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A new structure of assessment for A Level has been introduced, for first teaching from
September 2008. Some of the changes include:

The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that every young person has the opportunity to reach their full potential

The reduction or removal of coursework components for many qualifications – to lessen the volume of marking for teachers

A reduction in the number of units for many qualifications – to lessen the amount of assessment for learners

Amendments to the content of specifications – to ensure that content is up-to-date and relevant.
OCR has produced an overview document, which summarises the changes to Spanish. This can be found at www.ocr.org.uk
, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have produced this Scheme of Work and Sample Lesson Plans for Spanish. These Support Materials are designed for guidance only and play a secondary role to the Specification.
All our
Support Materials were produced ‘by teachers for teachers’ in order to capture real life current teaching practices and they are based around OCR ’s revised specifications. The aim is for the support materials to inspire teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in:

PDF format – for immediate use

Word format – so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support
Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself.
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All the teaching ideas contained in the SOW are innovative, but the icon is used to
Highlight exceptionally innovative ideas.
This icon is added at the end of text when there is an explicit opportunity to offer
Stretch and Challenge.
This icon is used to illustrate when an activity could be taught using ICT facilities.
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Suggested teaching time
Skills
Listening
Speaking
Reading
8 hours
Topic Aspects of Daily Life: Food
Suggested teaching and homework activities Suggested resources

Extract (1): Spanish eating routines and favourite dishes - comprehension with answers in English.

Course book, native speaker assistant (if available!)
Points to note

Pre-teach specialist vocabulary.

Extract (2): Tapas - the custom, its origins, favourites - comprehension with answers in Spanish.

Course book, native speaker assistant (if available!)

Pre-teach specialist vocabulary.

Pre-teach specialist vocabulary.

Extract (3): Recipe - non-verbal responses.

Magazine – recorded by teacher / assistant.

Role play (1)
– assist Spanish speaker to understand and select from UK menu.

Simple UK menu (burger bar etc).

Role play (2) – assist Spanish visitor to UK with special dietary needs.

Small group presentation to class on aspect of Spanish cuisine.

Various - could research on internet.

Course book, magazine, internet.

Pre-teach specialist vocabulary.

Could demonstrate recipe
(teach use of infinitive as imperative).

Extract on food production in Spain - gist and detailed comprehension with short answers in Spanish.

Short section of extract for transfer of meaning task.
= Innovative teaching idea = Stretch and challenge opportunity idea
GCE Modern Foreign Languages
= ICT opportunity
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Suggested teaching time
Skills
Reading
Writing
Consolidation
8 hours
Topic Aspects of Daily Life: Food
Suggested teaching and homework activities Suggested resources

Independent research - gather items/articles on food in preparation for speaking presentation and writing tasks.

Letter from worried parent about child's predilection for junk food + expert's reply
– summarise (a) the problems
(b) the solutions and (c) give opinions.

Write a short article on any aspect of Spanish food.

Internet, library (also English books on Spanish cooking).

Magazine agony page.

Course book, magazine, internet.

Write a letter of complaint to a supermarket manager complaining about the limited availability, over-pricing and poor quality of organic food.

Offer students guidance on what course book and revision materials exist. Encourage then to independently read around the subject. Identify possible texts and web sites for them.

Produce an agreed set of keywords and structures for this topic.

Explore previous exam questions on this topic.

Explore video resources available on this topic.

Past examination papers.

Videos.
Points to note

Pre-teach specialist vocabulary.

Students to expect to need to recall these words and structures at any time. Useful starter activity.
= Innovative teaching idea = ICT opportunity = Stretch and challenge opportunity idea
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OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.
This lesson is planned to introduce an eight hour module on Spanish Food and its length is assumed to be one hour .
Objective 1
Objective 2
Objective 3
Students to revise their GCSE knowledge of food.
Students to extend their knowledge of Spanish eating culture, its vocabulary and structures.
Students to practise speaking and listening skills within a food context.
Brain-storming activity. Students given 90 seconds to write down names of as many different types of food as they can remember (could be sub-divided into 30 seconds for veg., 30 seconds for meat, 30 seconds for fruit etc).
Time
5 minutes
20 minutes
20 minutes
5 minutes
Content
Outline of learning objectives for session.
Recap of prior knowledge - warm up activity (see above). Teacher reviews and feeds back to whole group.
Revision of GCSE vocabulary and structures.

Students watch video clip of customer ordering 3 course meal in restaurant
(material sourced from TV languages programmes).

Students watch again and complete gapped handout of dialogue (video clip paused to allow writing time).

Students role play dialogue in pairs.
Teacher monitors pair work and then reviews with whole group.
Listening to extract on Spanish eating routines and favourite dishes.

Teacher pre-teaches any vocabulary or structure likely to impede comprehension.

Students listen (ideally with auto-control facilities) and note answers in
English to comprehension questions.

Teacher feeds back answers and reviews with whole group.
Summing up of areas covered. Outline of consolidation / homework activities
(see below).
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Time Content
With a partner research Spanish food preparation or recipes in order to make presentation to group during the course of this module. Material to be sourced from internet, library, magazines etc.
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In order to help you implement these new specification effectively, OCR offers a comprehensive package of support. This includes:
A series of FREE half-day training events are being run during Autumn 2007, to give you an overview of the new specifications.
These full-day events will run from Spring 2008 and will look at the new specifications in more depth, with emphasis on first delivery.
Visit www.ocr.org.uk
for more details.
Additional events are also available through our partner, Mill Wharf Training. It offers a range of courses on innovative teaching practice and whole-school issues - www.mill-wharf-training.co.uk
.
Over 70 e-Communities offer you a fast, dynamic communication channel to make contact with other subject specialists. Our online mailing list covers a wide range of subjects and enables you to share knowledge and views via email.
Visit https://community.ocr.org.uk
, choose your community and join the discussion!
OCR Interchange has been developed to help you to carry out day to day administration functions online, quickly and easily. The site allows you to register and enter candidates online. In addition, you can gain immediate a free access to candidate information at you convenience. Sign up at https://interchange.ocr.org.uk
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Published Resources
OCR offers centres a wealth of quality published support with a fantastic choice of ‘Official
Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR specifications.
Publisher partners
OCR works in close collaboration with three Publisher Partners: Hodder, Heinemann and Oxford
University Press (OUP), to ensure centres have access to:

Better published support, available when you need it, tailored to OCR specifications

Quality resources produced in consultation with OCR subject teams, which are linked to
OCR’s teacher support materials

More resources for specifications with lower candidate entries

Materials that are subject to a thorough quality assurance process to achieve endorsement
Oxford University Press (OUP) is the publisher partner for OCR GCE Modern Foreign Languages.
Oxford University Press (OUP) is producing the following resources for OCR GCE Spanish for first teaching in September 2008, which will be available in Spring 2008 (AS) and Spring 2009 (A2).
Alonso De Sudea, I.
Ánimo para OCR AS Students’ Book (2008) ISBN: 9780199153213
Masardo, V. Ánimo para OCR AS Teacher’s Book (2008) ISBN: 9780199153220
Alonso De Sudea, I, Everett, V, and Isern Vivancos, I M. Ánimo para OCR AS Audio CDs (2008)
ISBN: 9780199153336
Isern Vivancos, I M. Ánimo para OCR AS Resource & Assessment OxBox CD-ROM (2008)
ISBN: 9780199154326
Alonso De Sudea, I. Ánimo para OCR AS Self-Study Guide & CD-ROM (2008) ISBN:
9780199153831
Burch, C. Ánimo Grammar Workbook & CD-ROM (2008) ISBN: 9780199153237
Alonso De Sudea, I.
Ánimo para OCR A2 Students’ Book
(2009) ISBN: 9780199153268
Masardo, V. Ánimo para OCR A2 Teacher’s Book (2009) ISBN: 9780199153275
Alonso De Sudea, I. Ánimo para OCR A2 Audio CDs (2009) ISBN: 9780199153299
Isern Vivancos, I M. Ánimo para OCR A2 Resource & Assessment OxBox CD-ROM (2009)
ISBN: 9780199154289
Alonso De Sudea, I. Ánimo para OCR A2 Self-Study Guide & CD-ROM (2009) ISBN:
9780199154241
Approved publications
OCR still endorses other publisher materials, which undergo a thorough quality assurance process to achieve endorsement. By offering a choice of endorsed materials, centres can be assured of quality support for all OCR qualifications.
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Endorsement
OCR endorses a range of publisher materials to provide quality support for centres delivering its qualifications. You can be confident that materials branded with OCR’s “Official Publishing Partner” or “Approved publication” logos have undergone a thorough quality assurance process to achieve endorsement. All responsibility for the content of the publisher’s materials rests with the publisher.
These endorsements do not mean that the materials are the only suitable resources available or necessary to achieve an OCR qualification. Any resource lists which are produced by OCR shall include a range of appropriate texts.
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