Scheme of Learning
Subject: Spanish
Year Group: 11
Which
term?
Syllabus/ Content
Coverage/ Skills and
Concepts covered
Autumn Local, national,
Term 1 international and
global areas of
interest
Global issues
 The
environment
Grammar
Differentiated Learning
Outcomes (success criteria)

modal verbs linked to
behaviours (must
do/can do/should
do/could do etc)

Prefixes

past tense for effects of
behaviours on
environment
Unit 7.1F Protegiendo el
medio ambiente
I can talk about ways of
protecting the
environment. I can use ‘if’
sentences. I am able to use
prefixes.

si sentences revised for
outlining consequences
of actions

pluperfect tense
perspective

me encanta / me
preocupa + subjunctive
Unit 7.1H Problemas
ecológicos
I am able to understand and
discuss environmental
problems. I can use modal
verbs to express
recommendations and
obligations.
Activities/Steps of learning activities to
achieve outcomes
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Odd one out activity
Reading comprehension
Match up
Translation Spanish > English
Listening comprehension
Writing / Speaking activity

Translation English > Spanish
General conversation speaking / writing
question
¿Crees que es importante cuidar el medio
ambiente?
¿Qué haces para cuidar el medio
ambiente?
¿Qué haces para ayudar el medio
ambiente?
¿Cuáles son los problemas ecológicos que
How will learning
outcomes be
assessed (details of
both formative and
summative
assessment) Include
key assessment
points)?
te parecen más graves y por qué?
¿Qué has hecho recientemente para
combatir estos problemas?
¿En tu opinión, cómo será el medio
ambiente del planeta dentro de 50 años?
Unit7.2F Los ‘sin techo’
I am able to talk about
homelessness. I can use
reflective constructions
such as se debe / se puede +
infinitive. I can identify
positive and negative
expressions.
Unit 7.2H Es importante
ayudar a los demás
I am able to talk about
helping the homeless and
the needy. I can use me
encanta / me preocupa with
the subjunctive. I can
extend the way I express
opinions.
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Match up
Reading comprehension
Translation Spanish > English
Listening comprehension
Speaking / Writing an interview
with a street child – ask and
answer 5 questions.

Reading comprehension with
grammar focus
Translation English > Spanish
Speaking / writing activity
Grammar exercises on pluperfect,
preterite, imperfect subjunctive
tenses.
Negative expressions activity
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General conversation speaking / writing
question
¿Qué se debería hacer en tu barrio para
resolver los problemas?
Autumn Local, national,
2
international and
global áreas of
 consolidation of
preterite and imperfect
Unit 8.1F ¿Dónde te alojas?
I can talk about holiday
accommodation. I can use
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Translation Spanish > English
Reading comprehension
Translation English > Spanish
interest
Travel and tourism
tenses
 Exclamations using the
subjective

sequencing words,
expressions and phrases

Using the passive and
passive forms with se

Using estar + past
participle

Use of desde hacía +
imperfect

antes de/después de
haber
etc/mientras/desde
hace/acabar de
developing greater
complexity in spoken
and written accounts of
past events or
experiences

weather expressions
with hacer

possessive pronouns
mío etc
expressions of sequence. I
am able to use a wide
variety of vocabulary and
structures.

Listening comprehension
Unit 8.1H ¿Qué hiciste y
qué te gustaría hacer
durante las vacaciones?
I can talk about holiday
activities. I am able to use
preterite and imperfect
tenses correctly. I am able
to employ useful synonyms.

Grammar focus on a reading
activity
Listening comprehension
Extended writing activity on a past
holiday.
Unit 8.2F Un folleto
turístico
I can understand tourist
leaflets and websites. I can
use estar + past participle. I
am able to use strategies to
remember verbs properly.
Unit 8.2H Describiendo tu
región
I can describe a r3egión. I
can use the passive and


General conversation speaking / writing
question
¿Adónde fuiste de vacaciones el año
pasado?
¿Dónde te alojaste?
¿Cómo era el hotel etc?
¿Qué tal lo pasaste?
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Reading comprehension
Translation English > Spanish
Listening comprehension
Speaking/writing activity on
where you live.
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Translation Spanish > English
Grammar focused reading activity
Grammar match up activity
Extended writing tasks
Photo Cards
passive forms with se. I am
able to make use of the
social and cultural context.
Spring
1
Current and future
study and
employment
Life at
school/college

transfer
deber/poder/hay
que/querer to school
rules context

quantity words
mucho/demasiado/bast
ante (including with
plurals)

perfect tense using
regular and common
irregular verbs (he
hecho mis deberes)

using the personal a
Unit 9.1 F
¿Cómo ser un buen
estudiante?
I can talk about my studies
I am able to use the
imperative
Unit 9.1 H ¿Qué tal el
instituto?
I am able to talk about my
school
I am able to use the
personal a accurately
 Role Play
General conversation speaking / writing
question
¿Cómo es la región?
¿Cómo es la gente?
¿Cómo es la comida típica?
¿Cómo es el clima?
¿Te gusta vivir aquí? ¿Por qué?
¿Qué cambiarías de tu región?
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Reading Comprehension
Listening Comprehension
Grammar match up activity
Grammar focused gap fill activity
Translation Spanish> English
General conversation speaking / writing
activity
¿Cómo fueron tus primeras impresiones
de tu instituto y de los profesores?
¿Cómo eran has clases y tus
compañeros?
¿Cómo te va ahora el instituto y cómo
han cambiado tus ideas?
Spring
2
Current and future
study and
employment
Education post-16


Verbs that take the
infinitive, poder,
preferir, querer

Desde hace +
present tense,
Estudio español
desde hace cuatro
años

Imperatives and
irregular positive
and negative
commands
use of ‘lo’ in ‘lo que’ and
lo + adjective; building
on si clauses with
present and future
Unit 10.1 F Las reglas y el
uniforme
I am able to talk about
school rules and uniform
I am able to use the
expressions Se debe, hay
que…, tener que …
Unit 10.1 H Lo bueno y lo
malo del instituto
I am able to talk about the
good and bad aspects of
school
I am able to use the phrases
debería ser and debería
haber
I am able it identify clues to
time frames
Unit 11.1F ¿Trabajar o
estudiar?
I am able to discuss my
choices at 18, work or
university

Reading comprehension, text
summary match up
 Writing activity, grammar focused
 Listening comprehension
 Translation Spanish > English
 Speaking activity, talk about
positive and negative aspects of
school
 Writing activity, make a list of
new school rules
 Reading comprehension multiple
choice
 Translation English > Spanish
 Rearranging words in a sentence
General Conversation Speaking / Writing
activity
¿Cuál es tu opinion de tu instituto?
¿Qué opinas del uniforme?
¿Cuál es la regla sobre los móviles en
clase?
¿Qué aspecto del instituto te gusta y por
qué?
¿Qué aspecto del instituto cambiarías?
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Reading comprehension, ordering
a text, matching up phrases,
questions and answers in English
Grammar based gap fill activity
Identifying suffixes in a text then
Career choices and
ambitions


more complex two verb
structures (tener la
intención de/tener
/ganas de/tener el
derecho de)
enhanced statements of
possibility including
subjunctive after
conjunctions of time
(cuando)

quisiera

Using a variety of tenses
Past, Present and Future
Past continuous tense
Unit 11.1H ¿Vale la pena ir
a la universidad?
I can talk about the benefits
of higher education
I can use the present
subjunctive after
conjunctions of time
Unit 12.1F Buscar trabajo
I am able to look for and
apply for Jobs
I am able to employ a
variety of tenses
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Using the present
subjunctive in
Unit 12.1 H El trabajo ideal
I can talk about the ideal
job
I can use the present
translate these
Listening Comprehension
Speaking activity role play
¿Qué planes tienes para el futuro?
¿Cuál es la ventaja de este plan?
¿Has considerado alguna otra
posibilidad?
Writing activity explaining plans
for going to university, reasons for
going, subjects you are going to
study, any disadvantages, your
friends’ plans, include a question
Reading comprehension Match up
Listening Comprehension
Translation English > Spanish
Grammar focused gap fill
activities, adjectival agreement
tasks, past continuous formation.
Higher Reading activities
Translation Spanish > English
Speaking activity, preparing an
interview
¿Por qué le interesa trabajar en el
hotel / la tienda?
¿Cree que tiene la personalidad
apropiada para el trabajo?
¿Cuál es su experiencia laboral?
¿Cuándo puede empezar a
trabajar?
hypothetical situations
subjunctive in hypothetical
situations
I can use advanced
language to impress

Higher Role play
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
Photo card
Extended writing activity
about the type of job you are
looking for, the type of job that
you do not like and your
personality in relation to the job.
Higher level translation English
into Spanish
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