Spanish
Subject lead: Cayetana Fernandez
It is our intention that all students enjoy learning languages, and they are able to use the knowledge learnt to equip them to became successful citizens of a global community.
We aim to strive for success by creating confident communicators in either French or Spanish. Students will achieve that success by focusing on learning to:
• communicate confidently and competently in the Target language
• understand of how memory works and what techniques work best
• develop an understanding of TL grammar and vocabulary & therefore English grammar/vocabulary and able to retain it long term and apply it to different contexts
• appreciate other countries’ customs and traditions & therefore reflect on their own
• develop ambition and debunk myth that languages are too hard/irrelevant by giving pupils opportunity to shine
• broaden outlooks and horizons through awareness of TL culture
• appreciate other countries’ customs and traditions & therefore reflect on their own
Key Stage 3:
Year 7: By the end of the year students will be able to demonstrate accurate use of Spanish phonics with familiar and new words and phrases. They will be able to greet other, introduce and describe themselves and their families, tell the time, give clear opinions supported by reasons and have a simple shopping conversation with a stranger. They will be able to use a bi-lingual dictionary to look for new word meanings and check present tense verb conjugations.
Year 8: By the end of the year students will be able to talk about themselves and their lives and express opinions with reasons Students will be able to use some transactional language and some more formal register. They will be able to use three tenses (present, near future and preterite) and more complex structures (e.g. conditional, comparative, superlative). They will also develop their knowledge of Hispanic culture.Year 9: By the end of the year students will be able to talk about themselves and their lives but also about wider ranging issues (human rights, the environment, etc.). They will be able to use the language they would need for arriving in Spain and meeting Spanish people. Students will be able to use three tenses (present, near future and preterite), plus the imperfect and simple future and they will develop their knowledge of Hispanic culture
Key Stage 4:
Year 10: By the end of the year pupils will be able to confidently describe aspects of their home life including their family, relationships, school and where they live, and be able to speak about both past and future holidays. They should be able to use a range of grammatical structures to comprehend and describe both familiar and unfamiliar contexts, asking for information when they need it.
Year 11: By the end of the year pupils should be able to confidently operate in a range of contexts across all 4 skills. They should be able to understand and describe local as well as global issues such as the environment, and be able to comprehend and describe their future plans and careers.
GCSE Spanish has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students will take 4 papers (listening, reading, writing and speaking). Students must take all four question papers at the same tier. All question papers must be taken in the same series.
Paper 1: Listening
What’s assessed
Understanding and responding to different types of spoken language
How it’s assessed
Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier)
40 marks (Foundation Tier), 50 marks (Higher Tier)
25% of GCSEeral conversation – 30 marks (3–5 minutes at Foundation Tier; 5–7 minutes at Higher Tier)
Paper 2: Speaking
What’s assessed
Communicating and interacting effectively in speech for a variety of purposes
How it’s assessed
Non-exam assessment
7–9 minutes (Foundation Tier) + preparation time
10–12 minutes (Higher Tier) + preparation time
60 marks (for each of Foundation Tier and Higher Tier)
25% of GCSE
Questions
Foundation Tier and Higher Tier
The format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the Photo card and different stimulus materials for the Role-play. The timings are different too:
Role-play – 15 marks (2 minutes at Foundation Tier; 2 minutes at Higher Tier)
Photo card – 15 marks (2 minutes at Foundation Tier; 3 minutes at Higher Tier)
General conversation – 30 marks (3–5 minutes at Foundation Tier; 5–7 minutes at Higher Tier)
Paper 3: Reading
What’s assessed
Understanding and responding to different types of written language
How it’s assessed
Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier)
60 marks (for each of Foundation Tier and Higher Tier)
25% of GCSE
Paper 4: Writing
What’s assessed
Communicating effectively in writing for a variety of purposes
How it’s assessed
Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)
50 marks at Foundation Tier and 60 marks at Higher Tier 25% of GCSE
Key Stage 5: (if applicable)
This qualification is linear. Linear means that students will sit all their exams at the end of the course.
Core content
1. Social issues and trends
2. Political and artistic culture
3. Grammar
4. Works: Literary texts and a film Assessments
Paper 1: Listening, reading and writing
What’s assessed
Aspects of Hispanic society
Artistic culture in the Hispanic world
Multiculturalism in Hispanic society
Aspects of political life in Hispanic society
Grammar
How it’s assessed
Written exam: 2 hours 30 minutes
100 marks
50% of A-level
Paper 2: Writing
What’s assessed
One text and one film or two texts from the list set in the specification
Grammar
How it’s assessed
Written exam: 2 hours
80 marks in total
20% of A-level
Paper 3: Speaking
What’s assessed
Individual research project
One of four themes (ie Aspects of Hispanic society or Artistic culture in the Hispanic world or Multiculturalism in Hispanic society or Aspects of political life in Hispanic society)
How it’s assessed
Oral exam: 21–23 minutes (including 5 minutes preparation time)
60 marks in total 30% of A-level
Student Leadership:
We love to promote the love for language outside the lessons by organising days trips, residentials, languages days and clubs. We are also proud of our Language Ambassadors.
