The KING’S Medium Term Plan - SPANISH
Y7 FOUNDATION LC2 Programme – 2015-2016
Module
This unit is about developing information and detail concerning self and others through understanding the importance of
grammar and morphology within the linguistic system and how it builds a foundation for higher level language learning. It will
focus on developing key speaking skills such as pronunciation, intonation, confidence as well as analysis of techniques to aid
writing, reading and listening progression.
Key objectives are taken from the AQA GCSE Spanish Specification 8698 for the new curriculum, focusing on Theme 1 (Identity
and Culture), tying into Theme 2 (Local, National, International and Global areas of interest).
Building on
prior learning
Overarching
Challenge
question
Subject
Challenging
Question
Lines of
Enquiry
Exam board
links:
Topic
Progress
Statement
For most of the students it will not be the first encounter with learning Spanish, although the first time with intensive study. However, they
will be able to use their knowledge of English as well as French to find differences and similarities between the languages. They will be
focusing on identifying cognates and near cognates with will facilitate their understanding of the target language.
What have been the major events that have shaped our history?
What does education bring to society?
Week 1: What role do language breakdown techniques have in the learning of a foreign language?
Week 2: What language components do we need to make a language work?
Week 3: How is grammar like a skeleton?
Week 4: How can ‘opinion with reason’ structures add value to a sentence?
Week 5: What are the key components needed to understand and create a higher level piece of Spanish work about you and others?
Week 6-7: Revision and assessment followed by gap teaching – from assessment analysis.
Weeks’ 1-5: Introducing and describing oneself (AQA 8698: 3.1. 1 Identity and Culture)
In this unit, pupils will learn how to introduce themselves and give simple information about them. They will then study the present tense
of the verbs ‘tener’ ‘ser’ and ‘estar’ and how this structure is used to describe physical appearance and personality. Students will apply
their understanding of the positive and negative sentence structure of a few verbs ‘tener’ ‘ser’ and ‘estar’ and express opinions about
others in order to analyse and evaluate information in a series of reading and listening tasks. Students will then apply their understanding
of other subject pronouns to describe a famous person.
Pupils working towards a GP 1-3 analyse and create using subject pronouns yo/tú/él,ella whilst pupils working towards a GP 3-4 extend
further incorporating a wider variety of subject pronouns and analysing texts with this variety built in.
Literacy:
Literacy focus present throughout every lesson when discussing sentence structures and the importance of spelling and grammatical
accuracy. Writing frame support for pupils where appropriate and the highlighting of key words.
Learning
strategies
Numeracy:
Application of number and their impact on plural structures within a sentence. Use of numbers and sequencing words in pupils work. Use
of numbers and patterns to break down different sentence structures.
Cognitive Acceleration:
Cognitive Acceleration strategies are used in lessons each week targeting specific skills sets and consolidation of these. Three ‘1 hour’
cognitive acceleration lessons are taught throughout the learning cycle whilst other lessons incorporate cognitive acceleration strategies
targeting specific parts of the lesson journey. This is done through the medium of varied activities e.g. ‘find the odd one out’, ‘find the link
between the words or pictures’, Socratic discussion and problem solving in groups that supports the ultimate goal of mastery.
Week 1
1 hour of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 1: How is grammar like a skeleton?
Learning intentions in order of delivery:
1. Identify the third person singular subject pronouns for both male and female.
2. Apply the knowledge of different forms of verb ‘ser’ and ‘tener’ to describe personality of self and others.
3. Identify and understand different family members.
4. Use the verb ‘tener’ plus siblings and negative form if an only child.
Students will learn to:
1. Use the vocabulary for family members and distinguish between masculine/feminine/plural nouns.
2. Research and model how the YO and ÉL/ELLA subject pronouns are used with the corresponding verb stem of SER in a
sentence.
3. Formulate a structure describing somebody else incorporating adjectival agreements relating to gender & discussing size etc.
4. Describe their family using ‘tener’ and the reflexive ‘llamarse’.
Weekly success criteria across 3 lessons:
GP1/2 = Students will recognise the pattern for m/f/pl adjectival structures (size & gender); negative structure ‘no….. ‘ and how it is used
in a sentence. Then they will recall a variety of different subject pronouns and how different possessive adjectives are used with different
people.
GP 1/2 = Students will understand the role that adverbs play in improving a sentence.
GP 2 = Students will analyse a variety of sentence structures that use different word categories and identify particular points.
GP 2 = Student will evaluate how all structures learnt can be pieced together to create a series of extended sentences describing own
personality and that of others.
RGP 2/3 (REACH) = Students will create own extended paragraph describing self and others.
Lesson Hypotheses:
Hypothesis 1 – Spanish adjectives play an important role in representing gender. (Cognitive Acceleration lesson focusing on
discovering the differences between the masculine and feminine form of adjectives).
Linguistic structures to consider:





Él/Ella es + adjective (describing personality traits)
Muy, bastante, un poco (REACH)
Third person singular forms of verbs ‘ser’ and ‘tener’
Él/Ella tiene + noun + colour
Él/Ella es + adjective (describing physical attributes)
Home Learning:
This week’s home learning requires students to complete a worksheet in which they will translate 10 sentences into Spanish using the
correct subject pronouns, adjectives and agreement. Students will need to refer to class learning for support. This will be self-marked
following the answers displayed on the board.
Additional learning support: www.linguascope.com / www.wordreference.com
REACH:
Students research the correct corresponding possessive adjectives for proper nouns and write both equivalents down eg. él = su
(hermano).
Week 2
1 hour of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 2: How can ‘opinion’ structures add value to a sentence?
Lesson 1: REACH task. REACH task based on marking.
Learning intentions in order of delivery:
1. Learn phrases to enable pupils to express opinions about others.
2. Evaluate the use of positive and negative sentence structures when discussing other peoples’ appearance or personality.
3. Use of adverbs and intensifiers.
Students will learn to:
1. Use the four simple opinions and demonstrate their use in a sentence.
2. Examine a variety of positive and negative adjectives and phrasal structures used to describe others physically & personally.
3. Recommend a variety of connectives that can be used to connect the opinion structure with the reason
4. Develop an extended structure incorporating positive and negative opinions with reasons structures to complement description of
‘self & others’.
5. Incorporate adverbs and intensifiers into sentences to make it even more interesting.
Weekly success criteria across 1 lesson:
GP 2 = Students will recall and explain the meaning of different simple opinions and higher level opinion phrases.
GP 2 = Students will apply knowledge to give a simple opinion and a reason about self and others.
GP 2 = Students will evaluate how positive and negative structures, when used together, increase the complexity and level of a sentence.
RGP 2/3 (REACH) = Students will describe the positive OR negative aspects of their own and another’s personality using higher level
language structures.
Lesson Hypotheses:
Hypothesis 1 – Opinion structures add flavour to a sentence.
Linguistic structures to consider:






Me gusta / Me encanta / No me gusta / Odio + name + connective + reason
Soy / No soy
Él es / Él no es
Ella es / Ella no es
Intensifiers - Muy, bastante, demasiado, poco, mucho
Adverbs – ahora, ya
Home Learning:
This week’s home learning requires students to prepare an oral presentation about themselves and family members/friends that will last
no more than two minutes, but at least 45 seconds. This will be peer-marked following a set success criteria.
Additional learning support: www.linguascope.com / www.wordreference.com
REACH:
Research a variety of:
1. Alternative Spanish ‘higher level’ opinions that can be used.
2. Additional adjectives that can be used to describe people.
3. Investigate how time phrases can be incorporated in student’s own work.
Week 3
1 hour of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 3: What are the key components needed to understand and create a higher-level piece of Spanish work
about you and others?
Learning intentions in order of delivery:
1. Consolidate the use of positive and negative sentence structures when describing a person’s physical appearance and personality
traits.
2. Identify time statements – incorporate them with opinion. Eg. Mi hermana es bastante tímida, de vez en cuando.
Students will learn to:
1. Reflect on the past five weeks worth of knowledge gained
2. Understand and explain how the negative ‘No + verb ’ and ‘Nunca + verb ’ structures in Spanish is constructed in relation to the
verb
3. Demonstrate understanding of additional word categories to further extend physical & character description
4. Analyse and use A* opinion phrases to increase detail and add complexity to a sentence structure
5. Identify and use time statements to extend detail given
6. Apply this knowledge to produce an extended piece of writing using higher level content
Weekly success criteria across 1 lesson:
GP 2 = Students will recall additional negative structure ‘Nunca + verb ’ and opinion phrases
GP 2/3 = Students will apply knowledge of positive and negative structures to describe self.
GP 3 = Students will evaluate key information given in a series of short texts and suggest improvements to it.
RGP 3 (REACH) = Students will produce a short presentation describing themselves and at least two other members of their family.
Lesson Hypotheses:
Hypothesis 1 – Word categories act like pieces of a jigsaw to build a sentence in Spanish.
Linguistic structures to consider:


Time statements: a veces / de vez en cuando / siempre / nunca (+ verb) / dos veces a la semana etc.
Opinions – pienso que, creo que
Home Learning:
Students are required to revise all they have learnt throughout the learning cycle in preparation for the mid learning cycle assessment
next week.
Week 4
1 hour of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 4: Spanish culture has had no influence on our style of living.
Learning intentions in order of delivery:
 Recall a variety of different countries and nationalities.
 Recall compass points in Spanish in order to say where you live.
Students will learn to:
1.
2.
3.
4.
5.
6.
Understand the grammatical explanation of the preposition ‘in’ in Spanish.
Recognise different nationalities in Spanish and identify the language patterns that exist between these and Spanish countries.
Understand the masculine/feminine endings for nationalities and accurately apply this structure in a sentence.
Understand the different compass points in Spanish.
Identify a variety of English and Spanish towns/cities on a map and categorise them according to their compass point.
Produce a paragraph combining information on town/city + region/compass point + country.
Weekly success criteria across 3 lessons:
GP 1 = Students will learn the language patterns applied to work out meaning of different countries. They will recognise different
nationalities in Spanish and identify the language patterns that exist between these and Spanish countries.
GP 1/2 = Students will understand the masculine/feminine endings for nationalities and accurately apply this structure in a sentence.
GP 2 = Students will analyse the structures used to reference which country you live in and how it is used in a sentence to extend
information.
GP 2+ = Students will evaluate a text and identify the different language patterns to aid contextual understanding and they will pick out
key information.
RGP 3 = Students will produce a spoken presentation combining information on town/city + region/compass point + country
Lesson Hypotheses:
Hypothesis 1 – Nationalities follow set language patterns. (Cognitive Acceleration lesson focusing on discovering language patterns
from a list of sentences and identifying rules to support language learning).
Linguistic structures to consider:
Vivo en + town + country or region
compass points
nationalities – masculine and feminine forms
simple linking words : y, pero, también
Home Learning:
This week’s home learning requires students to complete two parts to their homework. Students must:
1) Produce three sentences describing the nationality of themselves, a male celebrity and a female celebrity. Next to each sentence,
the student must stick a photo/picture of the person it describes.
2) Analyse 8 additional flags of international countries and find the Spanish name for each of these countries in a Spanish dictionary.
Students then write the correct Spanish name for these countries next to the corresponding country’s flag.
This will be marked in the following week by the teacher. Then students will complete personalised REACH TASK based
on the outcome of their home learning.
Additional learning support: www.linguascope.com / www.wordreference.com
REACH: (Research; Explore; Analyse; Create and Hypothesise)
Investigate three additional Spanish speaking countries (other than Spain) in the Hispanic world and identify particular features of their
respective cultures.
Week 5
1 hour of
lessons plus 1
hour of home
learning each
week
Line of Enquiry – Week 5: What language components do we need to make language work?
Weekly Line of Enquiry: The Spanish-speaking world has had no impact on other countries and nationalities.
Pupils will use this lesson for REACH time and respond to marked work their books. They will read through teacher comments and
respond by following a given set of criteria. This will allow them to make improvements on their work, carry out corrections, seek help and
make further progress before moving to the next unit of work. To consolidate their existing knowledge and understanding throughout the
learning cycle so far, pupils will be required to explore mistakes and areas of misunderstanding and research the correct answer using a
variety of criteria from marking in books, work done in exercise books to dictionary use. Pupils will be given examination style questions
that complement the new GCSE draft specification at and above their targeted grade point to stretch their comprehension. Linguascope
will also be used for REACH activities and can be personalised through the level of difficulty.
Learning intentions in order of delivery:
 Recall the different types of accommodation that people live in.
 Recall different types of opinions and reason one can give about the place s/he lives in.
Students will learn to:
1. Understand the different types of accommodation that people live in.
2.
3.
4.
5.
Recognise and compare the various types of areas that people live in.
Analyse and identify the positive and negative reasons or opinions about a place.
Demonstrate the ability to express opinions and give reasons about the place one lives in.
Demonstrate the understanding of the sentence structures ‘Me gusta vivir’ and ‘Me gustaría / preferería + infinitive’ in order to
create an extended piece of writing expressing one’s accommodation preferences.
Weekly success criteria across 3 lessons:
GP wt1/1 = Students will recall, recognise and compare the various types of areas and types of accommodation that people live in.
GP 1/2 = Students will demonstrate the ability to express opinions and give reasons about the place they live in by producing a short oral
presentation.
GP 2 = Students will analyse & demonstrate how accommodation & area can be used together in a sentence using the 1st person
singular.
GP 2+ = Students will apply the gained knowledge to evaluate a set of spoken texts and find the ways for further development.
RGP 3 (REACH) = Students will create an extended piece of writing expressing one’s accommodation preferences.
Lesson Hypotheses:
Hypothesis 1 – (REACH time) Saying where you live is as easy as Doe, Ray, Me.
Linguistic structures to consider:
Vivo en el campo / las montañas / en el centro etc...
No vivo en...
Él/Ella vive en…
En una granja/ en una casa / En un piso etc...
Me gusta vivir en + type of accommodation or place
Me gustaría vivir en / Preferería vivir en…
reasons and opinions about accommodation
Home learning:
This week’s home learning requires students to create their own structure detailing where they live applying the content that they have
learnt in the last two lessons. This will be peer marked following a set success criteria. The teacher will monitor pupils marking by
making sure that everyone has secured understanding of the grammatical structures learnt in previous lessons.
Additional learning support: www.linguascope.com / www.wordreference.com
REACH:
Investigate the influence of Spanish culture (eg. shops, restaurants, food etc) in your local community.
Week 6
1 hour of
lessons plus 1
hour of home
learning each
week
Line of Enquiry Week 6 – The Spanish colonisation of the Americas made a negative impact on their economy.
Learning intentions in order of delivery:
 Recall the different rooms in a house
 Recognise and classify a variety of different words into appropriate word categories.
 Recall a few simple prepositions.
Students will learn to:
1.
2.
3.
4.
5.
6.
Distinguish between masculine and feminine genders attributed to rooms and highlight possible m/f patterns.
Recognise the floor levels in a house and describe the rooms that are on each level.
Understand structures ‘Hay’ and ‘Tenemos’ and demonstrate their use in a sentence structure.
Distinguish between masculine and feminine adjectival agreements.
Create an ‘elastic band’ sentence describing masculine and feminine rooms in a house.
Evaluate the knowledge of prepositions to describe the location of different rooms in one’s house.
Weekly success criteria across 3 lessons:
GP wt1/1 Question = Students will recall the different rooms in a house and explain language patterns used to identify their meaning.
GP 1 = Students will understand structures ‘hay’ and ‘tenemos’ and demonstrate their use in a sentence structure.
GP 1/2 = Students will apply knowledge to identify the modification of the preposition followed by masculine, feminine or plural nouns.
GP 2 = Students will analyse a set of different prepositions followed by nouns of different gender.
GP 2+ = Student will evaluate how all structures learnt can be used to describe the location of different rooms in one’s house.
RGP 3 (REACH) = Students will create an ‘elastic band’ sentence describing masculine and feminine rooms in a house.
Lesson Hypotheses:
Hypothesis 2 – Elastic band information means longer sentences and repeated adjectives. (Cognitive Acceleration lesson focusing
on discovering the differences between the masculine and feminine form of adjectives and place of adjective in the sentence).
Linguistic structures to consider:
Hay + rooms in the house
No hay + rooms in the house
Tenemos...
No tenemos...
Primera (1ª) planta
Segunda planta etc....
prepositions :
en frente / detrás / en / sobre / debajo / entre
adjectives :
grande/ moderno/a / de moda / cómodo/a etc.
Home Learning:
This week’s home learning requires students to learn the vocabulary for rooms in a house and furniture items for a vocabulary test next
lesson. This will be self-marked following the answers displayed on the board.
Additional learning support: www.linguascope.com / www.wordreference.com
REACH:
Students investigate the extent to which The Spanish colonisation of the Americas made a negative impact on their economy. Students
must provide justifications for their findings.
Extended Learning
Students can consolidate knowledge through the practice of REACH GCSE (or similar) past paper questions.
Students can further consolidate knowledge through accessing the:
 Linguascope website: Beginners version
 GCSEPod
 GCSE BBC Bitesize
 Native Spanish Newspapers (online – El Mundo, El País).
 Keep up to date with Spanish news in English (The Local Spain – www.thelocal.es)
Examples of
GCSE
questions