Learning a foreign language should open minds and hearts to other societies and cultures, foster curiosity about the world and deepen understanding of it. A high quality curriculum should provide opportunities to be liberated from insularity.
The teaching should enable pupils to express their opinions, ideas and thoughts in both writing and speaking and communicate for practical purposes. It should equip pupils with the confidence and resilience to work or study in other countries. It should also offer pupils opportunities to discover new ways of thinking through exposure to great literature and it must provide a foundation for pupils to study other languages.
The KS3 curriculum should build on progress made at KS2 or in some cases introduce pupils to the language in question and provide a solid foundation for further study at KS4 and beyond. It should enable pupils to experience the value of the language beyond their immediate needs and interests.
Broadly pupils should be developing a breadth and depth of confidence in the four attainment targets of listening, speaking, reading and writing as well as developing a core understanding of grammatical concepts. Learning should be engaging and memorable and teaching should equip pupils to know more and remember more. Pupils should be exposed to and respond to authentic resources such as songs, poems, adapted stories and letters. They should be able to speak and write with increasing confidence, fluency and spontaneity in order to express their opinions and describe people and events.
The KS3 curriculum must be accessible to all, relevant and engaging and develop sequentially through the logical teaching of topics and grammar.
|
Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
|
7 |
1 |
Mi vida |
Asking and answering some simple questions .Using numbers to 31. Using the 1st and 2nd person singular of the verbs tener and ser. Understanding months, days of the week , personality adjectives and agreement, pets, colours and brothers and sisters vocabulary. |
Week beginning November 01 Reading/listening and writing |
|
7 |
1/2 |
Mi familia y yo |
Building on work done on Mi Vida, pupils begin to use the 3rd person of ser and tener to describe physical(hair,eyes,size) and character traits of themselves and others in their family. Numbers are studied to 100. They learn some additional adjectives, specifically to do with physical description such as size and age. They are starting to use translation(both ways) of short phrases and sentences. |
January. |
|
7 |
1 |
Navidad |
During term 1 pupils start the first of the cultural units that are offered. Studying Spanish traditions and culture around Christmas. Pupils also learn traditional Spanish carols. |
|
|
7 |
2 |
Mi Tiempo Libre |
Pupils begin to use opinions to describe what they like to do in their free time. They understand the use of the infinitive following me gusta/no me gusta. They are able to add reasons to their opinions They are introduced to the paradigm of regular ar/ir and er verbs in the present tense. Pupils learn sports vocabulary and start to put longer sentences together using cuando and weather expressions. |
End of March-April Listening and reading |
|
7 |
3 |
Mi Insti |
School subjects and opinions. Extend use of me gusta/ gustan Revisit descriptions (teachers) Use correct indefinite and definite articles Describe your school and school day. Compare with Spanish schools |
End of year tests in all 4 attainment targets. |
|
Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
|
8 |
1 |
Mi Ciudad |
Places in the town Describe the city/area where you live. Learn how to use the words for some and many. More adjectives. The present tense of the verb ir to be able to say where you go and what you do. Learn how to tell the time in Spanish to add detail to written and spoken work. Revision of numbers. Introduce and practice the immediate future tense in order discuss future plans. Going to the cafe, foods and phrases for ordering and the querer in the present tense |
November Writing assessment.
December end of unit assessment listening,reading and writing. |
|
8 |
2 |
Mi Casa |
Describe your house and location and other types of houses and locations. Learn about rooms and recap basic opinions. Put furniture items into sentences with newly learned prepositions. Revise colours and agreement rules to describe and give opinions on your bedroom. Using the present tense and immediate future tenses as well as some frequency phrases learn how to talk about household jobs. |
End of February Speaking and reading assessment |
|
8 |
2 |
Todo Sobre Mi Vida |
Learning about tv programmes, music and how young people use their phones in Spain. Be able to articulate and extend opinion forming by using the comparative of adjective to discuss musical tastes and TV programmes. Review frequency phrases. Begin the preterite tense as receptive skill |
April Listening and Reading
Writing assessment as homework task. |
|
8 |
3 |
Mis Vacaciones |
Continue learning preterite tense with recap of ir in present and then past. Then regular verbs in preterite to describe a past holiday. Countries, holiday destinations and activities. Learn how to give opinions in the past by practicing and using the verb ser in the preterite. |
End of year tests in all 4 attainment targets. |
At KS4 learning should develop logically from study at KS3. Pupils will refine the skills they have acquired at KS3 and develop new skills which will enable them to progress through the course. The four attainment targets remain at the core of learning and assessment as well as the acquisition of new tenses and grammar structures. Teaching should be engaging, ambitious and accessible to all learners and provide the learner with linguistic and cultural knowledge. Pupils will develop exam technique and strategies for managing their own learning.
|
Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
|
9 |
1 |
Grammar unit (4 weeks) |
As an introduction to GCSE, pupils begin Year 9 with revision and recap of gender, adjectives(placement and agreement) definite and indefinite articles, tenses of regular and irregular verbs studied so far. |
October Grammar test |
|
9
9
|
1
2 |
Las Vacaciones
Mi Vida en el Insti
|
Discussing holiday activities and weather. Revising regular and irregular verbs in the present tense. Using verbs of opinion to refer to different people. Talking about a past holiday. Using the preterite tense. Booking accommodation and using verbs with the usted form. Understanding and using question forms. Giving opinions about school subjects and teachers. Using comparatives to develop more complex opinions. Describing school uniform and the school day. Learn the imperfect tense and practice distinguishing it from the present tense. Discuss school. Describe school uniform and the school day. Revise time and numbers. Learn about school rules and problems. Talk about activities and achievements in school. |
November 40 word GCSE Writing task and photo task Listening and reading end of unit task.
March 90 word writing task Listening and reading assessment
|
|
9 |
3 |
Mi Gente |
Talking about socialising and family. Recap describing people. Discussion of social networks and making arrangements to go out Talking about reading preferences Describing relationships Using reflexives and ser and estar. Use three tenses confidently |
June Speaking test Photo card Roleplay and conversation |
|
10 |
1 |
Intereses e Influencias |
Free-time activities and sport. Talking about Tv programmes , films, sports and what’s trending Discuss different types of entertainment and role models. Musical instruments. Reading tastes Si clauses and suelo plus the infinitive. Introduction to the perfect tense. |
November – end of module listening, reading and writing task |
|
10 |
2 |
Ciudades |
Talking about places in a town or city. Asking for and understanding directions. Listening for clues. Describing the features of a region. Discussing the pros and cons of your town and region. Recap shopping phrases and talk about problems with clothes and shopping. Use of se puede/se pueden plus the infinitive The future tense. |
March: Year 10 mock examination |
|
10 |
3 |
De Costumbre |
This is s a short unit of work to complete the year. This term is spent focussing on speaking in addition to the topic work. Pupils complete a speaking test and then work on improving their speaking skills and exam technique. They focus on role play work when learning about ordering in a restaurant. Topic:Describing meal times. Talking about traditions and Christmas and New Year in Spain. Talking about typical foods. Comparing different festivals. Describing a special day. Ordering in a restaurant. Talking about a music festival |
June: Speaking examination |
|
11 |
1 |
A Currar |
Describing types of houses and talk about the environment and problems and issues of global warming, pollution and plastic. Talking about a healthy diet, alcohol, anorexia, smoking and alcohol Discussing diet-related problems. Considering global issues. Talking about local actions. Discussing healthy lifestyles. Talking about international sporting events. |
Writing, listening and reading throughout teaching of topic. |
|
11 |
2 |
Hacia un mondo mejor
|
To introduce household chores and work place jobs and careers. Talk about how you earn money. Talk about work experience. Using 24-hour clock. Importance of learning languages. Role-play applying for a job. Discussing a gap year. Discussing plans for the future using the conditional tense. The rest of the year post mocks is spent on reflection of the mocks, practice writing tasks and technique for the speaking test. A full revision of all modules of work covered in Year 9 is undertaken prior to the GCSE in June. |
Full mock examination January |
At KS5 learners build on knowledge acquired at KS4. They develop a broad and deep understanding of the culture of Spain and Spanish speaking countries. They build confidence and fluency through the ability to speak and write on a variety of topical subjects and develop the advanced exam technique and critical thinking skills to be able to write about a film and book in the target language and summarise passages spoken in the target language. In addition, they will develop research skills in order to successfully complete a speaking test on a topic of their choice. The programme of study at KS5 should equip pupils to confidently continue their studies at university, to work or study abroad and to further their linguistic interests by learning additional languages.
|
Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
|
12 |
1 |
La Ciberespacio La Influencia de los Idolos |
In Year 12 there are 2 parts to the course: Aspects of Spanish Society and Artistic Culture in the Hispanic World. Within these headings, the following are studied alongside the grammar. La Ciberespacio and la Influencia de los Idolos are the first topics studied. In Ciberespacio, The influence of the internet, social media dangers and benefits and smart phone use in our world In la Influencia de los idolos,music and singers, stars of TV and cinema and role models. Pupils are also developing their reading and listening skills, learning to construct an argument and learning how to suarise in Spanish from written and spoken texts.
|
November grammar and reading test
|
|
12 |
2 |
Los valores tradicionales y modernos and La Identidad regional en España |
Los Valores: Changes in the family, attitudes towards marriage and divorce and the influence of the Catholic Church in Spain. La Identidad: Traditions and customs, gastronomy and languages. |
January listening and writing end of unit test. |
|
12 |
3 |
La Igualidad de los sexos and El Patrimonio Cultural |
La igualidad: Women in the labour market, Macho vs feminism and transsexual and gay rights. El Patrimonio: Tourist and prehistoric sites, art and architecture and music and cultural heritage. |
June end of year mock exam including Speaking |
|
13 |
1,2,3 |
Aspects of Spanish Society And Artistic Culture in the Hispanic world |
In Year 13 pupils must study a book and film in order to write two essays in Spanish. They must also prepare a 4 minute long oral presentation on a topic of their choosing which they are then questioned on by the examiner. The actual coverage of topics changes year on year depending on lesson allocation and teacher. In addition pupils cover the following topics: Immigration, Racism, multiculturalism and integration. Also Young people of today in an ideal society, monarchs and dictators and popular movements |
Pupils are assessed throughout the year but complete a mock exam including speaking in February. They do end of module assessments and timed essays on the book and film. |
| Headteacher: Mr. T. Alderman | |
 |
Speke Road, Liverpool, L25 7TN |
 |
0151 428 6421 |
 |
0151 421 1399 |
 |
reception@stjulies.org.uk |
 |
@StJulies | @StJuliesNotices |
All original content © St. Julie's Catholic High School 2020