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 mastery 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.
Year 7: Claro 1
Year 8: Claro 2
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
GCSE Spanish AQA Course book supported by Kerboodle
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 to gain cultural awareness.
We follow the AQA Examination Board in both languages: Learners are entered for either all Foundation or all Higher Tier. The marks are weighted as indicated below:
- Listening and understanding – 25%
• Speaking – 25%
• Reading and understanding – 25%
• Writing – 25%
Learners are externally assessed in these four skill areas in linear exams. There is more information below
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 which 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. This skill is also worth 25% of the overall level.
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.
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.
Knowledge Organisers are used effectively across both Key stages and form the basis of homeworks in Years 7, 8 and 9.
For any additional information please contact Mrs Bansal, Curriculum Team Leader for MFL.