The KING’S Medium Term Plan - SPANISH
HIGHER
Y7 LC5 Programme – 2016-2017
Module
This unit builds upon general past times and culture. Pupils will continue to learn about a variety of different hobbies
and use this as a vehicle for consolidating understanding and use of positive and negative opinion structures with AR,
ER and IR infinitives and nouns. Pupils will further consolidate their understanding and use of the immediate future
tense by describing a special occasion that is going to take place in the future. This unit will also enable pupils to
research culture and the extent of its influence on global cinema.
All pupils will cover all key objectives, which are taken from the AQA 8698 GCSE Specification for the new curriculum.
Building on
prior learning
Overarching
Challenge
question
Subject
challenging
question
Lines of
Enquiry
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. In
LC4, pupils studied the theme of leisure time and they have learnt how to use immediate future tense. Pupils then applied their
knowledge and understanding from LC1-3 to analyse a variety of listening and reading texts to further consolidate learning.
What makes a good monarch?
To what extent has Spanish cinema and media positively influenced Hollywood and American film makers?
Week 1:
Week 2:
Week 3:
Week 4:
Week 5:
Week 6:
Week 7:
What is the easiest way to remember how to break down AR infinitives?
What is the easiest way to remember how to break down ER infinitives?
To what extent is there a similarity between ER and IR infinitives?
How can a variety of different opinion structures be applied to a sentence?
To what extent is the immediate future tense simple to form?
Revision: learning homework incorporating the skills developed this learning cycle. Assessment week.
Gap teaching – based on assessment analysis.
Exam board
links:
Topic
Progress
Statement
Weeks’ 1-5: General past times (AQA 8698: 2.1 1 Identity and Culture)
In this unit, pupils will study the present tense of verbs –AR and –ER and -IR verbs to describe specific activities they do and are going to
do in the future. Students will apply their understanding of positive and negative sentence structures and opinions to present what they
feel about their past times. Students will then consolidate their understanding of a variety of time phrases and sequencing words and
apply them to a sentence structure. Students will focus on consolidating the grammatical structures of OPINION + INFINITIVE and
OPINION + NOUN.
Pupils will revise the immediate future tense using IR in order to describe a future event and describe what they feel about their future
events such as birthday, anniversary and party celebrations. They will also develop understanding and use of additional higher level
opinions to increase descriptive complexity. Students will describe what they are going to do using previously acquired skills and
knowledge. Pupils working towards a GP 2 will analyse and create structures using subject pronouns yo/él/ella whilst pupils working
towards a GP 3 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: What is the easiest way to remember how to break down AR infinitives?
Learning intentions in order of delivery:
 Understand the breakdown of AR infinitives
 Apply different forms of different AR infinitives in the present tense
Students will learn to:



Recall different AR infinitives
Demonstrate how to break AR infinitives down in the present tense using ALL subject pronouns
Apply present tense of AR infinitives to describe general past times
Weekly success criteria across 3 lessons:
GP 1/2 = Students will translate a series of AR infinitives that can be used to describe past times
GP 2 = Students will identify how to break down the AR infinitive to use with ALL subject pronouns
GP 3 = Students will describe a variety of different activities using the different AR infinitives they have learnt
RGP 3 (REACH) = Students will apply understanding of time statements to their sentence to provide a more accurate response to
describe what they and others do in their free time.
Linguistic structures to consider:



AR infinitives (eg. Hablar, bailar, tocar…)
Breakdown of AR infinitives with ALL subject pronouns
Sequencing words (luego, después)
This week we are going to use elements of cognitive acceleration e.g. find the link between the pictures and find the difference between
the sentences.
Lesson Hypotheses:
Hypothesis 1 – ‘AR’ infinitives are the easiest of the three infinitive forms to remember.
Hypothesis 2 – The ability to use a variety of different subject pronouns ensures more detail and higher marks. (Cognitive
Acceleration lesson focusing on discovering the differences between the sentences in order to elicit grammatical points).
Hypothesis 3 – Translation and correction helps to ‘fine tune’ our language understanding and use.
Home Learning:
This week’s home learning requires students to produce a written paragraph about what they do and do not do as past times using the –
AR infinitives. This will then be peer marked in class against a hierarchical rubric and further assessed and supported by teacher/pupil
questioning.
Additional learning support: www.linguascope.com / www.duolingo.com / www.languagesonline.co.uk / www.wordreference.com
REACH: (Research; Explore; Analyse; Create and Hypothesise)
Students produce a series of sentences of their own demonstrating use of AR infinitives conjugated in the present tense across a range of
different subject pronouns.
Week 2
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 2: What is the easiest way to remember how to break down -ER infinitives?
Learning intentions in order of delivery:
 Understand the breakdown of regular ER infinitives
 Apply different forms of different ER infinitives in the present tense
Students will learn to:



Recall different ER infinitives
Demonstrate how to break ER infinitives down in the present tense using ALL subject pronouns
Apply present tense of regular - ER infinitives to describe general past times
Weekly success criteria across 3 lessons:
GP 1/2 = Students will translate a series of REGULAR - ER infinitives that can be used to describe past times
GP 2 = Students will identify how to break down the ER infinitive to use with ALL subject pronouns
GP 3 = Students will describe a variety of different activities using the different ER infinitives they have learnt
RGP 3 (REACH) = Students will apply understanding of time statements to their sentence to provide a more accurate response to
describe what they and others do in their free time.
Linguistic structures to consider:




Regular -ER infinitives (eg. Beber…Comer…)
Breakdown of ER infinitives with ALL subject pronouns
Present tense time statements
Sequencing words (luego, después…)
This week we are going to use elements of cognitive acceleration e.g. find the link between the pictures and find the difference between
the sentences.
Lesson Hypotheses:
Hypothesis 1 – ‘ER’ infinitives are the easiest of the three infinitive forms to remember.
Hypothesis 2 – Combining the use of AR, ER and IR verbs does not improve our work.
Hypothesis 3 – Understanding patterns helps us to go further.
Home Learning:
This week’s home learning requires students to produce a written paragraph about what they do and do not do as past times using the –
ER infinitives. This will then be marked by the teacher and further assessed and supported by teacher/pupil questioning. Pupils had to
complete regular verbs in the present tense worksheet (See 7Hipp folder).
Additional learning support: www.linguascope.com / www.duolingo.com / www.languagesonline.co.uk / www.wordreference.com
REACH: (Research; Explore; Analyse; Create and Hypothesise)
Students produce a series of sentences of their own demonstrating use of ER infinitives conjugated in the present tense across a range of
different subject pronouns.
Week 3
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 3: To what extent is there a similarity between –ER and –IR infinitives?
Learning intentions in order of delivery:
 Recall the breakdown of – ER infinitives and regular IR infinitives
 Apply different forms of ER and IR infinitives in the present tense to a paragraph to describe specific past times
Students will learn to:



Recall different ER and IR infinitives
Apply present tense of ER and regular - IR infinitives to describe general past times across a variety of different past times
Produce an ordered account of these past times by applying both time statements and sequencing words
Weekly success criteria across 3 lessons:
GP 1/2 = Students will recall the present tense conjugation of ER and IR infinitives
GP 2 = Students will correct a series of grammar errors to demonstrate understanding of infinitive breakdown
GP 3 = Students will describe a variety of different activities using the different ER and IR infinitives they have learnt
RGP 3 (REACH) = Students will apply understanding of time statements and sequencing words to their sentence to provide a more
accurate response to describe what they and others do in their free time.
Linguistic structures to consider:



All ER and IR infinitives learnt
Consolidation of present tense time statements
Consolidation of sequencing words (luego, después etc…)
Lesson Hypotheses:
Hypothesis 1 – ‘ER and ‘IR’ infinitives are the two most common infinitive forms. The concrete translation of verbs and
sentences helps me to master the present tense regular verbs.
Hypothesis 2 – The ability to use a variety of different infinitive forms together increases the level of your work.
Hypothesis 3 – Translation can aid the understanding of the importance of infinitives.
Home Learning:
This week’s home learning requires students to produce a written paragraph about what they do and do not do as past times using the –
ER and IR infinitives. This will then be marked by the teacher and further assessed and supported by teacher/pupil questioning.
Homework for the holidays: complete the worksheets.
Additional learning support: www.linguascope.com / www.duolingo.com / www.languagesonline.co.uk / www.wordreference.com
Line of Enquiry - Week 4: How can a variety of different opinion structures be applied to a sentence?
Week 4
3 hours of
lessons plus 1
hour of home
learning each
week
Lesson 1: Review and Evaluate, Attain then Challenge and Hone (REACH)
Pupils will use this lesson to engage with their mid-term results and feedback and respond to work marked and done in their books. They
will read through teacher comments and respond by following a given set of criteria. This will allow them to make improvements on their
work, carry out corrections, seek help and make further progress before moving to the next unit of work. To consolidate their existing
knowledge and understanding throughout the learning cycle so far, pupils will be required to explore mistakes and areas of
misunderstanding and research the correct answer using a variety of criteria from marking in books, work done in exercise books to
dictionary use. Pupils will be given examination style questions that complement the GCSE specification at and above their targeted
grade point to stretch their comprehension. Linguascope and ExamPro will also be used as REACH activities and can be personalised
in the level of difficulty. Prior learning will be ascertained in this lesson on the use of tenses in conjunction with the content taught in
weeks 1-3.
Learning intentions in order of delivery:
 Recall a series of different opinion structures
 Learn a variety of new opinion structures
 Apply these structures to a paragraph
Students will learn to:




Analyse a variety of language structures where these conjugated infinitives are used and fill in the missing gaps for subject
pronouns and verb stem endings
Analyse a variety of new opinion structures to describe past time activities
Translate a series of sentences into Spanish using conjugated -AR, -ER and -IR infinitives
Produce a paragraph describing past time activities and opinions with reasons on them
Weekly success criteria across 3 lessons:
GP 1/2 = Students will recall the present tense conjugation of AR, ER and IR infinitives
GP 2 = Students will correct a series of grammar errors to demonstrate understanding of infinitive breakdown
GP 3 = Students will describe a variety of different activities using the different AR ER and IR infinitives they have learnt
RGP 3 (REACH) = Students will apply understanding of opinion structures in order to stretch the elastic band sentence.
Linguistic structures to consider:




Opinion structures: Me enfada, me chifla…
Higher opinion phrase structures: Pienso que, diría que…
Consolidation of OPINION + INFINITIVE structure
Consolidation of OPINION + NOUN structure
Lesson Hypotheses:
Changed H1: Homework doesn't consolidate my understanding. (Changed to accommodate the two week Whit holiday and
knowledge check.
Hypothesis 1 – (REACH time) Opinion structures are more than simple opinions and A* opinion phrases.
Hypothesis 2 – The structure of ‘OPINION + INFINITIVE’ is easy to construct.
Hypothesis 3 – The structure of ‘OPINION + NOUN’ follows a simple pattern.
Home Learning:
This week, students are required to produce a spoken recording of what they do in their free time and provide opinions about this.
Students are expected to supply reasons for their opinions.
Additional learning support: www.linguascope.com / www.duolingo.com / www.languagesonline.co.uk / www.wordreference.com
REACH:
Students consolidate understanding of opinion structures learnt to produce five sentences of their own applying them.
Week 5
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 5: To what extent is the immediate future tense simple to form?
Numeracy/Literacy focus –
Countdown Creation – Give long word and then how many words can you make with it?
Countdown conundrum – give a number then others and how do we get there.
Language equations – Subject pronoun + Stem of ‘ir’ + a + infinitive + noun = immediate future tense.
Scrabble Sums – which word can you make using the letters and how many points do you get?
Learning intentions in order of delivery:



Recall the present tense conjugation of the irregular verb IR
Understand the formation of the immediate future tense structure
Create an account of a future event
Students will learn to:




Recall how to form the immediate future tense
Analyse the meaning of a series of different infinitives and match up to their English counterparts
Analyse key information that can be given when describing a future event (birthday / anniversary…)
Create a short description of a future tense event incorporating everything learnt
Weekly success criteria across 3 lessons:
GP 1/2 = Students will recall the present tense conjugation of the irregular verb IR
GP 2 = Students will correct a series of grammar errors to demonstrate understanding of infinitive breakdown
GP 3 = Students will describe a variety of different activities in the future tense using two different subject pronouns
RGP 3 (REACH) = Students will apply the future tense to their work using the model of IR and incorporating opinion structures to stretch.
Linguistic structures to consider:







Conjugation of IR in present tense
Voy a + infinitive
Different subject pronouns: yo/tú/él/ella/nosotros + verb stem of IR + a + infinitive
Future tense time statements: Este fin de semana, la semana que viene, mañana…
Sería + adjective
Time statements
Sequencing words
Lesson Hypotheses:
Hypothesis 1 – To use the immediate future tense, you must first know the present tense of the verb IR.
Hypothesis 2 – To describe a future event, you must use the immediate future tense. (Cognitive Acceleration lesson focusing on
discussing the similarities and differences between present and immediate future tense structures).
Hypothesis 3 – Revision is the doorway to success.
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:




Linguascope website: Beginners version
Dulingo
Exampro
GCSE BBC Bitesize
Examples of
GCSE
questions