A (rather rudimentary!) template, to upload in TEAMs or similar, for students to identify their initial thematic choices. This could then be used: to discuss their choices as a class/individually to ensure that their choices do not overlap, once they refine them. to guide them with the next step

A one sheet starter activity, where students identify the odd one out. This can lead to further activities: -asking students to do online research on particular dictators and identify which apply to them most. asking students to describe the term in their own words and provide an example of a dictator’s activities matching the term translation and memorising

A one page worksheet where students are asked to spot and correct common grammmatical errors. This activity allows students to reflect on grammar and content acquisition for Act 1 and Act 2 of La Casa via a student’s blog. An extension activity is suggested: students could create their own blog and post their paragraph. I have included the answers and a second set of answers with links to key revision points for each paragraph. The original source is from colby.edu, and it has been adapted.

This is a one page compendium of on line activities to keep Y13 working in preparation for a degree linked to Hispanic Studies. They can also be issued for Y12, summer work. The activities are varied, including on line courses, articles, videos, radio programmes and podcasts. Some of topics are: working as a translator for a controversial political figure, philosophy, the arts, legalization of drugs, etc. They are geared towards independent learning, no input from the teacher. Students will be able to keep their skills alive whilst extending their learning following their completion of the AS/A Level course. For Y12, it would be a clever addition to their UCAS portfolio. I KINDLY ASK THAT YOU RESPECT COPYRIGHT, I HAVE INVESTED A LOT OF TIME DOING THIS. All for the price of a sandwich and saving you a lot of work! A similar resource for Y11 is here: https://www.tes.com/teaching-resource/y11-head-start-activities-for-a-level-spanish-12299364

This is a one page compendium of 15 differentiated activities on line to keep students engaged in Spanish post their Spanish GCSE. They are geared towards independent learning, no input from the teacher. It is ideal as summer work in preparation for the A Level. The activities include on line courses, podcasts, articles, videos, etc on topics such as Spanish customs, curiosities about the language, translation traps, current affairs and even a short course on art. All for the price of a sandwich and saving you a lot of work! I KINDLY ASK THAT YOU RESPECT COPYRIGHT, I HAVE INVESTED A LOT OF TIME DOING THIS. A similar compendium with activities at higher level for A Level (Y12, or post A Level) can be found here: https://www.tes.com/teaching-resource/y13-moving-on-academic-activities-for-he-12299397

A multiple choice exercise preceding a translation by N Jones.

If you are new to teaching and /or you want to update your scheme of work to the latest teaching research theories and the new OFSTED framework, this is what you need! Editable documents included This is a 2 year scheme of work for the A Level Spanish AQA course following the upcoming new OFSTED Inspection framework and based on the latest Theory of Knowledge (latest scientific research on learning). It sounds scary but it isn’t! The curriculum overview summarizes the concepts that students have to grasp, the grammar that accompanies it, as well as the generic skills and activities that they acquire/improve/do in class. Each of the topics also has a “refining”(knowledge) section, which is basically a recall of things learnt previously and that you should include in your teaching. Finally, there is a section explaining why the topic is being taught/learnt. The new OFSTED framework stipulates that students are assessed on knowledge and also skills, hence a box explaining the common skills you can use to do so. I have also created a friendly version for the students, so that they can follow the programme of studies with you. There is a complete breakdown of all the grades per skill (based on June 2019 exam boundaries), advice on independent learning, boxes to write results and targets for mock assessments, etc. The final page details the qualities of an excellent linguist (they need to know what to aim for, I suppose:!)… Kindly respect copyright. This has been hours of extra work, and** I mean to make it accessible for all by pricing it low.** I’m not a banker but I would like some reward for my work and it helps to pay the bills! Any comments or questions welcome (I’m in the Facebook A Level Group). As always, enjoy! Blanca

Icebreaker activity for induction of Y12. Students read statements and make selection judgments. This is followed by a class discussion, to set the expectations at the beginning of the year and to draw attention to students about what they can do to get high grades. Also useful for Y13 as a reminder! Enjoy!

Starter activity for a lesson on the rights of the LGBT+ community. Students watch a video and mark down the sentences they do not hear or that are false. This is followed by a short introductory debate, with three graded questions and some content suggestions to guide the students through the conversation.

I’ve created a kahoot for after showing this video: https://www.youtube.com/watch?v=FdizSgFEuR8. The kahoot is at: https://play.kahoot.it/…. Excuse the photos, they are a bit generic and possibly not accurate, but hey, they add colour!. I hope it is useful.

This is a friendly adaptation (jargon free) of the speaking mark scheme for a card. I have introduced it to students to:1) become more aware of what they are marked for; 2) to ease peer marking; 3) to reflect on their own performance and learning. It has been successfully tested with two of my classes, and it was very welcome by the students.

This is a simple starter activity that worked wonders with my students. At the beginning of the subtopic I showed them this slide with two contrasting photos. They had to think of ideas in pairs in answer to the bullet points, which are differentiated by colour. Then, we shared them, and I expanded the vocabulary and more ideas. Afterwards, I explained the importance of these type of communication present in small towns and villages in the Hispanic world, parallel to the word of social media.

This is a reference document I have done for personal use but that I thought some teachers might find useful. Using the AQA grade boundaries of the 2018 exams, I have broken down the different parts and skills, working out percentages too. I use this document when we mark classwork, to mark homework, for internal exams, etc. The idea is that the students (and I!) always have a rough idea of the grade they are working at.

These are two model essays for La Casa, one on the main themes and the other on the character of Adela. They are an AL1 question but can easily be adated for AL2. I hope you find them useful.

A compilation of essay questions for the new AL1 and AL2. I have also included the questions from previous specs.

Some quick reading exercises to learn about, revise or test basic knowledge of Spanish society In Lorca's time. The content has been adapted from Hodder's guide.

A varied collection of cards on evictions and La Ley Mordaza, indigenous protests in Guatemala, Catalonia, rubbish collection protests, etc. You are spoilt for variety here! These cards are followed by general questions. The cards and questions can be used in class, set for homework, used in mocks or anything that stretches your imagination! I have also published revision notes on this topic. These can help with the preparation of some cards or to consolidate/extend knowledge of the topic. Feedback is always welcome. Enjoy, Blanca

Revision notes on this "bodrio" of a theme! I have tried to simplify as much as possible a subject that I believe is not too appealing for the majority of students. You can use the revision notes in a variety of ways: students make flash cards with them, to introduce a subtopic, to revise vocab in context, for ideas for the IRP, etc. A set of stimulus cards and general questions complements these notes, but both usable as individual resources. Feedback on this resource always welcome. And thanks for those who are showing continuous support for my work. Enjoy, Blanca

This is a listening/reading activity where students watch a cutting-edge insightful video on young people who have left Spain due to unemployment. Students work on to the transcript to answer questions INTERPRETING what they have seen/heard. It helps students to gain cultural depth, as well as develop their analytical skills. I used it as an introduction to the topic, and students worked in pairs. There is also a website with the same title which I found really interesting. Good for extension reading after the exercise. Enjoy! Blanca