Create a comic: students will be given a comic in English about part-time jobs; they will be asked to create the Spanish version of this comic; teacher will explain resources available and the rules for the activity; teacher will reinforce the importance of literacy within the curriculum. Three types of differentiation: 1. Students will be expected to translate only the green sentences; 2. Students will be given the choice to translate or not to translate the red sentences; 3. Students will be expected to translate all sentences (green + red); some of them will be expected to complete the bonus activity (create their own paragraph describing a different job)

• SEQUENCING ACTIVITY: Teacher will explain students that they will be creating their own version of an imaginary trip to Spain, that there is not only one correct version and that in the process of devising their story the use of past and future tenses should became even clearer. Students will be asked to work in groups of 3-4. Teacher will give each group an envelope with 6 pictures and the cut-up phrases. Students should choose 4, 5, 6 or 7 utterances to place beneath each picture. Teacher will need to clarify that there is not only one correct answer and long as students can justify their sequence of language. Teacher will explain students the sources of information available to them and strategies they need to use to succeed. One of these strategies will refer to literacy: use of punctuation, capital letters and sentence structure. 15 minutes.(An extension activity will be available). Peer assessment: students will be asked to mark each other’s work. 3 types of differentiation: 1. Students in this group will be provided with a reduced number of statements in order to support their learning. Some support from the teacher might also be needed. Vulnerable students will be given leadership opportunities in order to improve their motivation and participation during this task ; 2. Students in this group will be given an envelope with some cut-up phrases highlighted in yellow. They will be given the choice to include or not these phrases in their story. Some support from the teacher might be needed. 3. Students in these groups will be expected to complete the activity with all statements. They will also be given some cut –up phrases highlighted in blue. These phrases will be given to gifted and talented students in these groups.

Year 10 Spanish lesson ( edexcel; AQUA); strategies to improve reading skills; differentiated and graded as outstanding

Whole school training for giving different techniques to differentiate MFL lessons avoiding differentiation by outcome; a variety of useful ideas to include in your classroom

Suitable for all ages Perfect for KS2-KS3 transition projects (especially if KS3 students act as teachers leading the lesson for KS2 students )and end of topic revisions It can be easily adapted Material: post-it notes, dice (Electronic or giant dice), Macarena you tube, asereje you tube; flamenco video; stickers Split the class in 4-5 groups (each group one post-it note) All the groups start with the post-it note in the same place (salida/exit) The first group to reach llegada/arrival wins Once at a time groups roll the dice and the need to complete the challenge; if they do it right the stay in that new position otherwise they remain where they were