Spanish
Year 7 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
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Autumn |
We are looking at how to pronounce Spanish and how these sounds relate to the written part of the language. We are also looking at introductions and talking about our ages and when our birthdays are. We are looking to build upon our knowledge and develop enthusiasm for the subject and confidence in producing the language ourselves. |
We will understand how to pronounce words in Spanish and recognise the key differences between English and Spanish. We will begin to develop fluency in the words and phrases learnt in class. We will understand how to use scaffolding to help us produce language on our own and when we are confident we will be able to produce language without support. | Students will actively take part in Spanish lessons both at home and in lessons. They will dedicate time at home to revising the key structures and vocabulary learnt in school. Students are able to produce work independently with no support from their vocabulary sheets. They have accurate pronunciation and are able to extend further than the sentence builder sheets.They will always try their best and take pride in their work. | Students will be assessed informally in class through classwork and homework. Students will have mini translations into Spanish and some listening comprehension to monitor understanding. |
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Autumn |
We will be able to describe ourselves and others physically in some detail, concentrating on hair and eyes. |
We will understand how to pronounce words in Spanish and recognise the key differences between English and Spanish. We will understand how to use scaffolding to help us produce language on our own and when we are confident we will be able to produce language without support. We will know a range of opinions in Spanish. so that we express ourselves confidently | Students will actively take part in Spanish lessons both at home and in lessons. They will dedicate time at home to revising the key structures and vocabulary learnt in school. Students are able to produce work independently with no support from their vocabulary sheets. They have accurate pronunciation and are able to extend further than the sentence builder sheets.They will always try their best and take pride in their work. | Students will be assessed formally and informally. There will be translations into Spanish as well as a listening comprehension activity. Students will be asked to record themselves speaking for their oral assessment. They will either produce a wanted poster or a missing person poster for their written assessment. |
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Spring |
Students will learn to describe themselves and a family member in terms of personality. |
Students will be developing fluency and confidence and producing work independently in both writing and speaking. We are looking at two of the key verbs ?ser? and tener? in order to be able to describe ourselves and others. We will be embedding our previous learning to build up longer, more extended answers. We will also be looking at adjective agreement and making sure that our endings match for masculine/feminine and singular/plural agreement. | Students will actively participate in lessons and join in speaking activities to further their appreciation of the world. Students will be actively trying to be more independent in class and to not use the scaffolding provided to them. Students will be able to speak and write confidently and independently on known topics with accurate spelling and pronunciation. Students should be looking to go beyond the sentence builder and link their knowledge with previously taught vocabulary. | Students will have two translation activities (into and from the target language), a listening comprehension and a written assessment. |
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Spring |
We are learning about San Fermín (the running of the bulls) and the history of bull fighting in Spain via the film 'Ferdinand'.
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Students will discover the history of bull fighting in Spain and the importance of the San Fermín fiesta. They will develop their cultural awareness of the history and traditions associated with bull fighting | Students will be able to discuss whether they like the film or not confidently by adding justified opinions. They will also be able to recall, without support, some of the key features of the San Fermín fiesta and how this links to Spanish culture and traditions. | Students will complete a film review about Ferdinand and a presentation about San Fermín. |
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Summer |
Students are learning to discuss what pets they have and what pets they would like to have.
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Students will be developing fluency and confidence in producing work independently in both speaking and writing. We will be using the key verbs ?ser? and ?tener? in order to describe our pets and introducing a second tense so that we can discuss what we would like to have in the future. | Students will actively participate in lessons and join in speaking activities to further their appreciation of the world. Students will be actively trying to be more independent in class and to not use the scaffolding provided to them. Students will be able to speak and write confidently and independently on known topics with accurate spelling and pronunciation. Students should be looking to go beyond the sentence builder and link their knowledge with previously taught vocabulary. | Students will have two brief translation activities (into and from the target language), a listening comprehension and a mini writing and speaking assessment. |
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Summer |
We are learning to discuss our opinions on school subjects and extend them by giving reasons why. |
We are developing our use of opinions so that we can produce longer, more extended sentences. We are also looking at a variety of ways to extend our opinions by giving reasons why as well as discovering the school subjects in Spanish and comparing Hispanic and English schools. | Students will actively participate in lessons and join in speaking activities to further their appreciation of the world. Students will be actively trying to be more independent in class and to not use the scaffolding provided to them. Students will be able to speak and write confidently and independently on known topics with accurate spelling and pronunciation. Students should be looking to go beyond the sentence builder and link their knowledge with previously taught vocabulary. | Students will have a reading and listening assessment and a spoken exam. |
Year 8 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
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Autumn |
We are describing what we like and dislike eating and why or why not. We will be discussing mealtimes and the differences between Spanish and English food and mealtimes. We will be embedding different time and frequency markers in order to be able to produce more complex sentences and paragraphs. |
Students will continue to embed the language skills which they have learnt and be able to apply them in a communicative purpose. We are building on confidence and spontaneity in order that we promote an enthusiasm for learning languages. Students will be able to manipulate language in order to produce work without scaffolding. | Students will actively take part in Spanish lessons both at home and in lessons. They will dedicate time at home to revising the key structures and vocabulary learnt in school. Students should be able to use a range of time phrases and connectives in their work to give fully developed sentences both orally and in written work. Students will always be looking at ways in which to extend and will be trying to work beyond the sentence builders. They will have accurate pronunciation and a desire to improve. They will not need scaffolding support and they will be able to speak confidently in Spanish.They will always try their best and take pride in their work. | Students will be assessed informally through class work and through translations into Spanish as well as a listening comprehension activity. |
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Autumn |
We are learning about the 'Día de los muertos' fiesta via the films 'El libro de la vida' and 'Coco' and Mexico. |
We will develop cultural awareness of the fiesta and the traditions associated with this. We will learn to use the comparative to compare the two different films about day of the dead. We will also revise descriptions so that we can describe characters within the films. | Students will be able to confidently give their opinions on the films in Spanish with justified opinions. They will also be able to use the correct format for a film review in order to create their own. | Students will create a fact file about Mexico which includes a film review. |
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Spring |
We are learning to discuss what clothes we wear in certain types of weather. |
Students will be developing fluency and confidence and producing work independently in both writing and speaking. We are looking at adjective agreements and how to connect sentences. We will be embedding our previous learning to build up longer, more extended answers. | Students will actively participate in lessons and join in speaking activities to further their appreciation of the world. Students will be actively trying to be more independent in class and to not use the scaffolding provided to them. Students will be able to speak and write confidently and independently on known topics with accurate spelling and pronunciation. Students should be looking to go beyond the sentence builder and link their knowledge with previously taught vocabulary. | Students will have two translation activities (into and from the target language), a listening comprehension and a written assessment. |
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Spring |
Students are learning to discuss free time activities.
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Students will be able to use a variety of time phrases in order to extend sentences. They will be looking at infinitive verb structures and be able to use the present tense with confidence. | Students will actively participate in lessons and join in speaking activities to further their appreciation of the world. Students will be actively trying to be more independent in class and to not use the scaffolding provided to them. Students will be able to speak and write confidently and independently on known topics with accurate spelling and pronunciation. Students should be looking to go beyond the sentence builder and link their knowledge with previously taught vocabulary. Students should be able to have a conversation in Spanish on known topics at near native speed. | Students will have assessments in reading, listening and speaking. |
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Summer |
Students will be focusing on three key verbs: to go, to do and to play. They will learn the whole formation of these irregular verbs so that they can confidently match their free time activities to different weather types.
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Students will be developing fluency and confidence in producing work independently in both speaking and writing. We will be using the key verbs ?ser? and ?tener? in order to describe our pets and introducing a second tense so that we can discuss what we would like to have in the future. | Students will actively participate in lessons and join in speaking activities to further their appreciation of the world. Students will be actively trying to be more independent in class and to not use the scaffolding provided to them. Students will be able to speak and write confidently and independently on known topics with accurate spelling and pronunciation. Students should be looking to go beyond the sentence builder and link their knowledge with previously taught vocabulary. | Students will have two brief translation activities (into and from the target language), a listening comprehension and a mini writing assessment. |
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Summer |
We are learning to discuss our future holiday plans in order that we can use two different tenses effectively. |
Students will learn how to construct the near future tense and learn how to use two tenses in their work combined with justified opinions. | Students will actively participate in lessons and join in speaking activities to further their appreciation of the world. Students will be actively trying to be more independent in class and to not use the scaffolding provided to them. Students will be able to speak and write confidently and independently on known topics with accurate spelling and pronunciation. Students should be looking to go beyond the sentence builder and link their knowledge with previously taught vocabulary. | Students will have a reading and listening assessment and a spoken exam. |
Year 9 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
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Autumn |
We are discussing past holiday destinations
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We will begin to use the preterite past tense in the context of saying where we go on holiday. Students will learn how to form opinions in the past tense and extend their sentences by giving reasons for their opinions. | Students will actively take part in Spanish lessons both at home and in lessons. They will dedicate time at home to revising the key structures and vocabulary learnt in school. Students will be able to work independently and produce extended pieces of work both orally and in written work without using the support structures given to them in class. Students will have accurate pronunciation and will be able to answer questions on known topics fluently. They will also be able to adapt their knowledge to unknown answers. They will always try their best and take pride in their work. | Assessments in reading, listening and writing. |
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Autumn |
We are discussing past holiday activities
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Students are revising three key irregular verbs in the past tense in order to discuss what they did on holiday. They will be able to link this with their previous learning in order to produce a well developed response to the question ‘describe a past holiday’ | Students will actively take part in Spanish lessons both at home and in lessons. They will dedicate time at home to revising the key structures and vocabulary learnt in school. Students will be able to work independently and produce extended pieces of work both orally and in written work without using the support structures given to them in class. Students will have accurate pronunciation and will be able to answer questions on known topics fluently. They will also be able to adapt their knowledge to unknown answers. They will always try their best and take pride in their work. | Assessments in reading, listening and speaking. |
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Spring |
We are discussing future holiday plans
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We are revising the immediate future tense and looking to combine this with our knowledge on opinions. We may also be able to include details about our past holiday in order to combine three tenses. | Students will actively take part in Spanish lessons both at home and in lessons. They will dedicate time at home to revising the key structures and vocabulary learnt in school. Students will be able to work independently and produce extended pieces of work both orally and in written work without using the support structures given to them in class. Students will have accurate pronunciation and will be able to answer questions on known topics fluently. They will also be able to adapt their knowledge to unknown answers. They will always try their best and take pride in their work. | Students will complete reading, listening and writing assessments. |
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Spring |
We are learning to describe a typical school day
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We will be revising the time and looking at structures with infinitives to talk about school rules. | Students will actively take part in Spanish lessons both at home and in lessons. They will dedicate time at home to revising the key structures and vocabulary learnt in school. Students will be able to work independently and produce extended pieces of work both orally and in written work without using the support structures given to them in class. Students will have accurate pronunciation and will be able to answer questions on known topics fluently. They will also be able to adapt their knowledge to unknown answers. They will always try their best and take pride in their work. | Students will be assessed both informally and formally. This will consist of a reading and a translation assessment. |
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Summer |
We are learning to compare this weekend and last weekend.
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Students will be developing fluency and confidence in producing work independently in both speaking and writing. We will be using the key verbs 'ser' and 'tener' in order to describe our pets and introducing a second tense so that we can discuss what we would like to have in the future. | Students will actively participate in lessons and join in speaking activities to further their appreciation of the world. Students will be actively trying to be more independent in class and to not use the scaffolding provided to them. Students will be able to speak and write confidently and independently on known topics with accurate spelling and pronunciation. Students should be looking to go beyond the sentence builder and link their knowledge with previously taught vocabulary. | Students will have two brief translation activities (into and from the target language), a listening comprehension and a mini writing and speaking assessment. |
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Summer |
We are learning about the civil war in El Salvador va the film Voces Inocentes. |
Students will be able to discover the culture of a different Hispanic country and relate this to what is happening in Ukraine at the moment. They will be able to emphasise and understand some of the problems that led to the civil war in El Salvador and how the situation is similar in other South American countries. | Students will be able to apply the knowledge which they have learnt about the film and El Salvador in general in order to discuss how the film made them feel and whether they liked it or not. Students will be able to link the horrors of war to the current situation in Ukraine and will be able to emphasise with the characters. | Students will complete a film review about Voces Inocentes |
Year 10 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
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Autumn |
To talk about holidays. Students will learn how to say where they go on holiday and where they went. We will also be able to say where they are going to go or would like to go on holiday including how to book accommodation and discuss problems with hotels and booking. |
We will be consolidating using three tenses, along with practicing proficiency in the four skills; reading, listening, speaking and writing. Recap and mastery of the verb ir to describe our holidays. | Students will actively participate in lessons and join in speaking Spanish to further their appreciation of the world. They will do their best work in class and for homework. Students will consolidate and extend their vocabulary and practise outside lessons. They will develop their use of different tenses, including complex ones. They will be able to take part in dialogues and role plays, and ask questions. They will become more accurate in their writing, and know how to extend their answers via enriched and varied terminology and more Higher level structures. They will become more confident at exam skills, knowing how to achieve marks.Students will develop their ability to work in groups and independently, and practise on language websites such as teachvid; yabla.com; language gym as well as apps like quizlet and duolingo. | This term students are assessed formally and informally via classwork and topic based assessments. There will be a mini reading assessment including a translation into English which reflects the GCSE exams, as well as a mini listening assessment. Students will also write 90-150 words independently on the topic of holidays. |
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Autumn |
To describe schools.Students will learn how to give opinions about different school subjects and teachers. They will also learn how to describe the facilities within their school and give their opinions on school uniforms and rules, as well as other problems in schools. Students will be able to compare between secondary and primary schools and discuss their plans for after school. We will also learn about the difference between Spanish and English schools. |
Students will recap on the school subjects. They will practice new grammatical structures for saying what they must/must not do. Students will practice the imperfect tense for a description in the past for a longer period of time and start to use a range of different past and future tenses. They will develop their cultural awareness of the differences and similarities between English and Spanish schools. | Students will confidently be able to produce written and spoken work on this topic. Using the palms method to help us, we will be able to describe in detail in Spanish what is happening in a photo. Students will take an active role in class and at home ensuring that their work is always completed to the best of their ability.Students will be able to use a range of higher level vocabulary in their written and spoken work and link these to previous topics. Students will display a passion for learning and improving. | Topic based reading and listening assessments in the style of GCSE exams, including a translation into Spanish. Students will also be asked to describe a photo card for their speaking assessment. |
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Spring |
Students are learning to describe their relationships with friends and family. |
Students will be able to use reflexive verbs in order to discuss their emotions. They will also be practicing using time phrases to extend their sentences as well as comparing what they do now to what they used to do. Students will be able to extend work, both orally and written, by using a range of connectives and opinions. They will also be able to compare what they do with what they did and what they would like to do. | Students will be able to independently produce work discussing who they get on with and why. Students will be confident in speaking and writing and will be able to produce extended sentences using opinions and reasons as well as a variety of tenses. They will be keen to improve their work and will be able to link this to previous learning. | Students will have a topic based reading and listening assessment and will have a written task to produce on the topic of family and friends. |
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Spring |
Students are learning to talk about free time activities such as what sports they do and their TV viewing preferences. |
Students will be learning how to manipulate stem changing verbs and learning how to incorporate higher level structures into their written and spoken work. | Students will be able to use a range of time phrases and connectives in order to discuss theirs and their friends free time activities. They will be able to confidently discuss these in three different tenses; past, present and future. Students will be confident in speaking and writing and will be able to produce extended sentences using opinions and reasons as well as a variety of tenses. They will be keen to improve their work and will be able to link this to previous learning. | Students will have a reading and listening assessment and a mini speaking assessment. |
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Summer |
Students are revising modules 1- 4 and consolidating their knowledge across the first four modules
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Students will be developing fluency and confidence in producing work independently in both speaking and writing. They will be able to develop skills for reading by identifying cognates and time markers. | Students will actively participate in lessons and join in speaking activities to further their appreciation of the world. Students will be actively trying to be more independent in class and to not use the scaffolding provided to them. Students will be able to speak and write confidently and independently on known topics with accurate spelling and pronunciation. | Mock GCSE examinations |
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Summer |
We are looking at exam techniques across the four papers with a particular emphasis on speaking papers.
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We are learning to identify the types of questions asked in the speaking exam in particular and how best to prepare for this examination. We will also revise exam techniques across the four skills. | Students will actively participate in lessons and join in speaking activities to further their appreciation of the world. Students will be actively trying to be more independent in class and to not use the scaffolding provided to them. Students will be able to speak and write confidently and independently on known topics with accurate spelling and pronunciation. Students should be able sustain a conversation in line with exam specifications. | Students will have a spoken exam. |
Year 11 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
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Autumn |
We are describing a town including the different features and problems within a town.
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We are learning to describe the different features of the town as well as the names for different shops. We are focusing on future tenses and being able to combine future and past tenses along with a range of justified opinions. | Students will actively participate in lessons and join in speaking activities to further their appreciation of the world. Students will be actively trying to be more independent in class and to not use the scaffolding provided to them. Students will be able to speak and write confidently and independently on known topics with accurate spelling and pronunciation. Students should be able sustain a conversation in line with exam specifications. | Reading, writing and listening assessments. |
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Autumn |
We are learning to describe typical Hispanic customs and traditions and how these compare with English traditions. We are also looking at meal times and being able to compare these across societies.
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Students will be able to compare and contrast the festivals. They will also be learning a range of complex structures in order to further extend their own writing and speaking work. Students will be looking at developing vocabulary skills and broadening their lexical knowledge. | Students will be independent learners who take responsibility for their own learning. Students will be able to use a range of tenses in their written and spoken work and will know a variety of techniques to help them in their examinations. | Mock examinations including full mock speaking exam. |
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Spring |
Students will learn to describe their future plans and aspirations.
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Students will be revising different jobs as well using a a variety of different future tenses to discuss their own future plans. | Students will be independent learners who take responsibility for their own learning.? Students will be able to use a range of tenses in their written and spoken work and will know a variety of techniques to help them in their examinations. | Students will have a timed written piece. |
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Spring |
Students will learn to describe their future plans and aspirations.
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Students will learn how to use a variety of tenses and structures in order produce well extended sentences in both writing and in speaking. They will also be learning how to prepare their presentation for part of their upcoming oral exams. | Students will be independent learners who take responsibility for their own learning.? Students will be able to use a range of tenses in their written and spoken work and will know a variety of techniques to help them in their examinations. | Reading and listening assessments on environment. |
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Spring |
We are learning about wider social issues such as how to protect the environment and issues like poverty/ homelessness.
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Students are learning the vocabulary for talking about the environment. They are also learning how to use more complex structures such as the subjunctive in order to give recommendations on how to improve the environment. | Students will actively take part in Spanish lessons both at home and in lessons. They will dedicate time at home to revising the key structures and vocabulary learnt in school. Students will be able to work independently and produce extended pieces of work both orally and in written work without using the support structures given to them in class. Students will have accurate pronunciation and will be able to answer questions on known topics fluently. They will also be able to adapt their knowledge to unknown answers. They will always try their best and take pride in their work. | Mock speaking exam |
