The KING’S Medium Term Plan – SPANISH HIGHER
Y7 LC4 Programme – 2015-2016
Module
This unit is about hobbies and general past times. Pupils will learn about a variety of different hobbies and leisure
activities that they can undertake in their free time, describe what their favourite leisure time activities are and the
reasons for this. This unit will also enable pupils to explore the changing face of the leisure industry both at home
and abroad with particular focus on Spanish and typical Spanish past times.
All pupils will cover all objectives but only those working towards GP 3 - 4 will be expected to cover ‘Progress
Objectives’ that are indicated below. Key objectives are taken from the AQA GCSE 8698 Specification.
Building on
prior learning
In LC1, pupils established their knowledge and understanding of TENER and SER in the present tense using subject
pronouns yo/él/ella to describe themselves (physical appearance and personality) and/or others. In LC2, pupils learnt how to
describe the place and area they live in using positive and negative structures. In LC3, pupils discussed the topic of school
and extended their descriptions by expressing opinions about school subjects, school equipment, uniform and teachers. Pupils
then applied their knowledge and understanding from LC1-3 to analyse a variety of listening and reading texts to further
consolidate learning.
Overarching
Challenge
question
Subject
challenging
question
Lines of
Enquiry
How has life changed for the average Spanish person since the introduction of new technologies?
What have been the major changes in Spanish lifestyle throughout the last century?
Week 1:
Week 2:
Week 3:
Week 4:
Week 5:
Week 6:
Week 7:
How do Spaniards distinguish between the use of ´jugar’ and ‘tocar’?
How has the internet changed how Spanish people communicate?
To what extent do the different climates in the north and south of Spain affect lifestyle?
How will talking about future plans for the weekend allow us to understand more complex grammatical structures?
Knowing the immediate future tense will allow us to give an accurate weather report.
Revision: learning homework incorporating the skills developed this semester. Assessment week.
Gap teaching – based on assessment analysis.
Exam board
links:
Topic
Progress
Statement
Weeks’ 1-5: Leisure (AQA 8698 3.1.1. Identity and Culture: Free-time activities)
In this unit, pupils will study the present tense of verbs ‘hacer’, ‘jugar’ and other verbs that relate to free time activities. Students will apply
their understanding of OPINION + INFINITIVE sentence structure in order to analyse and evaluate information in a series of reading and
listening texts involving people describing how they like to spend their free time. Students will then apply their understanding of other
subject pronouns to describe what sports other people like to do.
Pupils will study how to form the immediate future tense using IR in order to describe what they are going to do next weekend. They will
also learn phrases describing weather conditions and combine them with previously learnt sport activities using both the present and
immediate future tense. Pupils will evaluate their understanding of sentence structures learnt to create their own sentences using a series
of different word categories to add more specific detail. Students will describe what they are going to do depending on what the weather
will be like. Pupils working towards a GP 1-3 will analyse and create structures using subject pronouns yo/él/ella whilst pupils working
towards a GP 3-4 will extend further by using a wider variety of subject pronouns and analysing texts with this variety incorporated.
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.
Learning
strategies
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.
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.
Week 1
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 1: How do Spaniards distinguish between the use of ´jugar’ and ‘tocar’?
Learning intentions in order of delivery:
 Understand and provide information about what sports you play or do
 Express opinions about sports and use OPINION + INFINITIVE sentence structure
Students will learn to:




Recall the present tense conjugation of the verbs ‘jugar’ and ‘hacer’ and their use with the vocabulary of sports and musical
instruments
Identify the difference between ‘jugar’ and ‘tocar’ and apply to a series of sentence structures
Identify the difference between ‘jugar’ and ‘hacer’ and provide examples to demonstrate understanding
Analyse and evaluate a text discussing favourite sports that use the verbs ‘jugar’ and ‘hacer’



Recognise the present tense breakdown of the verbs ‘jugar’ and ‘hacer’ to apply them using several formations in a series of
sentences
Evaluate positive and negative sentence structures in order to improve work
Create own extended sentence describing what sports one practices and support it with an opinion and reason structure
Weekly success criteria across 3 lessons:
GP 1/2 = Students will learn names of different sports
GP 2 = Students will identify the difference between ‘jugar’ and ‘hacer’ when talking about sport activities
GP 3 = Students will understand and analyse the sentence structure about free time activities to create their own different short sentences
RGP 4 (REACH) = Students will apply understanding of sentence structure opinion + infinitive to express opinions and give reasons about
the sports they like and dislike doing. They will also consider using different word categories to improve the quality of the work.
Linguistic structures to consider:
Jugar al
Tocar
Hacer + sport activity
Negative sentence structure for both verbs
Me gusta + infinitive + connective + reason
Lesson Hypotheses:
Hypothesis 1 – The verb ‘jugar’ has only one way of being applied to a sentence.
Hypothesis 2 – There is very little difference between the use of ‘jugar’ and ‘hacer’ when used with sports.
Hypothesis 3 – Subject pronoun variety will not improve your grade.
Home Learning:
This week’s home learning requires students to incorporate everything they have learnt to produce an extended written structure
describing what sports they do and don’t do. Students offer variety by incorporating sports that take both JUGAR and HACER. Students
offer a variety of positive and negative higher level opinions and reasons about these.
Additional learning support: www.linguascope.com / www.wordreference.com
REACH: (Research; Explore; Analyse; Create and Hypothesise)
Students investigate the similarities and differences between the sports played in Spain and Britain. Students provide evaluative responses
to their research.
Week 2
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry – Week 2: How has the internet changed how Spanish people communicate?
Learning intentions in order of delivery:
 Learn phrases that will help to describe what activities you do with new technology
 Know different types of films and express opinions about films and new technology
Students will learn to:
1.
2.
3.
4.
Understand short phrases relating to activities with new technologies
Understand how to use frequency word (adverb of frequency) to extend sentences
Analyse different types of films and the presence of cognates within that topic
Describe what you like doing in your free time using OPINION PHRASE + INFINITIVE
Weekly success criteria across 3 lessons:
GP 1/2 = Students will identify different genres of films and a variety of activities they could do with New Technology
GP 2 = Students will identify the ways of using adverbs describing frequency to sentence structures used to talk about New Technology
GP 3 = Students will apply understanding of OPINION + INFINITIVE sentence structure to analyse a series of spoken or written texts
RGP 4 (REACH) = Students will apply understanding of positive and negative sentence structures to describe what they do in their free
time
Linguistic structures to consider:
Navegar por internet
Chatear
Jugar los juegos online
Ver + genre of film/TV programme
Leer los blogs
Hacer una busqueda
Me gusta + infinitive
Lesson Hypotheses:
Hypothesis 1 – It is important to understand the language used in Spanish to describe new technologies.
Hypothesis 2 – Films genres in Spanish are easy to decipher.
Hypothesis 3 – Without an opinion and reason, your work is always incomplete.
Home learning:
This week’s home learning requires students to produce a written paragraph on their favourite film genres. This will then be peer
assessed in class against a hierarchical rubric and further assessed and supported by teacher/pupil questioning.
Additional learning support: www.wordreference.com
REACH:
Students research the extent to which current and emerging technologies have helped to revolutionise Spanish pastimes. Students will be
required to explore the history of Spanish pastimes and the changing face of this over time in order to add weight to and/or support their
findings.
Week 3
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 3: To what extent do the different climates in the north and south of Spain affect lifestyle?
Learning intentions in order of delivery:
 Identify and learn key phrases describing weather conditions
 Apply that knowledge to produce extended sentences describing what one does depending on a weather condition
Students will learn to:
1.
2.
3.
4.
Recall the vocabulary for different weather conditions
Analyse and evaluate a text giving key information weather conditions and activities different people like/dislike to do
Examine a variety of phrases to extend sentence structures and descriptions
Create a short spoken paragraph describing what you do in different weather conditions using prior learning
Weekly success criteria across 3 lessons:
GP 1/2 Question = Students will recall the vocabulary for different weather conditions
GP 2 = Students will recognise the meaning of ‘cuando’ and ‘si’ and how they can be used in a sentence with the weather
GP 3 = Students will apply formula ‘cuando/si + weather condition + activity’ to create a series of sentence structures
RGP 4 (REACH) = Students will demonstrate use of time phrases eg. De vez en cuando with the above formula to produce an extended
structure saying what they do depending on the weather.
Linguistic structures to consider:
Hace bueno
Hace calor
Hace viento/ Hay viento
Hace sol
Está nevando
Está lloviendo
Cuando / Si
De vez en cuando, cuando está lloviendo veo la télé
A menudo, si hace viento, navego por internet.
Lesson Hypotheses:
Hypothesis 1 – Describing the weather adds a little seasonal flavour to your work.
Hypothesis 2 – ‘Cuando’ and ‘Si’ do not fit into any specific word category.
Hypothesis 3 – (Mid-term assessment) Frequency words help to increase the quality of one’s work.
Home Learning:
This week’s home learning requires students to produce a spoken piece of work describing a weather forecast for Spain or for a Spanish
speaking country. They also should include what sports they could do in different weather conditions. This will then be peer assessed in
class against a hierarchical rubric and further assessed and supported by teacher/pupil questioning.
Additional learning support: www.wordreference.com / www.linguascope.com
REACH:
Students research about one particular region in Spain and will discover any sport activities that are the most popular in that region.
Week 4
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 4: How will talking about future plans for the weekend allow us to understand more complex grammatical
structures?
Learning intentions in order of delivery:
 Understand how to form the immediate future tense
 Describe activities that you are going to do
Students will learn to:
1. Recall sentence structure of immediate future tense
2. Apply understanding sentence structure Voy a + infinitive to say what you are going to do
3. Construct a sequence of sentences following the structure of immediate future tense
4. Evaluate previously learnt immediate future tense structures to describe what you are going and what you are not going to do
in the near future.
Weekly success criteria across 3 lessons:
GP 1/2 Question = Students will recall the present tense of the verb IR
GP 2 = Students will apply understanding how the immediate future tense is formed and demonstrate it by writing their own formula
GP 3 = Students will translate a series of sentences using present and near future tense sentence structures
RGP 4 (REACH) = Students will evaluate previously learnt immediate future tense to combine it with the present tense in order to produce
a short piece of writing about what activities they usually do and what they are going to do in the near future.
Linguistic structures to consider:
Voy a + infinitive
Use different subject pronouns
Future tense time statements: Esta tarde / noche / Este fin de semana / La semana que viene
Lesson Hypotheses:
Hypothesis 1 – You only need three elements to create the immediate future tense in Spanish.
Hypothesis 2 – Describing future activities stretches that elastic band sentence.
Hypothesis 3 – Speaking and writing in two tenses improves the quality of work.
Home Learning:
This week’s home learning requires students to use website addresses and/or information given in class by the teacher to research the
types of activities and past times that tend to be popular with Spanish teenagers. Based on this information, students then complete a
short ‘cultural’ questionnaire as a ‘Do Now’ task at the beginning of the next lesson and teacher records final marks, which refer to general
knowledge.
Additional learning support: www.linguascope.com / www.wordreference.com
REACH:
Students explore the factors that will influence the average person’s past times both in Spain and elsewhere in the next one hundred
years. Students must set out clear arguments either way and provide examples to support these.
Week 5
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 5: Knowing the immediate future tense will allow us to give an accurate weather report.
Learning intentions in order of delivery:
 Consolidate the formation of immediate future tense structure
 Learn phrases describing future weather conditions
 Recall strategies for preparation to speaking assessment
Students will learn to:
1.
2.
3.
4.
5.
Recall phrases describing weather conditions
Recognise the difference between phrases describing weather conditions using present and future tense
Demonstrate understanding of the present and immediate future tense structures when discussing pastimes
Analyse and evaluate different strategies facilitating preparation for the speaking assessment
Produce a presentation describing own pastimes and refer to the weather conditions using the present and immediate future
tense.
Weekly success criteria across 3 lessons:
GP 1/2 = Students will recall phrases describing weather conditions and will learn their future tense equivalents
GP 2 = Students will recognise the difference between sentences describing weather conditions in present and future tense
GP 3 = Students will identify what language features need to be added in order to further extend the description of their present and future
pastimes
RGP 4 (REACH) = Students will apply their knowledge to produce a short presentation describing what they are going to do in different
weather conditions in the present and future tense.
Linguistic structures to consider:
All weather conditions
Cuando AND Si clauses
Cuando hace calor, voy a jugar al fútbol...
Si hace calor, voy a + infinitive + activity'
Different subject pronouns: Yo/él/ella/nosotros + verb stem + infinitive
Lesson Hypotheses:
Hypothesis 1 – Describing what you are going to do requires a mixture of structures in a sentence.
Hypothesis 2 – Swapping a subject pronoun for a noun avoids the question ‘Who’?
Hypothesis 3 – Speaking in a foreign language is more difficult than writing in one.
Home Learning:
Students are required to revise all they have learnt throughout the learning cycle in preparation for the end of learning cycle assessment
next week.
Extended Learning
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
 Duolingo
 GCSEPod
 GCSE BBC Bitesize
Examples of
GCSE
questions