Spanish

Teaching and learning in both languages focuses on language acquisition through developing a range of language learning strategies. The emphasis is on encouraging learners to learn and apply key language and structures for a range of tasks and contexts. Languages is traditionally split into four skill areas (listening, speaking, reading and writing) and work centres on developing ability in each skill area. Lesson activities are varied and may include exploiting a literary text for comprehension, extracting key details from listening texts, engaging in role-play or practising translation. Throughout their learning learners are strongly encouraged to make links with other languages that they know and to share this information with the class.

Years 7 and 8
Year 7 and 8 Spanish: Listos Course Book

Learners follow a curriculum that is diverse in themes and rich in grammar. As well as learning to communicate in different contexts, learners also practise key transactional language items which will enable them to get around in Spanish and Italian speaking countries. There are opportunities to look at cultural aspects and explore important festivals, customs and traditions.

YEARS 9 10 11
GCSE Spanish Mira AQA Course book

This text book is used to support delivery of the new GCSE curriculum which covers the following themes:
• Identity and culture e.g. music, film, reading, fashion, internet including customs and festivals
• Local, national, international and global areas of interest e.g. e.g. holidays, accommodation, eating, food and drink including global issues.
• Current and future study and employment e.g. career choice and ambitions and including looking for and getting a job.
• Within each theme, learners engage in listening, speaking, reading, writing and translation activities. These tasks enable learners to explore the communicative and linguistic structures of the language as well as gaining cultural awareness.

We follow the AQA Examination Board in both languages: Learners are entered for Foundation or Higher Tier in listening and reading whereas speaking and writing is untiered. The marks are weighted as indicated below:

• Listening and understanding – 25%
• Speaking – 25%
• Reading and understanding – 25%
• Writing – 25%

Learners are externally assessed in the four skill areas in linear exams.

How Learners Are Assessed
Years 7 and 8
Students are assessed on their progress in listening, speaking, reading and writing in the target language using a variety of forms of assessment across the four skill areas. This usually occurs once a half term.
Both formative and summative assessments are carried out and targets are set for learners in line with school policy. Peer assessment also plays an integral part in the work of the department.

Years 9 10 and 11
The four skills are divided and assessed as follows:

Listening – Learners practise listening to stimuli from a variety of sources and are assessed in a final listening assessment which counts for 25% of the GCSE award.

Speaking – Regular classroom practice and access to a language assistant from the target-language country means that learners benefit from speaking practice tailored to the individual. We aim to develop learners who are able to answer spontaneously and narrate events in a variety of tenses. This part of the course is assessed in a 12-minute oral exam and is worth 25 % of the GCSE.
Reading – Learners practise reading texts from a variety of genres, including authentic texts from magazines, novels and newspapers. Reading ability is assessed in a final exam worth 25% of the GCSE. This section also includes a translation from Spanish into English.
Writing – Learners must respond to different tasks one of which will be a translation from English into Spanish. The overall aim of Modern Foreign Languages at GCSE is to develop learners who can express their ideas and points of view clearly and with confidence in the target language, while providing them with the tools to deal with situations that could arise when travelling abroad or in their future careers. This skill is also worth 25% of the overall level.

AS SPANISH
We follow the AQA specification for AS.

The core text book is AQA A-Level Spanish by Hodder Education.

The core content for AS level covers the topics of Social issues and trends, Artistic culture as well as in depth study of a literary text or film.
The AS specification builds on the knowledge, understanding and skills gained at GCSE. It constitutes an integrated study with a focus on language, culture and society. It fosters a range of transferable skills, including communication, critical thinking and creativity, which are valuable to the individual and to society.

Learners are also taught to use actively and accurately, grammar and structures appropriate to the tasks set. Knowledge of the grammar and structures specified for GCSE is assumed.

The final AS assessments consist of 3 papers.

Paper 1 assesses the skills of Listening, reading and writing within the areas of Aspects of Hispanic society, Artistic culture in the Hispanic world and Grammar. This paper is worth 45% of the overall award.

Paper 2 assesses Writing. It consists of a translation into Spanish and a question on a set text or film. These questions will require a critical response to aspects such as plot, characterisation, imagery or other stylistic features as appropriate to the work studied. This paper is worth 25% of the overall award. At HHS we study one of the set films at AS.

Paper 3 assesses speaking. This involves discussion of two sub-themes with the discussion based on a stimulus card for each sub –theme. Two cards will be discussed. This paper is worth 30% of the overall award.

A-Level SPANISH

We follow the AQA specification for A Level.

The core text book is AQA A-Level Spanish by Hodder Education.

The core content for A level revisits the themes of Social issues and trends, Artistic culture as well as the depth study of the film studied at AS . In addition the themes of Multiculturalism in Hispanic society and Aspects of political life in the Hispanic world are studied. At HHS we study one of the set Literature texts at A- level.

The final A Level assessments consist of 3 papers.

Paper 1 assesses the skills of Listening, reading and writing within the 4 main Themes studied across AS and A- level. This paper is worth 50% of the overall award.

Paper 2 assesses Writing. The exam requires two essays, each about 300 words, based on the Film and Literary text studied. These essays require a critical and analytical response, and Learners structure their own essays and decide how best to respond to the question. This paper is worth 20% of the overall award.

Paper 3 assesses speaking. This involves discussion with the examiner based on a stimulus card from one of the sub-themes. The Learners are also required to give a short presentation on a subject of their choice that they will have researched during the course. This will be followed by a discussion based on the subject matter introduced in the presentation. This paper is worth 30% of the overall award.

Homework
Homework is set in all year groups. It is recognised as an integral part of learning and is set according to school policy.
Typical homework activities will include learning vocabulary, preparing short presentations or responses for speaking, writing sentences or a short paragraph on the topic studied, reading a text and answering questions. There are opportunities for research which may lead to an extended piece of writing.