Our Portuguese curriculum is ambitious, inclusive and carefully sequenced from Nursery to Year 6.

It is designed to develop learners who can:

• listen attentively;
• identify familiar sounds, words and phrases;
• respond to spoken Portuguese;
• pronounce words increasingly accurately;
• participate in short conversations;
• ask and answer questions;
• express simple ideas and opinions;
• read familiar words, phrases and texts;
• write with increasing accuracy;
• apply vocabulary and grammar;
• use reference materials;
• compare Portuguese with English and other languages;
• and develop informed cultural understanding.

The curriculum develops five closely connected areas:

• phonics and pronunciation;
• vocabulary;
• grammar;
• communication;
• and intercultural understanding.

These elements are taught together so that learners understand how language works and can use it meaningfully.

Early Language Learning

Portuguese begins in Nursery through brief, engaging and age-appropriate experiences.

Early teaching includes:

• greetings;
• names;
• numbers;
• colours;
• familiar objects;
• family;
• animals;
• food;
• body parts;
• weather;
• actions;
• songs;
• rhymes;
• stories;
• and classroom routines.

Children are not expected to complete formal written language exercises in Nursery.

Instead, they develop:

• attentive listening;
• sound discrimination;
• willingness to join in;
• oral memory;
• pronunciation;
• confidence;
• and enjoyment.

In Reception and Key Stage 1, learners gradually encounter written words and short phrases where this supports oral learning and language recognition.

Phonics and Pronunciation

Learners are taught that Portuguese has its own sound system.

They develop knowledge of:

• vowel sounds;
• consonant sounds;
• common letter combinations;
• nasal sounds;
• stress;
• rhythm;
• intonation;
• accents;
• and the relationship between written and spoken Portuguese.

Phonics is revisited regularly so that learners become increasingly able to:

• pronounce unfamiliar words;
• recognise familiar language when listening;
• read aloud;
• spell;
• and notice patterns.

Teachers do not rely only on learners memorising whole phrases without understanding how the language sounds and is constructed.

Vocabulary

Vocabulary is selected and sequenced carefully.

Learners develop language connected with:

• greetings;
• personal information;
• family;
• school;
• home;
• numbers;
• colours;
• days and dates;
• weather;
• food and drink;
• clothing;
• animals;
• hobbies;
• places;
• travel;
• daily routines;
• health;
• the environment;
• and community.

Vocabulary is revisited across different modules and used in increasingly complex sentences.

Learners are taught to retrieve known vocabulary and adapt it for new purposes.

Grammar

Grammar is introduced progressively and in age-appropriate ways.

Learners develop knowledge of:

• nouns;
• articles;
• gender;
• singular and plural forms;
• adjectives;
• adjective agreement;
• pronouns;
• verbs;
• common verb forms;
• negatives;
• questions;
• conjunctions;
• prepositions;
• word order;
• and sentence construction.

Grammar is taught as a tool for communication.

Learners apply grammatical knowledge when speaking, reading and writing rather than completing only disconnected grammar exercises.

Listening

Learners listen to:

• their teacher;
• visiting Portuguese specialists;
• songs;
• rhymes;
• stories;
• conversations;
• instructions;
• recordings;
• and authentic spoken language.

They develop the ability to:

• identify familiar sounds;
• recognise key words;
• follow instructions;
• understand the main idea;
• identify specific information;
• and respond appropriately.

Listening material becomes increasingly complex as learners progress through the school.

Speaking

Speaking is central to the Portuguese curriculum.

Learners are given regular opportunities to:

• repeat;
• imitate;
• rehearse;
• respond;
• ask questions;
• answer questions;
• describe;
• express preferences;
• perform;
• and communicate with others.

Teachers create a supportive environment in which approximations are valued and errors are treated as a normal part of language learning.

Learners develop increasing confidence, accuracy, fluency and independence.

Reading

Learners begin by matching spoken language with:

• pictures;
• objects;
• actions;
• symbols;
• and familiar written words.

They progress to reading:

• labels;
• captions;
• short sentences;
• dialogues;
• poems;
• songs;
• stories;
• descriptions;
• information texts;
• and increasingly extended passages.

Reading supports vocabulary, phonics, grammar and cultural understanding.

Writing

Writing develops gradually from:

• copying accurately;
• labelling;
• completing words;
• adapting model sentences;
• writing from memory;
• composing short phrases;
• and producing increasingly independent texts.

Learners are taught to:

• use accents accurately;
• apply spelling patterns;
• select vocabulary;
• construct sentences;
• check agreement;
• use conjunctions;
• and proof-read.

Written expectations remain proportionate to learners’ age and prior language knowledge.

Intercultural Understanding

The curriculum introduces learners to the diversity of the Portuguese-speaking world.

Learners explore:

• languages and dialects;
• countries and regions;
• celebrations;
• music;
• stories;
• art;
• food;
• daily life;
• geography;
• notable people;
• and cultural traditions.

Cultural learning is not reduced to flags, festivals and food.

Learners are encouraged to recognise:

• similarities;
• differences;
• diversity within countries;
• historical connections;
• migration;
• shared influences;
• and contemporary life.

Partnership with Camões, I.P.

The school’s partnership with Camões, I.P. strengthens curriculum provision through specialist language and cultural expertise.

The partnership may support:

• curriculum planning;
• pronunciation;
• teaching;
• resources;
• cultural enrichment;
• staff development;
• learner engagement;
• family communication;
• and wider community links.

St Luke’s retains responsibility for the curriculum and ensures that specialist provision connects coherently with whole-school expectations.

Inclusion

The Portuguese curriculum is designed so that all learners can participate.

Support may include:

• visual prompts;
• gestures;
• repetition;
• songs;
• actions;
• objects;
• oral rehearsal;
• sentence structures;
• paired practice;
• reduced written demand;
• audio resources;
• additional processing time;
• and assistive technology.

Learners with English as an additional language may draw on their existing linguistic knowledge.

Multilingualism is recognised as an asset.

Intended Outcome

By the end of Year 6, learners should be able to understand and communicate increasingly complex information in Portuguese.

They should be able to:

• listen for key information;
• speak with growing confidence;
• pronounce familiar language accurately;
• participate in short conversations;
• read a range of age-appropriate texts;
• write sentences and short connected passages;
• apply familiar vocabulary and grammar;
• use language-learning strategies;
• and discuss aspects of the Portuguese-speaking world with knowledge and respect.

They should leave St Luke’s with strong foundations for continuing language learning in secondary education.

Our Portuguese curriculum develops several connected forms of language and cultural knowledge.

These include:

• phonetic knowledge;
• lexical knowledge;
• grammatical knowledge;
• communicative knowledge;
• textual knowledge;
• and intercultural knowledge.

Learners need all of these to use Portuguese successfully.

Phonetic Knowledge

Phonetic knowledge is understanding how written Portuguese relates to spoken Portuguese.

Learners develop knowledge of:

• individual letter sounds;
• vowel sounds;
• common consonant combinations;
• nasal vowels;
• digraphs;
• stress patterns;
• accents;
• rhythm;
• and intonation.

They learn that some letters and combinations may sound different from English.

Secure phonetic knowledge helps learners to:

• listen;
• pronounce;
• read aloud;
• spell;
• and approach unfamiliar words.

Lexical Knowledge

Lexical knowledge is knowledge of words and fixed expressions.

Learners develop knowledge of:

• nouns;
• verbs;
• adjectives;
• adverbs;
• pronouns;
• conjunctions;
• prepositions;
• question words;
• greetings;
• classroom language;
• and useful conversational phrases.

Vocabulary is taught in meaningful groups and revisited over time.

Learners also develop knowledge of:

• cognates;
• near cognates;
• false friends;
• word families;
• prefixes;
• suffixes;
• and patterns that support vocabulary development.

Grammatical Knowledge

Grammatical knowledge enables learners to combine words accurately.

Learners develop knowledge of:

• gender;
• articles;
• singular and plural forms;
• agreement;
• word order;
• pronouns;
• verb forms;
• questions;
• negatives;
• possession;
• conjunctions;
• prepositions;
• and sentence structure.

Grammar becomes increasingly explicit as learners progress.

Listening Knowledge

Learners develop knowledge of how to listen for:

• familiar sounds;
• repeated words;
• cognates;
• key vocabulary;
• sentence patterns;
• tone;
• context;
• and specific information.

They learn that successful listening does not always require understanding every word.

Speaking Knowledge

Learners develop knowledge of how to:

• pronounce;
• imitate;
• respond;
• initiate;
• ask questions;
• answer;
• describe;
• express opinions;
• seek clarification;
• and maintain a short exchange.

They learn useful strategies such as:

• using a familiar sentence pattern;
• substituting one word;
• asking for repetition;
• using gesture;
• and reformulating an idea.

Reading Knowledge

Learners develop knowledge of how to:

• decode;
• identify familiar words;
• use phonics;
• notice cognates;
• identify key information;
• infer meaning from context;
• use layout and images;
• and consult a bilingual dictionary.

They encounter increasingly varied Portuguese texts.

Writing Knowledge

Learners develop knowledge of how to:

• copy accurately;
• spell familiar vocabulary;
• use accents;
• construct phrases;
• adapt sentences;
• apply agreement;
• connect ideas;
• organise a short text;
• and check accuracy.

Cultural Knowledge

Learners develop knowledge of:

• Portuguese-speaking countries and regions;
• linguistic diversity;
• everyday life;
• significant celebrations;
• music;
• stories;
• literature;
• art;
• geography;
• notable individuals;
• migration;
• and connections between communities.

Cultural knowledge helps learners interpret language within meaningful contexts.

Language-Learning Knowledge

Learners develop knowledge of how to learn another language.

They learn to:

• listen closely;
• imitate;
• repeat;
• rehearse;
• retrieve;
• notice patterns;
• compare languages;
• use context;
• use reference materials;
• practise independently;
• and learn from errors.

These strategies prepare learners for further language learning.

Our Portuguese curriculum is structured around recurring concepts that connect language knowledge, communication and cultural understanding.

Communication

Language is used to communicate meaning.

Learners develop the ability to understand and express:

• information;
• questions;
• responses;
• descriptions;
• preferences;
• opinions;
• needs;
• and ideas.

Sound

Portuguese has a distinctive sound system.

Learners develop knowledge of how:

• letters;
• accents;
• stress;
• rhythm;
• and intonation

shape spoken language.

Meaning

Words and sentences communicate meaning within a context.

Learners understand that meaning may depend on:

• vocabulary;
• grammar;
• pronunciation;
• tone;
• situation;
• and cultural knowledge.

Vocabulary

Vocabulary provides the words and expressions needed to communicate.

Learners build a growing bank of language that can be retrieved, combined and adapted.

Grammar

Grammar describes how words change and combine.

It helps learners communicate with increasing clarity and accuracy.

Pattern

Languages contain recurring patterns.

Learners notice patterns in:

• sounds;
• spelling;
• word endings;
• gender;
• plurals;
• agreement;
• verbs;
• questions;
• and sentence construction.

Recognising patterns helps learners understand and generate new language.

Gender

Portuguese nouns have grammatical gender.

Learners develop understanding of how gender may affect:

• articles;
• adjectives;
• pronouns;
• and agreement.

Agreement

Agreement means that related words change to match features such as gender and number.

Learners develop increasing control of agreement within phrases and sentences.

Verb

A verb communicates an action, state or experience.

Learners develop knowledge of common Portuguese verbs and increasingly adapt them according to the speaker, time or meaning.

Sentence

A sentence combines words according to grammatical patterns to communicate a complete idea.

Learners build sentences through:

• models;
• substitution;
• extension;
• conjunctions;
• and increasingly independent construction.

Question

Questions enable speakers to seek information and maintain communication.

Learners develop knowledge of:

• question words;
• word order;
• intonation;
• and appropriate responses.

Cognate

A cognate is a word that is similar in Portuguese and English because the words share a historical origin.

Learners use cognates carefully to support understanding.

They also learn that not every similar-looking word has the same meaning.

Pronunciation

Pronunciation is the production of sounds, stress and intonation.

Increasingly accurate pronunciation helps others understand the speaker and supports listening, reading and spelling.

Fluency

Fluency is the ability to communicate with increasing ease and continuity.

Fluency develops through:

• secure vocabulary;
• familiar structures;
• retrieval;
• rehearsal;
• repetition;
• and meaningful interaction.

Fluency is not the same as speaking quickly.

Accuracy

Accuracy is the increasingly correct use of:

• pronunciation;
• vocabulary;
• grammar;
• spelling;
• accents;
• and sentence structure.

Accuracy and confidence develop together through practice and feedback.

Listening for Gist

Listening for gist means identifying the general meaning without understanding every word.

Learners use familiar language, context, tone and repetition to understand the main idea.

Listening for Detail

Listening for detail means identifying specific information such as:

• a name;
• number;
• date;
• place;
• preference;
• or description.

Interaction

Interaction involves responding to and initiating communication.

Learners take turns, listen, respond and adapt language within short exchanges.

Culture

Culture includes the varied ways people live, communicate, create, celebrate and understand their communities.

Learners recognise that no country or language has one single culture.

Identity

Language is connected with personal, family and community identity.

Learners explore how Portuguese is used by diverse speakers across the world.

Linguistic Diversity

Portuguese varies across countries, regions and communities.

Learners encounter different accents, expressions and cultural contexts while using European Portuguese as the principal classroom model.

Comparison

Comparing languages helps learners notice:

• similarities;
• differences;
• patterns;
• word order;
• sounds;
• and meanings.

Comparison also supports understanding of English and other languages.

Memory

Language learning requires knowledge to be remembered and retrieved.

Learners strengthen memory through:

• songs;
• rhymes;
• repetition;
• retrieval practice;
• actions;
• visual cues;
• conversation;
• and repeated application.

Independence

Independent language learners use known vocabulary, patterns and strategies to understand or create language without relying on a complete model.

Independence develops gradually as support is reduced.

Our Portuguese curriculum is implemented through carefully sequenced teaching that develops phonics, vocabulary, grammar, communication and intercultural understanding.

Portuguese begins in Nursery and continues through to Year 6.

Provision is adapted to learners’ developmental stages.

In Nursery, Reception and Key Stage 1, teaching is predominantly:

• oral;
• interactive;
• practical;
• playful;
• repetitive;
• and rooted in familiar routines and experiences.

From Key Stage 2, teaching becomes increasingly systematic and includes more explicit development of:

• phonics;
• grammar;
• reading;
• writing;
• sentence construction;
• independent language use;
• and language-learning strategies.

Curriculum Organisation

The curriculum is organised into modules that revisit important language in increasingly complex contexts.

Modules may develop language connected with:

• greetings and introductions;
• numbers and age;
• colours;
• family;
• school;
• home;
• animals;
• food and drink;
• clothing;
• weather;
• days and dates;
• hobbies;
• daily routines;
• places;
• travel;
• health;
• the environment;
• and the Portuguese-speaking world.

Learners revisit familiar vocabulary while applying it through new grammatical structures and communicative purposes.

Lesson Design

Portuguese lessons and language sessions may include:

• retrieval of prior language;
• listening;
• phonics practice;
• teacher modelling;
• repetition;
• oral rehearsal;
• songs and rhymes;
• actions and movement;
• question-and-answer exchanges;
• reading;
• vocabulary development;
• explicit grammar;
• guided practice;
• independent application;
• cultural content;
• and review.

Not every session includes all of these elements.

Teachers select activities according to the intended language knowledge and developmental stage.

Oral Language

Listening and speaking are central to implementation.

Teachers provide frequent opportunities for learners to:

• hear accurate Portuguese;
• imitate pronunciation;
• respond physically;
• repeat words and phrases;
• rehearse with a partner;
• ask and answer questions;
• perform short dialogues;
• sing;
• recite;
• and communicate for a genuine purpose.

Learners are encouraged to use Portuguese wherever they have sufficient knowledge to do so.

Modelling

Teachers model:

• pronunciation;
• stress;
• intonation;
• vocabulary;
• sentence structure;
• questions;
• responses;
• reading aloud;
• and written language.

Language is presented clearly and revisited regularly.

Where appropriate, teachers draw attention to the difference between:

• spoken and written forms;
• Portuguese and English;
• European Portuguese and other Portuguese varieties;
• and familiar and unfamiliar grammatical patterns.

Portuguese Phonics

Phonics is taught explicitly and revisited across the curriculum.

Teaching may include:

• hearing and repeating sounds;
• distinguishing similar sounds;
• linking graphemes and phonemes;
• identifying stress;
• noticing accents;
• blending syllables;
• reading aloud;
• dictation;
• and applying sound knowledge to unfamiliar words.

Teachers avoid relying entirely on English-style approximations of Portuguese pronunciation.

Where possible, learners hear high-quality models from fluent speakers and appropriate audio resources.

Vocabulary Teaching

New vocabulary is introduced in manageable groups and connected to meaningful contexts.

Teachers may use:

• objects;
• images;
• actions;
• stories;
• songs;
• repetition;
• word families;
• games;
• retrieval;
• and sentence application.

Vocabulary is revisited cumulatively.

Learners are expected to recall and apply previously taught words rather than encounter each topic as an isolated list.

Grammar Teaching

Grammar is taught through meaningful language.

Teachers may:

• model a sentence pattern;
• draw attention to a word ending;
• compare two examples;
• explain gender or agreement;
• manipulate a sentence;
• substitute vocabulary;
• identify a verb form;
• or build increasingly complex sentences.

In Key Stage 2, learners develop greater explicit understanding of how Portuguese grammar works.

Reading

Reading begins through:

• recognising familiar words;
• matching language to pictures;
• following written song lyrics where appropriate;
• reading labels;
• reading captions;
• and identifying familiar phrases.

Learners progress to:

• sentences;
• dialogues;
• short descriptions;
• poems;
• stories;
• information texts;
• and increasingly extended passages.

Teachers support learners to use:

• phonics;
• cognates;
• context;
• images;
• sentence structure;
• and reference resources.

Writing

Written Portuguese is introduced gradually.

Learners may:

• copy accurately;
• label;
• complete a phrase;
• reorder words;
• substitute vocabulary;
• write from memory;
• adapt a model;
• answer a question;
• write a short description;
• and compose connected sentences.

Teachers make clear when learners are:

• copying;
• adapting;
• writing from memory;
• or composing independently.

Cultural Learning

Cultural knowledge is woven through language modules.

Learners may encounter:

• maps;
• photographs;
• music;
• art;
• stories;
• poems;
• food;
• festivals;
• daily routines;
• school life;
• landscapes;
• and notable individuals.

Cultural content is taught accurately and avoids presenting a country or community as culturally uniform.

Camões, I.P. Partnership

Specialist support from Camões, I.P. may contribute to:

• teaching;
• curriculum planning;
• pronunciation;
• resources;
• cultural content;
• enrichment;
• staff development;
• and community engagement.

Class teachers and school leaders remain involved in curriculum planning, assessment and progression.

Portuguese should be understood as a whole-school curriculum entitlement rather than provision owned only by an external specialist.

Practice and Retrieval

Learners need regular opportunities to retrieve and use Portuguese.

Practice may include:

• greetings within classroom routines;
• counting;
• songs;
• flashcard retrieval;
• quick oral questions;
• paired dialogue;
• reading aloud;
• sentence construction;
• games;
• low-stakes quizzes;
• and short written tasks.

Retrieval is used to strengthen memory and identify language requiring further teaching.

Our Portuguese curriculum is sequenced so that learners build increasingly secure and connected language knowledge from Nursery to Year 6.

Progression involves the development of:

• attentive listening;
• sound discrimination;
• pronunciation;
• vocabulary;
• grammatical understanding;
• sentence construction;
• interaction;
• reading;
• writing;
• cultural knowledge;
• memory;
• and independence.

Progression is not simply the introduction of more topic vocabulary.

Learners deepen their ability to retrieve, combine, adapt and apply language.

Nursery

In Nursery, children develop:

• enjoyment of unfamiliar sounds;
• attentive listening;
• willingness to join in;
• oral memory;
• familiar greetings;
• numbers;
• colours;
• songs;
• actions;
• and awareness that people use different languages.

Teaching remains short, playful and closely connected to familiar experiences.

Reception

In Reception, learners develop:

• recognition of familiar Portuguese;
• increasingly accurate repetition;
• responses to simple instructions;
• familiar vocabulary;
• short songs and rhymes;
• simple questions and answers;
• and recognition of selected written words.

Oral language remains the priority.

Year 1

In Year 1, learners develop:

• a growing vocabulary;
• clearer pronunciation;
• recognition of familiar sound-spelling links;
• simple greetings and introductions;
• short memorised responses;
• understanding of familiar classroom language;
• and early recognition of written phrases.

Year 2

In Year 2, learners develop:

• greater oral recall;
• short question-and-answer exchanges;
• phrase-level reading;
• simple copying and labelling;
• awareness of noun gender;
• early sentence patterns;
• and greater cultural knowledge.

Year 3

In Year 3, learners begin the statutory Key Stage 2 language curriculum with a secure oral foundation.

They develop:

• systematic Portuguese phonics;
• core vocabulary;
• simple sentence construction;
• questions and answers;
• gender and articles;
• simple adjective agreement;
• reading of short texts;
• copying and adapting sentences;
• and increasing confidence in conversation.

Year 4

In Year 4, learners develop:

• stronger pronunciation;
• a broader vocabulary;
• more sustained listening;
• longer spoken responses;
• plural forms;
• adjective agreement;
• common verb patterns;
• negatives;
• conjunctions;
• reading for specific information;
• and short independent sentences.

Year 5

In Year 5, learners develop:

• greater fluency;
• increasingly independent sentence construction;
• familiar present-tense verb forms;
• a wider range of questions;
• opinions and reasons;
• paragraph-level reading;
• connected writing;
• dictionary use;
• and deeper intercultural understanding.

Year 6

In Year 6, learners draw together knowledge developed across the curriculum.

They develop:

• confident participation in short conversations;
• increasingly accurate pronunciation;
• understanding of longer spoken passages;
• reading of more complex texts;
• connected writing;
• manipulation of familiar grammatical patterns;
• greater independence;
• and readiness for secondary language learning.

Progression Principles

Progression is guided by the following principles:

• oral language provides the foundation;
• phonics is taught systematically;
• vocabulary is cumulative;
• grammar is introduced in manageable steps;
• familiar language is revisited in new contexts;
• learners move from imitation to adaptation and independence;
• cultural knowledge becomes increasingly detailed;
• reading and writing build on secure spoken language;
• and assessment identifies gaps requiring further teaching.

Vocabulary is essential for successful language learning.

Learners need sufficient knowledge of words and phrases to understand, speak, read and write meaningfully.

Vocabulary Selection

Vocabulary is selected according to:

• frequency;
• usefulness;
• age appropriateness;
• cultural relevance;
• phonetic value;
• grammatical potential;
• and links with future learning.

Learners develop both:

• individual words;
• and useful fixed expressions.

Useful expressions may include language for:

• greeting;
• introducing oneself;
• asking for help;
• expressing preferences;
• giving an opinion;
• asking a question;
• requesting repetition;
• and responding politely.

Vocabulary Progression

Learners move from naming familiar objects and actions towards:

• describing;
• comparing;
• questioning;
• explaining;
• expressing preference;
• giving reasons;
• sequencing;
• and connecting ideas.

Previously taught vocabulary is revisited within new modules.

For example, learners may reuse:

• colours when describing clothing;
• numbers when discussing age, dates and prices;
• family vocabulary when describing people;
• weather language when discussing seasons;
• and food vocabulary when expressing opinions or planning a meal.

Communication

Learners are taught that successful communication involves:

• listening;
• responding;
• taking turns;
• using suitable pronunciation;
• selecting relevant language;
• monitoring understanding;
• and adapting where necessary.

They are encouraged to communicate even when they cannot express every idea perfectly.

Classroom Portuguese

Teachers use familiar Portuguese within appropriate classroom routines.

This may include:

• greetings;
• registration;
• praise;
• simple instructions;
• requests;
• dates;
• weather;
• counting;
• and transitions.

Classroom language should be introduced carefully so that learners understand rather than merely imitate routines.

Question and Answer

Learners progressively develop language for asking and answering questions.

They may learn to ask about:

• name;
• age;
• feelings;
• family;
• preferences;
• possessions;
• location;
• time;
• daily routine;
• and opinions.

Teachers revisit question forms so that learners increasingly recognise and produce them independently.

Opinions and Reasons

Learners progress from simple preferences such as:

• “Gosto de…”
• “Não gosto de…”

towards giving reasons and comparing ideas.

They may use conjunctions and expressions such as:

• because;
• but;
• also;
• however;
• and in my opinion,

according to the language taught within their year group.

Repairing Communication

Learners are taught useful strategies for moments when communication breaks down.

These may include:

• asking someone to repeat;
• asking what a word means;
• using gesture;
• substituting a familiar word;
• rephrasing;
• listening for key words;
• and using context.

Home Languages

Learners are encouraged to make thoughtful comparisons between Portuguese, English and other languages they know.

Multilingual learners may identify:

• shared vocabulary;
• similar grammatical patterns;
• different sound systems;
• and varied ways of expressing meaning.

Home-language knowledge is valued as a resource for language learning.

Assessment in Portuguese identifies what learners understand, remember and can use.

It helps teachers determine whether learners can apply phonics, vocabulary and grammar through listening, speaking, reading and writing.

Assessment is proportionate and age appropriate.

In Nursery and Reception, assessment is primarily observational and focuses on participation, recognition, recall and confidence.

From Key Stage 1 and particularly Key Stage 2, assessment becomes increasingly systematic.

What We Assess

Teachers may assess:

• attentive listening;
• recognition of familiar language;
• pronunciation;
• oral recall;
• response to questions;
• interaction;
• phonics;
• vocabulary;
• grammar;
• reading aloud;
• reading comprehension;
• copying accuracy;
• writing from memory;
• sentence construction;
• cultural knowledge;
• and independence.

Sources of Evidence

Assessment may draw on:

• observation;
• oral response;
• paired conversation;
• songs and performances;
• listening tasks;
• pronunciation checks;
• vocabulary retrieval;
• reading tasks;
• dictation;
• sentence construction;
• short written outcomes;
• quizzes;
• learner self-assessment;
• and end-of-module tasks.

No single activity is used in isolation.

Early Years Assessment

In Nursery and Reception, adults may observe whether children:

• attend to Portuguese;
• recognise a familiar song;
• respond to an instruction;
• join in with words or actions;
• recall familiar vocabulary;
• imitate sounds;
• and show curiosity about language and culture.

Early assessment should not rely on formal written tasks.

Assessing Listening

Teachers consider whether learners can:

• distinguish familiar sounds;
• recognise words and phrases;
• identify the main idea;
• respond to instructions;
• identify specific information;
• and understand increasingly extended language.

Assessing Speaking

Teachers consider whether learners can:

• reproduce sounds;
• recall familiar language;
• respond appropriately;
• ask a question;
• adapt a sentence;
• express an idea;
• sustain a short exchange;
• and speak with increasing confidence and accuracy.

Assessing Reading

Teachers consider whether learners can:

• apply Portuguese phonics;
• recognise vocabulary;
• read aloud;
• identify key information;
• infer meaning;
• use context;
• and understand increasingly extended texts.

Assessing Writing

Teachers distinguish between:

• copying;
• completing;
• adapting;
• writing from memory;
• and independent composition.

They consider whether learners can:

• spell familiar words;
• use accents;
• apply grammar;
• construct sentences;
• connect ideas;
• and check their work.

Identifying the Barrier

A learner may struggle because of:

• insecure recall;
• difficulty distinguishing sounds;
• weak pronunciation confidence;
• limited vocabulary;
• misunderstanding of grammar;
• reading difficulty;
• working-memory demands;
• anxiety about speaking;
• absence;
• or an accessibility need.

Teachers identify the specific barrier rather than assuming a learner lacks general language ability.

Responsive Teaching

Teachers may respond through:

• repetition;
• additional modelling;
• slower delivery;
• visual support;
• gesture;
• pre-teaching;
• smaller vocabulary sets;
• focused phonics practice;
• oral rehearsal;
• paired practice;
• sentence structures;
• additional retrieval;
• alternative recording;
• audio support;
• and greater challenge.

Feedback

Feedback is timely and focused.

Teachers may provide feedback on:

• pronunciation;
• meaning;
• vocabulary;
• grammar;
• spelling;
• accents;
• sentence structure;
• and communication.

Not every error is corrected immediately.

Teachers consider whether correction will support the intended learning and whether it can be provided without unnecessarily interrupting confidence or communication.

Subject Leadership Use of Assessment

Leaders use assessment evidence to identify:

• strengths in curriculum implementation;
• vocabulary gaps;
• phonics weaknesses;
• variation between classes;
• participation patterns;
• groups requiring support;
• staff development needs;
• and priorities for curriculum refinement.

The impact of our Portuguese curriculum can be seen in whether learners develop secure language knowledge, communicative confidence and informed cultural understanding.

Over time, learners should demonstrate:

• attentive listening;
• increasingly accurate pronunciation;
• growing vocabulary;
• secure recall;
• understanding of familiar grammar;
• confident oral participation;
• improving reading;
• increasingly accurate writing;
• greater independence;
• curiosity about languages;
• and respect for different cultures and communities.

Evidence of Impact

Impact is evaluated through:

• discussions with learners;
• listening activities;
• spoken interaction;
• pronunciation;
• reading;
• writing;
• retrieval;
• performances;
• assessment tasks;
• lesson visits;
• planning review;
• pupil voice;
• and readiness for secondary education.

No single written task or vocabulary test is used in isolation.

Retention

Leaders consider whether learners can:

• remember previously taught vocabulary;
• recognise familiar sound patterns;
• retrieve useful phrases;
• apply familiar grammar;
• understand language outside the original module;
• and build new learning from secure prior knowledge.

Communication

Impact is evident when learners increasingly use Portuguese to communicate rather than only recite memorised lists.

They should become able to:

• respond;
• ask questions;
• express preferences;
• describe;
• give information;
• and sustain short exchanges.

Cultural Understanding

Learners should demonstrate increasingly informed understanding of:

• Portuguese-speaking countries;
• linguistic diversity;
• cultural traditions;
• contemporary communities;
• similarities and differences;
• and the global reach of Portuguese.

Equity

Leaders evaluate the participation and progress of:

• disadvantaged learners;
• learners with SEND;
• learners with English as an additional language;
• learners with speech and language needs;
• learners with low confidence;
• learners with interrupted attendance;
• and learners requiring greater challenge.

Intended Outcome

By the end of Year 6, learners should have secure foundations for further language study.

They should be able to:

• understand familiar spoken Portuguese;
• communicate in short exchanges;
• read a range of age-appropriate texts;
• write connected sentences;
• apply familiar phonics, vocabulary and grammar;
• use language-learning strategies;
• and discuss the Portuguese-speaking world respectfully and knowledgeably.

Our Portuguese curriculum is ambitious and accessible for every learner.

All learners are entitled to participate in language learning and encounter the cultures of the Portuguese-speaking world.

Teachers identify barriers carefully and adapt teaching without unnecessarily reducing curriculum ambition.

Learners with SEND

Learners with SEND may benefit from:

• smaller teaching steps;
• repetition;
• visual prompts;
• gestures;
• objects;
• songs;
• predictable routines;
• reduced vocabulary sets;
• additional processing time;
• audio support;
• paired rehearsal;
• adapted recording;
• assistive technology;
• and specialist advice.

Adaptations should maintain access to meaningful language and communication.

Learners with Speech, Language and Communication Needs

Support may include:

• clear modelling;
• slowed speech;
• repetition;
• visual cues;
• sentence structures;
• oral rehearsal;
• reduced performance pressure;
• alternative response methods;
• and additional time.

Teachers distinguish between difficulty producing speech and difficulty understanding language.

Learners with English as an Additional Language

Learners with English as an additional language may have valuable experience of:

• switching between languages;
• recognising sound differences;
• learning vocabulary;
• noticing grammatical patterns;
• and communicating across cultures.

Teachers build on these strengths.

Portuguese learning should not be unnecessarily mediated only through English where images, actions, context or known home languages can support understanding.

Learners with Literacy Difficulties

Learners with reading or writing difficulties may receive:

• additional oral practice;
• audio resources;
• reduced copying;
• enlarged print;
• colour coding;
• phonics support;
• alternative recording;
• and greater emphasis on speaking and listening.

Literacy difficulty should not prevent participation in ambitious oral language learning.

Learners with Hearing or Visual Needs

Adjustments may include:

• clear positioning;
• reduced background noise;
• visual access to the speaker;
• written reinforcement;
• enlarged text;
• tactile resources;
• high-contrast materials;
• captioned audio-visual material;
• and specialist technology.

Learners with Low Confidence

Teachers create a classroom culture in which approximation and error are normal parts of language learning.

Learners may begin by:

• responding as a group;
• speaking with a partner;
• rehearsing privately;
• using a recorded response;
• or performing from a familiar model.

Support is reduced as confidence develops.

Learners Requiring Greater Challenge

Learners with secure language knowledge may be challenged through:

• more independent communication;
• unfamiliar texts;
• extended listening;
• spontaneous questions;
• wider vocabulary;
• more complex grammar;
• translation;
• creative writing;
• research;
• and comparison of Portuguese varieties.

Portuguese in Nursery and Reception is delivered through brief, playful and age-appropriate experiences.

It supports:

• Communication and Language;
• Literacy;
• Understanding the World;
• Expressive Arts and Design;
• Personal, Social and Emotional Development;
• and Physical Development.

Portuguese does not replace the essential development of communication and language in English.

Instead, it provides an additional opportunity to:

• listen;
• imitate;
• remember;
• join in;
• recognise patterns;
• and encounter different cultures.

Nursery

In Nursery, children may experience Portuguese through:

• greetings;
• songs;
• action rhymes;
• counting;
• colours;
• names;
• body parts;
• animals;
• food;
• weather;
• and stories.

Sessions should remain brief and enjoyable.

Children may demonstrate learning through:

• gesture;
• action;
• pointing;
• joining in;
• matching;
• repeating;
• choosing;
• and recalling familiar words.

Formal writing is not expected.

Reception

In Reception, learners continue oral language development and may begin to:

• recognise familiar written words;
• match words and pictures;
• respond to simple questions;
• follow short instructions;
• perform songs;
• count;
• name familiar objects;
• and use short phrases.

The Learning Environment

Portuguese may be reinforced through:

• greetings;
• displays;
• labels;
• songs;
• stories;
• role play;
• maps;
• cultural objects;
• and celebrations.

Language should be used meaningfully rather than added as decoration.

Transition into Key Stage 1

Information about learners’:

• participation;
• listening;
• recall;
• pronunciation;
• confidence;
• vocabulary;
• and support needs

is shared carefully between Reception and Year 1.

The Portuguese curriculum introduces learners to the diversity of the Lusophone world.

Learners understand that Portuguese is spoken in varied countries, regions and communities.

Geographical Breadth

Learners encounter countries and territories where Portuguese has official or significant use, including:

• Portugal;
• Brazil;
• Angola;
• Mozambique;
• Cape Verde;
• Guinea-Bissau;
• São Tomé and Príncipe;
• Timor-Leste;
• and Portuguese-speaking communities elsewhere.

They use maps and geographical information to locate and compare places.

Cultural Breadth

Learners may explore:

• music;
• dance;
• stories;
• poetry;
• art;
• architecture;
• food;
• sport;
• school life;
• family life;
• landscapes;
• celebrations;
• and contemporary culture.

Cultural learning should avoid stereotypes and recognise diversity within each country.

Varieties of Portuguese

European Portuguese is used as the principal teaching model.

Learners also encounter:

• Brazilian Portuguese;
• African varieties of Portuguese;
• different accents;
• regional vocabulary;
• and the influence of other languages.

Differences are presented as legitimate linguistic variation.

History and Context

As learners mature, they may encounter age-appropriate knowledge about:

• exploration;
• empire;
• colonialism;
• migration;
• independence;
• cultural exchange;
• and contemporary relationships.

These themes are taught accurately, sensitively and without presenting Portuguese-speaking communities only through historical conflict.

Representation

Resources should include:

• diverse speakers;
• contemporary communities;
• varied regions;
• children and adults;
• women and men;
• disabled people;
• different occupations;
• and a broad range of cultural experiences.

Cultural Respect

Learners are taught to:

• ask respectful questions;
• avoid generalisation;
• recognise different perspectives;
• pronounce names carefully;
• respect cultural ownership;
• and distinguish informed comparison from judgement.

Portuguese enrichment provides opportunities for learners to use language and deepen cultural understanding beyond normal classroom activities.

Opportunities may include:

• Portuguese clubs;
• visiting speakers;
• Camões, I.P. workshops;
• music and dance;
• storytelling;
• theatre;
• poetry;
• cultural exhibitions;
• food-related learning;
• correspondence with partner schools;
• celebration events;
• competitions;
• assemblies;
• and family engagement.

Camões, I.P.

The school’s partnership with Camões, I.P. may support:

• specialist teaching;
• curriculum development;
• cultural resources;
• professional learning;
• events;
• access to Portuguese texts;
• communication with Portuguese-speaking families;
• and wider partnerships.

Performance

Learners may share Portuguese through:

• songs;
• poems;
• dialogues;
• presentations;
• assemblies;
• drama;
• and recorded performances.

Performance helps develop:

• pronunciation;
• fluency;
• confidence;
• memory;
• expression;
• and teamwork.

Community Languages

Portuguese-speaking families and community members may contribute through:

• storytelling;
• music;
• language workshops;
• cultural knowledge;
• artefacts;
• career talks;
• and family events.

Participation should be planned carefully and follow safeguarding expectations.

Clubs

A Portuguese club may provide opportunities for:

• additional conversation;
• games;
• songs;
• cultural projects;
• drama;
• crafts;
• cooking-related learning;
• and learner leadership.

Clubs should extend curriculum provision without creating unequal access to essential learning.

Equitable Participation

Leaders review who participates in:

• clubs;
• performances;
• visits;
• cultural events;
• and leadership roles.

Disadvantaged learners and learners with SEND should have equitable access to enrichment.

Portuguese contributes strongly to learners’ personal, social, spiritual and cultural development.

Language learning develops:

• confidence;
• curiosity;
• memory;
• perseverance;
• listening;
• communication;
• empathy;
• respect;
• and openness to difference.

Learners develop confidence by taking risks, speaking aloud and recognising that errors are a normal part of learning.

They develop resilience by:

• repeating;
• practising;
• seeking clarification;
• trying another expression;
• and continuing when communication is not immediately successful.

British Values

Portuguese contributes to learners’ understanding of democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs through:

• respectful communication;
• cultural comparison;
• listening to different viewpoints;
• valuing linguistic identity;
• learning about different communities;
• and challenging stereotypes.

Kindness

Learners encourage others, listen patiently and communicate respectfully.

Respect

Learners respect different languages, accents, cultures, identities and levels of confidence.

Confidence

Learners develop confidence through speaking, performing, reading and applying language independently.

Excellence

Learners pursue excellence through accurate pronunciation, secure vocabulary, grammatical control, careful listening and purposeful communication.

Portuguese supports our vision to Believe, Achieve and Thrive by helping learners believe in their ability to communicate, achieve through sustained language learning and thrive within a diverse and interconnected world.

Families can support Portuguese by showing interest, encouraging practice and celebrating multilingualism.

Adults do not need to speak Portuguese to make a valuable contribution.

Listening and Repetition

Families may encourage learners to:

• listen to school-approved audio;
• repeat familiar words;
• sing songs;
• practise greetings;
• and rehearse short dialogues.

Vocabulary Practice

Learners may practise vocabulary through:

• picture cards;
• matching;
• labelling;
• games;
• drawing;
• memory challenges;
• and short oral quizzes.

Practice should remain brief, positive and manageable.

Reading Together

Families may:

• look at Portuguese picture books;
• read familiar words;
• notice accents;
• identify cognates;
• use bilingual books;
• and discuss what can be inferred from images and context.

Cultural Learning

Families may explore:

• maps;
• music;
• art;
• stories;
• food;
• sport;
• and significant places from the Portuguese-speaking world.

Reliable and age-appropriate resources should be used.

Home Languages

Families are encouraged to value all languages spoken at home.

Learners may compare:

• greetings;
• numbers;
• word order;
• sounds;
• and familiar expressions.

Digital Resources

Families should use school-recommended platforms and resources.

Online language activities should:

• be age appropriate;
• protect personal information;
• provide accurate Portuguese;
• avoid inappropriate advertising;
• and support the school’s European Portuguese model where possible.

Seeking Support

Families should contact the class teacher where a learner:

• is anxious about language lessons;
• finds listening unusually difficult;
• struggles to retain vocabulary;
• has difficulty accessing written tasks;
• or is not making expected progress.

Nursery

Children experience Portuguese through:

• greetings;
• songs;
• actions;
• numbers;
• colours;
• animals;
• familiar objects;
• stories;
• and cultural experiences.

The focus is enjoyment, listening and participation.

Reception

Learners develop:

• familiar vocabulary;
• short responses;
• simple instructions;
• songs and rhymes;
• clearer pronunciation;
• and recognition of selected written words.

Year 1

Learners develop:

• greetings;
• personal information;
• numbers;
• colours;
• family vocabulary;
• classroom language;
• familiar questions and answers;
• and early sound-spelling awareness.

Year 2

Learners develop:

• short oral exchanges;
• wider vocabulary;
• phrase-level reading;
• simple labelling and copying;
• early awareness of gender;
• and greater cultural knowledge.

Year 3

Learners develop:

• systematic phonics;
• simple sentence construction;
• greetings and introductions;
• numbers and dates;
• family and school vocabulary;
• articles and gender;
• early adjective agreement;
• and short written responses.

Year 4

Learners develop:

• longer oral responses;
• plural forms;
• familiar verb patterns;
• negatives;
• conjunctions;
• descriptions;
• reading for information;
• and short independent writing.

Year 5

Learners develop:

• more sustained conversation;
• opinions and reasons;
• present-tense language;
• daily routines;
• places and directions;
• paragraph-level reading;
• connected writing;
• and dictionary use.

Year 6

Learners develop:

• increasingly spontaneous communication;
• extended listening;
• confident reading;
• connected written passages;
• manipulation of familiar grammar;
• cultural comparison;
• and readiness for secondary language learning.

Year-Group Links

The webpage should link to:

• Nursery Portuguese overview;
• Reception Portuguese overview;
• Year 1 Portuguese overview;
• Year 2 Portuguese overview;
• Year 3 Portuguese overview;
• Year 4 Portuguese overview;
• Year 5 Portuguese overview;
• Year 6 Portuguese overview;
• and the Portuguese module overview.

The following documents provide further information about Portuguese at St Luke’s:

• Whole-School Portuguese Curriculum Overview;
• Portuguese Progression of Knowledge and Skills;
• Portuguese Listening Progression;
• Portuguese Speaking Progression;
• Portuguese Reading Progression;
• Portuguese Writing Progression;
• Portuguese Phonics and Pronunciation Progression;
• Portuguese Grammar Progression;
• Portuguese Vocabulary Progression;
• Intercultural Understanding and Lusophone Culture Progression;
• Portuguese Curriculum Modules from Nursery to Year 6;
• Portuguese Curriculum by Year Group;
• Portuguese Songs, Rhymes, Stories and Texts Overview;
• Portuguese Assessment Guidance;
• Portuguese Enrichment, Partnership and Cultural Experiences Overview;
• Early Portuguese in EYFS and Key Stage 1 Guidance;
• Portuguese Policy.

Portuguese is led and monitored carefully to ensure coherent progression from Nursery to Year 6.

The Portuguese leader works with:

• class teachers;
• specialist teachers;
• Camões, I.P.;
• senior leaders;
• the SENCo;
• teaching assistants;
• governors;
• families;
• and community partners.

Leadership responsibilities include:

• reviewing curriculum sequencing;
• maintaining progression;
• monitoring phonics;
• reviewing vocabulary and grammar;
• supporting pronunciation;
• ensuring cultural breadth;
• coordinating specialist provision;
• supporting staff subject knowledge;
• reviewing assessment;
• monitoring inclusion;
• organising enrichment;
• and evaluating improvement actions.

Monitoring

Leaders may monitor through:

• lesson visits;
• planning review;
• discussions with learners;
• listening to spoken Portuguese;
• review of reading and writing;
• assessment information;
• curriculum discussions;
• specialist feedback;
• and pupil voice.

Key Questions for Leaders

Leaders consider:

• Is early Portuguese age appropriate?
• Does oral language remain central?
• Is phonics taught systematically?
• Is vocabulary cumulative?
• Is grammar sequenced clearly?
• Do learners communicate rather than only memorise lists?
• Can learners read and write with increasing independence?
• Is European Portuguese modelled accurately?
• Do learners encounter wider Portuguese varieties?
• Is cultural content broad and respectful?
• Are class teachers connected with specialist provision?
• Are adaptations ambitious?
• Are learners prepared for secondary language study?

Staff Development

Professional development may include:

• pronunciation;
• Portuguese phonics;
• grammar;
• classroom language;
• early language learning;
• assessment;
• cultural knowledge;
• inclusion;
• and effective use of specialist resources.

Governor Oversight

Governors receive strategic information about:

• curriculum quality;
• progression;
• partnership provision;
• participation;
• inclusion;
• enrichment;
• staff development;
• and improvement priorities.

Further information about Portuguese at St Luke’s is available through the curriculum documents linked on this page.

Parents and carers may request:

• year-group curriculum information;
• module overviews;
• vocabulary guidance;
• pronunciation support;
• information about Camões, I.P.;
• cultural resources;
• assessment information;
• accessible versions of documents;
• and details of clubs, events or workshops.

Please contact the class teacher or school office through the contact details published on the school website.

Families are encouraged to raise concerns where a learner:

• feels anxious about speaking;
• struggles to hear or reproduce sounds;
• finds written tasks inaccessible;
• is unable to retain familiar vocabulary;
• or is not making expected progress.

The school will review whether support is required with:

• listening;
• pronunciation;
• vocabulary;
• grammar;
• memory;
• literacy;
• confidence;
• or access to suitable resources.

Paper copies of curriculum information can be provided on request.

The school welcomes constructive feedback about its Portuguese curriculum information and reviews published content regularly to ensure that it remains accurate, accessible and consistent with the provision learners receive.