GCSE Spanish
Scheme of Work
Teacher Resource Bank / GCSE Spanish / Suggested Scheme of Work / Version 1.0
It is important to have a Scheme of Work in place in order to guarantee that
the specification is covered fully by the teacher or teachers charged with the
delivery of the course. Heads of Department and their teachers will choose
what approach to take; they know the nature of their institution, the strengths
and enthusiasms of their teachers and the levels of ability and knowledge of
their students.
What follows, therefore, is just one possible approach.
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1
Reflexive constructions – se puede,
se debe, se dice, se necesita
Preterite – regular verbs
Adverbs
Telling the time and number
practice
Present continuous
Social issues and equality
Free time activities
2
January/February
Leisure
Relationships and Choices
November/December
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Free time and the media
Future plans regarding
marriage/partnerships
Relationships with family and
friends
Regular present tense verbs
Adjectival agreement
Me gusta/prefiero/tengo que +
infinitive
Interrogatives
Comparatives
Possessive adjectives
Ser and estar
Reflexive verbs eg llevarse bien,
casarse
Radical changing verbs
Lo bueno/lo malo
Immediate future – voy a me
gustaría
Healthy and unhealthy lifestyles
and their consequences
September/October
Health
GRAMMAR
PURPOSES
CONTEXTS
YEAR 10
Teacher Resource Bank / GCSE Spanish / Suggested Scheme of Work / Version 1.0
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Learn time phrases eg ayer/la
semana pasada and sequencing
words eg después
Learn phrases of frequency eg
normalmente, con frecuencia,
muchas veces, una vez a la
semana etc.
Practise high numbers and the 24
hour clock.
Check spellings and genders in a
dictionary
Learn how to use me gusta/me
encanta. Learn examples to make
correct use automatic.
Use context to work out meaning
Look for cognates and work out
meanings eg for personal
characteristics
Learn adjectives eg pairs of
opposites
Learn how to express opinions
and justify them
STRATEGIES
Opinion phrases
Future tense
Preterite consolidation
Disjunctives – para mí, conmigo
etc
Relative pronouns
Advantages and disadvantages
of new technology
Holiday plans, preferences,
experiences
What to see and getting around
Special occasions celebrated in
the home
Home, town, neighbourhood and
region, where it is and what it is
like
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Imperfect tense
More comparatives eg
tan…como
Weather expressions (all time
frames)
Object pronouns - me lo llevo
etc
Demonstratives
Shopping, money, fashion and
trends
March
April/May
Holidays
GRAMMAR
PURPOSES
CONTEXTS
Teacher Resource Bank / GCSE Spanish / Suggested Scheme of Work / Version 1.0
3
Use era for es, estaba for está, había
for hay and tenía for tiene to describe
your town in the past. Use hacía for
hace to describe the weather in the
past.
Use hace falta and me gustaría for
changes/ improvements you would like
to see.
Use unos/unas to mean ‘about’ before
a number.
Learn exclamations.
eg ¡Qué guay!
Learn short sentences containing
object pronouns as a way of
remembering the correct position.
Use prefixes to work out meanings eg
conectar/desconectar,
aparecer/desaparecer
Link short sentences with conjunctions
for more complex sentences.
Check all written work carefully,
including verb endings, spellings,
genders, adjectival agreement.
Practise fluency in extended speech.
STRATEGIES
Pluperfect
Time frame revision
Conditional tense
Irregular adverbs
Current and future jobs
Looking for and getting a job
Advantages and disadvantages of
different jobs
January/February
Work
4
March/April
Revision and past paper
practice
Work and Education
November/December
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Pressures and problems
What/school/college is like
School/College and future plans
Being environmentally friendly
within the home and local area
Por/para
Perfect tense
Future revision
Verbs of obligation - hay que,
se debe etc
Indefinite pronouns
Quantifiers and intensifiers muy/mucho/poco/bastante/de
masiado etc
Tense practice
Desde hace
Exclamations
Tú/usted commands
Current problems facing the planet
September/October
Environment
GRAMMAR
PURPOSES
CONTEXTS
YEAR 11
Teacher Resource Bank / GCSE Spanish / Suggested Scheme of Work / Version 1.0
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Study time references and learn verb
endings thoroughly.
Remember you don’t have to tell the
truth in Speaking/Writing work. It is
better to say what you know how to say
rather than try to translate from
English.
Look at common endings for jobs in
masculine and feminine
Learn to re-phrase what you want to
say if you do not know how to put it into
Spanish.
Look back over structures used in other
topic areas and see if you can use
them in a different context for Speaking
and Writing.
Do not be put off if you do not
understand every word in Reading and
Listening. Use the words you do know
to work out meaning.
Pronunciation practice of words similar
to English eg contaminación, reciclar
etc.
Look at ways to vary the structures you
use in speaking and writing.
Work on time references as a way of
working out the time frame.
STRATEGIES
Teacher Resource Bank / GCSE Spanish / Suggested Scheme of Work / Version 1.0
Features of a Scheme of Work:
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Language content
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Expectations and outcomes
•
Learning objectives
•
Resources
•
Suggested activities
•
Further opportunities
The above suggested pattern ensures that the content of the specification is covered.
However, the topics and contexts are merely a vehicle to ensure that pupils progress in their
language learning and have opportunities to reapply what they have learnt in terms of
grammatical structures, vocabulary and skills. The hope is that pupils will become
increasingly independent in their use of language. The principle of recycling and reapplying
language should therefore form the main feature of a planned scheme of work.
When approaching a topic from the specification, teachers will wish to consider what new
language content is necessary to extend their pupils’ knowledge and what language needs
to be revised and consolidated. It is important to demonstrate to pupils that they can use
previously learnt language structures in different contexts. They should be encouraged to
become more adept at manipulating the language themselves.
When writing the scheme, teachers will want to consider what most of their pupils will be
able to do in listening, reading, speaking and writing. Some pupils will not have made as
much progress as others, and the expectations will be different for these pupils. At the same
time, some will progress more quickly than others. The scheme of work will seek to identify
what can be expected from these three groups of pupils. By considering what outcomes are
desirable, teachers will be able to match their expectations to something concrete. If the
scheme of work as a whole provides a long-term plan, clarifying objectives at each stage
helps to create shorter term plans. Sequencing of the learning objectives promotes pupils.
Once objectives have been identified, teachers will want to think about what resources are
available to them in the classroom. In addition to commercially produced textbooks and
workbooks, cassettes and videos/DVDs, departments will have access to their own banks of
materials, not forgetting the need to select the most appropriate ICT resources. These
activities should be left open-ended for colleagues to add their own suggestions or to adapt
activities themselves. The suggestions are particularly helpful for newer teachers or supply
colleagues. Teachers will wish to highlight in the scheme of work opportunities to include
links to other areas of the curriculum, such as citizenship and key skills, and the broadening
of cultural awareness.
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Copyright © 2009 AQA and its licensors. All rights reserved.
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Teacher Resource Bank / GCSE Spanish / Suggested Scheme of Work / Version 1.0
Sample unit for scheme of work
Context 1
Purpose 1: Healthy and unhealthy lifestyles and their
consequences
Language content
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Regular present tense verbs
Adjectival agreement
Me gusta/prefiero/tengo que + infinitive
Interrogatives
Comparatives
Key vocabulary on eating/drinking/exercise/smoking/drinking alcohol and drugs
Expectations and outcomes
Almost all pupils will: understand spoken and written texts containing familiar and some
unfamiliar language; use language in speech or writing on similar topics; give simple
opinions, state preferences, with justification; ask a range of questions in a variety of
contexts.
Some pupils will only: understand the main points of simple spoken and written texts; with
support, write or say simple sentences and ask simple questions, usually following a model.
Some pupils may: understand longer spoken and written texts, containing more complex
language, including some authentic texts; adapt language for use in further contexts; write
and speak with a fair degree of accuracy.
Learning objectives
Pupils will learn:
•
to describe their current lifestyle in some detail, including opinions and preferences.
•
to give ideas for improving their health (eg better diet, more exercise, less stress).
•
to discuss the consequences of different lifestyles
Resources
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GCSE course book
Cassette/CD/sound files
Authentic materials and realia (eg healthy eating leaflets, anti-smoking posters)
Video/DVD
Web sites eg www.miarevista.es (salud), www.univision.com (salud),
http://es.dir.yahoo.com/salud
ICT software
Worksheets
Copyright © 2009 AQA and its licensors. All rights reserved.
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Teacher Resource Bank / GCSE Spanish / Suggested Scheme of Work / Version 1.0
Suggested activities
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Starters such as word searches, muddled letters, odd one out etc
Information gap exercises
Survey on lifestyle
Thinking skills activities eg labels with food items put them into different categories
Anti-drinking, or anti-smoking campaign
Plan an appropriate menu eg for a vegetarian
Write advertisement for healthy diet
Information gap pair work on amenities in a town
Understand reasons for smoking and the dangers
Quiz on health issues
Group and pair work activities such as listing ways to stay healthy
Who wants to be a Millionaire
Design a leaflet in Spanish, promoting good health
Act out scene form Casualty-type programme
Compare Spanish diet to British one
E-mail links with Spanish-speaking country
Citizenship: considering other people’s experiences
Every child matters - promoting health and well-being
SEAL links to speaking and listening objectives from the Framework for Literacy
Plenary activities checking learning and pupil self-assessment
Pupils comment on the work of others and discuss how to improve it
Further opportunities
Spoken assignments eg interview with a couch potato
Asking a doctor for advice on how to stay healthy
Written assignments eg Diary of a Big Brother contestant eg stress, how you manage to
keep fit, diet, how well you sleep etc
Cultural awareness – Spanish attitude to health, Spanish / Latin American diet, death rates
in Spain, eg drink-related accidents, number of young people who smoke, attempts to
reduce smoking in Spain, eg laws on smoking in public places. Health issues in Spanishspeaking countries eg in Latin America, diet and infant mortality rates etc.
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Copyright © 2009 AQA and its licensors. All rights reserved.
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