I have done this for the task 'A Day Out', but to adapt it for any other task all you would need to do is copy and paste the task bullet points from the spec. The grade descriptions are adapted from the Module 3 marking criteria and the spec grade descriptions and are of course for rough guidance purposes only - hope yo find them suitable! Please do let me know if you don&'t - all constructive criticism welcome honest!

A sheet to help prepare for the Module 1 presentation. I should point out that the grade descriptions are my own using the spec as a guide and are to motivate and guide pupils in preparation. Any constructive criticism welcome!

To help teachers make Level and Sub Levels descriptors clearer / more pupil friendly.

To help pupils peer or even self assess.

To help pupils write an essay on work experience

A resource for foundation students sitting the AQA Spanish GCSE. Each role play from the AQA specimen speaking paper is included, along with the teacher notes and some exemplar answers. There are also some tips for the role play and guidance on how to use the resource.

Extracts from the SAMs from AQA with the mark scheme to help staff and pupils understand the new success criteria for AQA Spanish GCSE, first teaching Sep 2016.

A prompt sheet to help more able pupils work independently to produce texts up to A* GCSE. For lower levels check out my Spanish Literacy Mat.

To go with Unit 1 of Module 6, Mira 2, introducing things to do in Barcelona, and reviewing opinion verb phrases. Good for the listening and also a Speaking / Writing activity.

Role plays from AQA specimen assessment materials and suggested answers.

Writing support sheet. A guide to help pupils write from NCL2 to Grade B GCSE.\nProduced in collaboration with Laura Semple.

To help pupils understand the requirements of a Level 7.

A presentation on various verb tenses.

Good as a grammar starter or review activity for higher ability pupils.

Taken from the AQA website and adapted to make it easier to present to teachers. Useful perhaps for departmental meetings and/or training on the new GCSE being taught from this September. Note: It is unclear to me why the higher mark scheme is also levelled 1-5. Surely it should be 6-9? I will enquire with AQA and update when I am clear. For now this is useful to get to grips with the new format and success criteria. If made a little more accessible could also be used for pupils. I will try to adapt to make more pupil-friendly and post this resource also. Hope you find this useful in the meantime.

A student-friendly checklist to help students manage their preparation for the writing exam.

A basic PowerPoint to give some guidance on how to write. Perhaps good to adapt.

A unit of work with vocabulary, grammar and activities to help students reflect on how to create A-A* work for their Speaking and Writing controlled assessments, according to AQA and Edexcel marking criteria. This resource is best used in conjunction with a dictionary (including online), and is also useful for building reading confidence. The exemplar texts could be read out as part of a dictation activity also, with pupils checking what they wrote with the exemplar texts, to help with listening skills. It is suitable for independent or cover work, as well as homework or teacher-led activities.

A unit of work that enables pupils to reflect on the success criterial for top marks at Spanish GCSE Controlled Assessment. The unit provides some useful vocabulary and grammar, and exemplar texts to adapt. It is also provides some good higher reading practice. Good for revision, Controlled Assessment preparation, independent, cover or home work.

This is a 12 page booklet / unit of work which will aid learners with a target grade of a B to improve confidence and build vocabulary through drilling and text level work. It is stand alone (though pupils will need access to a dictionary) and therefore ideal for homework and/or cover or independent work. It has been produced after careful study of AQA and Edexcel marking criteria and exemplar work. I have tried to keep the vocabulary as general and cross-topic as possible. I would say that it is ideal for those just starting the course, or those who have to complete Controlled Assessment outside of a topic (i.e. re-sits / those who have missed out or who have underachieved and need to catch up). I have focused only on the present and past in order to maintain accessibility, as through experience these are the two easiest tenses for learners to produce independently.