[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-490763-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-490763-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","spanish-ks2-scheme-of-work-term-1-spanish-y34","Spanish KS2 Scheme of Work - Term 1 - Spanish Y3/4","","Spanish KS2 Y3/4 scheme of work overview organized by terms and units, detailing classroom contexts and learning aims across grammar, phonics, and vocabulary. Term 1 focuses on describing me and others using ESTAR and SER, adjective agreement, and yes/no questions, alongside SSC sound-symbol correspondences and vocabulary for greetings, days, and related items. Units 2 and 3 extend to TENER and verb structures while including targeted phonics, reading/listening activities, short sentence production, and evidence tracking through skills codes like L1, L2, R1, R3, S1, S2, W1, and grammar indicators.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/spanish-ks2-scheme-of-work-term-1-spanish-y34/490763/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/spanish-ks2-scheme-of-work-term-1-spanish-y34/490763.png","ImageObject",300,407,{"name":42,"@type":43},"Danger Angel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-01",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What grammar points are covered in Term 1 Unit 1?","Question",{"text":63,"@type":64},"It covers describing me and others using ESTAR and SER, with forms like estoy/estás/está and soy/eres/es, plus adjective agreement and yes/no questions with raised intonation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which phonics and vocabulary focus are listed for Term 1 Unit 2?",{"text":68,"@type":64},"Unit 2 targets SSC sound-symbol correspondences such as [ce], [ci], and [z], and vocabulary including verb tener and a range of singular masculine and feminine nouns.",{"name":70,"@type":61,"acceptedAnswer":71},"How is progression tracked across the units?",{"text":72,"@type":64},"Each unit includes statements for what learners can do, referencing evidence and skills codes such as L1, L2, R1, R3, S1(a), S2, W1, and grammar indicators like G1–G5.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},490763,1791427332,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":118,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Spanish KS2 Scheme of Work  \nVocabulary and contexts are different in the Rojo and Amarillo years; grammar and phonics are the same.  \nSpanish Y3/4 scheme of work overview: Term 1  \n| UNIT | Context,\u003Cbr>Communication, Culture | Key ideas (GRAMMAR) | PHONICS SSC-Sound-symbol\u003Cbr>correspondence | VOCABULARY | National Curriculum PoSEnd of Unit |\n| --- | --- | --- | --- | --- | --- |\n| Unit 1\u003Cbr>(W1-8) | Describing meand others\u003Cbr>• in class\u003Cbr>• in Perú and in Spain | Talking about being\u003Cbr>• Essential verb: to be, being – ESTAR\u003Cbr>• I am – estoy\u003Cbr>• you are – estás\u003Cbr>• he is – está\u003Cbr>• she is – está\u003Cbr>• it is, it’s – está\u003Cbr>• Essential verb: to be, being – SER\u003Cbr>• I am – soy\u003Cbr>• you are – eres\u003Cbr>• he is – es\u003Cbr>• she is – es\u003Cbr>• it is, it’s – es\u003Cbr>• Adjective agreement for masculine/feminine\u003Cbr>• Yes/no questions with raised intonation | • Vowels [a][e][i][o][u]\u003Cbr>• SSC [ca][co][cu] | • Simple greetings\u003Cbr>• Verb estar\u003Cbr>• Range of adjectives\u003Cbr>• Days of the week | I can  \u003Cbr>• respond confidently to greetings and register (L1)\u003Cbr>• match target SSC sounds to print (L2)\u003Cbr>• sound out new words with target SSC (R3)\u003Cbr>• listen and join in with simple songs and rhymes (L1/R2)\u003Cbr>• listen and read simple sentences and show understanding (L1/R1)\u003Cbr>• say short sentences to describe people (S2/3)\u003Cbr>• ask and answer simple yes/no questions about being (S1(a)/G4)\u003Cbr>• use regular singular m/f adjectives after être(G3) |\n| Unit 2\u003Cbr>(W9-12) | Saying what I and others have\u003Cbr>• at home\u003Cbr>• with friends | Talking about having\u003Cbr>Essential verb: to have, having – TENER\u003Cbr>• I have – tengo\u003Cbr>• you have – tienes\u003Cbr>• he has – tiene\u003Cbr>• she has –tiene\u003Cbr>• Indefinite, singular\u003Cbr>• Post-nominal adjective gender agreement\u003Cbr>• Yes/no questions with raised intonation | • SSC [ce]\u003Cbr>• SSC [ci]\u003Cbr>• SSC [z] | • Verb tener\u003Cbr>• Range of singular masculine and feminine nouns | I can  \u003Cbr>• listen and read simple sentences and show understanding (L1/R1)\u003Cbr>• match target SSC sounds to print (L2)\u003Cbr>• sound out new words with target SSC (R3)\u003Cbr>• say short sentences to say what I and others have (S2/3)\u003Cbr>• ask and answer simple questions to identify things and say what I and others have (S1(a)/G4)\u003Cbr>• write memory (W1), adapt (W2)\u003Cbr>• use singular m/f nouns with indefinite articles (G1) |\n| Unit 3\u003Cbr>(W13-14) | • Revision\u003Cbr>• Christmas | • Revisit key ideas | • Revisit SSC | • Revisit vocabulary | • show evidence of L1, L2, R1, R3, S1(a), S2, W1, G1, G3, G4\u003Cbr>• listen and join in with simple songs and rhymes (L1/R2) |\n\nVocabulary and contexts are different in the Rojo and Amarillo years; grammar and phonics are the same.  \nSpanish Y3/4 scheme of work overview: Term 2  \n| UNIT | Context,\u003Cbr>Communication, Culture | Key ideas (GRAMMAR) | PHONICS SSC-Sound-symbol\u003Cbr>correspondence | VOCABULARY | National Curriculum PoSEnd of Unit |\n| --- | --- | --- | --- | --- | --- |\n| Unit 4\u003Cbr>(W1-4) | \u003Cbr>Saying what I and others do\u003Cbr>• activities in class\u003Cbr>• in the week\u003Cbr>• outside\u003Cbr>• in the morning\u003Cbr>• at Spanish club\u003Cbr>• at the weekend\u003Cbr>• in Barcelona\u003Cbr>• in the afternoon | Talking about doing\u003Cbr>• Infinitive – regular AR verbs (singular)\u003Cbr>• Definite articles – el, la | • SSC [l] [ll]\u003Cbr>• SSC [ga] [go][gu] | • Range of regular – AR verbs\u003Cbr>• Family members\u003Cbr>• Range of nouns, adjectives and adverbs | I can  \u003Cbr>• match target SSC sounds to print (L2)\u003Cbr>• sound out new words with target SSC (R3)\u003Cbr>• listen and read simple sentences and show understanding (L1/R1)\u003Cbr>• say short sentences to describe actions (S2/3)\u003Cbr>• ask and answer simple yes/no questions about doing (S1(a)/G4)\u003Cbr>• use singular m/f nouns with definite articles (G2) |\n| Unit 5\u003Cbr>(W5-6) | Saying what I and others do\u003Cbr>• activities in and  out of class\u003Cbr>• break time\u003Cbr>• reading club | Talking about doing (2)\u003Cbr>• Infinitive – regular ER verbs (singular)\u003Cbr>• Personal ‘a’ | • SSC [ga][go][gu]\u003Cbr>• SSC [ca][co][cu]\u003Cbr>• SSC [que] | • Range of regular – ","cbCaim88ZLUdQO2E","https://ap.wps.com/l/cbCaim88ZLUdQO2E","pdf",386752,"English","# Spanish KS2 Scheme of Work\n## Term 1\n### Unit 1 (W1-8)\n### Unit 2 (W9-12)\n### Unit 3 (W13-14)\n## Term 2\n### Unit 4 (W1-4)\n### Unit 5 (W5-6)\n### Unit 6 (W7-9)\n### Unit 7 (W10-11)\n## Term 3\n### Unit 8 (W1-6)","[{\"question\":\"What grammar points are covered in Term 1 Unit 1?\",\"answer\":\"It covers describing me and others using ESTAR and SER, with forms like estoy/estás/está and soy/eres/es, plus adjective agreement and yes/no questions with raised intonation.\"},{\"question\":\"Which phonics and vocabulary focus are listed for Term 1 Unit 2?\",\"answer\":\"Unit 2 targets SSC sound-symbol correspondences such as [ce], [ci], and [z], and vocabulary including verb tener and a range of singular masculine and feminine nouns.\"},{\"question\":\"How is progression tracked across the units?\",\"answer\":\"Each unit includes statements for what learners can do, referencing evidence and skills codes such as L1, L2, R1, R3, S1(a), S2, W1, and grammar indicators like G1–G5.\"}]","Spanish KS2 Scheme of Work - Term 1 - Spanish Y3/4 | PDF",1790841816]