Curriculum – Spanish

Curriculum – Spanish

Spanish

The Curriculum

Curriculum Intent

MFL at Southend High School for Girls ignites a lifelong love of learning. In MFL we fully cover the range of the National Curriculum and the GCSE and A level specifications. It instils the value of languages as an academic subject and equips students with the emotional resilience and confidence to communicate with spontaneity and increasing levels of grammatical accuracy in a variety of different contexts, using a rich vocabulary. Students begin by giving and understanding information on a personal level and develop the ability to discuss wider international issues, abstract concepts and literature. Our students take opportunities to widen their horizons intellectually, culturally and geographically, liberating themselves from the dangers of insularity. MFL students reflect on and analyse their work. They are not afraid to take responsibility for their learning but set themselves ambitious targets to help them achieve their full potential. They develop the skills required to express themselves and understand both the spoken and the written word to a range of audiences with the aim of being able to access a diversity of authentic literature, film and music. Our ambition is that our students will view themselves as global citizens eager to embrace opportunities and experiences in the world of work and beyond wherever they may be found.

What does it feel like to be a student in the Spanish Department?

Studying Spanish at Southend High School for Girls is a challenging and rewarding experience that will enhance your view of the world and your place in it. In every lesson you will encounter the grammar, structures and vocabulary which will enhance your ability to express your ideas on an abundance of topics in Spanish. You will be fearless and a risk taker in your quest to able to speak coherently and confidently and write creatively and accurately in a wide range of scenarios. You will look beyond the stereotypes and be able to compare and contrast your own language and culture and gain a deeper understanding of Spanish in context. You will process language from a wide variety of sources and translate both ways.

Expectations are high and you will be expected to read widely in order to keep up to date with current events in the Spanish speaking world, stimulate ideas and develop your creative expression. You will have ample opportunities to consolidate your awareness of grammar and acquire a wide ranging and deepening vocabulary, enabling you to take part in discussions about wider issues and aspects of culture.

To complement the course there are several language competitions which are available to all students in all years, including spelling bees, pen pal projects and international competitions such as Education Perfect.  In Year 10, you will have the opportunity take part in the pupil exchange with our partner school in Valladolid. Taking part in these activities will enhance your learning and also deepen your awareness of the varied and multicultural landscape the of Spanish language.

If you should leave the subject in Year 9 you will still have the foundations of linguistic competency to be comfortable in a Spanish speaking environment and possess skills of significant benefit for the future. At GCSE you will be in a position to offer a high level of competency to any future employer or institution. In Year 13 and beyond, your command of Spanish will set you apart and give you the tools to become an exceptional candidate for university and employment opportunities beyond the United Kingdom.

Please click on the button below to download the assessment policy for Spanish.

Journey

Spanish Curriculum

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the National Curriculum for Spanish. The SHSG Spanish curriculum is what we believe will expose and challenge students to a cultural capital in Spanish that is the best that has been thought and said in this subject.

The Spanish curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
  • Rhetoric (Communication) essays, role plays, presentations

Year 7 – 9

Pre-requisite or helpful knowledge from Year 6 Spanish ready to study in Year 7 if applicable

  • N/A

The topics below have been chosen as they reflect the ambitions of the National Curriculum, and as a Grammar school, also challenge students beyond the National Curriculum. They have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our Spanish intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.

Year 7

Term 1

Topic: All about me 

Assessment 

  • Regular vocabulary testing 
  • Translation into English 
  • Reading aloud 
  • Listening and reading 

Term 2

Topic: School and Free-time 

Assessment 

  • Regular vocabulary testing 
  • Dictation  
  • Reading 
  • Translation into Spanish 

Term 3

Topic: Giving descriptions  

Assessment 

  • Regular vocabulary testing 
  • End of Year examination 
  • Speaking: Picture based discussion 

Year 8

Term 1

Topic: At Home and Abroad  

Assessment 

  • Regular vocabulary testing 
  • Listening 
  • Reading 
  • Writing (60-75 words) 

Term 2

Topic: Hobbies, Free-time and healthy living 

Assessment 

  • Regular vocabulary testing 
  • Speaking: Picture based discussion 
  • Translation into English

Term 3

Topic: Daily routine and Social activities 

Assessment 

  • Regular vocabulary testing 
  • Speaking: Role-play 
  • End of Year Examination 

Year 9

Term 1

Topic: My Life now and in the future 

Assessment 

  • Regular vocabulary testing 
  • Writing (90 words) Teacher assessed 
  • Peer assessed reading 

Grammar gap fill: Different time frames 

Picture based discussion

Term 2

Topic: My lifestyle and relationship with others 

Assessment 

  • Regular vocabulary testing 
  • Translation into Spanish Teacher assessed 
  • Peer assessed listening

Term 3

Topic: My place in the wider world 

Assessment 

  • Speaking role-play 
  • Regular vocabulary testing 
  • End of Year Examination 

Achieving outstanding outcomes in Spanish knowing and remembering even more that what is expected of a grammar school KS3 curriculum. 

In KS3 we assess student progress and attainment against the degree to which students have secured the key knowledge, skills and understanding that have been defined as being essential within each subject for a given year. (see above) 

When reporting student progress this will be determined by the quality of work being produced at that point within each subject given the context of this selective grammar school.  Progress will be reported according to the following standards: 

  • Working beyond expected year standard 
  • Working at expected year  
  • Working towards expected year standard 

Furthering cultural awareness in Spanish for Lower School (Years 7 – 9)

  • Mary Glasgow magazines (Years 7-9)
  • Songs and artists :Natalia La Fourcade, Carlos Rivera, La Oreja de van Gogh, Amaral, Rosalía, Morat
  • Sporting events – el fútbol / La Liga
  • Cultural events – El Día de los Muertos/ Spanish festivals

Useful websites, TED Talks and research for Lower School (Years 7 – 9)

  • Quizlet.com for vocabulary learning
  • Seneca Learning for grammar and vocabulary practice
  • Languages Online for extra reading practice
  • Lyrics Training.com
  • Virtual tours of Spanish speaking countries and famous museums and cultural landmarks

Spanish-specific language to master in Lower School (Years 7 – 9)

  • All required technical terminology can be found in SHSG Spanish KS3 Glossary of grammatical terms
  • Vocabulary and grammar booklets
  • Key concepts to understand for reading and listening. Phonics, prediction, reading for gist, summary
  • What is meant by ‘context’ when reading and deciphering Spanish

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the GCSE syllabus for Spanish. The SHSG Spanish curriculum is what we believe will expose and challenge students to a cultural capital in Spanish that is the best that has been thought and said in this subject.

The Spanish curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
  • Rhetoric (Communication) essays, speeches, performances, presentations

Pre-requisite or helpful knowledge from Year7- 9 Spanish to study GCSE successfully: 

Regular and Irregular verbs in three time frames (Present, Past, Future), giving opinions with justification, using connecting words and conjunctions to expand simple ideas.  Core vocabulary from KS3 about Family, Free time, School, Town and region.

The topics below have been chosen as they reflect the demands of the GCSE and challenge students beyond these requirements, they have been sequenced in order to build a student’s learning journey to achieve the aims of our MFL intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.

Year 10

Term 1

Topic: Current and future study  

Assessment 

Peer marked listening and reading paper 

Teacher assessed 90-word essay 

 

Topic: Family relationships 

Assessment 

Speaking teacher assessed Photocard 

Term 2

Topic: Home town, neighbourhood and region and Technology in everyday life 

Assessment 

Reading assessment 

Translation into English and translation into Spanish 

 

PPE 1 (All themes) 

Speaking: Role play; photocard and general conversation 

Listening, reading and writing 

Term 3

Topic: Free time activities 

Assessment 

Peer assessed reading and listening 

Speaking: Photocard and role-play 

Year 11

Term 1

Topic: Local, national international and global areas of interest 

Holidays and travel 

 

Assessment 

Open book 90 and 150 word writing 

Topic: 

Festivals 

Environment 

Poverty and homelessness 

Charity and voluntary work 

Assessment 

Teacher assessed photocard  

 

PPE1 Speaking (All themes) 

Role-play; photocard and general conversation

Term 2

Topic: Social Issues  

Healthy and unhealthy lifestyles 

Future study and employment 

Assessment 

PPE 1 (All themes) 

Listening; reading and writing (150 and 90 word essay) 

Assessment 

Teacher assessed photocard 

Translation into Spanish and translation into English 

Term 3

Topic: Revision  

Assessment 

GCSE examination 

 

 

 

Assessment 

GCSE examination 

Achieving outstanding outcomes in Spanish – knowing and remembering even more than what is expected in a grammar school GCSE Curriculum

Our assessment practice at SHSG reflects on how successful students have been in knowing, remembering and doing more through the above topics.

To achieve outstanding outcomes in Spanish as a student in Year 11 and achieve grade 9 in Spanish, students should:

develop their ability to communicate confidently and coherently in speech and writing, conveying what they want to say with accuracy

express and develop thoughts and ideas spontaneously and fluently

listen to and understand clearly articulated, standard speech at near normal speed

deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts

demonstrate an awareness and understanding of the culture and identity of the countries and communities where the language is spoken

develop language-learning skills both for immediate use and to prepare them for further language study and use in school, higher education or employment

Cultural Capital in Year 10-11 Spanish

  • Spanish speaking world – Prehispanic culture and the modern Spanish speaking world.
  • Spanish Festivals
  • Global issues in the Spanish speaking world (environment, social issues)
  • Youth culture – music,films, trends

Useful websites and independent learning

  • Quizlet.com
  • SenecaLearning
  • This is Language
  • eRevision
  • BBC Mundo
  • AQA website and use of past papers
  • elpais.es (reading practice)
  • RTVE.es (live TV and radio)

Language to master in Middle School Spanish (Years 10 – 11)

Expanding KS3 knowledge of 3 time frames to include tenses:

  • imperfect;
  • perfect tense + past particple
  • conditional;
  • gerund;
  • present subjunctive: imperative, affirmation and negation, future after conjunctions of time; (cuando), after verbs of wishing, command, request, emotion, to express purpose (para que)
  • identifying the imperfect subjunctive in written and spoken texts
  • High-frequency language and topic specific language from AQA GCSE Spanish Specification

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the A level syllabus for Spanish. The SHSG Spanish curriculum is what we believe will expose and challenge students to a cultural capital in Spanish that is the best that has been thought and said in this subject.

The Spanish curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
  • Rhetoric (Communication) essays, speeches, performances, presentations

Pre-requisite or helpful knowledge from Year 11 Spanish to study A level successfully

Sound knowledge of grammar and a broad vocabulary base is required.

All revision and preparation work set over the summer should be completed.

The topics below have been chosen as they reflect the demands of the A level syllabus and challenge students beyond these requirements, they have been sequenced in order to build a student’s learning journey to achieve the aims of our MFL intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive. The topic coverage is shared between the two teachers and in the final term of year 12 one teacher will cover the novel whilst the other covers the film. Students will also begin the year 13 programme at the end of year 12.

Year 12

Term 1

Topics: The digital world and changing family values 

Assessment 

Listening, reading and translation 

Term 2

Topics: Influence of celebrity culture and sexual equality. Film study Pans Labyrinth. The cultural heritage of Spain 

 

Assessment 

PPE 1  

Paper 1 Listening, reading and translation 

Paper 2 Writing on film 

Paper 3 Speaking part 1 Photocards  

Term 3

Topics: Literary text: El Coronel no tiene quien le escriba Artistic culture in the Hispanic World 

Assessment 

Translation into English and into Spanish 

Reading and listening summary 

Year 13

Term 1

Topics: Immigration and Literary text and Monarchy and dictatorships 

Assessment 

Literary essay 

Listening, reading and translation 

PPE1 Speaking: Photocards 

Term 2

Topics: Aspects of political life and politics and youth culture  

 

Assessment 

PPE1  

Paper 1 listening reading and translation 

Paper 2 Writing 

Film study and literary text. 

Term 3

Topic revision  

Assessment 

A level examination 

Achieving outstanding outcomes in Spanish – knowing and remembering even more than what is expected in a grammar school A-Level Curriculum

Our assessment practice at SHSG reflects on how successful students have been in knowing, remembering and doing more through the above topics.

To achieve outstanding outcomes in Spanish as a student in Year 13 and achieve an A*-A grade in Spanish, students should demonstrate a wide range of vocabulary and complex language and a highly accurate application of grammar. Delivery is fluent in speech and writing and the student provides evidence of wider reading and research.

Cultural Capital in Year 12-13 Spanish

All topics furnish the student with cultural knowledge specific to Spanish speaking countries and regions.

The individual research project.

Wider reading is essential within each topic area.

Language to master in Upper School Spanish (Years 12 – 13)

All tenses, and the subjunctive mood.  Accuracy in tense formation and all elements listed within each chapter. The language of debate.

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