Spoken in 31 different countries, by around 427 million people, the Spanish language opens doors not just to Spain, but also to diverse countries across Central and South America. All our students start learning Spanish at Key Stage 3 using the NCELP (National Centre for Excellence for Language Pedagogy) resources. Unfortunately for the last two consecutive years, trips have been cancelled due to Covid-19 pandemic. However, in normal conditions, students are encouraged to take part in the linguistic and cultural visit to Spain in Year 8 and also in work experience offered to Year 10, as well as to participate in other events we arrange with our Spanish link schools. Students can progress to studying Spanish at GCSE, adding an international dimension to their choices which many employers and higher education providers value. The skills learnt in Spanish are useful in a wide range of careers, such as the ability to communicate clearly, being confident about speaking in public and using problem solving strategies. It creates greater opportunities to work abroad, or for companies in the UK with international links.
Students in KS3 will first learn the sounds of the Spanish language (phonics) and their knowledge of grammar and vocabulary will aim to build on any Spanish learnt at Primary School, but with a different focus. This means that students with no prior knowledge of the language are not disadvantaged in any way. All grammar and vocabulary are revisited several times over the years, with the aim of students becoming confident learners of the language.
|
Half term |
Topics studied; skills and knowledge |
How this will be assessed |
|
Autumn - 1 |
Essential verbs: estar, ser and tener |
Weekly vocabulary tests |
|
Autumn - 2 |
Using “no” to make a verb negative |
Weekly vocabulary tests |
|
Spring - 1 |
Adjective agreement and position |
Weekly vocabulary tests |
|
Spring - 2 |
Ar verbs – we form |
Weekly vocabulary tests Achievement assessment covering listening, reading, writing and speaking |
|
Summer - 1 |
Ar verbs – they |
Weekly vocabulary tests |
|
Summer - 2 |
Possessive adjectives (my, your) Ir – to go, going Ir + a + infinitive to express future |
Weekly vocabulary tests End of Year assessment in all skills |
|
Half term |
Topics studied; skills and knowledge |
How this will be assessed |
|
Autumn - 1 |
Possessive adjectives (my, your) |
Weekly vocabulary tests |
|
Autumn - 2 |
Past tense ar verbs I and you |
Weekly vocabulary tests |
|
Spring - 1 |
Talking about what people do (work) |
Weekly vocabulary tests |
|
Spring - 2 |
Talking about what people do (work) |
Weekly vocabulary tests Achievement assessment covering listening, reading, writing and speaking |
|
Summer - 1 |
Direct object pronouns lo and la |
Weekly vocabulary tests |
|
Summer - 2 |
Revisit ser, adjective agreement, para + infinitive |
Weekly vocabulary tests End of Year assessment in all skills |
|
TERM |
CONTEXT |
GRAMMAR |
SOUNDS OF THE LANGUAGE |
VOCABULARY |
ASSESSMENT |
|
TERM 1.1 |
Saying what you do for others Routines and daily life Describing a series of events (Narration) Talking about giving and receiving (Birthdays) Describing how things make people feel Giving opinions about school |
Personal ‘a’ Reflexive ‘me’ and ‘te’ Revisit possessive adjectives ‘mi’, ‘tu’ OVS word order Direct object pronouns ‘lo’, ‘la’ Indirect object pronouns (me, te, le) Gustar-type verbs
|
Revisit ‘hard G’ [ga], [go], [gu] Revisit ‘soft G’ [ge], [gi] (alongside [j]) Contrast [n] and [ñ] Revisit [v] and [b] Revisit [r] and [rr], including the pronunciation of [r] in word-initial position Revisit silent [h] |
Developing the verb lexicon Learn new meanings of the verbs ‘sacar’, ‘conocer, ‘querer’ Deepen vocabulary and grammar knowledge through work with a challenging text. Develop knowledge of words from a range of word classes Consolidate previously taught vocabulary by using them for further practice of sound-symbol correspondences |
Autumn Assessment: grammar and vocabulary |
|
TERM 1.2 |
Visiting a Spanish speaking city Describing family members Describing how people feel Comparing things Describing what people do and did (sport) |
Revisit SER (es, son), adjective agreement, para + infinitive Possessive adjectives ‘su’ and ‘nuestro’ Comparatives ‘más’ and ‘menos’ Adjectives with comparative meaning Demonstratives ‘este’ , ‘esta’, ‘estos’, ‘estas’ HACER in past (preterite) in singular persons |
Spelling changes with –ar verbs in 1st person past (preterite) (-qué, -gué) revisit strong vowels [a], [e], [o] revisit weak vowels [i], [u] revisit final syllable stress (including regular verbs in the preterite) |
Extend knowledge of numbers (21-30) Consolidate knowledge of adjectives by learning to use them in comparisons |
Autumn Speaking Assessment: speaking. Read aloud and questions |
|
TERM |
CONTEXT |
GRAMMAR |
SOUNDS OF THE LANGUAGE |
VOCABULARY |
ASSESSMENT |
|
TERM 2.1 |
Comparing where people go and went Asking questions about what people did Learning about a famous Spanish speaking person Describing school Describing what is happening now |
IR in past (preterite) in singular persons Revisit regular (-ar, -er, -ir verbs) in singular persons in past Revisit regular (-ar, -er, -ir verbs) in plural persons in past and present present continuous with –ar verbs present continuous with –ir/-er verbs revisit future plans with IR [revisited] |
revisit [ce], [ci] and [z] revisit penultimate syllable stress revisit ante-penultimate syllable stress revisit use of accent on singular vs plural nouns with final-syllable stress revisit spelling changes –qué and –gué in the preterite |
Revisit a range of vocabulary from Year 7 |
Spring Assessment Preterite tense, vocabulary |
|
TERM 2.2 |
Describing Hispanic traditions Talking about past and future trips Describing events in the past (holidays) Asking questions about past holidays
|
Revisit the past tense (preterite) –ar/-er/–ir verbs in 1st, 2nd and 3rd person singular and singular subject pronouns
Revisit English and Spanish question formation |
Spanish syllable structure (consonant-vowel pairs) Revisit final syllable stress |
Deepen vocabulary and grammar knowledge through work with a challenging text. In Year 9 we revise subsets of Y7 and Y8 words. There are 4 revision weeks this term. |
Spring Speaking assessment - photocard |
|
TERM |
CONTEXT |
GRAMMAR |
SOUNDS OF THE LANGUAGE |
VOCABULARY |
ASSESSMENT |
|
TERM 3.1 |
Describing the location of things Talking about routine events Describing people, places and traditions in Mexico Talking about food Going on a school trip Talking about looking after others Talking about sport and exercise Talking about health |
Revisit possessive adjectives (mi/s, tu/s, su/s) contrasted with reflexive pronouns (me, te, and introduce ‘se’) Revisit direct object pronouns ‘lo’ and ‘la’, and introduce ‘los’ and ‘las’ Revisit está / están and es / son (SER vs ESTAR) Revisit OVS and SVO word order and indirect object pronoun ‘le’; introduce ‘les’ Revisit possessive adjectives (mi/s, tu/s, su/s) contrasted with reflexive pronouns (me, te, and introduce ‘se’) Revisit direct object pronouns ‘lo’ and ‘la’, and introduce ‘los’ and ‘las’ Revisit está / están and es / son (SER vs ESTAR) Revisit OVS and SVO word order and indirect object pronoun ‘le’; introduce ‘les’ |
Revisit penultimate syllable stress Revisit antepenultimate syllable stress Revisit combinations of strong and weak vowels to form dipthongs [ai], [ei], [ia], [ie], [ua], [ue], [io], [iu] |
introduction of new vocabulary highlights stem changes (week 9.1.1.4 onwords) a range of infinitives are revisited in weeks practising ‘gustar’-type verbs Idiomatic uses of ‘tener’ + noun are revisited (and extended with the new word ‘dolor’) Consolidation and extension of vocabulary relevant to the given contexts. There are 3 revision weeks with Y7 and Y8 words |
Summer assessment: preterite and present, uses of ser and estar |
|
TERM 3.2 |
Describing people and how they feel (a weekend in the countryside) Describing people and what they do (an evening at home) Describing where people go and went Talking about traditions |
Revisit OVS and SVO word order and indirect object pronoun ‘le’; introduce ‘les’ d person plural of –ar verbs (áis) and consolidation of 2nd person singular –ar verbs Revisit present continuous with estás and estáis Sois vs estáis (SER vs ESTAR) Possessive adjective vuestro/a and subject pronoun vosotros Revisit gender and number adjective agreement Revisit IR in singular present, preterite and periphrastic future (voy a + infinitive) forms |
Revisit strong vowel pairs [ae], [ea], [eo], [oe] Revisit use of accent on singular vs plural forms of words ending in ‘-ción’ Revisit [gue], [ge], [gui], [gi] |
Jugar + a + sport Adverbs with –mente Numbers 40-101 Tener que |
Summer assessment: speaking |
Homework is set once per week and will be to learn 10-15 words using Quizlet and / or vocabulary guide. The words should be learnt over several days, as this will help students to remember them for longer. Vocabulary will be tested at the end of the second lesson each week, so that students have been using the vocabulary prior to the test. Homework for the summer term will include some writing, listening and reading exercises.
The Spanish spelling bee is an opportunity for students to learn about the sounds of Spanish and take part in a competition with national finals.
Year 9 students can take part in the Language Leaders programme. Those who take part will deliver short language lessons to other students, either Year 7 or during visits to primary schools. There is a small cost for this, to cover use of the minibus for the launch day and for visits to primary schools.
Students will benefit from being supported to learn their vocabulary every week. They might enjoy teaching the words to you or ask you to help them practise for the test each week.
Students find that using an app like Duolingo is fun and helps them to retain and expand their knowledge of the language. If students have access to Netflix or Amazon Prime, they could try watching their favourite programmes and films with Spanish subtitles and/or soundtrack.
In Spanish we aim to build on knowledge from Key Stage 3 to learn listening, reading, writing and speaking skills in Spanish. We also teach pupils about the culture and traditions of Spain and Spanish-speaking countries.
Assessment is set in the context of these three themes.
Theme 1: People and lifestyle
Theme 2: Popular culture
Theme 3: Communication and the world around us
|
Year |
Term |
(Theme / topic) Sub-topics |
Grammar |
Assessments |
|
10 |
Autumn - 1 |
(3) Travel and tourism (1) Identity and relationships with others (2) Customs, festivals and celebrations Celebrity culture |
Regular preterite tense Irregular preterites Direct/indirect object pronouns Imperative Present participle Ser/estar Possessive adjectives |
Weekly vocabulary tests |
|
Autumn - 2 |
(1) Education and work (school day, school trip, after school activities) (2) Weekend plans, routines, Culture
|
Irregular present and preterite 2nd person preterite and possessive adjectives Ir – present and near future Ir/ser – preterite Ser + adjective agreement Revision week |
Assessment 1 |
|
|
Spring - 1 |
(3) Global matters |
Negation Stem changing verbs AR verbs 2nd person Imperfect tense Comparative tan..como |
Weekly vocabulary tests |
|
|
Spring - 2 |
Week 1 – revision Week 2 - assessment (1) Education (2) Free time activities Role models |
Possessive adjectives Irregular superlatives Quisiera/me gustaría Future tense |
Assessment 2 |
|
|
Summer - 1 |
(3) Holidays (1) Identity (2) Celebrity culture |
Numbers 1-1000 Future tense Desde/desde hace Haber + past participle Perfect/imperfect tense Se debe / hay que / se necesita Dar Ser+past participle+ por |
Weekly vocabulary tests |
|
|
Summer - 2 |
Week 1 – revision Assessment week 2 or Year 10 exam week (1) Eating out (3) Environment (2) Festivals (1) Spanish speaking culture Aspirations and role modles |
Use of usted / su Affirmative imperative / irregulars Regular preterite / question words |
Assessment 3 – Year 10 exam |
Homework will be set once a week and is an essential part of the course for students to reach their target grade. Part of the homework will always be vocabulary learning, which is tested weekly. The second part of the homework will be a mixture of skills and grammar activities to consolidate learning.
Spanish is assessed by means of three written and one spoken exam at the end of the course.
|
Listening |
Foundation |
35 minutes |
Higher |
45 minutes |
|
Reading |
Foundation |
45 minutes |
Higher |
1 hour |
|
Writing |
Foundation |
1 hour 10 minutes |
Higher |
1 hour 15 minutes |
|
Speaking |
Foundation |
7-9 minutes |
Higher |
10-12 mins |
Each paper is worth 25% of the marks for the course.
Pupils cannot mix tiers, so all papers must be from the same tier.
Pupils are encouraged to use the AI features of Quizlet to practise their weekly vocabulary.
Pupils will benefit from help learning vocabulary each week, for example by testing them. Encourage your son/daughter to explain things they have learnt to you, or even to teach you some Spanish. There are online resources available for learning Spanish, such as BBC Bitesize, as well as materials in the pupil section of the CATalogue. The online videos made by the Oak National Academy are a good source of revision and practice and will be updated this year to reflect the new GCSE. Pupils could also use apps such as Duolingo, although it will not necessarily use the same vocabulary as the GCSE course.
Pupils wishing to complete extra grammar tasks would benefit from using a grammar workbook or a revision guide. This is a new course so I will update students once there are materials available.
Melbourn Village College
The Moor, Melbourn
Royston SG8 6EF
Tel: 01763 223400
Email: office@melbournvc.org Absence: absence@melbournvc.org
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Melbourn Village College is an academy of The Cam Academy Trust, a company limited by guarantee and registered in England and Wales with company number 0749 1945.
The registered office is The CAM Academy Trust, Sheepfold Lane, Cambourne, Cambridge CB23 6FR
