<p>A double-sided document I gave to foundation students to help them prepare for the final section of their speaking exam. It includes appropriate questions for each topic under all three themes of the AQA GCSE Spanish specification.</p>
<p>A single A4-size reference grid / crib sheet for AQA GCSE Spanish Foundation students to refer to in order to inject a variety of impressive grammatical structures into their written and spoken work without needing to understand the grammar itself. It includes more unusual expressions of opinion, ready-made and generic reasons which can be used to justify a range of positive and negative opinions, some pre-built subjunctive phrases as well as a reminder of other high-scoring structures and a recap of regular endings of the key verb tenses. I gave my Foundation students two copies of this document at the beginning of Year 10 (one for their folders and one for their bedroom walls). It became known as their ‘wow phrase’ sheet and was well used in lessons and at home for homework / revision as it made ‘fancy’ grammar accessible.</p>
<p>This is a resource I used towards the end of teaching Topic 1 Unit 4 (Customs & Festivals) with a foundation level group. It begins with a variety of reading comprehension questions based on different festivals. These then support students to write answers to example speaking exam general conversation questions, with reminders of what to include.</p>
<p>A three page document I used to introduce Foundation students to the requirements of the final question on their writing exam, the 90 word essay. A step-by-step list of what to include is followed by a breakdown of the assessment criteria and an example essay, which I wrote as a class, although this could be completed in groups / as a homework task.</p>
<p>A double-sided guide I used to introduce students to the requirements and assessment criteria of the photo card in the AQA GCSE Spanish Foundation speaking exam as well as a crib sheet to help them prepare accurate and well-developed reponses to the first question ( ‘¿Qué hay en la foto?’).</p>
<p>A student (and teacher!) friendly assessment / marking grid created to make it absolutely clear to students what they have successfully included and what they still need to include in each of the four questions on the AQA GCSE Spanish Foundaton writing paper. We also found it made the whole process of marking very quick and straightforward. Used not only for mock exams but also for regular practice of the individual question types throughout the two year course.</p>
<p>A double-sided worksheet I used at the beginning of Year 10 to recap then practise adjective agreement and position with lower ability students. Examples and exercises use vocabulary to tie in with / reinforce the material in the first unit of the OUP GCSE textbook.</p>
<p>A translation exercise from Spanish to English which incorporates the majority of festival-related vocabulary on the AQA specification required at foundation level. Gives an introduction to this topic & an overview of the key fiestas in chronological order.</p>
<p>A six page step-by-step booklet I used to introduce and practise the requirements of the role-play in the AQA GCSE Spanish speaking exam to Foundation students. It begins with a review of how to form questions (as students must ask the teacher-examiner a question in every role-play), followed by a recap of the use of ‘tú’ and ‘usted’. It then breaks down an example role-play along with the assessment criteria and ends with another role-play for students to practise what they have understood.</p>
<p>A single-sided crib sheet for lower ability student to refer to in order to help them write accurate and appropriate sentences in response to the photo in question 1 of the AQA GCSE Spanish Foundation writing paper. Used regularly as a settling starter alongside photos related to the topics being studied to drill quick and accurate responses until this was automatic.</p>
<p>A short questionnaire I use during my first lesson with a new Year 10 class. It helps me to get an overview of their general attitudes towards the subject and course as well as helping to establish (hopefully!) that I am a reasonable person who wants to work with them!</p>
