2016 GCSE AQA Seul ou en couple Higher Identity and culture - Marriage/partnership

2016 GCSE AQA Le weekend, qu’est-ce que tu fais (higher) Identity and Culture – Free-time activities – Music, TV and film

Days of the week Display (PPT)

Days of the week Display (PPT)

Spanish KS3 ¿Tienes mascotas? Vocabulary: animals, colours Grammar: articles, adjectival agreement, tener (to have), opinions Viva 1 / Claro 1

KS3/FCSE

KS3/FCSE

2016 AQA GCSE Spanish - Mis prácticas laborales Mis prácticas laborales Jobs/work experience Revising verb tenses and speaking skills

A Level Spanish Theme 4 Aspects of political life in the Hispanic world Movimientos sociales Vocabulary game

A Level French Theme 2 Artistic culture in the French-speaking world La musique francophone contemporaine Vocabulary game

A Level French Theme 3 Aspects of French-speaking society: current issues Les aspects positifs d’une société diverse Vocabulary game

A Level French Theme 3 Aspects of French-speaking society: current issues Quelle vie en France pour les marginalisés? Vocabulary game

A Level French Theme 3 Aspects of French-speaking society: current issues Comment on traite les criminels Vocabulary game

A Level French Theme 4 Aspects of political life in the French-speaking world Manifestations et grèves, à qui le pouvoir? Vocabulary game

AQA A Level Spanish (La identidad regional en España) Lesson about Spanish Easter Quiz Activities (gap filling, preterite tense) Reading Speaking Writing Vocabulary and idioms

Lesson about the Hispanic Heritage Month (15 Septiembre - 15 Octubre) Activities (gap filling) Reading Speaking Writing Vocabulary Translation Song

Unit 7.1 La inmigración en España: procedencia, distribución e integración Based on Hodder with updated information. Activities with answers Vocabulary activities Statistics Grammar activities: Condicional simple Summary skils + activities Video and reading skills Video comprehension activity Article comprehension activity

Link with the A Level Spanish topic of “La inmigracion” By the end of this lesson, students will be able to: Understand and analyse the main themes of the song. Interpret key vocabulary and expressions from the song. Discuss the cultural and social issues related to undocumented immigration. Identify and explain the use of repetition and metaphors in the song. Improve listening comprehension skills by understanding the overall meaning of the song without the use of written lyrics, enhancing their ability to grasp context through auditory clues. Expand their cultural awareness of how music, particularly by artists like Manu Chao, serves as a tool for social commentary and activism, encouraging empathy and social justice awareness. These objectives aim to develop students’ linguistic abilities while engaging with current and relevant socio-political issues, fostering both language skills and critical thinking in line with the AQA A Level Spanish curriculum.