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CHS SOUTH: CURRICULUM

Year 7 2018-2019: Future FoundationsCurriculum Area: Spanish

Year 7 First 2 Weeks

Text book: ¡Viva!

Autumn 15 weeks

Topic: Me, my family and culture

Text book: ¡Viva

Autumn 28 Weeks

Topic: Me, my family and culture

Text book: ¡Viva

Spring 16 Weeks

Topic: Free-timeActivities

Text book: ¡Viva

Spring 26 Weeks

Topic: Free-timeActivities

Text book: ¡Viva!

Summer 15 Weeks

Topic: Life at school

Text book: ¡Viva!

Summer 27 Weeks7 weeks

Topic: Life at school

Text book: ¡Viva!

CHS SOUTH: CURRICULUMKnowledge Cosmic

Week 1Greetings &

Introductions

Asking for each other’s names & answering to it.

Asking what someone else’s

name is (como se llama él/ella?

+ answering using él / ella se llama

Comment Qué tal? + answers

USE THE CHARACTERS OF

COSMIC TO ACHIEVE THE

ABOVE.

(challenge: using SE LLAMAN}

Week 2Understanding

5 receptive classroom

instructions

The Spanish alphabet and to be able to ask to spell & spell your name

+ key phonics

Week 3Numbers up to 31 +

MonthsAsking and saying when birthday is.

Week 4Asking people’s age

and saying your own.

Understanding others’ age (tengo/

tienes/ tiene)Challenge: tienen

PREPARE REVISION HANDOUT FOR AUTUMN TERM PROGRESS TEST

Week 5Asking about and

saying who’s in my family & pets (key

vocab + name + ages)

Week 6Description of

family member (hair + eyes) = using

tiene and tienen

Week 7The Geography of

SPAIN(main cities, rivers,

mountains & bordering countries.

Week 1Describing myself

Personality adjectives + negatives (no)

(quantifiers) (adjectival agreements)

Week 2Describing others’

personality adjectives (SING AND PLURAL

MEMBERS: reintroduce ELLOS/ ELLAS TIENEN

Week 3Asking and saying what I

do to celebrate my birthday (present tense of high Frequency verbs

using I AND ASKING OTHERS)

Week 4Revision &

To read and write about what others do to

celebrate their birthdayIntroduction of HE/SHE/

THEY OF HIGH FREQUENCY VERBS.

Weeks 5Progress test

Reading and writing

WEEK 6 &7Self-assessment / PLC +

Feedback loops

Talking about I NORMALLY do for

Christmas- focus on IR

Week 8Christmas traditions in Spain and compare it

British traditions.

Week 1Talking about what I like doing / not doing

with reasons (challenge by

introducing no soporto/ no aguanto /me

chifla/me interesa/n)

Week 2Talking about the

sports I play (jugar)I / you / we

Week 3Talking about Sports

activities (Jugar)introduce he/ she/

you (pl) they/Photo card

Week 4Talking about the sports I do (hacer)

I / you / we

PREPARE REVISION HANDOUT FOR SPRING TERM

PROGRESS TEST

Week 5Talking about Sports

activities (hacer)introduce he/ she/

you (pl) they/(photo card)

Week 6

Consolidate 6 people of IR / JUGAR/ HACER

Week 1To understand key

negatives and frequency words in the context of describing what others do/ play (reading and

writing)

Skills: understanding frequency words and negative sentences.

Weeks 2 & 3

Progress testSpeaking

Self-assessment / PLC + Feedback loops

Week 4To talk about extreme

sports and typically Spanish sports

Reinforce 6 people of jugar and hacer

Week 5Forming questions in

the present tense using jugar/ hacer/ irAnd responding

spontaneously. Linked to Easter in Spain – Que haces para celebrar el

Pascua?

Week 1A brief intro to

SPANISH SCHOOLS (day / subjects

studied)

Week 2Saying what I study and. Asking others

what they study and say what I do / study at school (use No for negatives on slides

too)

Week 3Asking what others like/ dislike and say what I like/ dislike

with reasons.

PREPARE REVISION HANDOUT FOR SUMMER TERM PROGRESS TEST.

Week 4Telling the time and to say what I have when

Week 5To describe my school day using WE (start/

finish/ have) connectives (reading

and writing)

Week 6To describe qualities

of teachers and reasons for likes and dislikes [Reading and

Writing] linked to GCSE task.

Week 1To use key future

phrases to talk about future studies.

Use: I want/ I am going to / I would like +

infinitive

PREPARE REVISION HANDOUTS FOR END OF

TERM EXAM

Week 2Listening and Reading Skills revision lesson

Weeks 3 and 4End of year EXAMS

Listening and Reading

Week 5ELE week

Self-assessment/ PLC + Feedback loops

Week 6:Film Study: Valentin

Revision of personality and physical descriptions

Week 7:Film Study: Valentin

Revision of personality and physical descriptions

CHS SOUTH: CURRICULUMSkills MAIN FOCUS

SPEAKINGTake part in simple

conversations showing some

ability to substitute words

and phrases

Give short simple responses to what they see and hear.

MAIN FOCUS READING

Identify and note main points and

some details from short passages such

as messages and dialogues, made up of familiar language

Identify and note main point and

extract some details from short, simple

texts.

Understand single words, short

phrases and short, simple texts.

MAIN FOCUS SPEAKING

Take part in simple, structured

conversations.

Take part in simple conversations showing

some ability to substitute words and

phrases

Give short simple responses to what they

see and hear.

MAIN FOCUS READING

Demonstrate understanding of range short and

longer texts which include opinions

Identify and note main points and

some details from short passages such

as messages and dialogues, made up of familiar language.

Identify and note main point and

extract some details from short, simple

texts.

MAIN FOCUS WRITING

Write short texts giving and seeking information

and opinions.

Write short text using mainly memorized

language on a familiar topic referring to the

present and expressing simple opinions such as

likes and dislikes.

Write short sentences and respond to written

texts by substituting words and set phrases.

MAIN FOCUS LISTENING

Identify and note main points and some

details from short passages such as

messages and dialogues, made up of

familiar language

Identify and note main points and extract some details from simple language

MAIN FOCUS SPEAKING

Take part in short conversation on a range

of topics, describing, informing, expressing opinions and giving

reasons. Refer to future, as well as the present.

Take part in simple, structured

conversations.

Take part in simple conversations showing

some ability to substitute words and

phrases

Connections to KS2 POS

Listen attentively to spoken

language and show understanding by

joining in and responding

Explore the patterns and

sounds of language through songs and

rhymes and link the spelling, sound and meaning of words.

Read carefully and show

understanding of words, phrases and

simple writing

Speak in sentences, using familiar

vocabulary, phrases and basic language

structures.

Appreciate stories, songs/poems/rhymes in

the language

Identify and use tenses or other

structures which convey the present

and past as appropriate to the Spanish language

Read carefully andshow understanding

of words, phrasesand simple writing

Broaden vocabulary anddevelop their abilityto understand new

words that areintroduced intofamiliar written

material, includingthrough using a

dictionaryWrite phrases frommemory, and adaptthese to create new

sentences, to expresstheir ideas clearly.

Understand basic grammar appropriate to the language being

studied, including (where relevant):

feminine, masculine and neuter forms and

the conjugation of high-frequency verbs;

key features and patterns of the

language; how to apply these, for

instance, to build sentences; and how these differ from or are similar to English

Develop and use a wide-ranging and deepening vocabulary that goes

beyond their immediate needs and interests,

allowing them to give and justify opinions and take part in discussion

about wider issues

Assessments Vocabulary test on greetings.

Marking point 1

Bullet point style Writing task on birthdays (20

words)

Marking point 2Reading

comprehension task: True / False /

Not mentioned

Marking point 1

Writing task¿qué haces?

GCSE bullet point style task (30 words)

Marking point 2Progress Test: Reading & Listening Comprehension

skills.

Marking point 1GCSE Translation task

on sports. (Q2 Foundation Paper)

Marking point 2GCSE STYLE Writing

task: describe a picture

Marking point 1GCSE STYLE Translation

into Spanish

Marking point 2Progress Test (Listening

comprehension & writing)

Marking point 1

Reading true/false/ not mentioned on

school.

Marking point 2GCSE STYLE Writing on

the school day (30 Words)

Marking point 1,

Reading comprehension Progress test.

Listening comprehension Progress test.

Marking point 2GCSE style Speaking

progress test.

CHS SOUTH: CURRICULUMCultural

EnrichmentREAD

Comic: Mafalda

WATCHSpanish Film Club

(week 6)ANIMATED TALES

OF THE WORLD: EN ESPAÑOL - LA

TIENDA DE LUIS

VISITBar San Juan56 Beech Rd,

Manchester M21 9EG

READComic: Mafalda 2


(week 6)Mar adentro (12)

Alejandro Amenábar, 2004

VISITEl Rincon de Rafa244 Deansgate,

Manchester M3 4BQ



(week 6)Gente de bien (12) Franco Lolli, 2014

VISITLunya

barton arcade, Deansgate,

Manchester M3 2BB



(week 5)El último verano de la

boyita (12) Julia Solomonoff, 2009

VISITEl Gato Negro

52 King St, Manchester M2 4LY



(week 6)La jaula de oro (12)

Diego Quemada Díez, 201

VISITIbérica Spinningfields

14-15, The Avenue Spinningfields,

Spinningfields Square, Hardman St,

Manchester M3 3HF


WATCHSpanish Film

(week 6 and 7)Valentín (PG)

VISITLa Torre

94 Flixton Rd, Urmston, Manchester M41 5AD

Character

QofS – OptimismHaving and

maintaining a positive outlook in the learning of a foreign language. Optimism in the

positive of new (or newish) new

learning experiences and opportunities to

broaden their horizons in the short term and

future life.CV – Democracy

Rights and responsibility as

learners of a foreign language: i.e.

mutual respect/ rights to be

listened/ heard. Being optimistic

about introducing yourself to a

Spanish person (week 1 and 2)

QofS – EmpathyCaring for Others,

Equality, EquityThe ability to connect with each other in the

classroom by communicating in pairs/

groups is a life skill; understanding different

cultures to be able to make comparisons and thus develop empathy.

CV – Solidarity, Caring for Others, Equality,

EquityPaired and group works to help each other and self- manage in their

own learning.Describing each other in

an empathetic way (week 2)

QofS – Creativity & Curiosity

Curious to try sports/ games that are

popular in Spain (e.g. handball) but not in the UK. Stimulation

tasks may open desire to try new

experiences.(week 2)

CV – OpennessOpen tools for

students’ collaboration in peer and self-assessment

leading to better understanding of

assessment criteria and independence.

QofS – Responsibility & Reflection

A responsible language learner will have

studied vocabulary and structures in readiness for end of term exam.Reflecting on language

acquisition by completing checklists to

assess strengths and weaknesses.

CV – Honesty & Social Responsibility

In class understanding that it is a shared

responsibility for the learning process to

happen. Taking part in role plays in thus

collaborating with each other to ensure

progress.Being responsible for

preparing for the writing progress test

(week 2) and reflecting on the feedback given.

QofS – Practice & Resiliency

Persevering with the skill of asking questions /

formulating questions which can be tricky. Developing the good

habits to practise your newly learnt skills in class and at home.

CV – Self-HelpGetting into the good

habits to look for answers in exercise

books and dictionary when need be.

Resiliency and practise in learning to tell the time in Spanish (week

2)

.

QofS – Motivation

Talking about future studies will help

students think about what they want to do in the future/ don’t want to do; inspiring them

CV – Self-ResponsibilityStudents to understand the positives of taking responsibility for their

own learning and impact of positive attitude will

have in their future prospects

Motivated to communicate in 2 tenses

by the end of summer term in preparation for

year 8.


Key Stage 3 Framework for Learning Year 8 2018-2019: Creative Foundations Curriculum Area: SPANISH

Year 8 Autumn 17 weeks

IDENTITY AND CULTURE

Autumn 28 weeks


Spring 16 weeks


Spring 25 weeks


Summer 16 weeks

Local area, holiday travel

Summer 27 weeks

Local area, holiday travel

CHS SOUTH: CURRICULUMTEXTBOOK: VIVA ROJO LIBRO 3

TEXTBOOK: VIVA ROJO LIBRO 3





Knowledge Week 1 & 2 “Cosas que me molan”Talking about things you like Grammar: irregular verbs

Weeks 3 & 4“Mi semana”Talking about your week Grammar: using regular verbs in the present tense.

PREPARE REVISION HANDOUT FOR AUTUMN TERM PROGRESS TEST

Weeks 5 & 6 “Cartelera de cine”Talking about filmsGrammar: using the near future tense

Weeks 7 & 1st week of Autumn Term 2 “Un cumpleaños muy especial”Grammar: using the preterit

Week 1 “Un cumpleaños muy especial”Grammar: using the preterit

Week 2 Los famosos“Talking about life as a celebrity”Grammar: using 3 tenses together.

Week 3PROGRESS TESTReading and writing

Week 4Self-assessment of Progress test: checklists & Feedback loops completion.

¿Adonde fuiste? Developing listening skills - using the four Ws when listening In the context of understanding a day out.

Week 5 “Las estrellas”To develop our understanding of challenging texts by

reading about film stars and films

Week 6 To revise and practice formation of preterit, present and near future of regular verbs andir ser hacer in present and preterit tense Translation tasks (both ways)

Weeks 7 & 8Project work & developing presentation skills. Christmas holidays & traditions in Spain compared to Mexico.

Weeks 1 & 2STARTER/ HOOK short intro about what they might already know about Spanish FoodYou may want to use the quiz style – page 50

Saying the food, you like Grammar: Use a wider range of opinions. Challenge by adding: no aguanto /no soporto/me chifla

PREPARE REVISION HANDOUT FOR SPRING TERM PROGRESS TEST

Weeks 3 & 4 Describing mealtime Grammar: using negatives

Weeks 5 & 6 Ordering a meal Grammar: using usted and ustedes Role Play exam question.

Week 1 Describing what you want to buy for a party Grammar: the near future tense.

Week 2: PROGRESS TESTSpeaking on a past party linked to celebrations

Week 3 Self-assessment of Progress test: checklists & Feedback loops completion.

Week 4Speak & Listen about an account of a party Using 3 tenses together.

Week 5 Read and write about a Spanish Easter party. Writing task 40-word style GCSE question.

Week 1¿cómo es tu casa?A short intro. on OPERACION VERANO (some key touristic sites in Spain] Describing houses.

Weeks 2¿Qué casa prefieres? Describing a holiday home and discovering more about the comparative.

Weeks 3 & 4 ¿Qué se puede hacer en…? Describing holiday activitiesUsing the superlative

PREPARE REVISION HANDOUT FOR SUMMER TERM PROGRESS TEST

Weeks 5 & 6 ¿Dónde está? Asking for directionsUsing the imperative

Week 1 Campamentos de verano

Week 2 Revision of Listening and Reading Sills

Week 3 PROGRESS TEST Listening & Reading exams

Week 4 Self-assessment EXAMs (with checklist) & Feedback loops.

Week 5: ELE week

Weeks 6 + 7Film study: CarlitosRecap of sport, personality description and physical descriptions.

CHS SOUTH: CURRICULUMSkills MAIN FOCUS READING

Demonstrate understanding of a range of short and longer texts which include opinions

and refer to the present, the past and the future.

Demonstrate understanding of a range of short and longer texts which include opinions and refer to the past or

future as well as the present.

Demonstrate understanding of main point and opinions in

short texts using familiar language. Reference to

one tense only.

MAIN FOCUS WRITINGWrite short texts in a range of contexts, giving and seeking

information and opinions and referring to present, the past

AND the future.

Write short texts giving and seeking information and

opinions, referring to the past OR future as well the present.

Write short text using mainly memorised language on a

familiar topic referring to the present or the future and

expressing simple opinions such as likes and dislikes.

MAIN FOCUS LISTENINGDemonstrate understanding of

a range of short passages which include opinions with

basic reasons, details and reference to either the present

and the past, OR the present and the future spoken clearly.

Identify and note main points and some details from short

passages such as messages and dialogues, made up of familiar

language

MAIN FOCUS WRITINGWrite short texts in a range of contexts, giving and seeking

information and opinions and referring to present, the past

AND the future.

Write short texts giving and seeking information and

opinions, referring to the past OR future as well the present.

Write short text using mainly memorised language on a

familiar topic referring to the present or the future and

expressing simple opinions such as likes and dislikes.

MAIN FOCUS READINGDemonstrate

understanding of overall message and key points of a range of texts, including

extracts from literary texts, which include a

range of at least 3 tenses, opinions and some less familiar vocabulary and

more complex grammatical structures.

Demonstrate understanding o fa range of short and longer texts

which include opinions and refer to the present, the

past and the future.

Demonstrate understanding of a range of short and longer texts

which include opinions and refer to the past or future

as well as the present.

MAIN FOCUS SPEAKINGBegin to initiate and develop

conversations and narrate event. Use a wide range of

common vocabulary and grammatical structures,

referring to the past, present and future

Take part in longer conversations, expressing

and justifying opinions, giving detail AND referring to

the present, the past and future.

Take part in short conversations on a familiar

topic, informing and expressing opinions and

giving reasons. Reference to The past OR the future as

well as the present.

Take part in simple conversations, referring to the present OR the future. Exchange opinions and give

simple reasons.Assessments Marking point 1

CGSE Writing task: ¿Qué hacéis en clase? (40

wrods question)

Marking point 2GCSE STYLE Reading

comprehension task: Q/A in Spanish looking for

specific info .

Marking point 1GCSE style Writing task: ¿qué

hiciste?’ 40 words task

Marking point 2Progress test:

Reading & Listening comprehension skills.

Marking point 1GCSE STYLE GAPFILL Reading

comprehension¿Qué comes?

Marking point 2GCSE GRAMMAR SKILL Reading

task:On adjectival on agreement

Marking points 1PROGRESS TESTS: Reading

comprehension & Writing skill.

Marking point 3GCSE style Listening about food and drink using different tense

(past present future task)

Marking point 1GCSE STYLE Reading.“El plano de mi casa”

(T/F/NM)

Marking point 2GCSE STYLE Listening

‘Qué se puede hacer en Colombia?

Find hthe 4 correct statemtsn .

Marking Points 1Speaking assessment.

Marking point 2Reading comprehension

test.Listening comprehension

test.

CHS SOUTH: CURRICULUMCultural

EnrichmentREAD

René Tiene Dos Apellidos


(week 6)ANIMATED TALES OF THE

WORLD: EN ESPAÑOL - LA TIENDA DE LUIS

VISITBar San Juan

56 Beech Rd, Manchester M21 9EG

READPapelucho


(week 6)Mar adentro (12) Alejandro

Amenábar, 2004

VISITEl Rincon de Rafa

244 Deansgate, Manchester M3 4BQ

READLos Reyes Magos De Oriente


(week 6)Gente de bien (12) Franco Lolli,

2014

VISITInstituto Cervatnes

326-330 Deansgate, Campfield Avenue Arcade, Manchester

M3 4FN

READ¡Jonrón!


(week 5)El último verano de la boyita (12) Julia Solomonoff, 2009

VISITEl Gato Negro

52 King St, Manchester M2 4LY

READGuacamole


(week 6)La jaula de oro (12) Diego

Quemada Díez, 201

VISITInstituto Cervatnes326-330 Deansgate,

Campfield Avenue Arcade, Manchester M3 4FN

READLos Tamales de Ana


(week 6)Valentín (PG)

VISITLa Torre

94 Flixton Rd, Urmston, Manchester M41 5AD

Character LEADERSHIP INITIATIVE RESILIENCE

QofS – OptimismHaving and maintaining a

positive outlook in the learning of a foreign

language. Optimism in the positive of new (or newish) new learning

experiences and opportunities to broaden

their horizons in the short term and future

life.

CV – DemocracyRights and responsibility as learners of a foreign language: i.e. mutual respect/ rights to be

listened/ heard.

Being optimistic that learning key irregular

verbs will ensure good communication (week 1

and 2)

QofS – EmpathyCaring for Others, Equality,

EquityThe ability to connect with

each other in the classroom by communicating in pairs/


cultures to be able to make comparisons and thus develop

empathy.

CV – Solidarity, Caring for Others, Equality, Equity

Paired and group works to help each other and self- manage in

their own learning.

Being empathetic of celebrities and other’s way of life (week 2

and 3)

QofS – Creativity & MotivationCurious to try sports/ games that are popular in Spain (e.g. handball) but not in the UK. Stimulation tasks may open desire to try new experiences.

CV – OpennessOpen tools for students’

collaboration in peer and self-assessment leading to better understanding of assessment

criteria and independence.

Being motivated and creative to order food in a Spanish restaurant (week 5 and 6)


A responsible language learner will have studied vocabulary

and structures in readiness for end of term exam.

Reflecting on language acquisition by completing

checklists to assess strengths and weaknesses.


In class understanding that it is a shared responsibility for the learning process to happen.

Taking part in role plays in thus collaborating with each other

to ensure progress.

Being responsible for preparing for the writing progress test

(week 2) and reflecting on the feedback given

QofS – Practice & Resiliency

Persevering with the skill of asking questions /

formulating questions which can be tricky. Developing the good

habits to practise your newly learnt skills in class

and at home.

CV – Self-HelpGetting into the good habits to look for answers in exercise books and dictionary when need be.

Being resilient in using complex grammatical structures such as comparatives and superlatives, and practise using them (week 3-5)

QofS – MotivationTalking about future studies

will help students think about what they want to do in the future/ don’t want to

do; inspiring them

CV – Self-ResponsibilityStudents to understand the

positives of taking responsibility for their own

learning and impact of positive attitude will have in

their future prospects

Being motivated to prepare their speaking answers for the end of year speaking

assessment.

Key Stage 4 Framework for Learning Year 9 2018-2019: Happy Foundations


Curriculum Area: Spanish AQA TEXT BOOK: AQA SPANISH FOUNDATION & HIGHER [O.U.P.]

Year 9 Autumn 17 weeks

THEME 1: Identity & culture

Unit 1: Me, my family and friends.TEXTBOOK: AQA Spanish Foundation & Higher Textbook.

Autumn 28 weeks

THEME 1: Identity and culture

Unit 2: Free time activities.

TEXTBOOK: AQA Spanish Foundation & Higher Textbook.

Spring 16 weeks


Unit 4: Customs and festivals.


Spring 25 weeks


EXAM STRATEGY


Summer 16 weeks

THEME 1: Identityand culture

Unit 3: Technology in everyday life.TEXTBOOK: AQA Spanish Foundation & Higher Textbook.

Summer 27 weeks

THEME 2: Local, national, international and global

areas of interestsUnit 1: Home, Town, neighborhood and region.TEXTBOOK: AQA Spanish Foundation & Higher Textbook.

Syllabus AQA Spanish GCSE (8698)

The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.

Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.

AQA Spanish GCSE (8698)The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.


AQA Spanish GCSE (8698)



AQA Spanish GCSE (8698)The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.








CHS SOUTH: CURRICULUMKnowledge Week 1

Green Route (MAPs) & Blue Route (HAPsKS3 REVISION

Nouns + articles

Using SER, ESTAR, TENER

Numbers, ages and times

Week 2 Green Route (MAPs) & Blue Route (HAPsKS3 revision: Days, months and dates

Week 3

Green Route (MAPs) & Blue Route (HAPs)“Hablando de los amigos” Talking about friendsGrammar: learning about agreement and position of adjectives. Reflexive verbs.

Week 4

PREPARE REVISION HANDOUT FOR AUTUMN

TERM PROGRESS TEST (LISTENING & WRITING)

Green Route (MAPs) ¿Cómo es tu familia? Talking about family members and describing peopleGrammar: using tener and ser in the present tense. Present tense of regular verb. Blue Route (HAPs)“Relaciones con la familia”Describing family relationshipsGrammar: uses of ser and estar. Uses of que.

Week 5 Green Route (MAPs) & Blue Route (HAPs) “Hablando de parejas”Talking about a partner

Week 1 Green Route (MAPs) & Blue Route (HAPs)¿Qué te gusta hacer? Describing what you like and don’t like doingGrammar: using gustar and encantar. Gustar + plural nouns

Week 2 Green Route (MAPs) & Blue Route (HAPs)¿Qué te gusta hacer en tu tiempo libre? Talking about your free timeGrammar: revising the regular present tense. Common irregular verbs in t the present tense.

Week 3 & 4PROGRESS TESTListening Comprehension test. Writing test. + Corrections + PLC + Feedback loops.

Week 5 Green Route (MAPs) & Blue Route (HAPs) “Comer & beber” Buying food and drink. Grammar: Learning about radical changing verbs (e-ie). Pronouns after con. Week 6Green Route (MAP) “Vamos a comer fuera” Forming regular adverbs. Pronouns after para. Blue Route (HAPs)

“Una cena especial”Talking about special occasion mealsGrammar: revising the immediate future.

Weeks 1 & 2 Green Route (MAPs) & Blue Route (HAPs)

“Algunas costumbres regionales”: learning about local customs

Grammar: using ser and ir in the preterit and expressing actions and opinions. Using photocards and roleplays to practice.

Week 3

PREPARE REVISION HANDOUT FOR SPRING TERM PROGRESS TEST (READING & WRITING

Green Route (MAPs) “La vida en familia” Learning about Spanish life and routine

Grammar: the regular preterit tense & reflexive verbs in the preterit tense.

Blue Route (HAPs)¿Cambian las costumbres? Learning about Spanish customs Grammar: Types of verbs with spelling changes in the preterit.

Week 4

Green Route (MAPs): “Las fiestas de España”: la Tomanina talking about a Spanish festival Grammar: recognizing the perfect tense Blue Route (HAPs):” Las fiestas de España: las Fallas learning about Spanish culture Grammar: recognizing regular and irregular verbs in the imperfect

Week 5

Green Route (MAPs):

Blue Route (HAPs

“Las fiestas del mundo

Week 1

Green Route (MAPs) & Blue Route (HAPs) Exam strategy and speaking & writing improvement techniques.HOUR 1: how to approach the 90-word essay and understanding the bullet points

Hour 2: Speaking giving opinions in present, past and future tense.

Weeks 2 & 3 PROGRESS TESTReading Comprehension test. Writing test. + Corrections + PLC + Feedback loops.

Present, past & future conjugations. Regular and key irregular.

Week 4 Green Route (MAPs) & Blue Route (HAPs) Los numéros y los eurosUnderstanding and listening for times and moneyWeek 5Green Route (MAPs) & Blue Route (HAPs) FOCUS: General conversation

Answering all of Theme 1 questions

Week 1 Green Route (MAPs) & Blue Route (HAPs)“¿Cómo prefieres mantenerte en contacto?Giving opinions about online messaging

Grammar: using the perfect of regular verbs. Había and era

Weeks 2 & 3Green Route (MAPs) “Communicarse por internet”Saying how you keep in touch via the internet.Grammar: Making comparisons with más que and menos que. Questions words.

PREPARE REVISION HANDOUT FOR SUMMER TERM

PROGRESS TEST (SPEAKING, READING & WRITING

Blue Route (HAPs)“Las redes sociales: ¿buenas o malas? Talking about the good and the bad of social media. Grammar: using verbs with prepositions. The perfect tense of irregular verbs.

Week 4 Green Route (MAPs) & Blue Route (HAPs)“La tecnología portátil” Giving opinions about mobile technologyGrammar: using estar and the present continuous tense. Formulating questions.

Week 5

Listening, Reading PROGRESS TEST PREPARATION & REVISION. Preparation and practice of answers for SPEAKING Test: IDENTITY & CULTURE questions.

Week 1Green Route (MAPs Blue Route (HAPs)¿ Podrías vivir sin el móvil y la tableta? Talking about movile technology use and overuse. Grammar: using cuyo (whose). Further uses o+f por and para.

Weeks 2 & 3 PROGRESS TESTSpeaking test. Listening Comprehension test.Reading comprehension test.

Week 4 Green Route (MAPs) & Blue Route (HAPs)“¿Cómo es tu casa?” Saying what your house is likeGrammar: using prepositions to say where things are. Further preposition.

Week 5ELE

Week 6Green Route (MAPs) & Blue Route (HAPs)”“Mi ciudad”Talking about the amenities in your area. Grammar: using demonstrative adjectives and pronouns. Present tense and preterit tenses of ir and hacer.

Week 7

Green Route (MAPs) Blue Route (HAPs) “Mi casa y mi barrio” Describing your house and where it is. Grammar: formulating more complex questions. More interrogative words and expressions. Using different

CHS SOUTH: CURRICULUMCharacter

QofS – OptimismHaving and maintaining a


language. Optimism in the positive of new (or

newish) new learning experiences and

opportunities to broaden their horizons in the short

term and future life.

CV – DemocracyRights and responsibility as learners of a foreign language: i.e. mutual respect/ rights to be

listened/ heard

Being optimistic when discussing intentions for

the future (week 7)

QofS – EmpathyHaving and maintaining a


language. Optimism in the positive of new (or newish) new learning experiences

and opportunities to broaden their horizons in the short term and future

life.

CV – DemocracyRights and responsibility as

learners of a foreign language: i.e. mutual respect/ rights to be

listened/ heard

Being Empathetic about the eating habits of other

cultures (week 3- 6)

QofS – Creativity & Motivation

Curious to try sports/ games that are popular in Spain

(e.g. handball) but not in the UK. Stimulation tasks may

open desire to try new experiences.

CV – OpennessOpen tools for students’ collaboration in peer and

self-assessment leading to better understanding of assessment criteria and

independence.

Showing motivation in learning and creativity in

using the preterit and imperfect tenses to describe

festivals (week 2-6)


A responsible language learner will have studied vocabulary

and structures in readiness for end of term exam.

Reflecting on language acquisition by completing

checklists to assess strengths and weaknesses.


In class understanding that it is a shared responsibility for the learning process to happen.

Taking part in role plays in thus collaborating with each other

to ensure progress.

Being responsible for preparing for the writing progress test

(week 2) and reflecting on the feedback given

QofS – Practice & ResiliencyPersevering with the skill of

asking questions / formulating questions which can be tricky. Developing the good habits to

practise your newly learnt skills in class and at home.

CV – Self-HelpGetting into the good habits to

look for answers in exercise books and dictionary when

need be.

Being resilient in preparing speaking answers (week 6) and

practising them for speaking exam in summer 2.

QofS – MotivationTalking about future studies

will help students think about what they want to do in the future/ don’t want to

do; inspiring them


positives of taking responsibility for their own

learning and impact of positive attitude will have in

their future prospects.

Motivated to achieve well in speaking assessment in week

2.


Key Stage 4 Framework for Learning Year 10 2018-2019: Successful FoundationsCurriculum Area: Spanish AQA TEXT BOOK: AQA SPANISH FOUNDATION/ HIGHER [O.U.P]

Year 10 Autumn 17 WEEKS

THEME: Local, national, international and global interest. UNIT 5: Home, town, neighbourhood and region


Autumn 28 WEEKS

THEME: Local, national, international and global interest.

UNIT 8: Travel and tourism


Spring 16 WEEKS

THEME: Local, national,

international and global interest.

UNIT 8: Travel and tourismUNIT 6: Social issuesTEXTBOOK: AQA Spanish Foundation & Higher Textbook

Spring 25 WEEKS

THEME: Local, national, international

and global interest.

UNIT 6: Social issues


Summer 16 WEEKS

THEME: Current and future study and

employment.

UNIT: 7 Global issuesTEXTBOOK: AQA Spanish Foundation & Higher Textbook

Summer 27 WEEKS

THEME: Current and future study and

employment.

UNIT: 7 Global issuesTEXTBOOK: AQA Spanish Foundation & Higher Textbook.

CHS SOUTH: CURRICULUMSyllabus AQA: 8698



AQA: 8698The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.










CHS SOUTH: CURRICULUMKnowledge Weeks 1 & 2

Green Route (MAPs) Blue Route (HAPs) “¿Cómo es tu casa?” Saying what your house is like Grammar: using prepositions to say where things are. Further preposition. Weeks 3 & 4

PREPARE REVISION HANDOUT FOR AUTUMN TERM PROGRESS TEST:

WRITING)

Green Route (MAPs) & Blue Route (HAPs)” “Mi ciudad” Talking about the amenities in your area. Grammar: using demonstrative adjectives and pronouns. Present tense and preterit tenses of ir and hacer.

Weeks 4 & 5:

Green Route (MAPs)“Mi casa” Saying what your house is like. Grammar: using prepositions to say where things are. Further prepositions. Blue Route (HAPs) “Mi casa y mi barrio” Describing your house and where it is. Grammar: formulating

Weeks 1 & 2 Green Route (MAPs) & Blue Route (HAPs) “¿Dónde te alojas?” Talking about holiday accommodationGrammar: using expressions of sequence. Exclamations using the subjunctive.

Week 3 & 4 : Green Route (MAPs) ¡Me voy de vacaciones! Talking about travelling to holiday destinations. Grammar: talking about the weather (including weather expressions in the past) Blue Route (HAPs) ¿Qué hicicste y qué te gustaría hacer durante las vacaciones? Talking about holiday activities Grammar: revising the use of preterit and imperfect tenses. Further expressions of sequence (antes de haber, después de habier, mientras + imperfectWeek 5 – EXAMS Reading & Writing Sports HallWeek 6 & 7 PLC+ “Un folleto túristico Green Route (MAPs) & Blue Route (HAPs) Understanding tourist leaflets Grammar: using ESTAR + past participle.

Week 1 Green Route (MAPs)Blue Route (HAPs) “¿En qué región vives?” Talking about the regions of Spain Grammar: using the points of the compass. Advers of place.

Week 2 Green Route (MAPs)Blue Route (HAPs) “Describiendo tu region” Describing a region Using the passive and 5passsive forms with se

Weeks 3

PREPARE REVISION HANDOUT FOR SPRING TERM PROGRESS TEST: READING & WRITING

Green Route (MAPs) & Blue Route (HAPs)” Quires ser voluntari/a?” Talking about different ways of volunteering. Grammar: learning about verbs that are followed by the infinitive. Revising the present tense.

Week 4 Green Route (MAPs)Blue Route (HAPs“Me gustaría ayudar” talking about charities and voluntary work.

Week 1Green Route (MAPs) & Blue Route (HAPs) “La importance de hacer obras benéficas”Learning more about charities and volunteering.Grammar: using the conditional tense. Formation and use of the gerund.

Week 2Green Route (MAPs) & Blue Route (HAPsVamos a comer afueraRevision of food ítemsBooking a restaurant (role-play)Describing problems in a restaurant (role-play). Week 3Green Route (MAPs) & Blue Route (HAPs“¿Comes bien?”Talking about healthy eating Grammar: using expressions with comer. Expressions MEJOR QUE and PEOR QUE.

Week 4 – EXAMS Reading & Writing

Weeks 5 PLC+ Green Route (MAPs) & Blue Route (HAPs) “¿Llevas una vida sana?”Talking about healthy and unhealthy lifestyles. Grammar: using negative wordsUse of DEBER, TENER

Weeks 1 & 2

Preparation for MOCK SPEAKING EXAM

4 role-plays4 photo cards

THEME 2 and 3 of General Conversation

Week 3 Green Route (MAPs) &Blue Route (HAPs) “Reutilizar, reducir, reciclar”Talking about reusing things, reducing waste and recycling Grammar: using ME PREOCUPA(N) and similar expressions. Expressions followed by MUCHO, (UN)POCO, etc.

Week 4 Green Route (MAPs) &Blue Route (HAPs) “Protegiendo el medio ambiente” Talking about ways of protecting the environmentGrammar: using IF sentence. The pluperfect tense.

Week 5

Green Route (MAPs) & Blue Route (HAPs)“Problemas ecológicos”Understanding and discussing environmental problems. Grammar: using moval verbs to express recommendations and obligations. Formation and use of the preterit to describe past events and

Week 1“Los “sin techo” Green Route (MAPs) & Blue Route (HAPs) Talking about homelessnessGrammar: using reflexive constructions such as SE DEBE, SE PUEDE, + infinitive. Negative expressions.

Week 2:

Green Route (MAPs) Blue Route (HAPs) “Es importante ayudar a los demás”Talking about helping the homeless and the needy Grammar: using ME ENCANTA, ME PREOCUPAS, etc. SHIGHER - subjunctive. The imperfect subjunctive and its use in IF clauses.

Week 3 Reading and Listening exams.

Week 4 PLC+

Blue Route (HAPs) Green Route (MAPsHow to approach the role playTheme 1 and 2

Week 5 Blue Route (HAPs) Green Route (MAPsHow to approach the photo card.


QofS – OptimismMaintaining a positive

outlook in the learning of a foreign language especially before the challenge some may face before a writing

assessment

CV – Openness & HonestyOpen tools for students’ collaboration in peer and

self-assessment leading to more autonomy.

Being optimistic about learning more complex grammar points such as prepositions (week 3)





cultures to be able to make comparisons and thus

develop empathy.


Paired and group works to help each other and self-

manage in their own learning.

Being empathetic about the

effects of tourism on Spanish towns (week 6)

QofS – Creativity & Curiosity

Curious to try sports/ games that are popular in Spain (e.g. handball) but

not in the UK. Stimulation tasks may open desire to

try new experiences.

CV – OpennessOpen tools for students’ collaboration in peer and

self-assessment leading to better understanding of assessment criteria and

independence.

Being curious and creative about using the

conditional tense to say how you would like to help

others in the future,


A responsible language learner will have studied

vocabulary and structures in readiness for end of term

exam.Reflecting on language

acquisition by completing checklists to assess strengths

and weaknesses.


In class understanding that it is a shared responsibility for

the learning process to happen. Taking part in role plays in thus collaborating with each other to ensure

progress.

Being responsible for preparing for the writing

progress test (week 4) and reflecting on the feedback

given

QofS – Practice & ResiliencyPersevering with the skill of

asking questions / formulating questions which can be tricky. Developing the good habits to

practise your newly learnt skills in class and at home.

CV – Self-HelpGetting into the good habits to

look for answers in exercise books and dictionary when.

Being resilient about preparing questions (week 1,2), photo

cards and role-plays and practising them for the end of

year Speaking mock.

QofS – MotivationTalking about future

studies will help students think about what they

want to do in the future/ don’t want to do; inspiring

them

CV – Self-ResponsibilityStudents to understand the positives of taking

responsibility for their own learning and impact of

positive attitude will have in their future prospects.

Being motivated to revise speaking skills for the end of year mock. (week 6/7)


Key Stage 4 Framework for Learning Year 11 2018-2019: I am Creative, Successful, Happy Curriculum Area: Spanish AQA TEXT BOOK: AQA SPANISH FOUNDATION/ HIGHER [O.U.P

Year 11 Autumn 17 Weeks

Theme 3: Current and future study and employment.

Topic 1: my studiesTopic 2: life at school/college


Autumn 28 Weeks

Theme 3: Current and future study and employment.

Topic 3: Education post-16, career choices and ambitionsTEXTBOOK: AQA Spanish Foundation & Higher Textbook.

Spring 16 Weeks

Theme 2: Local, national, international and global areas of interest

Topic: EnvironmentTEXTBOOK: AQA Spanish

Foundation & Higher Textbook.

Spring 25 Weeks

Writing Intervention

Summer 16 Weeks

Speaking, Reading and Writing revision.

Syllabus AQA: 8698



AQA: 8698



AQA: 8698



AQA: 8698



AQA: 8698



CHS SOUTH: CURRICULUMKnowledge Week 1

Green Route (MAPs) & Blue Route [HAPs] El instituto y las asignaturas

Giving your opinion about different subjects.

Week 2Green Route (MAPs) & Blue Route [HAPs] ¿Cómo ser un buen estudiante? Talking about your studies.

Week 3Green Route (MAPs) & Blue Route [HAPs] Un día al instituto [F & H]Talking about your school and daily routine

Week 4Green Route (MAPs) & Blue Route [HAPs] ¿Qué tal el instituto[H] Talking about your school

Week 5Green Route (MAPs) & Blue Route [HAPs] Las reglas y el uniformeTalking about school and uniform

Week 6 and 7MOCK SPEAKING EXAM THEME 1 and 2 Only

Week 1

Green Route (MAPs) & Blue Route [HAPs] Lo Bueno y Lo Malo del Instituto.

Good and bad aspects of school and looking for clues in time phrases.

Week 2Green Route (MAPs) & Blue Route (HAPs) ¿Qué voy a hacer? Talking about options at 16

Weeks 3 & 4 COLLEGE ENTRY EXAMS(C.E. exams) Listening & understanding 25%Reading & Understanding 25%Writing 25%

week 5 PLC+Green Route (MAPs) & Blue Route (HAPs)¿Trabajar o estudiar ? Discussing choices at 18: work or university?

Higher ONLY ¿Vale la pena ir a la universidad ? Talking aobut the benefits of higher education Week 6 Green Route (MAPs) & Blue Route (HAPs)Los trabajos = Groundwork [F] Talking about different jobs. Buscar trabajo (F&H) Looking for and applying for

Week 1 REVISIONGreen Route (MAPs) & Blue Route (HAPs)Parejas y familiaTalking about future relationships.Grammar: the immediate future and the future tense

Week 2 REVISIONGreen Route (MAPs) & Blue Route (HAPs)La technologia / los moviles y redesTalking about how I use tech and mobile phones

Week 3 REVISION Los festivalesGreen Route (MAPs) & Blue Route (HAPs)celebrations

Week 4 Speaking mock exam

Week 5 Green Route (MAPs) & Blue Route (HAPs) lo que me gusta hacer Describing free-time activities in the past. Grammar: perfect tense of regular verbs. The perfect tense with ETRE

Week 6 MOCK Writing test 1

Week 1Green Route (MAPs) & Blue Route (HAPs Writing InterventionHow to approach the writing paperH/F paper walkthrough

Week 2-4Green Route (MAPs) & Blue Route (HAPsWriting intervention booklets

Week 5 MOCK Writing test 2.

Week 1Green Route (MAPs) & Blue Route (HAPs Hour 1: General Conversation Speaking practice in class.Hour 2:Photo card and Role play practice.

Week 2/3FINAL SPEAKING EXAM.

Week 4Green Route (MAPs) & Blue Route (HAPsListening paper walkthrough and key vocab revision

Week 5Green Route (MAPs) & Blue Route (HAPsReading paper walkthrough and key vocab revision

Week 6Green Route (MAPs) & Blue Route (HAPsWriting paper walkthrough and key vocab revision


QofS – OptimismMaintaining a positive outlook

in the learning of a foreign language especially before the

challenge some may face before a Speaking assessment

CV – Openness & HonestyOpen tools for students’

collaboration in peer and self-assessment leading to more

autonomy.

Being optimistic about being ready for the Mock Speaking

Exam (week 6/7)





cultures to be able to make comparisons and thus

develop empathy.


Paired and group works to help each other and self-

manage in their own learning.

Being Empathetic of other people’s intentions for the

future.

QofS – Creativity & CuriosityCurious to festivals that are

popular in Spain (e.g. la tomatina) but not in the UK. Stimulation tasks may open

desire to try new experiences.

CV – OpennessOpen tools for students’

collaboration in peer and self-assessment leading to better understanding of assessment

criteria and independence.

Being curious about how to improve speaking skills and

creative in using structure to answer unseen questions in the

mock speaking.


A responsible language learner will have studied

vocabulary and structures in readiness for end of term

exam.Reflecting on language

acquisition by completing checklists to assess strengths

and weaknesses.


In class understanding that it is a shared responsibility for

the learning process to happen. Taking part in role plays in thus collaborating with each other to ensure

progress

Reflect on writing feedback and being responsible for practising writing skills for

second test.

QofS – Practice & ResiliencyPersevering with the skill of asking questions / formulating questions

which can be tricky. Developing the good habits to practise your newly learnt skills in class and at home.

CV – Self-HelpGetting into the good habits to look for answers in exercise books and

dictionary when

QofS – MotivationTalking about future studies will help students think about what they want to do in the future/

don’t want to do; inspiring them


positives of taking responsibility for their own learning and impact of positive attitude will have in their

future prospects.

Being resilient about succeeding in terminal exams and practising key

skills in order to succeed.

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