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KS3 Language Acquisition - French & Spanish

Exploration of the sounds (phonics) of the language in order to understand and share information about themselves, friends and family. Present tense is introduced, as well as gender of nouns, articles and word order. 

Statement of Inquiry

We communicate and build relationships with others through the recognition and use of the correct pronunciation and language structures.

Key Concept(s)

Communication

Related Concept(s)

Pronunciation & Structures

Global Context – Identities & Relationships

Deepening understanding and production of the sounds (phonics) of the language in order to understand and share information about themselves, friends and family. Present tense is explored further, and the consolidating correct use of gender of nouns, articles and word order. Speaking skills. Coco the film is used as a multimedia resource and to explore a different culture, creating Day of the Dead masks to expand knowledge of different cultural celebrations.

Statement of Inquiry

We communicate and build relationships with others through the recognition and use of the correct pronunciation and language structures.

Key Concept(s)

Communication

Related Concept(s)

Pronunciation & Structures

Global Context – Identities & Relationships

Exploration of multimedia material to develop language skills related to content on ‘My Town’.

Statement of Inquiry

Through creativity we can communicate and understand different messages that help us to explore time and space

Key Concept(s)

Creativity

Related Concept(s)

Message

Global Context – Orientation in Time & Space

Extended exploration multimedia material to develop language skills related to content on ‘My Town’.

Statement of Inquiry

Through creativity we can communicate and understand different messages that help us to explore time and space

Key Concept(s)

 Creativity

Related Concept(s)

Message

Global Context – Orientation in Time & Space

Exploration of the topic of school (subjects, teachers, revision of school activities) and the cultural differences between school in England and in Spain. Production of an advert for Mascalls (for Spanish students) to develop writing skills.

Statement of Inquiry

We express our culture differently depending on the purpose of our message

Key Concept(s)

Communication

Related Concept(s)

Purpose

Global Context – Personal & Cultural Expression

Development of knowledge on My Town/Where I Live from Year 7 studies. Content to include more places in town, transport, transactional language (role play language), directions (including a Google Earth lesson/project). All previous grammatical elements are revisited and reused. Past tense is introduced.

Statement of Inquiry

Choosing different linguistic forms help us communicate messages to explore time and space.

Key Concept(s)

Communication

Related Concept(s)

 Form and Messages

Continued development of knowledge on My Town/Where I Live from Year 7 studies. Content to include more places in town, transport, transactional language (role play language), directions (including a Google Earth lesson/project). All previous grammatical elements are revisited and reused. Past tense is introduced.

Statement of Inquiry

Choosing different linguistic forms help us communicate messages to explore time and space.

Key Concept(s)

Communication

Related Concept(s)

Form and Messages

Global Context – Orientation in Time & Space

Communication and understanding of information on travelling abroad to Spanish-speaking countries, and in particular how to communicate personal holiday interests and experiences.

Statement of Inquiry

The information we create about different places can vary depending on the purpose and audience.

Key Concept(s)

 Creativity

Related Concept(s)

Purpose and Audience

Global Context – Orientation in Time & Space

Extended study in communication and the understanding of information on travelling abroad to Spanish-speaking countries, and in particular how to communicate personal holiday interests and experiences.

Statement of Inquiry

The information we create about different places can vary depending on the purpose and audience.

Key Concept(s)

Creativity

Related Concept(s)

Purpose and Audience

Global Context – Orientation in Time & Space

Consolidation and expansion of knowledge on the topic of Free Time, to communicate interests, justified opinions and past experiences on a variety of different activities.

Statement of Inquiry

Different contexts often impact the way we connect to others and how we express our identity and culture.

Key Concept(s)

Connections

Related Concept(s)

 Context

Global Context – Personal & Cultural Expression

Consolidation and expansion of  their knowledge on the topic of Free Time from Sem 5, and participation in a carousel of Spanish activities. Evaluation of the topic to consolidate knowledge and  ability to communicate interests and opinions.

Statement of Inquiry

Different contexts often impact the way we connect to others and how we express our identity and culture.

Key Concept(s)

Connections

Related Concept(s)

Context

Global Context – Personal & Cultural Expression

Exploration of the world of work through jobs and future plans, understanding of the opportunities that learning a foreign language provides.

Statement of Inquiry

Communication of effective messages about our identity often helps to explore relationships with others.

Key Concept(s)

Communication

Related Concept(s)

Messages

Global Context – Identities and Relationships

Exploration of the world of work through jobs and future plans, understanding of the opportunities that learning a foreign language provides.

Statement of Inquiry

Communication of effective messages about our identity often helps to explore relationships with others.

Key Concept(s)

Communication

Related Concept(s)

Messages

Global Context – Identities and Relationships

Exploration of the gastronomy of Spain and Latin America through a project that builds up knowledge and opinions on this element of culture. Opportunity to support learning in a different subject/area by visiting Food Technology.

Statement of Inquiry

Creative use of language and careful word choice can improve audience engagement when expressing personal and cultural expression.

Key Concept(s)

Creativity

Related Concept(s)

Audience and word choice

Global Context – Personal & Cultural Expression

Development of knowledge of how to be healthy by looking at Sports and Exercise.

Statement of Inquiry

Creative use of language and careful word choice can improve audience engagement when expressing personal and cultural expression.

Key Concept(s)

Creativity

Related Concept(s)

Audience and word choice

Global Context – Personal & Cultural Expression

Exploration of different festivals celebrated in the Spanish-speaking world. Production of an advert for a chosen festival. 

Statement of Inquiry

Our knowledge of culture is often developed when we understand that different contexts impact our personal and cultural expression.

Key Concept(s)

Culture

Related Concept(s)

 Context

Global Context – Personal & Cultural Expression

Exploration of the  celebrations in South America, focusing on Peru using the media of film (Tadeo Jones 2) to study the country and culture and to produce a written film review.

Statement of Inquiry

Our knowledge of culture is often developed when we understand that different contexts impact our personal and cultural expression.

Key Concept(s)

Culture

Related Concept(s)

Context

Global Context – Personal & Cultural Expression

KS4 spanish

Reading and writing about family relationships, the importance of friends and marriage with future plans. Present tense, reflexive verbs and future tense, introduce high level structures.

Exploration of communicating using technology and the dis/advantages of mobile technology as well as expressing activities in free time. Perfect tense is introduced, recap of present tense, reflexive verbs & future tense seen in starter tasks and as they naturally occur in resources. Present continuous is also introduced, along with imperfect vs. preterit. High level phrases continue to be introduced.

Exploration of different hobbies and free time activities and communication of preferences in different time frames. Different festivals in the Spanish-speaking world will be explored through listening and then reacted to with speaking skills. The preterite and imperfect tenses are consolidated and compared. Recaps of all previous tenses will be seen in the starter.

Specific vocabulary to describe social issues and different lifestyles and will be able to give advice. All tenses studied so far will be consolidated and modal verbs will be introduced. High level phrases will be consolidated and new ones will be introduced.

Topic will be taught using a variety of exam questions and skills in preparation for mocks next term & to decide tier entries. Unit 5 to be taught within 3 weeks. Previously identified weaknesses in assessments will become the focus. There will be an emphasis on describing in the past (imperfect vs. preterit).

Topic will be taught using a variety of exam questions and skills in preparation for mocks. (Mock exam analysis to happen in Sem1 of yr11). Creation of a  project based on the element of grammar. Use 3MSC to end the term (film to be used for listening skills, speaking skills & general vocab).

Introduction to technology vocabulary. Revision of previous grammar points.  Study of translations and grammar revision points which occur within the resources.

Introduction to environment vocabulary. Grammar and structures used as a starting point and modeled as to how they can apply to all topics in writing and speaking skills, and how they appear in reading & listening & translation tasks. EXAM QUESTIONS.

Revision – All 4 skills (reading, listening, speaking, writing).

KS5 spanish

Development of confidence is gained through a variety of tasks on varying course topics and cultural knowledge.

Ability to understand all topics within a wider context and apply and link ideas/grammar points across topics.

Consolidating knowledge to date in terms of cultural references, grammar and topic specific-vocabulary.

Crónica to be read and themes/characters will be studied. Consolidating knowledge to date in terms of cultural references, grammar and topic specific-vocabulary.

Crónica is continued, themes will be explored and plans and paragraphs will be written. Study of past papers and all questions will be modelled and covered in class and homework tasks.

Analysis of mock exam paper 1. Revisit of Crónica (book) and development of essay plans and essay writing skills. IRPs and research. Study of further exam questions and techniques.

Essay writing skills will be built up (revisiting skills from Yr12 essays on the book) and IRP speaking lessons. Paper 1 skills. Rebuild confidence in speaking after summer holidays through use of speaking activities which build up to using exam speaking cards. Development of individual IRPs will commence and presentations.

Topic to be taught through Paper 1 skills (reading, listening, summary) as well as speaking  tasks / IRP. Three weeks of Crónica essay work with essay homework set too. Continued use of speaking activities and speaking cards to develop cultural knowledge. IRP presentations to be completed. Exam questions.

Return to the film, continued study/revision of Paper 1 and 2 skills, as well as speaking with IRP. Return to the book, continued study/revision of Paper 1 and 2 skills, as well as speaking with IRP.