Spanish
subject overview
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
unit overview - AUTUMN TERM 1
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Skills |
Exam skills Give opinions/create more complex sentences which include comparisons and expressions of time Learning vocabulary Adapting a model Using y(and) and que(that, which, who) to form longer sentences Giving opinions in different ways |
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Knowledge |
Theme: 1.1 Me , my family and friends Sub topics Relationships with family and friends Key Language , vocabulary and Marriage/Partnership Grammar Tener,ser and estar present tense 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 |
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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 Keystage 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, learners are expected 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 TERM 2
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Skills |
Specific Exam skills Picking out key words when reading Offering extra information when speaking Checking your pronunciation Working out the meaning of unfamiliar words from context |
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Knowledge |
Theme: 1.2 Technology in everyday life
Sub topics Key Language, vocabulary and Grammar Social Media Making comparisons using mas que and menos Mobile Technology que Question words Using the perfect tense of regular verbs Habia and era Using por and para Statements of possibility eg. Permitir/es possible +infinitive Using estar and the present continuous tense Formulating questions |
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Rationale |
This unit is vital in demonstrating the speed 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. It introduces them to transactional as well as descriptive settings . 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 as this is a key part of the GCSE. 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 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
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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 |
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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 |
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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 for Learners to draw on familiar contexts as a starting base.. 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. 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 - spring term 2
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Skills |
Specific Exam skills Using more than one tense in speaking and writing tasks Tips for reading questions Using past expressions of time Skim reading for information |
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Knowledge |
Theme: 1.4 Free Time Activities Sub topics Key Language, vocabulary and Grammar Customs and festivals in Spanish – Learning the regular preterite tense Speaking countries /communities Reflexive verbs in the preterite tense Using ser and ir in the preterite Expressing actions and opinions Recognising the Imperfect tense Hay and Habia Recognising irregular verbs in the imperfect Revising numbers |
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Rationale |
This fourth unit enables Learners to acquire key knowledge around the most important festivals in Spain .This is vital for the GCSE as they are required to compare and contrast Spanisg festivals with festivals with which they are already familiar . To ensure learners reach the highest marks of the GCSE criteria, they will be encouraged to use descriptive language and formulate opinions and justifications referring to other viewpoints. In order to reach levels 7-9, learners need to use a variety of tenses accurately and be able to differentiate between the different types of past and future tenses. To that end, learners will be focussing on the subtle nuances between the Imperfect and Preterite tenses and demonstrate they can integrate them to sentences narrating what they did at a Spanish festival. Learners 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. Therefore, while being tested reference to past units will be made to ensure learners understand the importance of transferring knowledge and skills. |
unit overview - SUMMER TERM 1
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Skills |
Specific Exam skills Expressing opinions Using quantifiers Giving reasons to explain an opinion Dealing with past, present and future questions |
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Knowledge |
Theme: 2.1 Home,town,neighbourhood and region Sub topics Key Language, vocabulary and Grammar Home,town ,neighbourhood and region Using hay,ser and estar Expressions of quantity Using prepositions to say where things are Further prepositions of place Using puedo and se puede Use estar to say where things are Using demonstrative adjectives and pronouns Revising ir and hacer in present and preterite tenses |
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Rationale |
In this fifth unit Learners will gain further practise in the Higher level GCSE skill of using a wide range of tenses appropriately and accurately. Learner will demonstrate use of critical thinking to decide on which tense to use. They will practise decision making skills on how to translate using the translation strategies used in this and previous units. They will understand that translation skills needs to be specifically studied as translation requires learners to differentiate between literal translation and adaptation. In this unit Learners will also be expected to self-assess their written work through proof reading 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. 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 2
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Subject: AQA GCSE 8698 Theme 2 Local, national, international and global areas of interest |
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Skills |
Specific Exam skills Transferring language Approaching language in reading texts Learning vocabulary Listening for different tenses |
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Knowledge |
Theme: 2.2 Social Issues Sub topics Key Language, vocabulary and Grammar Charity work/voluntary work Learning about verbs that are followed by the Healthy /Unhealthy living infinitive Revising the present tense Using me gustaría Recognising different tenses Using expressions with tener Expressions mejor que and peor que Using negative words Using deber,tener que and hay que |
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Rationale |
This sixth unit reminds 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. In this unit, learners will be taught to use appropriate structures pertaining to formal and informal contexts tin order to request and provide information about the social and global issues relating to their own experiences and those of other people, including people in countries /communities where Spanish is spoken. As detailed in the exam specification, this will give them the opportunity to use the Conditional and Imperative tenses as well as negative structures that are key to reach levels 7-9. 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. |
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.