a) Resource Portfolio Textbook (Key Stage 4)
Edexcel GCSE Spanish
The textbook I have decided to analyse and evaluate for the resource portfolio is
called Edexcel GCSE Spanish and is used by Key Stage 4 pupils at Platanos College.
There are two versions of the textbook; one for foundation level and the other
for higher tier level (images 1 and 2). Both textbooks cover the same nine
chapters but the foundation level textbook offers more support and is a little less
challenging in its approach to topics. Each chapter is split into various units
dealing with different aspects of the chapter topic. This layout makes the chapter
appear quite manageable and not seem overbearing as variety is an omnipresent
theme throughout.
The content in the textbook is typical of a GCSE Spanish textbook in the sense
that it deals with GCSE type topics such as holidays, personal description, school,
family, jobs, free time and hobbies, home-life, health and the environment.
However, the relevance of these topics to real life situations in an adolescent’s
life could be called into question. It is also worth noting that the entire textbook
can be brought up on screen via PowerPoint, which can help with engaging
pupils. The accompanying teacher’s book provides answers to all exercises and
also provides the entire transcript of listening exercises, which facilitates the
teaching process.
The differentiation between the two textbooks is an interesting aspect to discuss.
As mentioned previously, both of the books deal with the same topics but the
higher tier textbook sets out more aims at the beginning of each chapter. If we
focus on one specific chapter, such as the first one on ‘de vacaciones’, the
foundation textbook initially displays two main objectives for each unit, in this
case ‘talking about where you went on holiday’ and ‘using the preterite’. The
higher tier textbook duplicates these aims but also adds a third in the shape of
‘extending sentences with sequences’. In this sense, logically speaking, the higher
tier textbook demands more from pupils and is designed around pupils
achieving a C-A* grade, whilst the foundation textbook is aimed towards pupils
aspiring to achieve a C grade at best. The differentiation is also apparent in how
the exercises are designed. This is exemplified in certain tasks where prompts
are provided for foundation learners, but not provided in the higher tier
textbook.
Each chapter and subsequent unit is evenly distributed across practising the four
skills involved in learning a language of listening, speaking, reading and writing.
This even division is certainly one of the main positive aspects of Edexcel GCSE
Spanish as it never becomes overly reliant on one particular skill and aims to
develop an even balance of ability across all four skills. The deployment of target
language is varied throughout the textbook. When explaining the objectives and
aims of each chapter, English dominates and this provides clarity to each chapter
aspiration, however the majority of instructions are provided in the target
language, which enables pupils to become accustomed to reading and
understanding Spanish instructions, as they are used consistently throughout the
textbook. Consistency of approach is one the main strengths of this textbook;
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every unit of every chapter is two pages in length and there is a clear colour code
set out in the contents page, which is adhered to throughout. This uniformity
offers a sense of security and limits unpredictability for pupils who can become
accustomed to its approach and structure quite quickly.
At the end of each chapter there is a written and oral test chapter, which also
includes a ‘ResultsPlus’ box telling pupils what is required to attain a certain
grade (see image 4). This offers an element of assessment of learning for pupils
as the test recaps all previous information in the chapter, but is also combined
with useful criteria to gain a particular grade and pupils are offered a good
degree of guidance as criteria is made explicit.
With regards to how the textbook attempts to facilitate the learning process, it is
heavily dominated by the visual side of learning, and in fact every page of every
chapter has at least one image included in relation to the topic. On most
occasions, the images simply support the particular vocabulary being discussed.
The textbook deploys quite a communicative approach towards how it presents
its content. There is an emphasis on practising sentences, interaction and general
enhancement of communication abilities, taking precedence over grammatical
structures and rules. This is further exemplified by how the textbook introduces
grammar related activities. Whenever a grammar point is explained in relation to
the chapter content, it is explained in a succinct manner in a small text box, with
a reference to a more detailed grammar explanation towards the end of the
textbook (see image 3). In many ways, this highlights the textbook’s
communicative approach and reduced emphasis on grammar, as it is given its
own section at the end in an almost isolated area of the textbook.
Culturally speaking Edexcel GCSE Spanish is representative of a modern textbook.
Published in 2009, it adheres to a politically correct tone and is gender balanced
throughout, particularly when compared to textbooks from other decades which
are quite apparently stereotypical in their gender approach. The textbook also
combines its learning content with other useful information for pupils, which is
particularly well exemplified in its approach to the topic of smoking in the health
chapter. Here, it emphasises the dangers and negative consequences of smoking
through comprehension and oral tasks. Taking into account that this is a Spanish
textbook, its references to Spain and life in Spain are quite limited and
infrequent. In actual fact, one of the only noticeable references to Spanish culture
in the textbook is during the ‘de paseo por Sevilla’ chapter, which briefly shows
some images of typical Spanish food such as chorizo and gazpacho.
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Evaluation of Tricolore Total 2
What is Tricolore Total 2?
 Tricolore Total 2 is a French KS3 course (aimed at students who have
already been learning French for a year) which comprises of a student’s
book, a teacher’s book, a copymaster and assessment book, an audio cd
pack, as well as online resources and a grammar book (Grammar in
Action).
 The Tricolore books have been in circulation since the early 1980s. This
updated version (the Total series) integrates ICT, intercultural
understanding and principles of Assessment for Learning, thus reflecting
contemporary trends in MFL teaching and requirements made by the
National Curriculum.
How does Tricolore Total 2 work for the student?
 Tricolore Total 2 is divided into eight chapters which deal with subjects of
interest to your average twelve year-old learner (eg. describing one’s
family, one’s daily routine, food one likes to eat and the clothes one likes
to wear etc).
 Grammar is incorporated into each chapter through a ‘dossier langue’ box
which explains the grammatical rules which are covered by that double
page spread and practiced in that page’s activities.
 There are ‘stratégies’ boxes which provide tips on how to develop
language-learning skills and to build on the skills that the student has
acquired, often challenging him to think laterally.
 At the end of each chapter these is a ‘sommaire’ section listing the key
vocabulary and phrases which have been covered in the chapter. There is
also a ‘rappel’ section for revision of what has been learned in the
preceding chapter.
 There are regular pronunciation activities which help the student with
oral work. The online resources likewise do this (see below).
Positive Aspects for the Student
 Tricolore Total 2 comprises of a variety of resources which are
stimulating for the student. Not only is the student book colourful,
attractive and stimulating, but also includes online resources such as
video clips, visuals and readers. The online activities are provided by
Kerboodle (www.kerboodle.com),
 Learning objectives are made clear on each double page spread.
 The student is able to work on all four of the skills as required by the
National Curriculum (speaking, listening, reading and writing). There are
online speaking exercises which allow the student to record his voice in
response to questions. These are asked by native speakers imitating reallife situations, thus helping the student improve his accent and his
understanding of situational French.
 The book explores many aspects of France: food, sports, history etc. The
student is thus exposed to a wide variety of aspects which make up
French society and culture.
 Most of the instructions in the book are in French. The use of target
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language creates a culture in which the student becomes used to seeing
and hearing French for procedural instructions as well as in the content of
activities. Harder grammatical points are explained in English thus
putting practical matters before principle when it comes to the use of
mainstreaming the target language.
Negative Aspects for the Student
 France is pretty much the only French speaking country explored, with a
nod to Belgium. More could be done to present la Francophonie to the
student, which especially in London would be of interest considering the
diverse ethnic make-up of schools.
 Although the gender balance is good throughout the materials, few of the
photos are of non-white people, thus unrepresentative of the diversity of
la Francophonie let alone France itself. Likewise the representation of
disabled and non-conventional family set-ups (single mothers, gay
parents, adopted/fostered kids) could be improved upon.
Positive Aspects for the Teacher
 The teacher’s book provides the teacher with guidance on starters,
plenaries, and opportunities for Assessment for Learning, thus acting as a
useful accompaniment to the student’s book.
 Through Kerboodle the teacher has a plethora of ready-to-use materials
at his fingertips. These include colourful PowerPoint presentations, audio
exercises, video clips etc. Teacher’s notes are also provided which give
tips on how to plan and structure lessons, suggesting starter and plenary
activities.
 The student’s book provides a lot of differentiated material which helps
the teacher set work for all levels.
 The Copymaster and Assessment book provides an easy-access key to all
the answers, with worksheets to accompany the student’s book.
Conclusion
Tricolore Total 2 provides an excellent method of learning French. A plethora of
materials are offered for both teacher and student to work through, thereby
improving all four skills, familiarizing oneself with French culture and society
and focusing on learning techniques and the learning process (in line with
Assessment for Learning principles). The material is presented in an up-to-date,
attractive fashion which would appeal to most users and which also makes the
most of recent developments in technology.
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