Stratford School Academy 2015-2016
Schemes of Learning: MFL – Year 9 Spanish
Number of weeks (between 6&8)
HT4 / HT5
6 weeks (coverage) +
1/2 weeks – end of module assessment (revision,
test, feedback personalised learning targets)
Content of the unit : Ganarse la vida – Module 4
Assumed prior learning (tested at the beginning of the unit)
Content:
1. Talking about earning and spending
money
From Yr 8
1. Conjugation of AR verbs present tense 1st person pronoun
2. Personality adjectives
3. From previous module:
2. Talking about what you would like to
do
3. Talking about jobs
4. Talking about using languages at
work Describing future plans
Writing a CV – needed for Escribir
2 part of assessment
Skills:
1.
Using the first and third person of
the present
2. tense (–ar/–er/–ir verbs; hacer,
poner) The conditional: me/te
gustaría
3. Adjective agreement ser +
professions
4. The preterite Using three tenses
together
The personal a Alternatives to using
the immediate future – espero /
quiero / pienso / me gustaría
5. Forming sentences with si
Simple future – set phrases only –
seré / será / serán
Assessment points and tasks
Written feedback points
Learning Outcomes (tested at the end and related to subject competences)
Vocabulary learning tests
If score less than 15/20, pupils to attend Catch-Up session
1 – Based on p76 Mira 3 Rojo – Section el dinero – Lesson 03
2 – Based on p76 Mira 3 Rojo – Section me gustaría/soy – Lesson 06
3 – Based on p76 Mira 3 Rojo – Section en qué trabajas – Lesson 09
4 – Based on p77 Mira 3 Rojo – Section los idiomas – Lesson 12
5 – Based on p77 Mira 3 Rojo – Section qué harás/Qué – Lesson 15
6 – Summary vocabulary test – most problematic words Lesson 18
Written homeworks (see schedule for more detail)
PIXL plotting – subject competences
See below
1. Mira 3 rojo workbook (cuaderno rojo) p32 – el dinero
2.Mira 3 rojo workbook (cuaderno rojo) p34 – en qué trabajas
3.Mira 3 rojo workbook (cuaderno rojo) p35 – me gustan las
idiomas
4.Mira 3 rojo workbook (cuaderno rojo) p36 – ganaré la lotería
Page 1 of 7
Test
based on standardised end of module test. Banded / NC sub-levels in 4 AT skills.
Feedback (DTT) and targets.
Stratford School Academy 2015-2016
I can identify the main points and simple opinions in a short spoken passage, but some
things need to be repeated
I can identify the main points and simple opinions in a short written text
I can understand the main points and some of the detail from longer spoken passages,
but some things may need to be repeated
I can understand the main points and some of the detail from a longer written text
I can identify opinions and reasons
I am beginning to work out the gist of written texts
Band 6
Band 5
Band 4
KS3 MFL AT2 Listening
Band 3
Band 6
Band 5
Band 4
KS3 MFL AT1 Listening
Band 3
Schemes of Learning: MFL – Year 9 Spanish
I am starting to use a dictionary to look up words
I can identify opinions and reasons
I can work out the gist of a passage
I can confidently use a dictionary to find new words
I can understand spoken passages referring to present events on several topics
I can understand main points in a text referring to present and past or future events on
several topics
I can understand spoken passages referring to past and present OR future events on
several topics
I can understand spoken passages referring to past, present AND future events on
several topics
I can understand main points in a text referring to present and past and future events on
several topics
I can note some complex opinions
I can note some complex opinions
I am moderately confident when reading aloud
I can note most complex opinions
I can note a range of complex opinions
I can understand longer passages and recognise different peoples' points of view
I can understand longer texts and recognise peoples' points of view
I can use my knowledge of grammar to understand familiar language in a new context
I am starting to be able to work out the meaning of unfamiliar words and inferred
information
I can use my knowledge of grammar to understand familiar language in a new context
I am starting to work out the meaning of unfamiliar words and inferred information
I am starting to identify and understand more difficult structures
I am starting to identify and understand more difficult structures
I can take part in a short conversation of 2/3 exchanges with prompts, from memory
I can write 3/4 sentences on a familiar topic adapting language I have already learned
I can give simple opinions
I can give reasons and opinions
I can change single words in phrases to make new ones
I can use simple connectives
I can use a range of classroom language
I can take part in a short conversation of 3/4 exchanges
I can give opinions and reasons
I am starting to use simple connectives
I can say some difficult phonemes correctly
I am using some pupil-pupil language in class
I can use a dictionary more confidently to look up words and gender/plurals
I can write a longer text
I can refer to present and past or future events
I am starting to use complex opinions
I can write a longer text and reer to past/present/future events
I can use a range of complex opinions and connectives
Page 2 of 7
Band 6
Band 5
Band 4
KS3 MFL AT4 Writing
Band 3
Band 6
Band 5
Band 4
KS3 MFL AT3 Speaking
Band 3
I can understand a range of different spoken passages
Stratford School Academy 2015-2016
Schemes of Learning: MFL – Year 9 Spanish
I can ask for information
I use my prior learning regularly in my work
I can take part in a conversation using present and past or future events
I can use grammar to build my own phrases in new contexts
I am starting to use complex opinions
I am beginning to use more complex structures
I use prior learning in my work
I can refer to the past, present and future in a range of topics
I can use a range of complex opinions and connectives
I am more confident in saying phenomes
I can give a short prepared talk on a topic of my choice
Page 3 of 7
Stratford School Academy 2015-2016
Schemes of Learning: MFL – Year 9 Spanish
Lesson
Clear learning intentions
Clear success criteria
Hook
Presentation of content
Guided practice
Independent practice
Closure
(homework)
1
Mi dinero
Can I say what
activities I do around
the house?
2
3
Can I say how I spend
my pocket money?
¿Qué te gustaría
hacer?
Can I say what kind of
job I would like in the
future?
4
Can I say what is
important for me in a
job?
All: to be able to identify 5
activities that contain cognates
Most: to be able to write a shirt
phrase saying what they do and
don’t do in the house using basic
connectives
Some: above, including likes and
dislikes, with reasons why/why
not
All: to be able to recognise the
verb ending for 1st person
present of AR verbs
Most: to be able to recognise and
write the verb ending for 1st and
3rd person of AR verbs
Some: to be able to construct a
paragraph containing 1st and 3rd
person AR verbs plus the
irregular verbs poner and hacer
What is the pattern
for the 1st person
(I)?
All: can recall and use correct
version of me gustaría +
infinitive
Most: can associate me gustaría
with previously learnt me gusta
and see the
common pattern
Some: can state what they
wouldn’t want to do using
negative preceded by
connective (pero, sin embargo) or
aunque
All: can recall and use 10 of the
personal characteristics practised
in conjunction
with soy
Most: can recognise the masculine
/ feminine adjective changes
practised with
these personal characteristics
Some: can talk about what they
are like and match the
characteristics to a type
of job (reprised to a certain extent
in next unit).
Students crack the
code to guess the
topic of today’s
lesson
Gap Fill using
vocabulary from the
previous lesson
CD 2 tracks 19–21
Support:
Cuaderno Rojo, p. 32;
Pupil’s Book, Te toca a ti A,
p. 118 ex. 1
CD 2 tracks 19–21
Support:
Cuaderno Rojo, p. 32;
Pupil’s Book, Te toca a ti A,
p. 118 ex. 1
CD 2 tracks 22–25
Odd One Out
Using the first and third
person of the present tense
(–ar/–er/–ir verbs; hacer,
poner)
What do you know
about…?
understand and write about
what they do around the home
their pocket money and how
they spend it
Pupils develop their knowledge
about pocket money into a
dialogue about what each
person spends their pocket
money on and if they save any:
¿Cuánto gastas? ¿Ahorras algo?
¿En qué lo gastas?
Stand 2:
Grammar exercise
Musical Chairs
The conditional: me/te
gustaría
talk about the kind of work they
would like to do
Stand 2:
Reading exercise
In the back of their
books.
Using text speak,
they write a text
message describing
what they have
learnt today
Understand listening texts in
which people talk about the kind
of work they would like to do
Stand 2:
Write two paragraphs
on the kind of work they
would like to do
Question Time
And what is important in
choosing the right job
Page 4 of 7
Strand 1 – Vocabulary
Strand 2 – Language skills
Stand 2:
Grammar exercise
Stratford School Academy 2015-2016
Schemes of Learning: MFL – Year 9 Spanish
5
¿En qué trabajas?
Can I name common
types of jobs in
Spanish?
6
Can I understand
when people tell me
what job they do and
where they work?
7
Can I describe what
type of person I am
and what kind of job is
good for me?
8
Me gustan los idiomas
Can I describe the key
parts of a job?
9
Can I discuss why
languages are
important at work?
All:
Most:
Some:
Separate Words
All: can identify and recall the 10
present tense 1st person phrases
Most: can change these phrases to
the 3rd person
Some: can understand concept of
personal a when these actions
involve another
person
All can identify names of languages
and use them in conjunction with
hablo / leo
/ escribo / traduzco
Most: can give reasons using es
importante hablAR / sabER /
entendER
Some: can give reason using se
puede – con un idioma se puede
… / and-or
conditional me gustaría hablar más
idiomas porque quiero …
First Letters
(Give the students
the first letter of
each word in a
sentence. They have
to figure out what
the sentence is)
Stand 1
To write a shot dialogue
Fortune Tellers
Word Scramble
CD 2 tracks 28–29
Write as many
words/phrases as
they can remember
from the previous
lesson
Vocab matchup
PPT on T drive
Using three tenses together
Stand 2:
Write a paragraph about
their job, imagining
they are an actress
Question Chairs
PPT on T drive
Understand a listening text in
which someone talks about his
current job
Stand 2:
Grammar exercise
On a sticky note,
write a word or
sentence from
today’s lesson. Give
to your partner to
translate into
English. Then stick
on the board.
Stand 2:
Reading exercise
Write 3 questions
about what you
have learnt in
today’s lesson.
Your partner
answers them and
you mark them.
CD 2 tracks 26–27
BBC Class Clips 686
http://www.bbc.co.uk/learni
ngzone/clips/what-do-youdo/686.html
All: can recognise, recall and use
correct masculine and feminine
version of job
titles
Most: can ask and answer ¿en qué
trabajas? and ¿dónde trabajas?
questions
Some:
All:
Most:
Some:
Stand 1:
To learn the new
vocabulary
Understand a listening text in
which people talk about
themselves and what is important
to them in a job
Understand a listening text in
which people talk about their
unusual jobs (present and
preterite)
The personal a
Mind mapping
PPT on T drive
Page 5 of 7
Understand a listening text in
which someone talks about her
job last year, what she is
currently doing and what she is
going to do next year (present,
preterite and near future)
Understand the importance of
learning another language:
why, how, when
Stratford School Academy 2015-2016
Schemes of Learning: MFL – Year 9 Spanish
10
Can I give a career
history – past /
present and future?
11
Mira GCSE Foundation
(Verde) Módulo 5
Los trabajos
Section: El futuro
(88-89)
Can I describe my
future plans?
12
Can I say what I will
do if I do well in my
GCSEs and A levels?
13
Can I make future
predictions for other
people?
14
Mira GCSE Foundation
(Verde) Módulo 5
Los trabajos
Section:
¡Extra ! 2 (74-75)
Can I create my own
CV?
All: can identify and recall the 10
present tense 1st person phrases
Most: can change these phrases to
the 3rd person
Some: can understand concept of
personal a when these actions
involve another
person
Spot the Mistake
PPT on T drive
All: can use the near future +
infinitive to describe at least 3
future plans
Most: can use near future and 1
alternative from list on p88 to
describe at
least 3 future plans
Some: … and 2 alternatives from
p88
All: can match si + present + near
future with English equivalents
Most: can use si + present +
simple future
Some: can change si + present +
simple future
Put text in correct
order
PPT on T drive
Complete the
sentence
PPT on T drive
All: can change voy a + infinitive to
va a + infinitive
Most: can also use vamos a / van a
Some: can use si + present + near
future referring to other people
All: Can identify personal details
and jobs.
Most: Can distinguish activities for
each job.
Some: Can develop their CV with
personal activities.
Match up activity
PPT on T drive
Spot the Mistake
PPT on T drive
Page 6 of 7
Stand 2:
Grammar exercise
Hot Seat
Stand 2:
Grammar exercise
Write a sentence in
the future tense
using vocabulary
you have learnt in
today’s lesson.
Identify correct pictures; note
details of future plans
Note details of what will happen
if something else happens (si +
present,
+ future)
In pairs: ask and answer
questions about future plans
Describing future plans
Strand 2
Set at least 2 of the
questions as draft or
edit style tasks
Fortune Tellers
Understand a listening text in
which 2 teenagers talk about
their CVs, including personal info,
professional experience and
personal attributes.
Stand 2:
Reading exercise
Understand a listening text in
which someone talks about his
current job
Understand a listening text in
which someone talks about her
job last year, what she is
currently doing and what she is
going to do next year (present,
preterite and near future)
Identify verbs in various tenses
in a text
Understand a text in which
someone describes their work in
detail
Using different verbs to talk
about the future
Forming sentences with si… (if…)
Strand 1: vocabulary
Question Time
Question Time
Stratford School Academy 2015-2016
Schemes of Learning: MFL – Year 9 Spanish
15
Can I write my own
covering letter?
All: Can reproduce a formal cover
letter.
Most: Can apply past tenses to
describe their professional
experience.
Some: Can create a cover letter
expressing wish to work.
Write as many
words/phrases as
they can remember
from the previous
lesson
PPT on T drive
16
Guided production of
language using GCSE
writing skills and
strategies
Pupils work through 5 questions
Work on the
CORNETTO model
PPT on T drive
Suggested sequence
Identify language in model
answer – HoD to provide
Memorise key parts via gapfill. Running dictations /
comprehension exercise
Guided adaptation
17-18
19
Assessment
Assessment feedback
Write-up in exam conditions
Feedback and improvement targets
Understand a job advert and a
covering letter. Find out key
phrases using cognates and
previous knowledge.
Write a letter applying for a job
as a receptionist or
waiter/waitress.
As each question competed,
provide written feedback and
improvement targets
Check individual targets
auctioned during lesson
Page 7 of 7
Stand 2
Write a letter applying
for a job as a
receptionist or
waiter/waitress.
Question Time
Strand 2
Set at least 2 of the
questions as draft or
edit style tasks
Individual or WCRS
relating to KQ –
guide teaching of
next lesson