This essay provides an exemplar/plan of an A* grade essay, through a critical and analytical response to the A Level 2020 writing past paper question 2 “Los tres personajes femeninos principales representan a tres tipos de mujeres muy diferentes”. Analiza esta afirmación y justifica tus ideas.’ It analyses the three main female characters of the film and what they represent, with views and conclusions supported by relevant and appropriate evidence. It evaluates the issues, themes and the cultural and social contexts of the film. How can this resource be useful to students and teachers? It provides accurate and detailed knowledge of the film, as well as examples of complex language with a wide range of vocabulary. Students can re-write the essay adding short linking expressions or conjunctions (also included in the resource). A highly effective way of using this essay is to create flashcards or a mind map, in order to support with revision and enhance knowledge and memory retention. Why is complex language not demonstrated using different tenses? Students should be reminded that the present indicative and subjunctives are the most appropriate register for this style of essay. Complex language can be shown through, for example, subordinate clauses, formation of regular and irregular verbs, use of impersonal expressions, value judgements, verb + infinitive (+ preposition) expressions, etc. Why is there no introduction? It is not essential to write an introduction. It is perfectly acceptable to go straight into the first point as there are no marks awarded for structure. A short or no introduction which delves straight into the essay is preferable, as it saves time without losing marks.

This essay provides an exemplar/plan of an A* grade essay, through a critical and analytical response to the A Level 2020 writing past paper question 2 ‘Analiza el uso del agua como símbolo en la obra. ¿Piensas que tiene un significado positivo o negativo?’ It analyses Lorca’s use of water as a symbol, both in a positive and in a negative way, with views and conclusions supported by relevant and appropriate evidence. It evaluates the issues, themes and the cultural and social contexts of the play. How can this resource be useful to students and teachers? It provides accurate and detailed knowledge of the play, as well as examples of complex language with a wide range of vocabulary. Students can re-write the essay adding short linking expressions or conjunctions (also included in the resource). A highly effective way of using this essay is to create flashcards or a mind map, in order to support with revision and enhance knowledge and memory retention. Why is complex language not demonstrated using different tenses? Students should be reminded that the present indicative and subjunctives are the most appropriate register for this style of essay. Complex language can be shown through, for example, subordinate clauses, formation of regular and irregular verbs, use of impersonal expressions, value judgements, verb + infinitive (+ preposition) expressions, etc. Why is there no introduction? It is not essential to write an introduction. It is perfectly acceptable to go straight into the first point as there are no marks awarded for structure. A short or no introduction which delves straight into the essay is preferable, as it saves time without losing marks.

This essay provides an exemplar/plan of an A* grade essay, through a critical and analytical response to the A Level 2019 writing past paper question 2 ‘Analiza el papel de la Poncia. ¿Cuál es su importancia en el desarrollo del argumento?’ It analyses Poncia’s role and her importance in the development of the play with views and conclusions supported by relevant and appropriate evidence. It evaluates the issues, themes and the cultural and social contexts of the play. How can this resource be useful to students and teachers? It provides accurate and detailed knowledge of the play, as well as examples of complex language with a wide range of vocabulary. Students can re-write the essay adding short linking expressions or conjunctions (also included in the resource). A highly effective way of using this essay is to create flashcards or a mind map, in order to support with revision and enhance knowledge and memory retention. Why is complex language not demonstrated using different tenses? Students should be reminded that the present indicative and subjunctives are the most appropriate register for this style of essay. Complex language can be shown through, for example, subordinate clauses, formation of regular and irregular verbs, use of impersonal expressions, value judgements, verb + infinitive (+ preposition) expressions, etc. Why is there no introduction? It is not essential to write an introduction. It is perfectly acceptable to go straight into the first point as there are no marks awarded for structure. A short or no introduction which delves straight into the essay is preferable, as it saves time without losing marks.

GCSE Spanish 2018 Writing Past Paper Sentence Builders to support with exam preparation, revision, classwork or homework. This resource includes: Foundation Question 1 - including mark schemes’ key points Foundation Question 2 - including mark schemes’ key points • deportes • redes sociales • televisión • centro comercial Foundation Question 4.1 / Higher Question 1.1 - including mark schemes’ key points • qué te gusta o no te gusta de tu pueblo • qué hiciste durante un día de excursión en tu región • qué haces para proteger el medio ambiente • dónde quieres vivir en el futuro Foundation Question 4.2 / Higher Question 1.2 - including mark schemes’ key points • qué hiciste en la fiesta • tus ideas sobre tu novio perfecto / tu novia perfecta • tu opinión sobre el matrimonio • tus ambiciones para el futuro Please note it does not include both 150 word questions from the higher paper.

A complete document of Intent, Implementation and Impact for the MFL Curriculum which you can use as a basis for you own department.

Dear fellow teacher of languages, in the attached documents you have the links to make a copy of all Spanish Google and/or Microsoft Forms Quizzes I have designed so far, which cover a complete two year out-of-class curriculum suitable for Years 7 & 8 or primary school. If you’re in the USA, it is appropriate for levels I & II. Each lesson quiz is fully self-marking and starts with a bespoke video where content is taught. The benefits and rationale behind these resources is threefold: • Provide consistent high quality weekly independent learning (whether you follow a similar curriculum or something different), inducing retrieval and memory retention, thus improving student performance and effectively enhancing student progression. • Make use of the automatically generated student performance data to analyse student attainment, including where there may be gaps in learning. This can then inform your lesson planning. • Severely reduce your marking/grading (and workload by not having to design them in the first place), without compromising on the quality of provision. No more photocopying worksheets or lesson time wasted checking who has done their homework either. Use in homework in the form of ‘flipped learning’ if you assign it before lessons, or revision, consolidation, retrieval tasks, assessments, face-to-face teaching, hybrid/distance learning. All quizzes work very well on any device.

This Spanish beginner’s course covers one full academic year and is suitable for Year 7 or KS2 students. I’m hoping it will save you substantial amounts of time in your own lesson planning, and enable high quality teaching as well as student progress and attainment. It comprises PowerPoint presentations, a student handout for each lesson (or a whole module handout), and lesson plans. Each presentation takes up two one-hour periods, making up 42 lessons. Lessons are designed and sequenced to maximise student progress, interaction and pace. All mark schemes and audios are embedded, with transcripts in the notes section at the bottom (use Presenter View so you can see the transcript when doing listening tasks, and pause at the right time if necessary – you must download to PowerPoint for the audio files to work; they will not do so on Google Slides). Content including answers come up as you click. The presentations are editable so you can adapt to your own teaching style and students. As far as the student handouts are concerned, I usually print the whole module - it avoids constantly having to photocopy or handing out worksheets and I use the exercise books for extended writing or challenge tasks. In order to print the handouts ‘student friendly’ do the following: File Print On the Full Page Slides box click on the drop down arrow. Select 2 slides and tick Scale to Fit Paper (unless already ticked). If the Frame Slides option is ticked, untick it. On the Print One Sided box click on the drop down arrow and select Print on Both Sides (Flip pages on long edge). Please note that the resource file is too large to upload , so when you download the PDF you will get a Google Drive link. I will then share all the resources with you.

I am designing remote AQA A Level Spanish mini-lessons on all the topics using the Quiz Assignment function in Google forms. The lessons include a range of reading, listening, writing, translation to and from Spanish, gap fills and grammar. All quizzes are either fully self-marked or have feedback. Providing lessons for students in this way allows access on any device, ranging from desktop browsers to smartphones. This means that all my students are able to access the work I am providing and completing it. Another benefit of setting lessons in this way is that students can see their answers and check through their progress as soon as they finish the lesson. From the teacher’s perspective, I can track class attendance and check through answers individually, or by downloading all answers into a spreadsheet in order to track progress. Details and lesson descriptions attached.

Dear fellow teachers of Spanish, Due to the Covid-19 outbreak I have been creating remote GCSE Spanish lessons using the Quiz Assignment function in Google forms. The lessons include plenty of visual aids and a range of reading, listening, writing, translation to and from Spanish, grammar and even speaking tasks. Providing lessons for students in this way has allowed access on any device, ranging from desktop browsers to smartphones. This means that all my students are able to access the work I am providing and completing it. Another benefit of setting lessons in this way is that students can see their answers and check through their progress as soon as they finish the lesson. From the teacher’s perspective, I can track class attendance and check through answers individually, or by downloading all answers into a spreadsheet in order to track progress. If given the circumstances you would still like to monitor student engagement and progress, feel free to use the lessons I’ve created so far. I will be adding new ones on a weekly basis. Details, lessons’ list and descriptions attached.

Booklet with all the tables for the main tenses in Spanish. I print it as a separate booklet and use it with my classes whenever we are doing verb conjugations, extended writing tasks, etc. Students become accustomed to it and eventually are able to conjugate verbs in the main tenses without support. It includes tables for the following tenses: Present + irregulars Ser, Estar, Ir, Tener, Salir, Hacer & Ver Preterit + irregulars Ser, Ir, Hacer, Dar, Jugar, Tener & Buscar Future + irregular stems Hacer, Poder, Salir, Poner & Haber Near Future Imperfect Conditional+ irregular stems Hacer, Poder, Salir, Poner & Haber Present continuous Imperfect continuous Perfect Pluperfect Present subjunctive In order to print it as a student friendly handout please click: File Print On the Full Page Slides box click on the drop down arrow. Select 2 slides and tick Scale to Fit Paper (unless already ticked). Tick the Frame Slides option. On the Print One Sided box click on the drop down arrow and select Print on Both Sides (Flip pages on long edge).

AS and A Level Exam Style Questions - Ángeles González-Sinde Having completed a Mock exam, I noticed my students struggled with some of the exam-style questions. This worksheet allow to practice some of those tasks, and prepare students for their exams. Source: El País Semanal Entrevistas Exercise 1: Translation into Spanish. Students read the introduction of François Ozon and translate into Spanish. Exercise 2: Verb conjugation and summary practice. All summaries in the exam will be in the form of an interview, where students will be tested on whether they can identify the correct information and manipulate the language – i.e. conjugate verbs from the first person singular and plural into the third person singular and plural. This will be the only requirement in the exams’ summary tasks, which this exercise tests. Exercise 3: Find a synonym. Students read the text and find a series of synonyms which match the ones they have been given.

Having completed a Mock exam, I noticed my students struggled with some of the exam-style questions. This worksheet allow to practice some of those tasks, and prepare students for their exams. Source: El País Semanal Entrevistas Exercise 1: Translation into English. Students read the introduction of Gita Gopinah and translate into English. Exercise 2: Verb conjugation and summary practice. All summaries in the exam will be in the form of an interview, where students will be tested on whether they can identify the correct information and manipulate the language – i.e. conjugate verbs from the first person singular and plural into the third person singular and plural. This will be the only requirement in the exams’ summary tasks, which this exercise tests. Exercise 3: Gap fill. Students read the text and fill in the gaps using the vocabulary given.

Having completed a Mock exam, I noticed my students struggled with some of the exam-style questions. This worksheet allow to practice some of those tasks, and prepare students for their exams. Source: El País Semanal Entrevistas Exercise 1: Translation into English. Students read the introduction of Ángeles González-Sinde and translate into English. Exercise 2: Verb conjugation and summary practice. All summaries in the exam will be in the form of an interview, where students will be tested on whether they can identify the correct information and manipulate the language – i.e. conjugate verbs from the first person singular and plural into the third person singular and plural. This will be the only requirement in the exams’ summary tasks, which this exercise tests. Exercise 3: Find a synonym. Students read the text and find a series of synonyms which match the ones they have been given.