases and replies including:'how are you?', 'I am fine', 'please' and 'thank-you'. (A1, A2)\u003Cbr>􀁸 Engage in short, simple spoken tasks using supported short conversation scaffolds and role-play activities-ask and answer a variety of simple key questions in Spanish: 'What is your name?' 'My name is…' 'How old are you?' 'I am ... years old. ' (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Start to be able to give a simple positive and/or negative opinion in spoken form. EG: 'Do you like apples?' 'Yes, I like apples. ' 'No, I do not like apples. ' ( Sp1, Sp2, S1, S2) | 􀁸 Build up a larger bank of spoken vocabulary. (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Recall and recycle more spoken target language easier, more quickly and with greater accuracy. (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Create longer and more complex spoken sentences within a topic including verbs , adjectives and conjunctions . (Sp2, S1, S2)\u003Cbr>􀁸 Create longer spoken sentences using first person verb conjugations (Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Improve oral fluency and facilitate quicker and more accurate recall of the core language. (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Develop and expand upon the spoken phrases regarding personal details (name, age, where I live), colours, months of the year, days of the week etc. (Sp2, S1, S2)\u003Cbr>􀁸 Engage in longer conversations asking & answering questions using accurate pronunciation within the framework of a topic. (Sp2, S1, S2)\u003Cbr>􀁸 Give a simple opinion in spoken form with natural fluency and quick recall. (Sp2, S1, S2)\u003Cbr>􀁸 Continue to explore, understand and mimic the patterns of sound and language by repeating and possibly learning / recalling from memory songs and raps. (A1, A2, Sp1, Sp2, S1, S2) | 􀁸 Continual exposure to core vocabulary with an emphasis on improved fluency, pronunciation and recall of this core language. (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Use personal details and core key phrases frequently in combination with the extra new language taught. (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Develop spoken fluency further by increasing the amount of language they attempt to use and focus on the accuracy of their pronunciation. (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Recall language with ease and accuracy, recalling chunks of appropriate language rather than simply just nouns with their appropriate articles. (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Speak with improved fluency and ease using full sentences (from memory) on a wider variety of topics. (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Manipulate language and learn that language is transferable from topic to topic. (A1, A2, Sp1, Sp2, S1, S2) | 􀁸 Engage in longer conversations on a much wider range of topics-accurately and easily use transferable language along with the new vocabulary. (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Recall key regular and irregular verbs, adjectives and conjunctions and use them accurately in different units.\u003Cbr>(A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Express more personalised ideas and meaning. (A1, A2, Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Start to move from speaking in the 1st person singular (speaking about themselves) to 3rd person singular (speaking about someone else) or 3rd person plural (speaking about groups of other people) . (Sp1, Sp2, S1, S2)\u003Cbr>􀁸 Quickly and easily, us","cbCaivLiolH1BSTn","https://ap.wps.com/l/cbCaivLiolH1BSTn","pdf",525551,"English","# Speaking\n## Y3\n## Y4\n## Y5\n## Y6\n# Listening\n## Y3\n## Y4\n## Y5\n## Y6","[{\"question\":\"What does the MFL (Spanish) Progression Map focus on for Years 3 to 6?\",\"answer\":\"It focuses on developing speaking and listening skills in Spanish, including vocabulary growth, pronunciation, oral fluency, and the ability to use language in increasingly longer, topic-based communication.\"},{\"question\":\"How is speaking progression described from Year 3 to Year 6?\",\"answer\":\"Year 3 begins with starting to speak Spanish using short sentences, key phrases, and simple Q\\u0026A. By Year 6, learners handle longer conversations, use transferable vocabulary across topics, and express more personalized ideas with justification.\"},{\"question\":\"What listening skills are expected at each stage?\",\"answer\":\"The map moves from understanding very short, taught-language passages and matching audio to images or words, to listening for longer periods, handling more complex spoken passages, and ultimately being exposed to more authentic foreign language delivered near native speed.\"}]","MFL (Spanish) Progression Map | PDF",1790625549]