ks3 language acquisition
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.
MYP Assessment Criteria
Criterion A
Listening
Criterion B
Reading
Criterion C
Speaking
Criterion D
Writing
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?
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?
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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?
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Students will be able to create a family tree of their own family or an important French/Spanish family e.g. the Royal Family
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?
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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?
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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
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?
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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…?
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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.
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?
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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?
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Students to be able to play a football/netball/basketball match using French/Spanish only.
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.
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?
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.
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?
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
- Full present tense conjugation of the verb ‘trabajar’
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?
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?
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.
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
- Family members, personality and physical appearance adjectives, key verbs (to help, to support, to listen, to get on with)
- 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?
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?
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?
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.
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.
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’)
Click on the links below to view the videos and resources for the extension activities.
Module 1
Module 2
Module 3
Module 4
Sign up to Edpuzzle with your school Google account. Watch the videos and answer the questions at each pause.
Module 5
Sign up to Edpuzzle with your school Google account. Watch the videos and answer the questions at each pause.
Click on the links below to view the videos and resources for the extension activities.
Module 1
Module 2
Module 3
Module 4
Sign up to Edpuzzle with your school Google account. Watch the videos and answer the questions at each pause.
Module 5
Sign up to Edpuzzle with your school Google account. Watch the videos and answer the questions at each pause.
Click on the links below to view the videos and resources for the extension activities.
Module 1
Module 2
Module 3
Module 4
Sign up to Edpuzzle with your school Google account. Watch the videos and answer the questions at each pause.
Module 5
Sign up to Edpuzzle with your school Google account. Watch the videos and answer the questions at each pause.
Click on the links below to view the videos and resources for the extension activities.
Module 1
Module 2
Module 3
Module 4
Sign up to Edpuzzle with your school Google account. Watch the videos and answer the questions at each pause.
Module 5
Sign up to Edpuzzle with your school Google account. Watch the videos and answer the questions at each pause.
Click on the links below to view the videos and resources for the extension activities.
Module 1
Module 2
Module 3
Module 4
Sign up to Edpuzzle with your school Google account. Watch the videos and answer the questions at each pause.
Module 5
Sign up to Edpuzzle with your school Google account. Watch the videos and answer the questions at each pause.
Click on the links below to view the videos and resources for the extension activities.
Module 1
Module 2
Module 3
Module 4
Sign up to Edpuzzle with your school Google account. Watch the videos and answer the questions at each pause.
Module 5
Sign up to Edpuzzle with your school Google account. Watch the videos and answer the questions at each pause.
ks4 modern foreign languages (MFL)
Link to prior learning
- Articles
- Adjectival agreement
- Comparatives/superlatives
- Ordinal numbers e.g. segundo.tercero
- Present tense conjugation and pronouns
- Use of the infinitive
- Vocab – days, dates, times, colours, clothes, sports, daily routine, technology , conjunctions
- Pronunciation/phonics – e.g. vowels/double ll/j/v
Core declarative knowledge: What should students know?
- To describe subjects, teachers, facilities, rules, uniform, timetable, extra-curricular, daily routine.
- To make comparisons and justify opinions, for example about subjects, use of technology, teachers etc.
- To know differences in the school system in UK and Spanish speaking countries.
- To use the past tense to talk about primary school
- Grammar:
- Using a variety of negatives
- Using the neuter article: lo
- Using indefinite articles: cada, otro, todo, mismo, alguno
- Using quantifying articles: muchos, varios, algunos, unos, pocos
- Using impersonal verbs (se debe)
- Using desde hace + present tense
- Forming adverbs from adjectives (tristemente)
- Forming and answering questions (key question words e.g. como/que/donde)
- Form the imperfect tense
- Using a variety of negatives
Core procedural knowledge: What should students be able to do?
- Students will apply declarative knowledge to be able to answer the following questions:
- What do you study? What’s your school like? What are the teachers/uniform like? What was your primary school like?
- What do you study? What’s your school like? What are the teachers/uniform like? What was your primary school like?
- Students will apply knowledge to complete a GCSE Role Play assessment as well as translation and written tasks.
- They will also use declarative knowledge to be able to successfully answer reading and listening comprehension tasks.
Link to prior learning
- To give opinions, make comparisons and justify reasons.
- To confidently use the present tense, including irregular verbs
- Negatives, comparisons, superlatives and question words
Core declarative knowledge: What should students know?
- To use the future tense to explain job preferences – including charity work, gap year
- To justify future plans (e.g. to help others/to earn money)
- To use the past tense to give details on a part time job/work experience – when/where/pay/tasks/opinion of people and place
- Grammar:
- Using possessive adjectives
- Using lo and lo que
- Using tener phrases (tener la intencion/tener suerte)
- Using the near future tense
- Using the past tense (imp/pret)
- Two-verb structures QUERER, TENER la intención de,ESPERAR, PENSAR,
- IR a + infinitive
- Subjunctive present after cuando (future meaning)
- Using possessive adjectives
Core procedural knowledge: What should students be able to do?
- Students will apply declarative knowledge to be able to answer the following questions:
- What are you going to study next year? What are you going to do after your studies? What did you do on work experience?
- Students will apply knowledge to complete a GCSE Writing, Listening and Reading paper.
- They will be able to succeed in the writing paper with a good understanding of the markscheme (e.g. cover all bullet points/range of tenses and opinions)
- They will use cognates, context and common sense to deal with unfamiliar language
- They will apply common suffixes to work out unfamiliar language
- They will be able to make deductions in reading and listening
Core declarative knowledge: What should students know?
Core procedural knowledge: What should students be able to do?
Links to prior learning (to be made explicit and tested)
Link to prior learning
- Meaning and use of hay
- Recap of the position and agreement of adjectives
- Recap lo bueno/malo de…
- Recap quantifiers e.g. todo/cada/alguno
- Recap question words
- Recap key adjectives and forming negatives
- Recap basic vocab – seasons, numbers, colours, nationalities
- Meaning and use of mi(s) and tu(s)
- Comparatives/Superlatives
- Basic negations
Core declarative knowledge: What should students know?
- Explaining different types of houses and areas
- Saying where things are in your house (furniture/rooms/floors)
- Talking about ameneties in your area
- Discussing advantages/disadvantages of living in countryside/city
- Grammar:
- Verbs – uses of ser and estar (focus on es/esta difference)
- Negatives – ningun and ninguna
- Agreement – feminine/masc nouns
- Locative adverbials and prepositions”
- Using al/a la and del/de la correctly
- Using demonstrative adjectives and pronouns (este/ese/aquel)
- Using possessive pronouns (Mio/tuyo/suyo – como es el tuyo?)
- Applying previous knowledge of imperfect/conditional tense to this topic
- Expressions of sequence (e.g. despues de)
- Verbs – uses of ser and estar (focus on es/esta difference)
Core procedural knowledge: What should students be able to do?
- Students will apply declarative knowledge to be able to answer the following questions:
- Where do you live? What is there in your area? Describe your house.
- What are the benefits of living in the city?
- Students will apply their knowledge into a GCSE Photo Card Speaking assessment as well as a Listening assessment.
- Other skills they’ll be able to do:
- Building on formulation of questions – include adonde/a quien/ en que etc.
- Identifying different tenses in questions (como era tu pueblo hace veinte anos)
- Listening for tenses using verbs and time phrases to spot the tense
- Building on formulation of questions – include adonde/a quien/ en que etc.
Link to prior learning
- Secure lexicon of infinitive verbs
- Countries/areas
- Se puede/se debe + infinitive
- Expressions of sequence
- Structures from M2 on Jobs e.g. espero trabajar/ayudar a los demas
- Superlatives
Core declarative knowledge: What should students know?
- To describe the role of volunteering and describe opinions of supporting charities
- To discuss poverty and homelessness
- To describe environmental problems, what you are worried about and how to reduce, reuse, recyle.
- To describe natural disasters (deforestation, forest fires..) and ways to help after a natural disaster.
- Grammar:
- Using reflexive constructions such as se debe, se puede + infinitive
- Third person singular and plural
- Using reflexive constructions such as se debe, se puede + infinitive
Core procedural knowledge: What should students be able to do?
- Students will apply declarative knowledge to be able to answer the following questions:
- What is the role of a volunteer? How do they support in international sporting events? What are common environmental problems? How can we help save the environment? What are common natural disasters? How can we help after a disaster?
- What is the role of a volunteer? How do they support in international sporting events? What are common environmental problems? How can we help save the environment? What are common natural disasters? How can we help after a disaster?
- Students will apply their knowledge into a GCSE Reading and Writing assessment
- Other skills they’ll be able to do:
- Apply strategies to approach unfamiliar language know to watch out for words that change the meaning e.g. poco
- Understand the True/False/Not mentioned style questions
- Apply strategies to approach unfamiliar language know to watch out for words that change the meaning e.g. poco
Link to prior learning
- Vocabulary for Sports, Cinema and TV.
- Secure knowledge of singular regular preterite formation (AR, ER, IR)
Core declarative knowledge: What should students know?
- To know a range of sports, music genres, books, TV programmes and types of films.
- To give opinions, time frequency and weather
- To describe free time activities in the past
- Grammar:
- Si clauses
- Using the verb ‘soler’ in at least 2 tenses
- Imperfect: in weather expressions with estar, hacer
- Preterite tense
- Si clauses
Core procedural knowledge: What should students be able to do?
- Students will apply declarative knowledge to be able to answer the following questions:
- What did you do last weekend? What is your favourite______? Why? How often do you…?
- What did you do last weekend? What is your favourite______? Why? How often do you…?
- Students will apply their knowledge into a GCSE General Conversation Speaking and Listening Assessment.
Link to prior learning
- Recap daily routine for holiday pupose and compare
- Recap all tenses – Secure singular present, preterite and imperfect
formation for regular and key irregular verbs - Recap weather phrases using hacer
Core declarative knowledge: What should students know?
- To describe a past holiday – destination, accomodation, weather, activities, local celebrations, what made it memorable/disastrous
- To describe a range of special days/festivals/ events – what you usually do to celebrate and an example in the past
- To explain the importance of holidays and describe future holidays and dream holidays
- Grammar:
- Preterite tense, including reflexive verbs
- Using preterite and imperfect together.
- To use si clauses e.g. si fuera posible
- To develop understanding of perfect tense
- Preterite tense, including reflexive verbs
Core procedural knowledge: What should students be able to do?
- Students will apply declarative knowledge to be able to answer the following questions:
- Where did you go last year on holiday? What was your most memorable holiday? What did you do? What didn’t go well? Why are holidays important?
- What would be your dream holiday? How do you celebrate festivals/special days? What Spanish festival would you like to participate in?
- Students will apply their knowledge into a GCSE Writing/Reading assessment
- To apply knowledge to role play scenarios – hotel booking/complaints/directions/shopping etc.
- Developing greater complexity in spoken and written accounts of past events or experiences (antes de/después de haber /mientras/desde hace/acabar de)
Link to prior learning
- Adjectives (personality/physical appearance)
- Family members
- Mi/mis tu/tus
- Comparisons
- Future tense and future constructions
- Preterite and imperfect tense
Link to assessment
Reading and Writing
Core declarative knowledge: What should students know?
- To describe the qualities of a good friend/partner
- To compare people’s personality/appearance previously and now.
- To discuss future plans e.g. relationships/marriage/children
- To describe a recent wedding/special event.
- Grammar
- Radical changing verbs
- Using present and past tense together
- Ser and Estar
- Radical changing verbs
Core procedural knowledge: What should students be able to do?
- Students will apply declarative knowledge to be able to answer the following questions: What’s your family like? What is a good friend like? Do you want to get married in the future? Do you want to have children? How did you celebrate a recent wedding/event?
- Students will apply knowledge to complete a GCSE Reading and Writing assessment
Link to prior learning
- Food items
- Body parts
- Comparisons
- Recap daily routine for holiday purpose and compare
- Recap all tenses – Secure singular present, preterite and imperfect
formation for regular and key irregular verbs - Recap weather phrases using hacer
Link to assessment
Speaking and Listening
Core declarative knowledge: What should students know?
- To describe ways to lead a healthy lifestyle and unhealthy habits and their effects (drugs/alcohol/sleep)
- To use multiple tenses to talk about past, current and future lifestyles.
- To describe injuries and illnesses
- To describe a past holiday – destination, accomodation, weather, activities, local celebrations, what made it memorable/disastrous
- To explain the importance of holidays and describe future holidays and dream holidays
- Grammar:
- Expressions with ‘tener’
- Using three tenses together and understanding them in longer texts
- Imperative form
- Subjunctive, present (R) in certain exclamatory phrases (¡Viva! ¡Dígame!)”
- Expressions with ‘tener’
Core procedural knowledge: What should students be able to do?
- Students will apply declarative knowledge to be able to answer the following questions: What recommendations do you have for a healthy life? What are the dangers of ….? How has your lifestyle changed since you were younger? What are you doing to do more/less of in the future? What hurts?
- Students will apply declarative knowledge to be able to answer the following questions:
Where did you go last year on holiday? What was your most memorable holiday? What did you do? What didn’t go well? Why are holidays important? What would be your dream holiday? - Students will apply knowledge to complete a GCSE Speaking and Listening assessment
Link to prior learning
- Job titles
- Imperfect and Preterite tense
- Key vocabulary on work experience, primary school.
Link to assessment
Reading and Writing
Core declarative knowledge: What should students know?
- To understand job interviews and job adverts and recognise a CV/application letter.
- To know the past tense to describe primary school, trips, work experience in the past using at least 2 past tenses.
- Grammar:
- Revision of all tenses
- Pluperfect tense (Higher only)
- Revision of all tenses
Core procedural knowledge: What should students be able to do?
- Students will apply knowledge to complete a GCSE Reading and Writing assessment
Core declarative knowledge: What should students know?
- Developing dialogue on asking friends to meet up then giving excuses
- Shopping
Core declarative knowledge: What should students know?
- To give advantages and disadvantages of technology and other free time activities
- TBC
Module 6 – Exams