Term One Spanish Assessment Content: Family and Friends House and Home Assessment: SECTION A: LISTENING (15 mins) (28 marks) Part A: Phonics (12 marks) Part B: Vocabulary (10 marks) Part C: Grammar (6 marks) SECTION B: READING (20 mins) (17 marks) (Q1 = 4marks Q2 = 4 marks Q3 = 3 marks Q4 = 2 marks Q5 = 4 marks SECTION C: WRITING (15 mins) (31 marks) Part A: Translation into Spanish (Gapfill) (8 marks) Part B: Verb Forms (8 marks) Part C: Translation into English (Full text) (15 marks) Total = 76 marks Includes all audio files (mp3), mark scheme and transcript There is a set of 4 classes also available that cover the skills assessed in this exam/achievement test should you wish to provide extra practise. I have used these same classes with my GCSE classes to practise phonics and to get them to isolate words in listening practise and work out their tenses and who is doing the action - particularly useful for the “now / past / present” listening questions in target language! The lessons are entitled “SPANISH LISTENING: TENSE AND WHO EXAM PRACTISE”

Read the bilingual story of Touli, Santa’s lead elf, and Mumablue who visits the North Pole and listen to the story being read out loud by natives with sound effects and Christmas music. Complete the comprehension and phonics exercises. Try reading the story out loud in partners. Translate the model christmas story paragraph on the writing template then use the model paragraph and writing template to invent your own! Includes: Audio lower KS3 work booklet upper KS3 work booklet Accompanying PPT Christmas-themed fun with just enough of a work element to placate any lurking SLT!! :) Feliz navidad!

I have some native students that come through but their grasp of Spanish orthography is horrific! I have created 8 mini tests with accompanying answers to address some of the common errors. Could also be used as Do it Now’s for KS4/KS5 students.

Learning Objective: To gain an understanding of the general plot surrounding the book and to consider what different common food types symbolise in literature Success Criteria: To read and translate into English the profiles of each of the main characters that appear in the book To consider common food types that appear in literature and what they represent (Apple; Pumpkin; Beans; Gingerbread, Rose petals) To transfer acquired knowledge of food symbolism arisen from the prior discussion to thinking about how food might be symbolised in Como Agua para Chocolate Included: Full interactive/animated ppt Full printable notes Articles for further reading

Module 3 of AS Spanish Course: La Igualdad de los Sexos SPEAKING LESSON Learning Intention: To practice forming and expressing our opinions about Gender Equality. Success Criteria: To study three model answers and then form our own to five quickfire questions To prepare a photo card on prejudices in Argentinian football. To ask and answer twenty questions on the topic of gender equality.

Learning Intentions: To focus on drilling 30 key pieces of exam vocab using memory triggers. the door to go up floods to fly the kite the dwarf the tie above all restless to throw clean the dress the grades a strike expensive a goat time the nurse the disease the shoes lively the fireman cheap a song they lose the facilities to record the news to give the subjects a skirt Memory triggers help form connections for students between the foreign words and their own retention of the words, helping to lead to autonomacy when recognising, recalling and producing the vocab in exam situations. Particularly helpful with lower ability students when trying to hammer vocabulary in the run up to the exams. However, all ages and abilities can access memory trigger lessons, and it’s never too early to learn key vocabulary! Would work as a stand alone lesson. Foundation and Higher booklets provided to accompany the PowerPoint. These booklets include level-specific extra work, meaning that if some students pick up the vocabulary faster than others then they have other exam questions to be working on (Higher: gap-fill/questionnaire/writing; Foundation: Sentence level translation into Spanish using the 30 key vocab / Translation into English using the 30 key vocab). Pick up and teach - great for vocabulary blasts or holiday booster sessions!

A worksheet based on restaurants / menu’s and la Tomatina. Plenty of work to fill an hour.

Interactive resource that comes with accompanying handout for ease of delivery. Learning Intention: To practice a roleplay in a restaurant. Success Criteria To learn some basic key restaurant vocabulary. To construct dialogues based on structured models, focusing on disjunctive pronouns to extend discourse To invent a dialogue in Spanish for a role-play in a restaurant. Lesson 2 of 2

Interactive resource that comes with accompanying handout for ease of delivery. Learning Intention: To practice a roleplay in a shop. Success Criteria To learn some basic key shop vocabulary. To practise transcription and reading aloud To practise shop dialogues and pick out key details from extension text. Extra foci: -Asking for where the changing rooms are (a la izquierda de / a la derecha de / al lado de / al fondo) In the souvenir shop Extension work included for stretch and challenge. Audio files built into Powerpoint - choose between normal speed or slow speed! Easily more work included than needed for a 1 hour class.

Interactive resource that comes with accompanying handout for ease of delivery. Learning Intention: To practice a roleplay in a restaurant. Success Criteria To learn some basic key restaurant vocabulary. To study a text about a trip to a restaurant To practise restaurant dialogues and complete an exam-style question. Lesson 1 of 2

Lesson 8 Learning Intention: To learn about David Bisbal and Islamic Andalusia. Success Criteria -To able to pick out key facts about David Bisbal from both written and aural Spanish. -To be able to dissect a David Bisbal song and identify the origins of different Spanish demonyms. -To be able to briefly outline some key facts about Islamic Spain. Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class Extension work for stretch and challenge DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide mp3 resource

Lesson 3 Learning Intention: To learn about how Los del Río represent Sevilla with their music. Success Criteria -To become informed of the situational background of the song ‘Sevilla tiene un color especial’ by Los del Río and to study the lyrics. -To be able to form the imperative tense in order to give positive and negative commands. To be able to translate a paragraph into English about Los del Río and their song “Sevilla tiene un color especial” Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class Extension work for stretch and challenge DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide mp4 video resource mp3 audios

Lesson 4 Learning Intention: To learn about the culture of Seville and study a song set in Seville. Success Criteria -To become informed about “saetas” -To complete exam-style exercises based on the script of a video about Seville -To study the song “Si llueve en Sevilla” by Andrés Suárez. Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class Extension work for stretch and challenge DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide mp4 video resources

Lesson 2 Learning Intention: To take an introductory look at Hispanic celebrities and conditional sentences. Success Criteria -To be able to pick out key facts from a text about three celebrities. -To be able to pick out different grammatical elements from the lyrics from a current, Hispanic pop song. -To translate a paragraph into English about a participant on “La Voz” and to use key vocab to form 0 and 1 conditional sentences. Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide video resource(s)

Lesson 5 Learning Intention: To learn about Enrique Iglesias and study the 2nd Conditional ‘si’ phrases. Success Criteria -To re-call the conditional tense, imperfect tense and imperative mood from previous lessons in this module. -To pick out key information in a text about Enrique Iglesias. -To learn about the 2nd conditional and identify the 2nd conditional ‘si’ phrases in ‘Heroe’ by Enrique Iglesias Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide

Lesson 5 Learning Intention: To revise direct and indirect object pronouns in Spanish. Success Criteria -To study the “personal a” and basic object pronouns and their function in the sentence. -To study the redundant le and how it changes to se if followed by a direct object pronoun -To study “te felicito” by Shakira with a focus on the use indirect and direct object pronouns in the song. Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide

Lesson 7 Learning Intention: To learn about Spanish band La Oreja de Van Gogh. Success Criteria -To be able to form opinions on which of the LOdVG songs you prefer. -To be able to pick out key information regarding charity work LOdVG do & extend the campaign script using your own ideas. -To be able to summarise an article about the charity campaign “Por ser Niña” that LOdVG collaborate with. Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide mp4 video resources

Students have to navigate the Santa tracker website in German and complete a series of fifteen missions. Also included is a German Christmas Wordsearch that students can complete independent of the internet in case of any connection problems! Example missions: ɢᴇᴛ ꜱᴀɴᴛᴀ ɢʀᴏᴏᴍᴇᴅ ꜱᴏ ᴛʜᴀᴛ ʜᴇ ɪꜱ ʀᴇᴀᴅʏ ꜰᴏʀ ᴀ ꜱᴇʟꜰɪᴇ - ɢɪᴠᴇ ʜɪᴍ ᴀɴ ᴀʟᴛᴇʀɴᴀᴛɪᴠᴇ ʟᴏᴏᴋ! (ᴄᴏᴘʏ ᴀɴᴅ ᴘᴀꜱᴛᴇ ᴀ ꜱᴄʀᴇᴇɴꜱʜᴏᴛ ᴏꜰ ꜱᴀɴᴛᴀ’ꜱ ɴᴇᴡ ʟᴏᴏᴋ ɪɴᴛᴏ ʏᴏᴜʀ ᴘᴏᴡᴇʀᴘᴏɪɴᴛ ᴛᴏ ᴄᴏᴍᴘʟᴇᴛᴇ ᴛʜᴇ ᴍɪꜱꜱɪᴏɴ.) ᴄᴏᴘʏ ᴅᴏᴡɴ ʜᴏᴡ ᴛᴏ ꜱᴀʏ ꜱᴀɴᴛᴀ ᴄʟᴀᴜꜱᴇ ɪɴ 5 ᴅɪꜰꜰᴇʀᴇɴᴛ ʟᴀɴɢᴜᴀɢᴇꜱ ᴏꜰ ʏᴏᴜʀ ᴄʜᴏɪᴄᴇ! ɪɴᴄʟᴜᴅᴇ ᴛʜᴇꜱᴇ ɪɴ ʏᴏᴜʀ ᴘᴏᴡᴇʀᴘᴏɪɴᴛ. ᴄᴀɴ ʏᴏᴜ ꜰɪɴᴅ ᴛʜᴇ ᴅɪꜰꜰᴇʀᴇɴᴛ ᴄʜʀɪꜱᴛᴍᴀꜱ ᴄʜᴀʀᴀᴄᴛᴇʀꜱ ɪɴ ᴛʜᴇ ᴡʜᴇʀᴇ’ꜱ-ᴡᴀʟʟʏ-ꜱᴛʏʟᴇ ᴄʜʀɪꜱᴛᴍᴀꜱ ꜱᴄᴀᴠᴇɴɢᴇ? ᴄᴏᴘʏ ᴀɴᴅ ᴘᴀꜱᴛᴇ ᴀ ꜱᴄʀᴇᴇɴꜱʜᴏᴛ ᴏꜰ ʏᴏᴜʀ ʜɪɢʜᴇꜱᴛ ꜱᴄᴏʀᴇ ᴏɴ ᴛʜᴇ ᴅᴀɴᴄᴇ ᴍᴀᴄʜɪɴᴇ ɢᴀᴍᴇ – ᴛɪᴍɪɴɢ ɪꜱ ᴄʀᴜᴄɪᴀʟ, ᴘʀᴇꜱꜱ ᴛʜᴇ ᴄᴏʀʀᴇꜱᴘᴏɴᴅɪɴɢ ᴀʀʀᴏᴡ ᴋᴇʏ ᴏɴ ʏᴏᴜʀ ᴋᴇʏʙᴏᴀʀᴅ ᴀᴛ ᴛʜᴇ ꜱᴀᴍᴇ ᴛɪᴍᴇ ᴀꜱ ɪᴛ ꜰʟɪᴇꜱ ᴏᴠᴇʀ ᴛʜᴇ ᴄɪʀᴄʟᴇꜱ. ʜᴏᴡ ɢᴏᴏᴅ ᴀʀᴇ ʏᴏᴜ ᴀᴛ ɢᴇᴏɢʀᴀᴘʜʏ? ʟᴇᴀʀɴ ᴛʜᴇ ɴᴀᴍᴇꜱ ᴏꜰ ᴄᴏᴜɴᴛʀɪᴇꜱ ɪɴ ꜱᴘᴀɴɪꜱʜ ʙʏ ꜰɪᴛᴛɪɴɢ ᴛʜᴇɪʀ ꜱʜᴀᴘᴇ ᴛᴏ ᴛʜᴇ ᴄᴏʀʀᴇᴄᴛ ꜱᴘᴀᴄᴇ ᴏɴ ᴛʜᴇ ᴍᴀᴘ!

Students have to navigate the Santa tracker website in Spanish and complete a series of fifteen missions. Also included is a Spanish Christmas Wordsearch that students can complete independent of the internet in case of any connection problems! Example missions: ɢᴇᴛ ꜱᴀɴᴛᴀ ɢʀᴏᴏᴍᴇᴅ ꜱᴏ ᴛʜᴀᴛ ʜᴇ ɪꜱ ʀᴇᴀᴅʏ ꜰᴏʀ ᴀ ꜱᴇʟꜰɪᴇ - ɢɪᴠᴇ ʜɪᴍ ᴀɴ ᴀʟᴛᴇʀɴᴀᴛɪᴠᴇ ʟᴏᴏᴋ! (ᴄᴏᴘʏ ᴀɴᴅ ᴘᴀꜱᴛᴇ ᴀ ꜱᴄʀᴇᴇɴꜱʜᴏᴛ ᴏꜰ ꜱᴀɴᴛᴀ’ꜱ ɴᴇᴡ ʟᴏᴏᴋ ɪɴᴛᴏ ʏᴏᴜʀ ᴘᴏᴡᴇʀᴘᴏɪɴᴛ ᴛᴏ ᴄᴏᴍᴘʟᴇᴛᴇ ᴛʜᴇ ᴍɪꜱꜱɪᴏɴ.) ᴄᴏᴘʏ ᴅᴏᴡɴ ʜᴏᴡ ᴛᴏ ꜱᴀʏ ꜱᴀɴᴛᴀ ᴄʟᴀᴜꜱᴇ ɪɴ 5 ᴅɪꜰꜰᴇʀᴇɴᴛ ʟᴀɴɢᴜᴀɢᴇꜱ ᴏꜰ ʏᴏᴜʀ ᴄʜᴏɪᴄᴇ! ɪɴᴄʟᴜᴅᴇ ᴛʜᴇꜱᴇ ɪɴ ʏᴏᴜʀ ᴘᴏᴡᴇʀᴘᴏɪɴᴛ. ᴄᴀɴ ʏᴏᴜ ꜰɪɴᴅ ᴛʜᴇ ᴅɪꜰꜰᴇʀᴇɴᴛ ᴄʜʀɪꜱᴛᴍᴀꜱ ᴄʜᴀʀᴀᴄᴛᴇʀꜱ ɪɴ ᴛʜᴇ ᴡʜᴇʀᴇ’ꜱ-ᴡᴀʟʟʏ-ꜱᴛʏʟᴇ ᴄʜʀɪꜱᴛᴍᴀꜱ ꜱᴄᴀᴠᴇɴɢᴇ? ᴄᴏᴘʏ ᴀɴᴅ ᴘᴀꜱᴛᴇ ᴀ ꜱᴄʀᴇᴇɴꜱʜᴏᴛ ᴏꜰ ʏᴏᴜʀ ʜɪɢʜᴇꜱᴛ ꜱᴄᴏʀᴇ ᴏɴ ᴛʜᴇ ᴅᴀɴᴄᴇ ᴍᴀᴄʜɪɴᴇ ɢᴀᴍᴇ – ᴛɪᴍɪɴɢ ɪꜱ ᴄʀᴜᴄɪᴀʟ, ᴘʀᴇꜱꜱ ᴛʜᴇ ᴄᴏʀʀᴇꜱᴘᴏɴᴅɪɴɢ ᴀʀʀᴏᴡ ᴋᴇʏ ᴏɴ ʏᴏᴜʀ ᴋᴇʏʙᴏᴀʀᴅ ᴀᴛ ᴛʜᴇ ꜱᴀᴍᴇ ᴛɪᴍᴇ ᴀꜱ ɪᴛ ꜰʟɪᴇꜱ ᴏᴠᴇʀ ᴛʜᴇ ᴄɪʀᴄʟᴇꜱ. ʜᴏᴡ ɢᴏᴏᴅ ᴀʀᴇ ʏᴏᴜ ᴀᴛ ɢᴇᴏɢʀᴀᴘʜʏ? ʟᴇᴀʀɴ ᴛʜᴇ ɴᴀᴍᴇꜱ ᴏꜰ ᴄᴏᴜɴᴛʀɪᴇꜱ ɪɴ ꜱᴘᴀɴɪꜱʜ ʙʏ ꜰɪᴛᴛɪɴɢ ᴛʜᴇɪʀ ꜱʜᴀᴘᴇ ᴛᴏ ᴛʜᴇ ᴄᴏʀʀᴇᴄᴛ ꜱᴘᴀᴄᴇ ᴏɴ ᴛʜᴇ ᴍᴀᴘ!