4th YEAR- CORE and OPTION LANGUAGE (Year 10)
(Six 50 mins sessions over 2 weeks)
The students will take the Edexcel IGCSE examination. Throughout the 4th and the 5th
years there are 5 topic areas to cover and the course book used will be Mira OCR
GCSE.
The aim is to cover one module per half-term . Each module is formed of a revision
unit and 5 content units. After the internal examination the classes will prepare a project
which will be based in a Spanish speaking country, write a group newspaper or make a
film trying to include all the material learned during the year. Another option is having a
look at Module 6- Mi tiempo libre- concentrating on the cinema section. The book
suggests watching the film “El laberinto del fauno” and work towards a review but any
other Spanish/South American film could be studied.
Supplementary materials and ICT
The textbook will be supplemented as necessary with texts and exercises from a variety
of other textbooks and the Internet. Each individual teacher is, of course, at liberty to
select the material most suited to their class. Each student will have a copy of the AQA
Grammar workbook- (Higher) and personal access to Vocab Express in order to be able
to learn and practise, both grammar and vocabulary, at their own pace and in conjunction
with the lessons.
There is also a wide variety of other published supplementary materials such as the
Nelson series Gramática Directa, Hablamos, Escribimos, kept in L9, as well as a good
number of Grammar practice worksheets and materials produced by the teachers, which
are continually added to and updated. The use of the IGCSE Kesmoodle course will be
commonplace and in it there are also links to a number of websites geared towards the
preparation of the Level 1/ 2 Certificate (IGCSE) exam.
To start preparing for the examination with plenty of time whilst studying the topics the
students will continually come across exam type questions that reflect the style of this
board.
Throughout the teaching of every module there will often be topic related photos to
discuss in class and with the language assistant and exam style and topic related essay
titles to complete for homework.
EML June 2016
4th YEAR- CORE and OPTION LANGUAGE (Year 10)
Use of Ipads
Students will come to lessons with an Ipad as a learning tool so it is expected that
they will do a lot of their work and save best copies on the electronic device.
Apps to be used regularly will be:
 Bookcreator- the pupils will create a book for every unit/module studied. These
will have a number of sections, for example: vocab (including a link to
Vocabexpress), videos (perhaps interviewing other pupils on the topic studied, or
themselves doing a presentation), written tasks answering the main points on the
unit (ie- mi familia, mis pasatiempos, etc). The aim is that these books will be
saved and added to when the topics are reviewed and developed for IGCSE
purposes.
 Also using Bookcreator they should create a “grammar book” with notes on the
points seen as well as links to online practice exercises.
 Apps such as Show me will be used as rough book for listening and reading
exercises, and vocab tests if the teacher deems it necessary.
 In every unit there will be the opportunity to use other apps that lend themselves to
create and practise the language. Apps such as Sock puppet and Comic life (for
conversations), Popplet (for mindmaps), Morfo (physical description/avatars),
iMovie, Voice Record… will be useful
 The Ipad will also allow easy access to the Internet where the use of websites
such as Vocabexpress, Linguascope, Languagesonline, iTranslate,
YouTube… will be commonplace.
 At the end of each module there are suggestions on the use of ICT and the Ipad.
EML June 2016
4th YEAR- CORE and OPTION LANGUAGE (Year 10)
Topic areas and Sub-topic areas
Topic area A -Home and abroad
Life in the town and rural life
Weather and climate
Travel, transport and directions
Holidays and tourist information
Services (eg telephone, bank, post office)
Customs and religion
Everyday life, traditions and communities in a Spanish-speaking country
Topic area B -Education and employment
Childhood
School life and routine
Work/careers
Future plans
Topic area C -House, home and daily routines
Types of home
Information about self, family and friends
Helping around the house
Food and drinks
Topic area D -The modern world and the environment
Current affairs and social issues
Environmental issues
The media (eg TV, film, radio, newspapers)
Information and communication technology (eg internet, mobile phones, email)
Topic area E -Social activities, fitness and health
Special occasions
Hobbies, interests, sports and exercise
Shopping and money matters
Accidents, injuries, common ailments and health issues
EML June 2016
4th YEAR- CORE and OPTION LANGUAGE (Year 10)
TERM 1A- MODULE 1 De vacaciones
CONTENT
Repaso ¿Adónde fuiste? (pp. 6–7)
1 ¿Qué tal tus vacaciones? (pp. 8–9)
2 ¿Qué tal el hotel? (pp. 10–11)
3 Buenas vacaciones (pp. 12–13)
4 En el hotel (pp. 14–15)
5 Reclamaciones (pp. 16–17)
AIMS
Talk about where you went on holiday and the weather, describing accommodation,
talking about holiday activities, booking a hotel room, making complaints.
GRAMMAR AND SKILLS
 Using the Preterite (regular and irregular)
 *Extending sentences with sequencers
 *Giving and justifying opinions
 *Using the Imperfect and the Preterite together
 *Question words and dealing with unpredictable questions.
 *Using verbs with usted
 *Using me hace falta…
 *Joining ideas with connectives
HOMEWORK IDEAS AND ICT OPPORTUNITIES
 Write a hotel review for Trip Advisor- it could be a positive one or one making
complaints.
 Write an email booking a hotel room
 Write an account of a past holiday.
 Describe a topic related photo and answer exam style questions.
EML June 2016
4th YEAR- CORE and OPTION LANGUAGE (Year 10)
TERM 1B- MODULE 2 De paseo por Sevilla
CONTENT
Repaso 1 Mi vida (pp. 24–25)
Repaso 2 En ruta (pp. 26–27)
1 La oficina de turismo (pp. 28–29)
2 Comprando recuerdos (pp. 30–31)
3 Tomando tapas (pp. 32–33)
4 En Sevilla (pp. 34–35)
5 Las fiestas (pp. 36–37)
AIMS
Giving personal information, talking about means of transport, listening for the 24h clock,
planning and describing a day out, asking for and understanding directions, ordering at a
restaurant, talking about festivals.
GRAMMAR AND SKILLS
 Using the Present Tense
 Extending sentences with cuando
 Using adverbs
 Using the near future
 Understanding questions
 Using Imperatives
 Using sequencers: primero, después, …
 Using me gusta+ article, como without article
 Working with distractors while listening and reading
 Using the Preterite and the Imperfect
 Recognising and expressing mixed opinions
 Understanding three time frames
 Using para to extend sentences.
HOMEWORK IDEAS AND ICT OPPORTUNITIES
 Write a description of a day out and what they will do next time they visit this place

Script a play at a restaurant- from booking the table to making a complaint at the
end.
 Prepare a presentation about how they celebrate Christmas/Diwali/etc
 Describe a topic related photo and answer exam style questions
EML June 2016
4th YEAR- CORE and OPTION LANGUAGE (Year 10)
TERM 2A- MODULE 3 A clase
CONTENT
Repaso 1 Las asignaturas (pp. 46–47)
Repaso 2 En clase (pp. 48–49)
1 ¿Cómo es tu insti? (pp. 50–51)
2 Las normas del insti (pp. 52–53)
3 ¡Los profesores! (pp. 54–55)
4 El acoso escolar (pp. 56–57)
5 El cole del futuro (pp. 58–59)
AIMS
Giving opinions on school subjects, describing your school routine, producing
descriptions of school life, describing the school uniform and rules, describing teachers,
describing school pressures and problems, describing the schools of the future.
GRAMMAR AND SKILLS
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Using me gusta, me encanta,etc
Using the Present tense with time expressions
Using the Imperfect and Present tenses
Giving a range of opinions and justifying them
Using phrases followed by the infinitive
Using comparatives and superlatives
Agreeing and disagreeing
Using quantifiers: muy, un poco,…
Using the Future tense
Using questions to form answers
HOMEWORK IDEAS AND ICT OPPORTUNITIES
Prepare a PowerPoint presenting KES to a Spanish school. They can be uploaded
to the website if they´re really good. Give lots of detail: facilities, timetables, extras,
teachers, uniform, rules, opinions...
Write an article for “Muy Interesante” predicting how the schools of the future will
be.
Design your ideal uniform
Describe a topic related photo and answer exam style questions
EML June 2016
4th YEAR- CORE and OPTION LANGUAGE (Year 10)
TERM 2B- MODULE 4 Perdidos
CONTENT
Repaso Mi familia (pp. 66–67)
1 Los supervivientes (pp. 68–69)
2 La vida cotidiana (pp. 70–71)
3 Las tareas (pp. 72–73)
4 Otro accidente (pp. 74–75)
5 Un año después (pp. 76–77)
AIMS
Talking about your family, talking about relationships, talking about your daily routine and
chores, describing people’s personalities, talking about experiences and hopes
GRAMMAR AND SKILLS
 Using possessive adjectives
 Saying numbers and dates
 Using ser and estar
 Talking about the Present and the Past
 Using reflexive verbs
 Using desde hace (for…)
 Using the Present, Preterite and Imperfect tenses
* Using negatives
HOMEWORK IDEAS AND ICT OPPORTUNITIES
* Making deductions while listening
 Write a presentation of your own family, including descriptions, comparisons and
* Extending answers
relationships.
 Write a detailed account of your daily routine. Make reference to the difference
between a school day and the weekend. Do some research and compare it with a
Spanish person´s routine.
 Record in Sanako a little speech about your hopes for the future.
 Describe a topic related photo and answer exam style questions
.
EML June 2016
4th YEAR- CORE and OPTION LANGUAGE (Year 10)
TERM 3A- MODULE 5 Los trabajos
CONTENT
Repaso A trabajar (pp. 86–87)
1 ¿Trabajas los sábados? (pp. 88–89)
2 Prácticas laborales (pp. 90–91)
3 El futuro (pp. 92–93)
AIMS
4 Mi currículum vitae (pp. 94–95)
Jobs
places of work, describing part-time Jobs, describing work experience,
5 La Revising
entrevista
(pp.and
96–97)
describing future plans, understanding job adverts and CVs, understanding application
letters
GRAMMAR AND SKILLS
 Revising masculine and feminine nouns,
 Using tener que + infinitive
 Extending spoken and written answers
 Using the Preterite and the Imperfect
 Using adverbs of time and frequency
 Using different verbs to talk about the future
 Forming sentences with Si… (if…)
 Using the Conditional with gustar and poder
 Understanding specialist vocabulary
 Forming the Perfect tense
 Conducting a job interview
HOMEWORK IDEAS AND ICT OPPORTUNITIES
 Write a letter to a teen magazine where you outline your part-time job/work
experience
 Write a CV and a letter applying for a job
 Script a job interview
 Describe a topic related photo and answer exam style questions
EML June 2016
4th YEAR- CORE and OPTION LANGUAGE (Year 10)
TERM 3B- MODULE 6 Mi tiempo libre
This topic will be studied post examination so there may not be enough time to see all
the sections in detail. Emphasis will be placed on the cinema sections, watching a
Spanish film with the aim of writing a film review. The module will be completed at the
beginning of Yr 5.
CONTENT
Repaso 1 La tele y el cine
Repaso 2 La paga
1 El campeonato
2 Los deportes de riesgo
3 ¿Quedamos? 4 Una crítica
5 La tecnología
AIMS
Revising TV programmes and films, talking about hobbies and pocket money, describing
sports and sporting events, talking about extreme sports, making arrangements to go out,
writing reviews and talking about new technology.
GRAMMAR AND SKILLS
 Using definite and indefinite articles and algún
 Expressing a range of opinions by using adjectives and opinion phrases
 Using conjugated verbs and infinitives
 Referring to Past and Present
 Using the Present Continuous
 Personal a
 Using absolute superlatives
 Revising comparatives
 Introducing variety into your spoken Spanish
 Listening for the relevant information
 Decoding texts
 Taking part in an extended conversation
 Using the language of debate
EML June 2016
4th YEAR- CORE and OPTION LANGUAGE (Year 10)
INTERNATIONAL GCSE- EDEXCEL
Paper 1: Listening Paper (25%)
Externally assessed
% of the
Overview of assessment:
Assessment is a 40-minute examination paper set and marked by Edexcel, plus five
minutes’ reading time.
The total number of marks for the paper is 50.
Paper 2: Reading and Writing Paper (50%)
Externally assessed
ternational
Overview of assessment:
Assessment is through an examination paper lasting 1 hour and 30 minutes, set and
marked by Edexcel.
The total number of marks for the paper is 60, with 30 marks for reading and 30 marks
for writing.
Paper 3: Speaking Paper (25%)
Externally assessed
Overview of assessment:
maximum 10 minutes
the total number of marks for the paper is 40.
Section A: Presentation and discussion based on a single picture
Maximum four minutes:
– Presentation: maximum of one minute.
– Discussion: maximum of three minutes.
Students will give a presentation for up to one minute on a picture they have chosen. A
discussion with the centre-appointed interviewer will then follow, for up to three minutes.
The discussion must relate to the picture, but may also include some questions prompted
by the picture the student has chosen.
Section B: Two conversations
Maximum six minutes.
Students will take part in conversations with the centre-appointed interviewer on two
separate topic areas. These topic areas will be different from the topic area chosen by
the student for Section A. Section B will last up to a maximum of six minutes, with
approximately three minutes for each conversation.
EML June 2016
4th YEAR- CORE and OPTION LANGUAGE (Year 10)
First lesson and use of Ipads for Spanish:
Introduction to ICT and Ipads in the Spanish department (to be conducted as a matter of course
by all teachers)
Ensure that language folders are created so that students can organise their work from
the start. You can choose between Google Drive and Google Classroom, whatever suits you best.
Introduce the students to ‘Kesmoodle’ and make sure that they have enrolled onto the
appropriate courses.
Show the students how to access the Shared Favourites. This can be done via the website,
or kesmoodle.
Make sure they are aware that these can be accessed from home.
Give the students the passwords for those websites which require them. This could be
handed out and put up with the favourites or written in the exercise book for students to have at
home.
Show the students how to use FR keys/Spanish keyboard to help them work at home in
the target language
Show them how to do a spell check
Show them how to print their work in the correct size and format
Homework will be recorded in the iPad interactive Student planner
You should go over the Student’s planner/tasks options and your expectations when you set a
piece of homework. Perhaps the students will need to e-mail the work to the teacher for marking
or simply do it in their ex books. If the work is done on the Ipad remind them that they should
make a comment/date in their exercise book which will redirect them to the digital piece of
work.
EML June 2016