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Focus areas include accurate nouns for family members, descriptive vocabulary (colours and body parts), time expressions (hour, half past, quarter to/past), opinions, days of the week, school subjects, and numbers up to 100. The document links progression from prior Y4 skills to new Y5 skills, and previewing future Y6 capabilities, aligned with national curriculum and IB learner profile communication, inquiry, and open-mindedness.",{"@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/year-5-spanish-autumn-term-key-vocabulary-and-skills/490478/",{"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/year-5-spanish-autumn-term-key-vocabulary-and-skills/490478.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What key vocabulary topics are included for Year 5 Spanish Autumn term?","Question",{"text":112,"@type":113},"The plan covers family member nouns, descriptive vocabulary (colours and body parts), time phrases, opinions, days of the week, school subjects, and numbers up to 100.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which National Curriculum speaking and listening outcomes are targeted?",{"text":117,"@type":113},"Pupils are expected to listen to spoken language, explore sound and language patterns through songs and rhymes, ask and answer questions, and speak in sentences using familiar vocabulary.",{"name":119,"@type":110,"acceptedAnswer":120},"How do skills progress from Y4 to Y5 and then toward Y6?",{"text":121,"@type":113},"Y4 focuses on responding to simple phrases with scaffolded structures and basic sentence writing. Y5 builds to more complex responses and correct noun/adjective order in written replies, while Y6 adds handling some unfamiliar vocabulary by inferring meaning and using reflexive verbs linked to time.","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},490478,1790838104,{"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":14,"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":129,"read_time":24,"preview_page_count":4},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| Year 5 Spanish Autumn term |  | Key vocabulary:\u003Cbr>􀁸 Accurate nouns for family members\u003Cbr>􀁸 Descriptive\u003Cbr>vocabulary (colours/body parts)\u003Cbr>􀁸 Time (hour, half past, quarter to/past)\u003Cbr>􀁸 Opinions\u003Cbr>􀁸 Days of the week\u003Cbr>􀁸 School subjects\u003Cbr>􀁸 Numbers to 100 |\n| --- | --- | --- |\n| National Curriculum Link\u003Cbr>Pupils should:\u003Cbr>􀁸 Listen to spoken language and show understanding\u003Cbr>􀁸 Explore patterns of sounds and language through songs and rhymes\u003Cbr>􀁸 Ask and answer questions, engaging in conversation.\u003Cbr>􀁸 Speak in sentences, using familiar vocabulary\u003Cbr>􀁸 Read carefully and show understanding of words.\u003Cbr>􀁸 Present ideas and information to a range of audiences\u003Cbr>􀁸 Write phrases from memory and adapt to create new sentences.\u003Cbr>􀁸 Describe people, places and things\u003Cbr>􀁸 Understand basic grammar appropriate to the language. |  |  |\n| International Baccalaureate Learner Profile Link Communicators\u003Cbr>How do express and present ourselves to others? How can we communicate with others?\u003Cbr>Open Minded\u003Cbr>Taking other ideas and opinions on board Working with others effectively\u003Cbr>Giving and receiving feedback\u003Cbr>Inquirers\u003Cbr>We learn with enthusiasm and sustain our love of learning |  |  |\n| Prior Skills – Y4\u003Cbr>Children should be able to respond to simple phrases and reply using ascaffolded sentence framework. They should be able to respond to a simple phrase and join in any songs and rhymes related to the key vocabulary. They should be able to answer simple questions about their family using ascaffolded sentence. They should be able to read and write simple phrases linked to describing appearance. They should be able to answer questions about time and give their opinions on school subjects. They should be able to identify the feminine and masculine nouns related to the key vocabulary. | New Skills – Y5\u003Cbr>Children should be able to respond to amore complex phrase and reply with ascaffolded response. They should be able to read and respond to these more complex phrases. They should be able to respond to a more complex phrase and with an appropriate response using the key vocabulary. They should be able to read those more complex phrasesand respond with a written reply with the correct use of nouns and adjectivesin the correct order. They should be able to answer questions about time and give their opinions on school subjects and share information linked to timetables. | Future Skills – Y6\u003Cbr>Children should be able to respond to a more complex phrase and reply with a relevant response. They should be able to read and respond to these more complex phrases. They should be able to respond to a more complex phrase or question, understanding some unfamiliar vocabulary by inferring meaning from previous knowledge. They should be able to read those more complex phrasesand respond with a written reply with the correct use of nouns and adjectives in the correct order. They should be able to use reflexive verbs linked to time.\u003Cbr>They should be able to answer questions about time and give their opinions on school subjects and share information linked to timetables. |\n\n\n|  |  |  |\n| --- | --- | --- |","cbCaivAg5Hf1EbwO","https://ap.wps.com/l/cbCaivAg5Hf1EbwO","pdf",153913,"English","# Year 5 Spanish Autumn term\n## Key vocabulary\n## National Curriculum link: Pupils should\n## IB Learner Profile link\n## Prior skills (Y4)\n## New skills (Y5)\n## Future skills (Y6)","[{\"question\":\"What key vocabulary topics are included for Year 5 Spanish Autumn term?\",\"answer\":\"The plan covers family member nouns, descriptive vocabulary (colours and body parts), time phrases, opinions, days of the week, school subjects, and numbers up to 100.\"},{\"question\":\"Which National Curriculum speaking and listening outcomes are targeted?\",\"answer\":\"Pupils are expected to listen to spoken language, explore sound and language patterns through songs and rhymes, ask and answer questions, and speak in sentences using familiar vocabulary.\"},{\"question\":\"How do skills progress from Y4 to Y5 and then toward Y6?\",\"answer\":\"Y4 focuses on responding to simple phrases with scaffolded structures and basic sentence writing. Y5 builds to more complex responses and correct noun/adjective order in written replies, while Y6 adds handling some unfamiliar vocabulary by inferring meaning and using reflexive verbs linked to time.\"}]","Year 5 Spanish Autumn term - Key vocabulary and skills | PDF"]