GCSE Spanish AQA Theme 3: Current and Future Study and Employment A ready-made speaking booklet for the General Conversation element of the AQA Spanish exam. This is for the old specification (up to 2025 exams). The booklet contains questions on each topic within the theme and is clearly labelled. There is a success criteria box for each question with space for the candidate to write their answer in. There is also space for a second draft for each question. At the back of the booklet is a comprehensive grammar guide: advice and guidance on how to form the ‘I’ and ‘We’ forms of common regular and irregular verbs in Spanish in 3 tenses. There is a full guide to the speaking exam at the front of the booklet explaining each element: role play, photocard and GC including how these are marked. There is a notes page at the back for candidates. Enjoy! :)

GCSE Spanish Theme 2: Local, National, International and Global Areas of Interest A ready-made speaking booklet for the General Conversation element of the AQA Spanish exam. This is for the old specification (up to 2025 exams). The booklet contains questions on each topic within the theme and is clearly labelled. There is a success criteria box for each question with space for the candidate to write their answer in. There is also space for a second draft for each question. At the back of the booklet is a comprehensive grammar guide: advice and guidance on how to form the ‘I’ and ‘We’ forms of common regular and irregular verbs in Spanish in 3 tenses. There is a full guide to the speaking exam at the front of the booklet explaining each element: role play, photocard and GC including how these are marked. There is a notes page at the back for candidates. Enjoy! :)

GCSE Spanish Theme 1: Identity and Culture A ready-made speaking booklet for the General Conversation element of the AQA Spanish exam. This is for the old specification (up to 2025 exams). The booklet contains questions on each topic within the theme and is clearly labelled. There is a success criteria box for each question with space for the candidate to write their answer in. There is also space for a second draft for each question. At the back of the booklet is a comprehensive grammar guide: advice and guidance on how to form the ‘I’ and ‘We’ forms of common regular and irregular verbs in Spanish in 3 tenses. There is a full guide to the speaking exam at the front of the booklet explaining each element: role play, photocard and GC including how these are marked. There is a notes page at the back for candidates. Enjoy! :)

Cute classroom labels to encourage target language usage in your classroom! I would recommend printing A3 colour and laminating for best presentation! Enjoy

A lesson on the Mexican festival designed for KS3 . Can be used as a follow on from my other Day of the Dead lesson - also available on TES. Retrieval activity - how much can students remember about the day of the dead? Short video clip from YouTube about what the Day of the Dead is. Students have some questions to answer whilst watching the video clip - retrieval and activating student knowledge. Whole-class reading activity on the history of La Catrina - who she is, what she looks like, where she comes from, and how the has been embedded into popular culture. Mind map activity - template for mind map included in printout slide to save you time. Consolidate/plenary - students write some short sentences giving their opinions on the tradition/symbol of La Catrina, including a star challenge extension. Printable sheets included!

Cultural lesson on the festival of Inti Raymi. Key Stage 3 appropriate (more years 7-8). Connect/Starter activity - students translate cognates (e.g. el festival, la celebración etc) from Spanish to English. There are short sentences with these in using previous knowledge (e.g. Me encanta el fesival). Introduction: Who were the Incas? Read around the room activity. Students have a short questionnaire to fill out - teacher puts 1 A4 on each wall of classroom (information on the people, the land, the religion, the culture). Students circulate the room and fill out questionnaire. Popcorn reading about Inti Raymi - students read aloud from the board about what the festival is and how it related to the Inca Empire and civilization. Video clips x 2 - students make notes whilst watching short clips about Inti Raymi. Students make an informative leaflet/poster for tourists/foreigners about what Inti Raymi is and who the Inca people were - template provided. Plenary - a short quiz that can be completed in books or on mini whiteboards. A great, informative lesson filled with facts, pictures, and engaging content about this Latin American festival.

Poster for your classroom containing classroom responses to ‘how are you’ in French and Spanish. A great display resource to have in your classroom to encourage students to speak in conversational Spanish/French.

Suitable for year 7 / year 8 A complete 5 part lesson series covering the following: Lesson 1 - to be able to talk about what there is/is not in my city (present tense hay + no hay with noun, including plurals) Lesson 2 - to be able to describe places in town in more details using adjectives (adjectival agreement) Lesson 3 - to be able to say where I normally go in my town using ‘ir’ in the present tense (voy/vas/va etc + al / a la) Lesson 4 - to be able to talk about what different types of shops there are in my town (using different verbs eg. tenemos/tiene) Lesson 5 - to be able to use a complex structure to be able to say what I can buy in different shops (using ‘donde se puede comprar’ with a range of new vocabulary). All lessons feature a starter activity, an introduction to vocab/key grammar structure, mini whiteboard practice, a ‘baseline’ assessment (e.g. short series of translations), followed by a differentiated task based upon the baseline assessment score. Please note: I do not own any of the images contained within these resources.

A tourist leaflet template that allows students to advertise the festival ‘La tomatina’ and include details about the tradition and its history.

A full lesson (approx 1 hour) on the Spanish festival ‘La tomatina’ from Buñol, Valencia. This is a culturally enriching lesson which allows students to broaden their knowledge of a Spanish festival/tradition. Starter - Translate the cognates (e.g. los tomates) and translate the sentences (e.g. me gustan los tomates) as an extension. Reading - Some informative slides (including relevant pictures) to explain what La tomatina is - including its origins, what happens before/during/after, and so on. Video of La Tomatina. Fill in the blanks - students have a fact file about La tomatina and they must fill in the blanks with the correct word (options for words are at the bottom). This helps them with the next activity. Create a leaflet for an English-speaking tourist about La tomatina - students use the template provided to capture everything they have learned. An illustration box is provided. Full template provided. Plenary - a mini quiz

A lovely Easter lesson providing students with engaging activities about Easter / Holy Week in Spain / regions of Spain. The lesson includes: Starter task - students copy and translate the cognates (e.g. la resurección, una celebración). Grammar focus: cognates and articles (el/la, un/una) Cultural knowledge - popcorn reading: as the teacher works through the slides, which contain information about different Easter traditions in Spain, one student reads it out loud to the class, then chooses another student to take over by saying ‘popcorn!’. Alternatively, the teacher can work through the slides. YouTube video Writing task: students write their opinion on Easter in Spanish using common opinion phrases. After, students develop their opinions by giving a justification. Final task/plenary: A quiz (teams or individual) about the different traditions they have learned about in the lesson.

**Cultural lesson (1 hour) on Valentine’s Day in Spain. ** **Lesson’s Outcomes: To be able to understand the cultural significance of Valentine’s Day in Spain and how it is celebrated. To be able to give justified opinions on Valentine’s Day and use these in my writing. ** Starter - Write the English for the vocabulary (e.g. el amor, las velas, el catorce de febrero) with pictures to help. Challenge and help boxes. Mini quiz - 6 questions about the tradition of Valentine’s Day in Spain (true or false) Mini quiz answers - true/false answer given with an explanation and supporting picture. Think, Pair, Share - why is one sentence better than the other? (Answer: one contains a justification). Teacher modelling - how to make a justificaton (introducing previously learned vocab e.g. me gusta, me encanta… porque) with different adjectives (romántico, fascinante etc) - both positive and negative opinions. Teacher modelling supported by sentence builder (no English). Mini whiteboard activity - translate the sentences Activity 1 - Quiz, Quiz, Take **Activity 2 **- Write your own tweet Plenary - Translate the colloquial phrases on the Valentine’s Day cards.

A scheme of learning/work that includes a 7 lesson (lesson by lesson) structure for ‘my free time’ (‘mis pasatiempos’) designed for year 8 Spanish. This can also be used for year 7 Spanish depending upon student ability and order of teaching. For each lesson the following included: Topic Learning outcome Key vocabulary Key grammar Common mistakes/misconceptions Baseline test idea (how to test that they have understood the content) Stretch and challenge ideas for high achievers Phonics (blank column to be completed in line with your school’s pattern of phonics teaching) Homework (blank as above) Subtopics / key grammar / key vocabulary covered: Conjugating in the present tense - talking about free time activities Using irregular verbs jugar and hacer to talk about sports I / others do/play. Giving opinions Making justifications Including adverbs of frequency and time markers Using the near future tense Assessment revision - writing lesson

**PACK OF TWO LESSONS LESSON 1:** Outcome: To revise and recap what we have previously learned about ‘me, my family and friends’, including: Family members Possessives (mi, mis / tu, tus) Personality Descriptions Physical descriptions Starter - vocab and grammar retrieval grid Task 1 - Traffic light system - student choose the correct translation out of the three. AFL. Task 2 - GCSE past paper question (listening) - please note access to Exampro is ideal for this task. Otherwise teacher may have to switch out for different listening activity. Transcript provided Task 3 - GCSE past paper question (reading) Baseline test - single sentence translations Baseline activity - students complete either task 1 or task 2 depending on how they performed in baseline test (differentiation). Plenary - whole class questioning with slide to support LESSON 2: To revise and recap what we have previously learned about ‘me, my family and friends’, including: Comparatives Superlatives Starter - select the right option e.g. ‘me/mi llevo bien con mis padres’ - challenge to translate the sentences. Task 1 - Teacher modelling of comparative structures Task 2 - Students demonstrate understanding by translating sentences on mini whiteboards. Task 3 - Teacher modelling of superlatives Task 4 - Students demonstrate understanding by translating sentences on mini whiteboards. Task 5 - GCSE past paper question speaking practice (role play). Students pretend they have the role play card and their task is to see how they could fit in a comparative or superlative into the card. Baseline test - Students complete the sentence translations. Baseline task - Students complete the activity (1 or 2) based upon their results. Plenary - whole class questioning with slide to support.

A slightly more mature/complex lesson appropriate for years 8 and 9. Starter - Practicing giving opinions about Christmas items e.g. la nieve. Retrieval - Can students remember key facts and figures about Christmas in Spain? Introduction to customs and festivals in Spanish-speaking countries. e.g. In Colombia they celebrate X. Match up photos of customs/festivals to the country. Writing opinions about the customs/festivals using a sentence builder e.g. Me encanta el costumbre de Colombia porque me parece fascinante. Consolidation

New lesson for 2022 A lovely lesson practicing opinion phrases, expanding cultural knowledge, and improving listening skills! Starter - Fill in blanks e.g. Me gusta la nieve = I l______ sn_____ (with pictures to help) Cultural Quiz - facts about Christmas in Spain. Listening practice - listening to ‘Chocolate y caramelos’ by David Rees and filling in the blanks. Consolidate task about what they have learned. Printout templates included.

3 x posters including: How to answer the register in Spanish (e.g. Estoy aquí) Useful phrases 1 (e.g. Puedo quitarme la chaqueta / Necesito un cuaderno) Useful phrases 2 (e.g. ¿Cómo se escribe)

A lesson focusing on: What the Platinum Jubilee is (so all students understand). Cultural knowledge slide: how the Queen speaks French and why it’s important to speak another language. An introduction of ‘jubilee vocabulary’ e.g. a crown, the queen, the jewels, the palace etc. via a YouTube video. Consolidation of vocabulary through match-up activity. Giving opinions on jubilee vocabulary learned by forming justified opinions using a sentence builder e.g. J’aime la reine car c’est jolie. Consolidation via 3 - 2 - 1 method. I do not own any images used on the PowerPoint