Spanish
Curriculum Statement MFL
Assessment Sheets
Year 7 Spanish
Year 7 Spanish
Number of lessons a fortnight: 5
Aims of the course:
- Develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy
- Express and develop thoughts and ideas spontaneously and fluently
- Listen to and understand clearly articulated, standard speech at near normal speed
- Deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts
- Acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts
- Develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken
- Be encouraged to make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge
- Develop language-learning skills both for immediate use and to prepare them for further language study and use in school, higher education or employment
- Develop language strategies, including repair strategies.
Content; Skills / Knowledge:
Students will be tested on Speaking, Writing, Reading, Listening and Translation (from English to Spanish, and from Spanish to English). They will look at the present, simple past and near future tenses, talking about themselves and others – using opinions, negative structures and being able to ask questions.
Autumn term
Half term 1: Introductions to Spanish
- Greetings
- Talking about myself
- Family
- Counting/Alphabet
- Days of week and months/Birthday
- School items
- Likes and dislikes
- Colours and pets/Adjective agreement
Half term 2: Free time
- What I like to do (opinions)
- What I normally do (-AR verbs)
- Weather/activities
- Sports
- Talking about favourite things
Spring term
Half term 1: School
- What I study
- Opinions about subjects
- What there is in my school
- What I do at breaktime
- Giving details about school
Half term 2: My family and friends
- Describing my family
- What colour eyes I/they have
- What other people look like
- Describing my home
Summer term
Half term 1: My city
- What there is in my city
- What I do in my city
- Ordering food/drink
- Future plans (near future tense)
Half term 2: Wrap-up half term
This half term is an opportunity to be flexible – that is to say it can be spent on reviewing areas already covered and/or any of the following:
- Mastery of grammar
- Lingusitics – wider understanding
- Project work (social, cultural, historical)
- Preparation for Year 8
Assessment
Each half term students will be tested on all skill areas – most in a formal test at the end of the half term. Half-way through the half term there will be a vocabulary test (from English to Spanish), out of 15. If the pass mark is not achieved, the same test will be re-sat soon after to ensure that excellent progress is being made with the language (N.B. intervention will be put into place here if needed). At the end of each half term, there will be a Reading and Listening paper and then a Translation from English to Spanish - followed by a Writing OR Speaking assessment. Students will receive the Writing/Speaking task scenario in advance – but will not know the exact contents until the day of the test. Questions will be in Spanish and responses will need to show-off each student’s current ability.
A percentage score will be awarded each half term, alongside a GCSE grade. Please note that MFL grades are normally lower in Year 7 than other subjects due to most having not studied the subject before Year 7 – however their progress normally accelerates faster than other subjects in Years 8/9, this bringing potential in-line with other subjects.
How can parents help?
Encouragement to complete regular revision of course content. Revision should not simply mean ‘reading over the notes made in class’: effective revision takes many forms, but apart from creating posters or practising to words out from memory, the most popular method amongst students is the creation of flashcards/post-it notes (where one side has the Spanish word and the other has the translation in English). This allows family and friends to get involved, as you can turn this into a game. Start by verbally translating from Spanish to English, then swap and do it the other way. Over time you can create a difficult/easy pile, and label each pile up with sub-topic titles. The final stage of this process should always be writing the words out into Spanish, and checking the spelling/overall accuracy of the translation.
Use of the online Active Learn facility. Each student has their own login details and should look to revise using this website on a regular basis. This resource has a track record of supporting students and is subscribed to by the school – so please use it!
Reminder of the reasons why learning a language is a brilliant thing to do: To increase global understanding; To improve employment potential; To increase native language ability; To sharpen cognitive and life skills; Creating a brighter future for you and your loved ones; To appreciate international literature, music, art and film; To make travel more feasible and enjoyable; To expand study, live and work abroad options; To increase understanding of oneself and one’s own culture; To make lifelong friends through travel and enhanced communication.
Year 8 Spanish
Year 8 Spanish
Number of Lessons a fortnight: 5
Aims of the Course
- Develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy
- Express and develop thoughts and ideas spontaneously and fluently
- Listen to and understand clearly articulated, standard speech at near normal speed
- Deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts
- Acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts
- Develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken
- Be encouraged to make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge
- Develop language-learning skills both for immediate use and to prepare them for further language study and use in school, higher education or employment
- Develop language strategies, including repair strategies.
Content / Skills / Knowledge
Students will be tested on Speaking, Writing, Reading, Listening and Translation (from English to Spanish, and from Spanish to English). They will look at the present, simple past and near future tenses, talking about themselves and others – using opinions, negative structures and being able to ask questions.
Autumn Term
1) My holidays
-
Say where I went on holiday and when
-
Say who I went with
-
Say how I travelled
-
Say what I did on holiday
-
Say what my holiday was like/give a reason
2) My life
-
Say what I use my phone for
-
Say what type of music I like/dislike
-
Say what type of music I listen to
Spring Term
1) Food and drink
- Say what food I like/don’t like
-
Say at what time I eat
-
Say what I have for different meals
-
Understand a menu
-
Order a meal in a restaurant
-
Say I am hungry/thirsty
-
Ask for the bill
-
Understand dishes and ingredients
-
Say what I am going to bring to a party
-
Say what ingredients I am going to buy
2) Free-time activities
- Invite someone out
-
Ask/say where and when to meet
-
Give a positive/negative reaction
-
Give excuses
-
Describe how you get ready to go out
-
Say what you normally wear
-
Say what you are going to wear (future tense)
-
Talk about sporting events
Summer Term
1) Holiday plans/activities
-
Describe a holiday home and its location
-
Say what you can do there
-
Ask for/give directions
-
Discuss summer camps
2) Wrap-up half term
This half term is an opportunity to be flexible – that is to sayit can be spent on reviewing areas already covered and/or any of the following:
-
Mastery of grammar
-
Linguistics – wider understanding
-
Project work (social, cultural, historical)
-
Preparation for Year 9
Assessment
Each half term students will be tested on all skill areas – most in a formal test at the end of the half term. Half-way through the half term there will be a vocabulary test (from English to Spanish), out of 15. If the pass mark is not achieved, the same test will be re-sat soon after to ensure that excellent progress is being made with the language (N.B. intervention will be put into place here if needed). At the end of each half term, there will be a Reading and Listening paper and then a Translation from English to Spanish - followed by a Writing OR Speaking assessment. Students will receive the Writing/Speaking task scenario in advance– but will not know the exact contents until the day of the test. Questions will be in Spanish and responses will need to show-off each student’s current ability.
A percentage score will be awarded each half term, alongside a GCSE grade. Please note that MFL grades are sometimes lower in Year 8 than other subjects due to most having not studied the subject before Year 7– however, their progress normally accelerates faster than other subjects in Years 8/9, this bringing potential in-line with other subjects.
How can parents help?
Encouragement to complete regular revision of course content. Revision should not simply mean ‘reading over the notes made in class’: effective revision takes many forms, but apart from creating posters or practising to words out from memory, the most popular method amongst students is the creation of flashcards/post-it notes (where one side has the Spanish word and the other has the translation in English). This allows family and friends to get involved, as you can turn this into a game. Start by verbally translating from Spanish to English, then swap and do it the other way. Over time you can create a difficult/easy pile, and label each pile up with sub-topic titles. The final stage of this process should always be writing the words out into Spanish, and checking the spelling/overall accuracy of the translation.
Use of the online Active Learn facility. Each student has their own login details and should look to revise using this website on a regular basis. This resource has a track record of supporting students and is subscribed to by the school – so please use it!
Reminder of the reasons why learning a language is a brilliant thing to do: 1. To increase global understanding; To improve employment potential; To increase native language ability; To sharpen cognitive and life skills; Creating a brighter future for you and your loved ones; To appreciate international literature, music, art and film; To make travel more feasible and enjoyable; To expand study, live and work abroad options; To increase understanding of oneself and one’s own culture; To make lifelong friends through travel and enhanced communication.
Year 9 Spanish
Year 9 Spanish
Number of Lessons a fortnight: 5
Aims of the Course
-
develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy
-
express and develop thoughts and ideas spontaneously and fluently
-
listen to and understand clearly articulated, standard speech at near normal speed
-
deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts
-
acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts
-
develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken
-
be encouraged to make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge
-
develop language-learning skills both for immediate use and to prepare them for further language study and use in school, higher education or employment
-
develop language strategies, including repair strategies.
Content / Skills / Knowledge
Students will be tested on Speaking, Writing, Reading, Listening and Translation (from English to Spanish, and from Spanish to English). They will look at the present, simple past and near future tenses, talking about themselves and others – using opinions, negative structures and being able to ask questions.
Autumn Term
1) How we are
-
Talk about things you like + use irregular verbs
-
Talk about your week + use regular verbs
-
Talk about films + use near future tense
-
Talk about a past birthday + use preterite tense
-
Talk about life as a celebrity + use 3 tenses together
2) World of work
-
Say what you have to do at work + use tenerque
-
Say what job you would like to do + use conditional tense
-
Talk about your future + use near future tense
-
Describe your job + use 3 tenses
Spring Term
1) Health and lifestyle
-
Talk about having a healthy life + use direct object pronouns
-
Talk about having an active lifestyle + stem-changing verbs
-
Talk about your daily routine + use reflexive verbs
-
Say how to get fit + use se debe/no se debe
-
Talk about what hurts + use se duele(n)
2) Young people and the environment
- Talk about children’s rights + use poder
-
Talk about and give your views on fair trade
-
Talk about recycling + use se deberiÌa
-
Talk about how a town has changed + use perfect tense
Summer Term
1) Travelling and new experiences
-
Meet and greet people + use tener expressions
-
Talk about a treasure hunt + use superlatives
-
Talk about buying souvenirs + use comparatives
-
Say what you will do + use simple future tense
2) Preparation for GCSE (from May half term to July)
The final half term is an opportunity to review areas already covered, master grammar and also begin the official GCSE course.
Assessment
Each half term students will be tested on all skill areas – most in a formal test at the end of the half term. Half-way through the half term there will be a vocabulary test (from English to Spanish), out of 15. If the pass mark is not achieved, the same test will be re-sat soon after to ensure that excellent progress is being made with the language (N.B. intervention will be put into place here if needed). At the end of each half term, there will be a Reading and Listening paper and then a Translation from English to Spanish - followed by a Writing OR Speaking assessment. Students will receive the Writing/Speaking task scenario in advance– but will not know the exact contents until the day of the test. Questions will be in Spanish and responses will need to show-off each student’s current ability.
A percentage score will be awarded each half term, alongside a GCSE grade. Please note that MFL grades are sometimes lower in Year 8 than other subjects due to most having not studied the subject before Year 7– however their progress normally accelerates faster than other subjects in Years 8/9, this bringing potential in-line with other subjects.
How can parents help?
Encouragement to complete regular revision of course content. Revision should not simply mean ‘reading over the notes made in class’: effective revision takes many forms, but apart from creating posters or practising to words out from memory, the most popular method amongst students is the creation of flashcards/post-it notes (where one side has the Spanish word and the other has the translation in English). This allows family and friends to get involved, as you can turn this into a game. Start by verbally translating from Spanish to English, then swap and do it the other way. Over time you can create a difficult/easy pile, and label each pile up with sub-topic titles. The final stage of this process should always be writing the words out into Spanish, and checking the spelling/overall accuracy of the translation.
Use of the online Active Learn facility. Each student has their own login details and should look to revise using this website on a regular basis. This resource has a track record of supporting students and is subscribed to by the school – so please use it!
Reminder of the reasons why learning a language is a brilliant thing to do: 1. To increase global understanding; To improve employment potential; To increase native language ability; To sharpen cognitive and life skills; Creating a brighter future for you and your loved ones; To appreciate international literature, music, art and film; To make travel more feasible and enjoyable; To expand study, live and work abroad options; To increase understanding of oneself and one’s own culture; To make lifelong friends through travel and enhanced communication.
KS3 Spanish Vocabulary lists
Click Here To Download The Vocabulary list - Year 7 Click Here To Download The Vocabulary list - Year 8 Click Here To Download The Vocabulary list - Year 9
