Stepney All Saints School

  • SearchSearch Site
  • Instagram Instagram
  • X X
  • Facebook Facebook

Spanish

Key Stage 3 (Year 7-9)

Year 7:

Module 1 : Present tense AR verbs (full verb paradigm), phonics and opinion phrases - Los verbos en el presente y mi tiempo libre

Getting to know Spanish - How verbs work - free time activities context

Module 2:  Present tense ER and IR verbs + use of nouns and adjectives (masc, fem, sing, plural)

Mi insti - Extended language - verbs + opinions - context of school studies

Module 3 : Irregular verbs v. regular verbs - ser, tener and estar              

Mi familia y mis amigos - Irregular verbs + extended language with reference to more than one person – context of talking about family and friends

Module 4 : Near future tense and irregular verbs ir and querer  – Mi ciudad y mis planes- Use of two verbs together + future references – Context of summer plans + development of spontaneous speech

Year 8:

Module 1 : Preterite tense verbs -AR, ER and IR – Mis vacaciones- Getting to know tenses – applying present and past tense endings in context of travel

Module 2 : Preterite and present tense combined+ impersonal verbs –

Mi tiempo libre- Using tenses in different contexts – applying present and past tense endings to talk about a range of people in context of free time activities and technology

Module 3 : Preterite, present and near future tense – La comida- Using tenses confidently (automaticity) – applying present, past tense + immediate future in the context of food

Module 4 : Conditional and simple future tense, tenses combined-

Los Sanfermines- Using regular conditional and regular simple future tense verbs in combination with previously covered tenses in the context of Spanish festivals (e.g. San Fermín)

Year 9:

Module 1 : The IMPERFECT TENSE and present, preterite, near future, simple future and conditional combined:

Los trabajos y mis planes para el futuro

Verb familiarisation regular v. irregular in the present and the preterite (HACER, TENER, SER, IR) and verbs with an irregular stem in conditional and future tenses (hacer, poder, tener)

Applying preterite, present, near  future, future and conditional in the context of employment and future plans, using higher-level opinions

Module 2 : Reflexive and stem-changing verbs and the IMPERFECT tense with present, preterite, near future and simple future,  direct object pronouns

La salud

Using reflexive and stem-changing verbs and a variety of tenses combined along with direct object pronouns in the context of healthy lifestyles and routine

Module 3: GCSE Module 1 - Identity and relationships with others- La identidad y las relaciones

Intent: Focuses on personal identity (nationality, gender, beliefs, equality), physical and personality traits, family/friends' descriptions, friendships, qualities of a good friend/partner, and types of partnerships.

Key Language: Basic conjunctions (aunque, como, mientras), pronouns, and prepositions.

Grammar: Covers ser, tener, adjectives (agreement, position, superlatives), modal verbs (poder, querer), articles, possessive adjectives, and comparative structures. Higher-tier learners explore complex adjectival phrases and prepositions.

Phonics: Basic vowel sounds.

EDUCATIONAL VISITS: There is an annual KS3 trip to Spain (El Puerto de Santa María

Key Stage 4 (Year 10-11)

 Year 10 (New GCSE from Sept 2024):

Summary of Units: Key Points and Concepts

Unit 1: Identity and Relationships with Others

  • Intent: Focuses on personal identity (nationality, gender, beliefs, equality), physical and personality traits, family/friends' descriptions, friendships, qualities of a good friend/partner, and types of partnerships.
  • Key Language: Basic conjunctions (aunque, como, mientras), pronouns, and prepositions.
  • Grammar: Covers ser, tener, adjectives (agreement, position, superlatives), modal verbs (poder, querer), articles, possessive adjectives, and comparative structures. Higher-tier learners explore complex adjectival phrases and prepositions.
  • Phonics: Basic vowel sounds.

Unit 2: Education and Work

  • Intent: Discusses school life (subjects, rules, facilities), opinions on school systems, post-16 education options, jobs, work experience, and future aspirations.
  • Key Language: Time-related expressions (e.g., la hora), frequency words, and descriptive adjectives.
  • Grammar: Introduces a range of tenses, including present, reflexive, conditional, and future (simple and near). Also includes impersonal verbs, modal verbs, and syntax of pronouns. Higher-tier learners delve into advanced structures like subjunctive uses and additional impersonal verbs.

Phonics: Stress on telling time and pronunciation of vowels.

Unit 3: Healthy Living and Lifestyle

  • Intent: Covers fitness levels, dietary habits, mental well-being, health routines, and lifestyle choices, along with past and future intentions for staying healthy.
  • Key Language: Negatives (nunca, jamás), modal verbs (deber, tener que), and impersonal verbs.
  • Grammar: Builds on reflexive pronouns, negatives, imperfect tense, and modal verbs. Higher-tier learners study complex negatives, impersonal verbs, and plural reflexive uses.
  • Phonics: Focuses on pronunciation of r, rr, and combinations like -ar.

Unit 4: Free Time Activities

  • Intent: Discusses hobbies, sports, film, music, shopping habits, and preferences. Includes expressing past and future activities.
  • Key Language: Temporal expressions (siempre, todavía, jamás) and vocabulary related to leisure.
  • Grammar: Introduces preterite and perfect tenses, irregular verbs, and syntax of opinion verbs like interesar. Higher-tier learners encounter spelling changes in irregular verbs and deeper focus on syntax.
  • Phonics: Explores combinations like gue, gui, and soft/hard g.

Unit 5: Customs, Festivals, and Celebrations

  • Intent: Focuses on traditions and cultural celebrations, including special occasions, food, and past events. Encourages opinions on how celebrations differ globally.
  • Key Language: Opinion expressions (me gusta, prefiero), multi-word phrases (quisiera), and interrogative pronouns.
  • Grammar: Covers indirect object pronouns, complex fixed phrases, and interrogatives. Higher-tier learners examine the passive voice and advanced structures for expressing opinions.
  • Phonics: Includes patterns like ca, co, and cu, emphasizing clear articulation.

Overall Retrieval Opportunities:
Each unit revisits fundamental concepts such as verb conjugations, adjectival agreement, possessive and demonstrative adjectives, and modal verbs. Higher-tier material extends these basics into advanced grammatical structures, enhancing fluency and complexity.

Year 11:

Unit 6: Celebrity Culture

Intent:

  • Discuss celebrities, their achievements, lifestyle, and influence on society.
  • Analyze media about celebrities (magazines, social media, reality TV).
  • Provide opinions on their activities and societal impact.
  • Describe celebrity events (sports, music, film, fashion).

Key Language:

  • Comparatives (e.g., "más...que," "menos...que").
  • Superlatives ("mejor," "peor").
  • Modal verbs (e.g., "saber + infinitive").
  • Multi-verb expressions (e.g., "seguir + present participle").

Grammar Highlights:

  • Relative pronoun que.
  • Advanced modal and multi-verb constructions.
  • Reflexive verbs and object pronoun placement.

Retrieval Opportunities:

  • Fundamental verb forms (ser, tener, modal verbs).
  • Present, preterite, and conditional tenses.
  • Adjectival and adverbial structures.
  • Negative constructions and interrogatives.

Unit 7: Media and Technology

Intent:

  • Describe internet and social media usage, preferences, and opinions.
  • Evaluate the role of mobile technology.
  • Discuss the impact of technology on youth and society.

Key Language:

  • Frequency adverbs (e.g., "siempre," "nunca").
  • Negative constructions (e.g., "ni...ni").
  • Comparatives and superlatives.

Grammar Highlights:

  • Para + infinitive and adverbial positioning.
  • Regular and irregular comparative structures (e.g., "mejor," "peor").
  • Multi-verb phrases and impersonal verbs.

Retrieval Opportunities:

  • Present, future, and conditional tenses.
  • Reflexive and impersonal verbs.
  • Prepositions and pronoun syntax.
  • Use of infinitives as nouns.

Unit 8: The Environment and Where People Live

Intent:

  • Describe local areas, facilities, and environmental issues.
  • Express opinions about local/global environmental problems.
  • Discuss actions for environmental protection and ideal living scenarios.

Key Language:

  • Expressions of obligation (e.g., "hay que," "tengo que").
  • Demonstrative adjectives (e.g., "este," "esa").
  • Perfect tense and advanced demonstratives.

Grammar Highlights:

  • Periphrastic future (ir a + infinitive).
  • Conditional tense and multi-verb constructions.
  • Imperatives (affirmative and higher-tier plural forms).

Retrieval Opportunities:

  • Reflexive and impersonal verbs.
  • Comparative and adverbial structures.
  • Irregular verbs in multiple tenses.
  • Syntax of complex sentences.

Unit 9: Travel and Tourism

Intent:

  • Discuss travel preferences, holiday activities, and destinations.
  • Evaluate the importance of holidays.
  • Describe ideal vacations and places of interest.

Key Language:

  • Sequential adverbs (e.g., "primero," "luego").
  • Expressions of time and weather.
  • Advanced subjunctive usage (higher tier).

Grammar Highlights:

  • Preterite, imperfect, and continuous tenses.
  • Impersonal expressions (e.g., "hace + noun").
  • Subjunctive mood for select irregular verbs.

Retrieval Opportunities:

  • Core verb tenses across all persons.
  • Reflexive pronouns and prepositions.
  • Irregular and stem-changing verbs.
  • Complex interrogative and conditional expressions.

Each unit emphasizes integrating grammatical structures into practical and conversational contexts, with higher-tier students engaging in more complex sentence constructions.

Unit 10: Revision course

Intent:

  • Intense preparation for GCSE exams
  • Coverage of all units covered in revision

 EDUCATIONAL VISITS: There are opportunities to visit Spain at KS4 (Bilbao / Burgos/ El Puerto de Santa María)

Key Stage 5 (Year 12-13)

 Summary of AQA A-Level Spanish Course Structure and Assessment

Course Structure
The AQA A-Level Spanish course consists of three main units:

  1. Paper 1: Listening, Reading, and Writing
  2. Paper 2: Writing
  3. Paper 3: Speaking

Topics Covered

  • Year 1:
    • Aspects of Hispanic Society: Modern and traditional values, cyberspace, equal rights.
    • Artistic Culture in the Hispanic World: Modern-day idols, Spanish regional identity, cultural heritage.
  • Year 2:
    • Multiculturalism in Hispanic Society: Immigration, racism, integration.
    • Aspects of Political Life in the Hispanic World: Youth and citizenship, monarchies and dictatorships, popular movements.

Assessment Overview
Final exams test all four language skills (speaking, listening, writing, reading) at the end of the second year.

  1. Paper 1: Listening, Reading, and Writing

    • Covers all general topic areas and grammar.
    • Exam: 2 hours 30 minutes, 100 marks, 50% of A-level.
    • Content: Listening and reading comprehension, translation (English to Spanish and vice versa).

  2. Paper 2: Writing

    • Assesses one text (Como Agua Para Chocolate - Laura Esquivel) and one film (Volver - Pedro Almodóvar), along with grammar.
    • Exam: 2 hours, 80 marks, 20% of A-level.
    • Content: Essays of approximately 300 words analysing works critically and analytically.

  3. Paper 3: Speaking

    • Focuses on an individual research project and one sub-theme from the course.
    • Exam: 21–23 minutes (including 5 minutes preparation), 60 marks, 30% of A-level.
    • Content: Stimulus card discussion, project presentation, and discussion.

 EDUCATIONAL VISITS: There is a KS5 trip to Spain.

Independent Learning Resources

 Key Stage 3

  • Students use www.quizlet.com where they have access to all of their curriculum vocabulary. Students also have log-ins for www.languagenut.co.uk  – which gives them access to exam focused vocabulary and skills training.

  • ‘Viva’ textbooks are available in the library and can be used to support homework.

Key Stage 4/5

AQA

  • Students use a range of online resources to help with pre-learning and the application of vocabulary and grammar. 
  • Students have access to online Padlets which gather all revision materials.
  • Spanish GCSE CGP exam practice workbook are available in the library and can be used for listening, reading, translation, grammar and writing practice.
  • Viva textbooks are available in the library and can be used to support homework.
  • Students also have log-ins for languagenut.com – which gives them access to exam focused vocabulary and skills training.
  • Students are provided with hard copies of revision materials as well as access to these materials and supporting files via their Google Classrooms. 

Careers Advice

 

 

Website design by Greenhouse School Websites

↑