KS3 Spanish

Module 1 - Identities & Relationships

Key Concept

Communication

Related Concept(s)

Message

ATLs

In order for students to use written language, students must use a variety of written techniques to communicate successfully. Students will prepare to complete a social media profile.

In order for students to achieve the goal, which is to describe your personal identity using suitable words and grammatical structures, using basic phrases to communicate ideas, feelings and information on a variety of aspects of everyday topics. students must develop new skills, techniques and strategies for effective learning. Students will use new written skills effectively to learn how to express themselves.

In order for students to engage with the written language by identifying ideas, opinions and attitudes and by making a personal response to the text , students must learn how to express themselves addressing all the aspect of the tasks.

Core declarative knowledge: What should students know?

Vocabulary: Greetings, numbers, Days of the week, family and pets Grammar: First person for the present tense – word order in Spanish – Questioning

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? – Where do you live? – What is the date today? – How many people are there in your family? – What’s his/her name? – How old is (s)he?

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

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

Link to assessment (criterion A and ‘x’)

In every lesson students will warm up by recapping previous lessons vocabulary. Twice a half term students will take a Google Form Quiz to be tested on all aspects of language, vocabulary, structures and grammar.
Criterion C – Students to a speaking exam introducing themselves to someone knew.

Module 2 - Identities & Relationships

Key Concept

Communication

Related Concept(s)

Message

ATLs

In order for students to use written language, students must use a variety of written techniques to communicate successfully. Students will prepare to complete a social media profile.

In order for students to achieve the goal, which is to describe your personal identity using suitable words and grammatical structures, using basic phrases to communicate ideas, feelings and information on a variety of aspects of everyday topics. students must develop new skills, techniques and strategies for effective learning. Students will use new written skills effectively to learn how to express themselves.

In order for students to engage with the written language by identifying ideas, opinions and attitudes and by making a personal response to the text , students must learn how to express themselves addressing all the aspect of the tasks.

Core declarative knowledge: What should students know?

Vocabulary : Physical descriptions, personality descriptions Grammar: Verb “to be” and “to have” for the first and third person – word order ot adjectives and nouns – intoduction to adjectival agreement – negative sentences, intensifiers

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 look like? – What is your personality like? – What does (s)he look like? – What is his/her personality like?

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

The verb “TENER”, colours, family members.

Link to assessment (criterion A and ‘x’)

Criteria A and B – Students will need to recognise and show understanding of spoken and visual texts.

Module 3 - Local & International Places

Key Concept

Connections

Related Concept(s)

Context

ATLs

Social – (Strand ii)
In order for students to interact minimally in simple and rehearsed exchanges, using verbal and non-verbal language, students must encourage others to contribute. Students will have a conversation with a partner requesting and offering information.

Communication – (Strand iii)
In order for students to use minimal basic phrases to communicate ideas, feelings and information on a limited range of aspects of everyday topics, students must Organise and depict information logically. Students will need to negotiate ideas and knowledge with peers, creating a dialogue that follows a logical order in order to be successful during the oral presentation.

Core declarative knowledge: What should students know?

Vocabulary: Countries, nationalities, types of houses, adjectives, rooms of the house Grammar: Verb “SER”, hay, adjectival agreement, subordinate clause “que es” and “que está”. Me gustaría…/Antes vivía, pero ahora…. Antes había

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

Students will be able to use declarative knowledge to recognise and produce the following: Where do you like? – Where is it? – What rooms are there in your house? – What is your house like?

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

The verb “SER”, Adjectival agreement, Connectives.

Link to assessment (criterion A and ‘x’)

Criteria D – Students will produce a written text showing their understanding and knowledge of everything learnt up until December. LAT wide assessment.

Module 4 - In and Out of School

Key Concept

Culture

Related Concept(s)

Context and conventions

ATLs

In order for students to think critically students must practice observing carefully in order to recognise problems. Students will:
Short tasks where I give them a text with mistakes, focusing on one or two problems at a time, and students need to spot the mistakes, explain why the mistake was done and fix them.
Do peer assessment, giving students a list of grammar points to look for.
Do self assessment, after students have practice looking for mistakes in other people’s work, where they get a tick list to look for mistakes in their own work.

In order for students to reflect students must identify strengths and weaknesses of personal learning strategies (self-management). Students will:
Students to work on a sentence level. Students to be given simple sentences where some words are highlighted, they will need to change easy vocabulary for more sophisticated vocabulary.
Students to work on a sentence level. Students to be given short sentences to improve by connecting them in a paragraph.
Students to work on paragraph level. Students to be given a paragraph, they get a checklist of what a top attainment paragraph would include and they need to improve it.

Core declarative knowledge: What should students know?

Vocabulary: School subjects, teachers, school facilities. Grammar: Present tense regular verbs, extension of opinions, Justification, subordinate clauses

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 subjects do you study? – What subjects do you like? – What are your teachers like? – What are the facilities like in your school?

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

Physical and personality descriptions, The verb “hay”, Opinions

Link to assessment (criterion A and ‘x’)

Criteria C – Students to produce a podcast or a video about “my crib” to describe where they live.

Module 5 - In and Out of School

Key Concept

Culture

Related Concept(s)

Context and conventions

ATLs

In order for students to think critically students must practice observing carefully in order to recognise problems. Students will:
Short tasks where I give them a text with mistakes, focusing on one or two problems at a time, and students need to spot the mistakes, explain why the mistake was done and fix them.
Do peer assessment, giving students a list of grammar points to look for.
Do self assessment, after students have practice looking for mistakes in other people’s work, where they get a tick list to look for mistakes in their own work.

In order for students to reflect students must identify strengths and weaknesses of personal learning strategies (self-assessment). Students will:
Students to work on a sentence level. Students to be given simple sentences where some words are highlighted, they will need to change easy vocabulary for more sophisticated vocabulary.
Students to work on a sentence level. Students to be given short sentences to improve by connecting them in a paragraph.
Students to work on paragraph level. Students to be given a paragraph, they get a checklist of what a top attainment paragraph would include and they need to improve it.

Core declarative knowledge: What should students know?

Vocabulary: Sports, hobbies and weather Grammar: Hacer and Jugar / Jugaba, hacía / Me gustaría

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 sports do you practice? When, where and who with do you practice with? What sports do you like playing?What do you do when it rains, it’s sunny, etc? What does your friend do?

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

Present tense endings, opinion.

Link to assessment (criterion A and ‘x’)

Criteria A and B – Students will need to recognise and show understanding of spoken and visual texts. Modules 1-4

Module 6 - Traditions in Different Cultures

Key Concept

Creativity

Related Concept(s)

Meaning and conventions

ATLs

For students to write using a basic range of vocabulary and grammatical structures and conventions students must organise and depict information logically. Students will practise planning and structuring written response to a given situation.

For students to write using a basic range of vocabulary and grammatical structures and conventions students must use appropriate forms of writing for different purposes and audiences. Students will use the knowledge that they have gained for writing an article.

Core declarative knowledge: What should students know?

Vocabulary: Related to Spanish festivals: La Tomatina, Los San Fermines, Las Fallas. Grammar: Near future/ Fui/ Opinions+justifications/

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 festival do you prefer? Can you describe the festival? What festival would you like to visit?

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

Grammar – Near future, conditional with “me gustaría”, Opinions

Link to assessment (criterion A and ‘x’)

Criteria D – Students will produce a written text about Spanish Festivals and culture, showing an understanding of the use of grammar and structures . LAT wide assessment.

Module 1 - Media & New Technologies

Key Concept

Communication

Related Concept(s)

Function/audience

ATLs

Self-management and communication skills.

Core declarative knowledge: What should students know?

Vocabulary: Devices, uses of internet Grammar: Past tense – Para+infinitive

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 means of communication do you use? What means of communication did you use in the past? What was the last film you watched? What type of films do you like and why? What new technologies do you prefer?

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

Past tense

Link to assessment (criterion A and ‘x’)

Criteria C – Speaking exam Vocabulary quiz at the beginning of every lesson and knowledge organiser quiz in lesson 7

Module 2 - The Wider World (Towns, Cities & Communities)

Key Concept

Connections

Related Concept(s)

Message/purpose

ATLs

Self-Management: Learning new vocabulary techniques
Communication Skills: What makes effective communication?

Core declarative knowledge: What should students know?

Vocabulary: Description of your area and activities to do there Grammar: Opinion, past, future donde se puede, para+infinitive

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

Students will be able to use declarative knowledge to recognise and produce the following: Where do you live? Where are you from? What do you think of your area? What is there to do in your neighbourhood?

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

Para and infinitive

Link to assessment (criterion A and ‘x’)

Criterion A, B and D

Module 3 - Lifestyle (Healthy Living)

Key Concept

Communication

Related Concept(s)

Conventions/structure

ATLs

Research Skills: How to make a podcast, what makes healthy living?

Core declarative knowledge: What should students know?

Vocabulary: Food and drink, exercise, healthy and unhealthy habits Grammar: 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: Do you have a healthy lifestyle? Do you have a balanced diet? What do you have for breakfast? lunch? and dinner? What do you like eating? What is your daily routine like? What advice can you give to young people?

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

Food and exercise

Link to assessment (criterion A and ‘x’)

Criterion D – Translation exam

Module 4 - The Future (Jobs)

Key Concept

Creativity

Related Concept(s)

Context/meaning

ATLs

Thinking Skills: Using previously learnt grammar and apply to new topic.

Core declarative knowledge: What should students know?

Vocabulary: Jobs / Personalities / Places of work / Future plans
Grammar: Adjectival agreement / 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 job is it? What are different jobs places of work? What do your family members do? What qualities do you need to do different jobs?

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

Family and personality description.

Link to assessment (criterion A and ‘x’)

Criterion A, B and D

Module 5 - The Future (Travelling)

Key Concept

Creativity

Related Concept(s)

Context/meaning

ATLs

Self-management and social skills

Core declarative knowledge: What should students know?

Vocabulary: Countries, means of transport, people Grammar: Past and future tenses

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

Students will be able to use declarative knowledge to recognise and produce the following: Where do you normally go on holidays? How do you travel? Who do you go with? When did you go on holidays last? What did you do there? Where would you like to go on holidays?

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

Countries and family

Link to assessment (criterion A and ‘x’)

Criterion D

Module 6 - Tourism & Culture (Food & Shopping)

Key Concept

Connections

Related Concept(s)

Word choice/structure

ATLs

Communication Skills: What makes effective communication?

Core declarative knowledge: What should students know?

Vocabulary: Shops / items to buy / language to have an effective communication in shops
Grammar: Asking questions

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 want to eat/drink? How was your food? How can I help you? What are you looking for? How much is it? Can I have…?

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

Asking questions and shops

Link to assessment (criterion A and ‘x’)

Criterion C

Module 1 - We Are What We Do (Identity - Relationships)

Key Concept

Connections

Related Concept(s)

Empathy and conventions

ATLs

Communications Skills

Core declarative knowledge: What should students know?

Revision of: Family
New vocabulary: Relationships
Grammar: Present/Past/Future/Comparatives

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

Be able to ask and answer the following questions:
Who do you get on well with?
Who do you not get on well with?
What makes a perfect partner?
Would you like to get married?

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

Family members/personality descriptions

Link to assessment (criterion A and ‘x’)

Criterion C – Speaking

Module 2 - We Are What We Do (Our Environment)

Key Concept

Connections

Related Concept(s)

Empathy and conventions

ATLs

Communications Skills

Core declarative knowledge: What should students know?

Revision of: Town
New vocabulary: Environmental causes and solutions
Grammar: Present/Past/Future/Comparatives

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

Be able to ask and answer the following questions:
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?

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

Town vocabulary
Grammar and verb formation

Link to assessment (criterion A and ‘x’)

Criterion A, B and D – Listening, Reading and Writing

Module 3 - We Are What We Learn (Education)

Key Concept

Communication

Related Concept(s)

Message and audience

ATLs

Self-management skills – Plan strategies and take action to achieve personal and academic goals
Communication (Preview and skim texts to build understanding)

Core declarative knowledge: What should students know?

– Revision of: Subjects/Teachers/Description of school
– New vocabulary: Problems at school/Future plans and university
– GRAMMAR: Present/Past/Future/Comparatives/Subordinates

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

Be able to ask and answer the following questions:
What subjects do you like?
What are your teachers like?
What is your school like
Are there problems i your school?
Are you going to go to university?

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

Comparatives
Present tense ending
Future tense
Subordinate clauses

Link to assessment (criterion A and ‘x’)

Criterion C – Speaking

Module 4 - We Are What We Learn (Jobs)

Key Concept

Communication

Related Concept(s)

Message and audience

ATLs

Self-management skills – Plan strategies and take action to achieve personal and academic goals
Communication – (Preview and skim texts to build understanding)

Core declarative knowledge: What should students know?

Revision of: Personality / Places in town
New vocabulary: Jobs / Plans for the future
Grammar: Present/Future

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

Be able to ask and answer the following questions:
What jobs do you know?
What places of work are there?
What qualities do you have?
What would you like to do in the future?

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

Personality/places in town

Link to assessment (criterion A and ‘x’)

Criterion A and B – Listening and Reading

Module 5 - We Are What We Achieve (Health & Illness)

Key Concept

Creativity

Related Concept(s)

Purpose and point of view

ATLs

Self-management skills – Plan strategies and take action to achieve personal and academic goals

Core declarative knowledge: What should students know?

Revision of: Healthy Lifestyle
New vocabulary: Body
Grammar: Present/Past/Future/Comparatives

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

Be able to ask and answer the following questions:
What hurts?
What medicine do you need?

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

Healthy Lifestyle

Link to assessment (criterion A and ‘x’)

Criterion D – Writing

Module 6 - We Are What We Achieve (The Media)

Key Concept

Creativity

Related Concept(s)

Purpose and point of view

ATLs

Research Skills – Use memory techniques to develop long term memory. Communicate using a range of media sources.

Core declarative knowledge: What should students know?

Revision of: Media and technologies
New vocabulary: Radio/TV
Grammar: Present/Past/Future/Comparatives

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

Be able to ask and answer the following questions:
What do you think of TV?
Do you think the media has responsibility for advertising?

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

Media and technologies

Link to assessment (criterion A and ‘x’)

Criterion A and B – Listening and Reading