The King’s Medium Term Plan – SPANISH
Y10 LC1 Higher Programme – 2016 – 2017
Module
This module covers ‘Life at school or college’ (La vida escolar), that was started during year 9. Within this continued
unit, pupils will build upon descriptions of their school lives and extend across a number of different themes. Pupils
will learn to talk about school rules and uniform as well as the good and bad things about school. Pupils will cover a
range of different linguistic features, and will apply what they learnt during year 9 to extend their knowledge. Pupils
will use quantifiers and intensifiers as well as revising se debe, hay que and tener que. They will look at prepositions
and verbs that are followed by the infinitive. A key issue will be using the question to help you answer as well as
focusing on translating into English.
All pupils will cover all objectives but only those working towards GP 5 - 6 will be expected to cover ‘Progress
Objectives’ that are highlighted. Key objectives are taken from the existing AQA GCSE Spanish Specification 8698
Theme 3 Current and Future Study Employment.
Building on During year 9, pupils began to understand the basics of the Spanish language and how it has both similarities and differences
prior
to the French they had previously learnt. Pupils have looked at the ways in which to introduce themselves as well as others,
learning
and all have been able to use at least three different verbal tenses to talk about what they did, do will do in the future. This unit
will build upon what they have already learnt to do with school and will further their knowledge in understanding what a day at
school looks like.
Overarching Does school help to shape who we become in the future?
Challenge
Question
Subject
How has Spain’s education system changed during the 21st Century?
Challenging
Question
Lines of
Week 1: Questions always help you with the answer.
Enquiry
Week 2: Why does talking about school uniform and rules lend itself well to ‘se debe, hay que, tener que’.
Week 3: How does studying exemplar material hone our reading and writing skills?
Week 4: How does the perfect tense help us to extend our work?
Week 5: Why do some verbs need to be followed by the infinitive?
Exam Board
Links:
Topic
Progress
Statement
Learning
strategies
Week 6-7: Revision and assessment followed by GAP teaching.
This module is taken from the AQA Specificiation 8698 Theme 3: Current and future study and employment. Pupils will focus on
the key aspects taken from the AQA 3 year Scheme of Work and the linguistic features that are important. Pupils will cover the
following issues and grammatical concepts:

transfer deber/poder/hay que/querer to school rules context

quantity words mucho/demasiado/bastante (including with plurals).
Literacy:
Literacy focus present throughout every lesson when discussing sentence structures and the importance of spelling and
grammatical accuracy. Writing frame support for pupils where appropriate and the highlighting of key words.
Numeracy:
Application of number and their impact on plural structures within a sentence. Use of numbers and sequencing words in pupils
work. Use of numbers and patterns to break down different sentence structures. Basic recall of numbers for age etc.
Week 1 ( 2
hours of
lessons)
Cognitive Acceleration:
Cognitive Acceleration strategies are used in lessons each week targeting specific skills sets and consolidation of these. Three
‘1 hour’ cognitive acceleration lessons are taught throughout the learning cycle whilst other lessons incorporate cognitive
acceleration strategies targeting specific parts of the lesson journey. This is done through the medium of varied activities e.g.
‘find the odd one out’, ‘find the link between the words or pictures’, Socratic discussion and problem solving in groups that
supports the ultimate goal of mastery.
Line of Enquiry Week 1: Questions always help you with the answer.
Learning intentions in order of delivery:
1. Talk about school and daily routine
2. Use quantifiers and intensifiers
3. Use the question to help you answer.
Students will learn to:
1. Use the time to talk about their school day and what time they have specific activities.
2. Understand different ways to use quantifiers and intensifiers.
3. Use the grammar of the question to answer the question.
Weekly success criteria across 2 lessons:
ALL GP:
GP3:
GP4:
GP5/6:
Lesson Hypotheses:
Hypothesis 1 – the time in Spanish is no different to the way we say it in English
Hypothesis 2 – an answer cannot always be seen in the question
Linguistic structures to consider:
The time – son las / es la / a las / a la
¿A qué hora?
Reflexive verbs – me levanto, me ducho etc.
Quantifiers and intensifiers – mucho, poco, bastante, demasiado
Home Learning:
Pupils will learn forty words of vocabulary from this week’s lessons. They will then have a vocabulary test that will feature fifteen
of these words. Pupils must get 11/15 to pass, or they must retake. This will be self-assessed. Pupils will also produce a
written piece on their school and daily routing according to their grade point, including all the linguistic features they have
looked at this week. This will be teacher marked the following week.
www.linguascope.com / www.duolingo.co.uk / www.languagesonline.co.uk / www.wordreference.com
Week 2 ( 3
hours of
lessons)
REACH: (Research; Explore; Analyse; Create and Hypothesise)
Pupils can choose a Hispanic country, and they will research the difference between this country and the UK with regards to
school life and routine.
Line of Enquiry Week 2: Why does talking about school uniform and rules lend itself well to ‘se debe, hay que, tener
que’.
Learning intentions in order of delivery:
1. Talk about school rules and uniform
2. Revise ‘se debe, hay que, tener que’
3. Translate into English.
Students will learn to:
1.
2.
3.
4.
5.
Describe the different rules in their schools.
Talk about the different uniforms they wear.
State what they must/have to do.
Understand the importance of translating into English.
Create a list of good and bad points about their school.
Weekly success criteria across 3 lessons:
ALL GP:
GP3:
GP4:
GP5/6:
Lesson Hypotheses:
Hypothesis 1 – Rules are not as strict in Spanish schools
Hypothesis 2 – You can express what you have to do in many different ways
Hypothesis 3 – translations into English help us to understand key grammatical issues
Linguistic structures to consider:
Se debe
Hay que
Tener que – tengo que, tienes que, tenemos que
Está (totalmente) prohibido
Se puede
No se puede
Home Learning:
Pupils will learn forty words of vocabulary from this week’s lessons. They will then have a vocabulary test that will feature fifteen
of these words. Pupils must get 11/15 to pass, or they must retake. This will be self-assessed. Pupils will complete a reading
exercise related to this week’s content and according to their Grade point target. This will be peer assessed using a rubric.
www.linguascope.com / www.duolingo.co.uk / www.languagesonline.co.uk / www.wordreference.com
REACH: (Research; Explore; Analyse; Create and Hypothesise)
Week 3 ( 2
hours)
Pupils will make a poster with the rules and uniform regulations for King’s to display on the corridor.
Line of Enquiry Week 3: How does studying exemplar material hone our reading and writing skills?
Learning intentions in order of delivery:
1. Look at specimen questions related to this topic.
2. Answer in groups and individually the related questions.
Students will learn to:
1.
2.
3.
4.
5.
Understand the way to identify which form of address is being used by the verb ending.
Complete sentences with correct form of the verb in the present tense.
Complete sentences with correct form of the verb in the perfect tense.
Translate sentences into English and Spanish.
Tackle a formal GCSE question.
Weekly success criteria across 2 lessons:
ALL GP:
GP3:
GP4:
GP5/6:
Lesson Hypotheses:
Hypothesis 1 – It is easy to identify who is talking using verb endings.
Hypothesis 2 – Studying exemplar material will not necessarily prepare us for our exams.
Linguistic structures to consider:
tú, vosotros, usted, ustedes
present tense
perfect tense
translations
Home Learning:
Pupils will learn forty words of vocabulary from this week’s lessons. They will then have a vocabulary test that will feature fifteen
of these words. Pupils must get 11/15 to pass, or they must retake. This will be self-assessed. Pupils will be given a sample
exam question to answer that will be of the extended variety. This will be marked by the teacher for the following week.
www.linguascope.com / www.duolingo.co.uk / www.languagesonline.co.uk / www.wordreference.com
REACH: (Research; Explore; Analyse; Create and Hypothesise)
Pupils will challenge themselves to complete a higher-level paper question on life at school and college.
Week 4 (3
hours of
lessons)
Line of Enquiry Week 4: How does the perfect tense help us to extend our work?
Learning intentions in order of delivery:
1. Revise the perfect tense.
Students will learn to:
1. Understand the formation of the perfect tense.
2. Identify what an irregular past participle is.
3. Use the perfect tense in a sentence.
Weekly success criteria across 3 lessons:
ALL GP:
GP3:
GP4:
GP5/6:
Lesson Hypotheses:
Hypothesis 1 – the perfect tense is never irregular
Hypothesis 2 – using different verb tenses helps us improve our grade point
Hypothesis 3 – life at school and college is only able to be discussed in the present tense
Linguistic structures to consider:
Perfect tense
Present tense
Home Learning:
Pupils will learn the formation of the perfect tense and the irregular versions for a test next week.
www.linguascope.com / www.duolingo.co.uk / www.languagesonline.co.uk / www.wordreference.com
REACH: (Research; Explore; Analyse; Create and Hypothesise)
Week 5 (2
hours of
lessons)
Line of Enquiry Week 5: Why do some verbs need to be followed by the infinitive?
Learning intentions in order of delivery:
1. Understand why some verbs take the infinitive?
2. Put together all of this module.
Students will learn to:
1. Understand why you may often see two verbs put together.
2. Incorporate this linguistic feature into an extended piece of writing on life at school and college.
Weekly success criteria across 2 lessons:
Lesson Hypotheses:
Hypothesis 1 –
Hypothesis 2 –
Linguistic structures to consider:
ALL GP:
GP3:
GP4:
GP5/6:
Home Learning:
Pupils will revise all of this Learning Cycles content ready for the assessments next week.
www.linguascope.com / www.duolingo.co.uk / www.languagesonline.co.uk / www.wordreference.com
REACH: (Research; Explore; Analyse; Create and Hypothesise)
Week 6-7
Extended
learning
During week 6, pupils will be assessed synoptically. Then, during week 7, pupils will take part in ‘GAP’ week where they master
areas that were misunderstood.
Students can consolidate knowledge through the practice of REACH GCSE (or similar) past paper questions.
Students can further consolidate knowledge through accessing the:
 Linguascope website: Beginners version
 GCSEPod
 GCSE BBC Bitesize
 Native Spanish Newspapers (online – El Mundo, El País).
Keep up to date with Spanish news in English (The Local Spain – www.thelocal.es)
Examples of Please see AQA website for these.
GCSE
questions