KS3 Modern Foreign Languages

At LAB, our Language Acquisition curriculum is underpinned by 2 key principles: cultural awareness and communication. We teach high frequency and authentic language through a well-sequenced and interleaved approach to ensure language is relevant, recycled and applicable to a variety of contexts, including real life scenarios. A sense of awe and wonder is created by exposing students to the bigger picture of language acquisition through geography, art, food, music, literature and other cultural elements of the French and Spanish speaking world in order for them to build an awareness of communities that are different from their own and to foster an appreciation of diversity.

Our aim is to demystify the process of language learning in order for students to communicate with increasing confidence, fluency and spontaneity and become lifelong linguists and global citizens.

Module 1 - Identity

Key/ Related Concepts

Communication

Links to prior learning

Some students would have done some Spanish in Primary school, use their help to encourage others improve quickly.

ATLs

  • Develop new skills, techniques and strategies for effective learning (eg. the habits of effective linguists)
  • Use a variety of speaking techniques to communicate with a variety of audiences.
  • Use memory techniques to develop long-term memory

Inquiry Questions

  • To what extent does language matter when meeting new people?
  • What skills do I need to learn a foreign language?
  • Does your identity always stay the same?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; one of which will be a Knowledge Quiz/Exam Prep testing students on all aspects of language, vocabulary, structures and grammar. Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

The second review will be an MYP assessment. This module students will complete Criterion C Speaking, where students will be asked 5 key questions from the Module.

Core declarative knowledge: What should students know?

  • Vocabulary: Greetings, numbers, days of the week, months , key verbs, key questions
  • Grammar:
    • Nouns – gender
    • Conjunctions – common ones ‘y’, ‘pero’, ‘tambien’
    • Interrogative form – (cómo, cuándo, cuantos)
    • Verbs – 1st person and 3rd person of key verbs”
  • Other:
    • What are some common Spanish/French names?
    • Where is Spain/France?
    • Where is Spanish/French spoken?
    • Why learn a language?

Core procedural knowledge: What should students be able to do?

  • Students will be able to use declarative knowledge to recognise and produce the following: What is your name? – How old are you? – When’s your birthday? – What is the date today? -What’s his/her name? – How old is (s)he?
  • They will be able to hold a short introductory conversation in Spanish?/French?
Module 2 - Relationships

Key/ Related Concepts

Communication, Message

ATLs

Give and receive meaningful feedback.

Links to prior learning

  • Family members (brother/sister)
  • Recapping key verbs in 1st/3rd person
  • Recapping key questions

Inquiry Questions

F: What vocabulary do I need to describe people in French?
C: How are adjectives different in French/Spanish?
D: Are all families the same?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes. Periodic review will take place twice a module; one of which will be a Knowledge Quiz/Exam Prep testing students on all aspects of language, vocabulary, structures and grammar.

Students will receive written feedback as well as a Crib Sheet to address common misconceptions. The second review will be an MYP assessment. This module students will complete a Listening Criterion A assessment.

Core declarative knowledge: What should students know?

  • Vocabulary: Family members, countries, personality and physical appearance adjectives, colours, hair styles and key verbs such as ‘to get on with’ Using adverbs of frequency Showing variation in writing with connectives and opinion phrases Teaching of false friends e.g. largo
  • Grammar:
    • Verbs – Using ‘to have’ and ‘to be’ in present tense first person
    • Nouns – sing/plural form
    • Adjectives – agreement and position. Possessive adjectives
    • Quantifiers – agreement

Core procedural knowledge: What should students be able to do?

  • Students will be able to use declarative knowledge to recognise and produce the following: How many people are they in your family? Where are you from? Where are your family from? Who do you get on well with? Why? What type of person are you? What are your family like?

  • Students will be able to create a family tree of their own family or an important French/Spanish family e.g. the Royal Family

Module 3 - Home & Town

Key/ Related Concepts

Creativity, Communication

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Read critically for comprehension
  • Make inferences an draw conclusions

Links to prior learning

  • Family members
  • Adjectives
  • Adjectival agreement
  • Using ‘hay’

Inquiry Questions

  • Where is French/Spanish spoken in the world?
  • Are all areas/homes the same around the world?
  • What are the cities/regions and languages of Spain/France?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; one of which will be a Knowledge Quiz/Exam Prep testing students on all aspects of language, vocabulary, structures and grammar. Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

The second review will be an MYP assessment. This module students will complete a Reading and Writing assessment B/D

Core declarative knowledge: What should students know?

  • Vocabulary:
    • Location of your house
    • Rooms in the house
    • Favourite room
    • Places in town
    • Animals/pets and colours
  • Grammar:
    • Present tense, key verbs ‘vivir’, ‘ir’
    • Understanding an infitive verbs usage
    • Conjugating in the present tense
    • Seed planting Conditional tense
    • Prepositions
    • Teaching of -ito/-ita and -illo/-illa endings used to form diminutives (eg casa – casita, perro – perrito, mesa
      – mesilla)
    • Common patterns: Words in which t in Spanish corresponds to ‘th’ in English eg. teatro/catedral

Core procedural knowledge: What should students be able to do?

  • Students will be able to use declarative knowledge to recognise and produce the following: What is your house like? What’s your favourite room and why? What is your town like? What do you normally do in your town?

  • Students will be able to research a region in France/Spain and compare it to their town with specific reference to key French/Spanish shops e.g. la panaderia/la boulangerie

Module 4 - School

Key/ Related Concepts

Personal and cultural expression, communication and culture

ATLs

  • Listen actively to other perspectives
  • Use networks appropriately to build and develop relationships select and use technology effectively and productively

Links to prior learning

  • Opinion phrases
  • Common adjectives
  • Days of the week
  • Using infinitives after a conjugated phrase
  • Use of ‘hay’
  • Numbers

Inquiry Questions

F: What key vocab do I need to talk about subjects
C: How are schools different in France/Spain?
C: How do I use verbs correctly?
D: Is school important?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; one of which will be a Knowledge Quiz/Exam Prep testing students on all aspects of language, vocabulary, structures and grammar. Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

The second review will be an MYP assessment. This module students will complete Criteron C Speaking exam.

Core declarative knowledge: What should students know?

  • Vocabulary: School subjects Opinion phrases Telling the time Places in a school
  • Grammar:
    • Using the verb ‘estudiar’ in the present tense
    • Use of definite articles
    • Using ‘donde’ as a connective
    • Use of reflexive constructions such as ‘se debe’ and ‘se puede’
    • The Spanish word adds an epenthetic e- before words beginning with ‘s’ + consonant e.g. espanol/esnob/estudios/especial

Core procedural knowledge: What should students be able to do?

  • Students will be able to use declarative knowledge to recognise and produce the following: What do you study? What do you think of your subjects? What’s in your school? At what time do you have…?

  • Students will be able to write to a pen pal about their school and ask them questions about schools in Spain/France. They will also send voice recordings to their pen pal talking about their school.

Module 5 - Free Time

Key/ Related Concepts

Identities and relationships (Health & Wellbeing), Connections

ATLs

  • Read critically and for comprehension
  • Give and receive meaningful feedback
  • Use a variety of speaking techniques and forms of writing

Links to prior learning

  • Difference between conjugated verbs and infinitive verbs and when to use them
  • Present tense
  • Opinion phrases

Inquiry Questions

  • Are hobbies important?
  • Do French/Spanish children play the same games as in the UK?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; this module both of them will be Knowledge Quizzes/Exam Prep testing students on all aspects of language, vocabulary, structures and grammar.

Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

Core declarative knowledge: What should students know?

  • Vocabulary:
    • Different hobbies and sports
    • Time phrases
    • Range of appropriate verbs – mente suffix used to form adverbs (eg rápido – rápidamente, total – totalmente)
  • Grammar:
    • What activities you do using the verbs “jugar” (play), “hacer” (do) and “ir” (go)
    • Seed planting near future tense

Core procedural knowledge: What should students be able to do?

  • Students will be able to use declarative knowledge to recognise and produce the following: What hobbies do do? When do you do them? What are you going to do next week?

  • Students to be able to play a football/netball/basketball match using French/Spanish only.

Module 6 - Bringing It Altogether

Key/ Related Concepts

Identities and relationships (Identity formation), Cultural Communication

ATLs

  • Develop new skills, techniques and strategies for effective learning (eg. the habits of effective linguists)
  • Use a variety of speaking techniques to communicate with a variety of audiences.
  • Use memory techniques to develop long-term memory
  • Use appropriate forms of writing for different purposes and audiences
  • Read critically for comprehension
  • Make inferences an draw conclusions

Links to prior learning

All previous vocabulary and grammar.

Inquiry Questions

  • What are the differences between the life of a Year 7 student in Spain/France compared with mine?
  • How does their school life and home life compare?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; one of which will be a Knowledge Quiz/Exam Prep testing students on all aspects of language, vocabulary, structures and grammar. Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

The second review will be an MYP assessment. This module students will complete all Criteria A B C D

Core declarative knowledge: What should students know?

  • The module begins with two weeks of assessments then students will have four weeks to complete a Project which include all vocab and grammar from the previous 5 modules of Year 7.

Core procedural knowledge: What should students be able to do?

  • Students should be able to apply all declarative knowledge from Year 7 into a interdisciplinary unit.
Module 1 - Food & Drink

Key/ Related Concepts

Identities and relationships (Health & Wellbeing), Culture

ATLs

  • Take effective notes in class
  • Write for different purposes
  • Use memory techniques to develop long-term memory

Links to prior learning

  • Adjectival agreement
  • Sentence structure
  • Phonics knowledge

Inquiry Questions

  • How do traditional foods in TL country differ from my own?
  • Do you prefer the food of the TL country or your own?
  • Do you think food is part of people’s culture?
  • Is it important to celebrate and be aware of different people’s food and traditions?
  • What is different about eating habits/times in Spain/France compared to the UK? Why?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; one of which will be a Knowledge Quiz/Exam Prep testing students on all aspects of language, vocabulary, structures and grammar. Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

The second review will be an MYP assessment. This module students will complete Criterion B/D – a Reading and Writing assessment.

Core declarative knowledge: What should students know?

  • Vocabulary:
    • Items of food and drink
    • Wide range of adjectives to describe food/drink
    • Meal times
    • Opinion phrases
    • Connectives and negatives
  • Grammar:
    • Understanding masc/fem
    • Using opinion phrases in the singular and plural
    • Accurate sentence structure when using adjectives
    • Seed planting imperfect tense with Solia + infinitive
    • Seed planting near future tense

Core procedural knowledge: What should students be able to do?

  • What do you have for breakfast? lunch? and dinner?
  • What do you like eating?
  • What advice can you give to young people?
Module 2 - Shopping & Restaurants

Key/ Related Concepts

Communication Exchange and Interaction

ATLs

  • Share ideas with multiple audiences using a variety of digital environments and media
  • Interpret and use effectively modes of non-verbal communication
  • Use a variety of speaking techniques to communicate with a variety of audiences

Links to prior learning

  • Greetings
  • Food items
  • Numbers
  • Colours

Inquiry Questions

  • What vocabulary do I need to communicate with someone in a restaurant/shop?
  • How do we communicate effectively when shopping/in a restaurant?
  • Is politeness important when shopping?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; this module students will complete two Knowledge Quizzes which include translation, dictations and written tasks to test students on their declarative and procedural knowledge.

Students will receive written feedback as well as a Crib Sheet to address common misconceptions

Core declarative knowledge: What should students know?

  • Vocabulary:
    • Items of cutlery, courses, amounts of food, key verbs.
    • Clothes, material, sizes
    • Key questions
  • Grammar:
    • Forming and understanding questions
    • Explicit teaching of near future tense
    • Modes of address: tú and usted

Core procedural knowledge: What should students be able to do?

  • Applying knowledge to a role play – having a conversation in a restaurant/shop acting both as the client and the waiter/shop assistant.
Module 3 - Holidays

Key/ Related Concepts

  • Connections
  • Patterns and Structure
  • Lifestyle choices

ATLs

  • Use intercultural understanding to interpret communication
  • Use a variety of speaking techniques to communicate with a variety of audiences
  • Interpret and use effectively modes of non-verbal communication

Links to prior learning

  • Countries
  • Time phrases
  • Family members
  • Common adjectives

Inquiry Questions

F: What words do I need to talk about different holidays?
C: Why are holidays important?
D: Do you prefer holidays at home or abroad?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; one of which will be a Knowledge Quiz/Exam Prep testing students on all aspects of language, vocabulary, structures and grammar. Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

The second review will be an MYP assessment. This module students will complete Criterion A/C – Speaking and Listening assessment.

Core declarative knowledge: What should students know?

  • Vocabulary: Past time phrases, transport, exclamative opinions, activities on holiday, problems on holiday, types of accommodation.
  • Grammar:
    • Preterite tense: key verbs including irregular in first person
    • Possessive adjectives (mi, tu, su, nuestro, vuesto, su) explicitly taught
    • Seed planting imperfect tense e.g. era/habia/tenia

Core procedural knowledge: What should students be able to do?

  • Where did you go on holiday last year?
  • What did you do?
  • How was it?
  • What was the best/worst?
Module 4 - Jobs

Key/ Related Concepts

  • Fairness and development (Human capability and development)
  • Connection

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Share ideas with multiple audiences using a variety of digital environments and media

Links to prior learning

  • Locations
  • Common adjectives
  • Opinion phrases

Inquiry Questions

F: What vocabulary do I need to talk about different jobs?
C: What aspects are important when looking for a job?
D: Are some jobs more important that others?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; this module students will complete two Knowledge Quizzes which include translation, dictations and written tasks to test students on their declarative and procedural knowledge.

Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

Core declarative knowledge: What should students know?

  • Vocabulary: Job titles, locations, adjectives
  • Grammar:
    • Full present tense conjugation of the verb ‘trabajar’
    • Seed planting imperfect tense e.g. ‘trabajaba’ ‘era

Core procedural knowledge: What should students be able to do?

  • Students will be able to use declarative knowledge to recognise and produce the following: What jobs people do? Why they like/dislike those jobs? Where they work?
Module 5 - Home, Town & Community

Key/ Related Concepts

  • Globalisation and sustainability (Human impact on the environment)
  • Communication

ATLs

  • Share ideas with multiple audiences using a variety of digital environments and media
  • Interpret and use effectively modes of non-verbal communication
  • Use a variety of speaking techniques to communicate with a variety of audiences

Links to prior learning

  • Places in town
  • Common adjectives
  • Use of key imperfect and conditional verbs that were previously seed planted

Inquiry Questions

  • What phrases do I need to say about what is in my house/town?
  • How are homes different around the world?
  • Can I compare houses in Spain/France with the UK?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; one of which will be a Knowledge Quiz/Exam Prep testing students on all aspects of language, vocabulary, structures and grammar. Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

The second review will be an MYP assessment. This module students will complete Criterion A/B/C/D

Core declarative knowledge: What should students know?

  • Vocabulary: Places in town, weather, common social and environmental issues, common adjectives, location and distance e.g. cerca/lejos de
  • Grammar:
    • Explicit teaching of imperfect and conditional tense
    • Use of desde hace in present tense
    • Forming comparatives
    • Use of cuando as a connective
    • Superlatives with ‘lo bueno’ and ‘lo malo’ – ero/-era endings and ería ending (eg reloj – relojero, fruta – frutero – frutería) -eza, -dad and -ura endings applied to adjectives (eg limpio – limpieza, pobre – pobreza,
      sucio – suciedad, honesto – honestidad, hermoso – hermosura, loco – locura)

Core procedural knowledge: What should students be able to do?

  • What is the good and the bad thing about your area?
  • Can you compare your area in the past with present day?
  • What would your ideal town be like?
Module 6 - Bringing It Altogether

Key/ Related Concepts

  • Personal and cultural expression (Ways of life)
  • Cultural and Communication

ATLs

  • Develop new skills, techniques and strategies for effective learning (eg. the habits of effective linguists)
  • Use a variety of speaking techniques to communciate with a variety of audiences.
  • Use memory techniques to develop long-term memory
  • Use appropriate forms of writing for different purposes and audiences
  • Read critically for comprehension
  • Make inferences and draw conclusions

Links to prior learning

All previous vocabulary and grammar.

Inquiry Questions

  • What are the differences between communities in Spain/France compared with my community?
  • What are common festivities and cultural celebrations in Spain/France?
  • How do they celebrate?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; this module students will complete two Knowledge Quizzes which include translation, dictations and written tasks to test students on their declarative and procedural knowledge.

Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

Core declarative knowledge: What should students know?

  • The previous module includes two weeks of assessments therefore the first two weeks of Module 6 will be a continuation of Module 5 content. Then students will have four weeks to complete a Project which includes all vocab and grammar from the previous 5 modules of Year 8, as well as their knowledge from Year 7.

Core procedural knowledge: What should students be able to do?

  • Students should be able to apply all declarative knowledge from Year 8 into a interdisciplinary unit.
Module 1 - Relationships

Key/ Related Concepts

  • Identities and relationships (Identity formation)
  • Connections
  • Patterns and form

ATLs

  • Take effective notes in class
  • Write for different purposes
  • Use memory techniques to develop long-term memory

Links to prior learning

  • Adjectives
  • Qualifiers
  • Family members
  • Present tense endings
  • Sentence structure
  • Agreement
  • Giving personal details e.g. name/age/location

Inquiry Questions

F: What key phrases do I need to talk about my relationships?
C: What makes a good firiend?
D: What’s more important, friends or family?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; one of which will be a Knowledge Quiz/Exam Prep testing students on all aspects of language, vocabulary, structures and grammar. Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

The second review will be an MYP assessment. This module students will complete Criterion A/C – Speaking and Listening assessment.

Core declarative knowledge: What should students know?

  • Vocabulary:
    • Family members, personality and physical appearance adjectives, key verbs (to help, to support, to listen, to get on with)
      -dor/-dora ending applied to verbs to form nouns and adjectives (eg hablar – hablador, trabajar – trabajador)
    • Reminder of false friends e.g. sensible
  • Grammar:
    • Present tense
    • Adjectival agreement
    • Direct object pronouns with ‘me’

Core procedural knowledge: What should students be able to do?

  • Who do you get on well with?
  • Who do you not get on well with?
  • What are your family like?
  • What makes a perfect partner/friend?
Module 2 - Media

Key/ Related Concepts

  • Scientific and technical innovation
  • Communication
  • Function/Audience

ATLs

  • Share ideas with multiple audiences using a variety of digital environments and media
  • Interpret and use effectively modes of non-verbal communication
  • Use a variety of speaking techniques to communicate with a variety of audiences

Links to prior learning

  • Present tense
  • Time phrases
  • Superlative ‘lo bueno’ ‘lo malo’

Inquiry Questions

F: What vocabulary do I need to talk about technology?
F: What do you use technology for?
C: How has the importance of technology changed?
D: Is technology an important part of modern life?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; this module students will complete two Knowledge Quizzes which include translation, dictations and written tasks to test students on their declarative and procedural knowledge.

Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

Core declarative knowledge: What should students know?

  • Vocabulary:
    • Differences, devices and functions
    • Advantages and disadvantages of social media
    • Range of key verbs that are topic related
  • Grammar:
    • Present tense
    • Para + infinitives
    • Perfect tense seed planted then explicitly taught
    • Direct object pronouns with ‘te’
    • Words where des- in Spanish is replaced by ‘dis-‘ in English e.g. desconectar

Core procedural knowledge: What should students be able to do?

  • Which devices do you use and for what purpose?
  • What are the advantages and disadvantages of social media and mobile phones.?
  • How have you used your phone recently?
Module 3 - Education

Key/ Related Concepts

  • Personal and cultural expression (Ways of life)
  • Culture
  • Convention & Patterns

ATLs

  • Use a variety of speaking techniques to communicate with a variety of audiences.
  • Use appropriate forms of writing for different purposes and audiences
  • Read critically for comprehension
  • Make inferences and draw conclusions

Links to prior learning

  • Present tense
  • Opinion phrases
  • Adjectival agreement
  • Plural form

Inquiry Questions

F: How do you form the future tense in French/Spanish?
C: Why do we go to university?
D: Is going to university important?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; one of which will be a Knowledge Quiz/Exam Prep testing students on all aspects of language, vocabulary, structures and grammar. Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

The second review will be an MYP assessment. This module students will complete Criterion A/B/C/D

Core declarative knowledge: What should students know?

  • Vocabulary:
    • School subjects
    • School problems
    • School facilities/rules
    • What makes a good student
  • Grammar:
    • Using the definite article
    • Present tense
    • Using ‘hay’ and ‘habia’
    • Imperfect tense
    • Plural form
    • Adjectival agreement
    • Negatives

Core procedural knowledge: What should students be able to do?

  • What subjects do you like?
  • What is your school like?
  • What is your school like in comparison to primary?
  • Are there problems in your school?
  • What makes a good student?
Module 4 - Health

Key/ Related Concepts

  • Identities and relationships (Health & Wellbeing)
  • Communication
  • Pronunciation and Audience

ATLs

  • Apply skills and knowledge in unfamiliar situations
  • Use a variety of speaking techniques to communicate with a variety of audiences

Links to prior learning

  • Se debe
  • Imperfect tense
  • Adjectival agreement
  • Food items
  • Sport items

Inquiry Questions

F: What are healthy habits?
C: How do diets in France/Spain differ from our own?
D: Is it important to have a healthy lifestyle?

Link to assessment

In every lesson students will warm up by recapping the previous lessons’ content with a range of tasks, including MCP quiz, categorising tasks, spot the odd one out and Google Form Quizzes.

Periodic review will take place twice a module; this module students will complete two Knowledge Quizzes which include translation, dictations and written tasks to test students on their declarative and procedural knowledge.

Students will receive written feedback as well as a Crib Sheet to address common misconceptions.

Core declarative knowledge: What should students know?

  • Vocabulary:
    • Food/drink
    • Sports
    • Body parts
    • Key adjectives (healthy, unhealthy)
    • Key topic words (smoking, drugs)
  • Grammar:
    • Using se debe
    • Learning when to use infinitives
    • Apply knowledge of imperfect tense
    • Phrases with tener e.g. tengo hambre/tengo sueno

Core procedural knowledge: What should students be able to do?

  • What does a healthy diet consist of?
  • What hurts?
  • What recommendations would you give?
  • Apart from food, what else can you do to be healthy?
  • Compare your diet then and now.
Module 5 - Bringing It Altogether

Key/ Related Concepts

Scientific and technical innovation (Digital Life)

ATLs

  • Use networks appropriately to build and develop relationships
  • Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks)

Links to prior learning

All previous learning reviewed.

Inquiry Questions

  • How does technology help us communicate?
  • How does technology support our learning of the wider world?

Link to assessment

In every lesson students will warm up by recapping previous lessons vocabulary. Twice a half term students will take a Knowledge Quiz/Google Form Quiz to be tested on all aspects of language, vocabulary, structures and grammar.

Core declarative knowledge: What should students know?

  • Vocabulary: All previous vocabulary
  • Grammar: All previous grammar

Core procedural knowledge: What should students be able to do?

  • Use their previous learning in a cross-topic/skills context.
Module 6 - Environment

Key/ Related Concepts

  • Globalization and sustainability
  • Culture and creativity

ATLs

  • Practise observing carefully in order to recognize problems
  • Draw reasonable conclusions and generalizations
  • Use brainstorming and visual diagrams to generate new ideas and inquiries

Links to prior learning

  • Vocabulary on town from Y8
  • Use of hay and no hay
  • Use of ‘se debe’ and ‘se puede’ + infinitive
  • Range of adjectives, connectives

Inquiry Questions

F: What vocabulary do I need to talk about environmental issues?
F: What environmental problems are there in the world today?
C: How can we help with current environmental issues?
D: Is it important to understand the human impact on the environment?

Link to assessment

In every lesson students will warm up by recapping previous lessons vocabulary. Twice a half term students will take a Knowledge Quiz/Google Form Quiz to be tested on all aspects of language, vocabulary, structures and grammar.

Criterion A/B/C/D

Core declarative knowledge: What should students know?

  • Vocabulary:
    • Environmental problems
    • Environmental solutions and recommendations key verbs e.g. usar/reciclar/tirar/malgastar/ahorrar
  • Grammar:
    • Using se debe
    • The use of infinitives
    • Apply knowledge of imperfect tense
    • Comparing past and present

Core procedural knowledge: What should students be able to do?

  • What environmental problems are there?
  • What is the cause of these environmental problems?
  • What solutions can you think of?
  • What can you do to help?
  • Were there as many environmental problems in the past?

Key Concept/Related Concept(s)

  •  

ATLs

  •  

Inquiry Questions

 

Core declarative knowledge: What should students know?

    •  

Core procedural knowledge: What should students be able to do?

Be able to ask and answer the following questions:

  •  

Links to prior learning (to be made explicit and tested)

  •  

Link to assessment (criterion A and ‘x’)