Spanish

Learning Journey & Sequencing Rationale

Teaching and learning in Spanish and Italian focuses on language acquisition through developing a range of language learning strategies. The emphasis is on encouraging learners to learn, practise and apply key language and structures for a range of tasks and contexts. Languages is traditionally split into four skill areas (listening, speaking, reading and writing) and work centres on developing mastery in each skill area. Lesson activities are varied and may include exploiting a literary text for comprehension, extracting key details from listening texts, engaging in role-play or practising translation. Throughout their learning learners are strongly encouraged to make links with other languages that they know and to share this information with the class. All languages are celebrated and valued within the culture of Language Learning at Harrow High School.

Rationale for the Sequencing in MFL at KS3

In Years 7, 8 and 9 we fully cover the National Curriculum Programmes of Study. We build on language learning experiences from Key Stage 2 and Home Languages. The knowledge and skills specified in the KS2 and KS3 Programmes of Study are used to cement the foundation for study at KS4 and beyond. The curriculum is taught by topics that are carefully sequenced to match age appropriate areas of interest and to reflect actual events such as festivals and holidays. It encourages Learners to appreciate and celebrate cultural similarities and differences. The topics are chosen and sequenced to develop phonics, vocabulary and grammar in a planned and purposeful manner, allowing for progression from novice to expert learner. The choice of topics, content and assessments are arranged to allow for language -learning experiences that are successful and engaging. This enables us to promote motivation, self-efficacy and autonomy.

High frequency words which act as anchor points are prioritised in our curriculum. Carefully chosen topic based vocabulary as well as clusters of related words are also built explicitly into the Curriculum. These are revisited across different contexts, skills and themes to encourage long term memory. The careful sequencing of topics allows for this to happen in a cohesive manner. Each topic also introduces and reinforces Learners to Language -learning strategies in the four skills and in memorising vocabulary and becoming an independent Learner, which are vital for GCSE study.

The sequencing also allows us to deliver grammar incrementally through a structured and scaffolded approach. With regular retrieval practice and interplay between grammar, phonics and vocabulary and Language Learning strategies, a strong foundation in knowledge is built ready for GCSE study. Detailed assessment and feedback lead demonstrably to Learner progress in knowledge, spontaneity, engagement and accuracy.

Rationale for the Sequencing in MFL at GCSE

The GCSE course continues to build on the foundations established at KS3. The three themes of Identity and Culture; Local, national, international and global areas of interest and Current and future study and employment are sequenced to naturally reflect the Learners journey, experiences and interests during these two years of school life. Each theme is split into four topics which interleave the learning between the topics and also between the themes. The topics link logically into each other and also include retrieval from key stage 3. The key skills of Reading, Learning vocabulary, writing, translation skills, building grammar knowledge, Listening, dealing with authentic texts and Speaking are practised in each topic. Complexity of Language increases appropriately in context of the topic. Grammar is carefully introduced and revisited frequently. The topics also expand Learners cultural knowledge whilst developing language skills. This approach enables Learners of all abilities to develop their Spanish language skills to their full potential, equipping them with the knowledge to communicate in a variety of contexts with confidence. This is important as we strongly believe in languages as a skill for life and something Learners should enjoy and find rewarding and useful. Each topic also interleaves key communication strategies and repair strategies which will greatly increase their ability to cope successfully with unknown words. These same strategies also support other curriculum areas. Full coverage of the themes ensures that our Learners are fully prepared for the GCSE exams and to continue learning languages in the future.

gcse learner journey

mfl statement of intent

Unit Overview - Autumn Term 1

Subject: AQA GCSE 8698 Theme 1 Identity and culture
Skills	Exam skills Giving opinions using complex phrases such as comparisons and exclamations Adapting a model Using adverbs of frequency to say how often you do things Recognising false friends
Knowledge	Theme: 1.1 Me, my family and friends MFL Magic Repaso Transition unit Sub topics Key Language, vocabulary and Grammar Relationships with family and friends Tener, Ser and Estar present tense Marriage/partnership Present tense of regular verbs Possessive adjectives Adjective agreement and position rules Reflexive verbs (present tense) Subject pronouns Using the immediate future tense Direct and indirect object pronouns Comparatives Adverbs of frequency Regular verbs in present tense, direct object pronouns Interrogative words
Rationale	This first GCSE unit enables Learners to make the transition from KS3 into GCSE being confident about previous key points of Grammar and vocabulary. This represents an opportunity to revisit strategies for learning vocabulary and structures from Key stage 3. Learners need to understand the requirements of the GCSE exam fully and that each skill is examined separately and carries equal weighting for their final assessment grade. Learners will develop independent study skills through accessing Kerboodle at home. In this unit, we expect Learners to understand, request and provide information about the sub topics specified above relating to their own experiences and those of other people, including people in countries /communities where Spanish is spoken. They are expected to acquire knowledge as specified in the specification for this unit and to apply it progressively throughout the course across the topics and across the skills in order to understand the importance and relevance of transferring skills and knowledge.

Unit overview - autumn 2

Subject: AQA GCSE 8698 Theme 1 Identity and culture
Skills	Specific Exam skills Listening for specific details Offering extra information when speaking Working out the meaning of unfamiliar words from context Paraphrasing techniques in translations
Knowledge	Theme: 1.2 Technology in everyday life Sub topics Key Language, vocabulary and Grammar Social Media Making comparisons using más que and menos que Mobile Technology Question words Using the perfect tense of regular verbs Había and era Using por and para Statements of possibility eg. Permitir/es possible +infinitive Using estar and the present continuous tense Formulating questions in different registers
Rationale	This unit is vital in demonstrating the breadth and range of language Learners can expect at GCSE. It allows for the early introduction to role-play and photo cards that form an integral part of the GCSE Oral component.. It introduces Learners to transactional as well as descriptive settings. This is a development from the more structured pair work dialogues in all the Year 8 Units They will be encouraged to reuse key phrases from prior learning in their interactions with each other and with the Teacher in order to develop accurate pronunciation, intonation and to work actively on expanding their answers employing word count and specific vocabulary to be included. There is an opportunity to engage Learners further through the use of songs, tongue twisters and phonetics in order to develop fluency as well as transcribe texts. In order to be familiar with a variety of accents and idioms, learners will be exposed to Spanish from different Hispanic countries and be expected to transfer the phonetic skills they have learnt above to extract key meaning and confidently translate new words. They are also expected to use increasingly accurate sentences in two tenses in order to fully prepare for the Speaking and Writing assessments in Y10 thereby building on the key grammar points learnt in year 8. They are expected to acquire knowledge as specified in the specification for this unit and to apply it progressively throughout the course across the topics and across the skills in order to understand the importance and relevance of transferring skills and knowledge.

Unit overview - spring term 1

Subject: AQA GCSE 8698 Theme 1 Identity and culture
Skills	Specific exam skills Expanding your statements Listening for positive and negative opinions Using time words to express order Using listening techniques Extending sentences when speaking Using future time phrases
Knowledge	Theme: 1.3 Free Time Activities Sub topics Key language, vocabulary and grammar Music Using gustar and encantar Cinema and TV Gustar + plural nouns Food and Eating out Revising the regular present tense Some common irregular verbs in the present tense Sport Learning about radical changing verbs(e-ie) Pronouns after con Forming regular adverbs Using pronouns after para Using hacer and jugar in the present Further uses of gustar Using the future tense Hacer, haber, salir and tener in the future
Rationale	This third unit enables Learners to practise the important skill of sequencing their responses into a logical coherent structure and to extend sentences as overtly practised in the previous unit. This is to ensure learners are getting into the habit of systematically expanding their responses to reach the highest marks on their Speaking and Writing assessment in Y10. This unit is designed around themes that learners can easily relate to and engage with allowing learners to draw on familiar contexts and experiences as starting points. Learners are expected to create content providing detailed information about the sub topics specified above and relating to their own experiences and those of other people, including people in countries/communities where Spanish is spoken. In particular the unit builds on Unit 4 in Year 8, and part of the Social Media topic in Summer Term Year 9. The introduction of irregular verbs in a variety of tenses, will help them to acquire knowledge as specified in the specification for this unit and to apply it progressively throughout the course across any topics. They are expected to acquire knowledge as specified in the specification for this unit and to apply it progressively throughout the course across the topics and across the skills in order to understand the importance and relevance of transferring skills and knowledge.

Unit overview - summer term 1

Subject: AQA GCSE 8698 – Speaking skills
Skills	Exam skills Improving pronunciation through practice Revising key vocabulary and structures across all 3 themes Extending spoken answers with complex sentences Using a variety of adjectives and intensifiers in responses Analysing roleplay and photocard stimuli to develop appropriate answers Predicting the surprise questions Learning and using delaying strategies (Es una buena pregunta…) Revising a reusing Spanish idioms
Knowledge	Preparation for the SPEAKING EXAM Sub topics Roleplay/Photocard Key language, vocabulary and grammar General conversation Recalling the difference between tú+usted Identifying and reusing questions words Using the present continuous to describe a photo Expressing opinion in different way (creo que/pienso que/en mi opinión) Referring to other people’s viewpoint Revising the agreement rule Identifying and responding to questions (3tenses) Comparatives + Superlatives Exclamations Using complex tenses (Conditional/Perfect)
Rationale	This fifth unit will allow learners to focus on their speaking skills, paying particular attention to their pace and pronunciation in order to fully prepare for their speaking exam. Key speaking skills will be revisited and tested through the three components of the speaking exams in order to make sure learners know how to respond adequately to the varied stimuli and surprise questions. Furthermore, Learners will gain further practise of using a wide range of tenses appropriately and accurately in preparation of their speaking exam. Learner will demonstrate use of critical thinking to decide on which tense to use This unit will also remind Learners of the vital GCSE skill of transferring language across contexts and themes. Learners will demonstrate how to recall and use previous knowledge to facilitate this unit. This is also an opportunity to revisit mind maps and highly frequent language in order to create meaningful revision notes.

Unit overview - summer term 2

Subject: AQA GCSE 8698 – Writing skills
Skills	Exam skills Revising key vocabulary and structures across all 3 themes Extending verbal answers with complex sentences Analysing and responding to the bullet points in detail Revising translation strategies vs literal translation Using exclamations to convey emotions Revising and reusing Spanish idioms Proofreading for accuracy and SPAG Referring to other people’s viewpoints
Knowledge	Preparation for the WRITING PAPER Sub topics Essay writing Translation Key language, vocabulary and grammar Recalling the difference between tú+usted Expressing opinions in different ways Revising the agreement rule for accuracy Using the present tense to describe a picture (foundation) Using a variety of connectives Revising the agreement rule Identifying and responding to questions (3tenses) Comparatives + Superlatives Adding intensifiers and adverbs for complexity Using complex tenses (Conditional/Perfect)
Rationale	In this last unit, Learners will gain further practise in their writing skill by using a wide range of tenses appropriately and accurately. Learner will demonstrate use of critical thinking to decide on which tense to use for their essay. Furthermore, Learners will practise decision-making skills on how to translate using the translation strategies used in this and previous units. They will demonstrate their ability to differentiate between literal translation and adaptation in order to get full marks for their exam. In this unit Learners will also be expected to self-assess their written work through proofreading in order to be able to critically judge and improve their own essay in an exam situation. Time management will be practised as well as specific word counts, both of which are important to success at GCSE.

Knowledge Organiser

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.

We encourage all pupils to use them by doing the following:

Quiz themselves at home, using the read, write, cover, check method.
Practise spelling key vocabulary
Further researching people, events and processes most relevant to the unit

HHS Spanish Y10 KO