This resource contains a lot actual information about Spanish culture and society, focusing on the topic of Integration (part of the theme Multiculturalism in Hispanic society of the new Spanish A Level). It provides students with facts and statistics, which should be very helpful in preparation for Paper 3 (the speaking exam). The information can also be used for translation practice and it can be very easily adapted into a variety of reading activities.

This resource contains a lot of factual information about Spanish society, focusing on the three topics that cover the sub-theme Artistic culture in the Hispanic world in the new Spanish A Level course (La influencia de los ídolos, La identidad regional en España and El patrimonio cultural). I wrote this resource to help my students revise for their upcoming speaking exam (Paper 3), specifically to ensure that they include enough information to score well in AO4 of the paper. The file also includes a detailed overview of the course and of Paper 3.

This three-page file includes a lot actual information about Spanish culture and society, focusing on the topic of Cultural Heritage (historical sites, painters, architecture, music), part of the theme Artistic Culture in the Hispanic World of the new Spanish A Level. It provides students with wide range of facts and statistics about the topic, which should be very helpful in preparation for Paper 3 (the speaking exam). The information in the file can also be easily adapted to reading or translation activities.

This resource includes activities based on the topic of Artistic Heritage in the Hispanic World of the new Spanish A Level course. The first page includes a lot of factual information (taken from this resource: https://www.tes.com/teaching-resource/new-spanish-a-level-year-1-fact-file-aspects-of-hispanic-society-artistic-culture-hispanic-world-11883717). The following pages exploit the information on page one with a variety of speaking, reading and wrting activities: first, a Discussion card about Frida Kahlo that uses the information on page one. It is followed by a translation activity about Velázquez (again, based on the information from page one) and a reading activity (write a 90-word summary) about Goya and Velázquez. Finally, activity five is a creative writing task about Las Meninas.

This document includes a lot of factual information about Spain and other Spanish speaking countries, covering all the themes and sub themes of the new Spanish A level course (AQA specification). The 48-page file (I’ve uploaded a PDF and a Word version) includes three or more pages per sub theme with a lot of figures, statistics, data and examples relevant to that sub theme. Most of the information refers to Spain, as it is the country I know best, but other Spanish speaking countries are also referred to. I first started writing this resource in the weeks leading to the year 13 speaking exam with the objective of providing the students with a single document where they could find a lot of relevant information that they could refer to when discussing the topics in the first part of their exam. I believe that they found it very useful. The information here can also be easily adapted and used in other activities, such as reading activities or translations.

This resource includes six discussion cards based on the sub-theme of Integration, part of the theme Multiculturalism in the Hispanic world of the New A Level course. The cards are based on the new speaking exam. Each of them includes information on each the sub theme followed by three questions on each specific topic, the first of which always asks the students to react to the information on the card. Finally, the six cards are followed by twenty questions that can be used to explore the sub-theme further, and a list of useful vocabulary for the speaking test.

A very comprehensive set of sentences (suitable for all abilities) and paragraphs (suitable mainly to higher students) to translate from Spanish into English. The full resource is 41 pages long (including title and content pages) and it covers all three themes of the new Spanish GCSE course. Each theme and each topic is covered in detail with a series of sentences of different level of difficulty. Additionally, at the end of each theme there are six paragraphs, aimed specifically at higher students, that cover the whole theme. The translations include references to a variety of tenses (present, preterite, imperfect, present perfect, conditional, future), as well as a wide range of complex structures (negatives, comparatives, conditional clauses…). While I believe that this resource can be used with students of all abilities, it is aimed mainly at higher students. A foundation version of the same resource can be found in this link: https://www.tes.com/teaching-resource/new-spanish-gcse-spanish-to-english-translations-foundation-11958634

This is a reduced, simplified and printing-budget friendly of this resource: https://www.tes.com/teaching-resource/spanish-gcse-grammar-booklet-cuaderno-de-gram-tica-11939611 The content of the booklets is very similar and they both provide a very detailed overview of the grammar needed for the new GCSE course, divided into three parts (Theme 1, Theme 2 and Theme 3). Each part has two sections, one devoted to verbs and the other one to other lexical categories. Both books contain a lot of examples and activities for the students. This version of the booklet takes into account that printing budget can be tight, so I have re formated the original, 62-page booklet, and taken out a few examples, so it is now 37 pages (the last three being verb tables that can be printed separately), but it still contains detailed explanations of a variety of grammatical structures, a lot of examples and a lot of activities. Content: THEME 1 Part 1 – Articles, nouns, adjectives, prepositions, adverbs and pronouns Nouns Articles Contractions Adjectives Comparatives and superlatives Por and para Negatives Questions Possessive adjectives Direct object pronouns Part 2 – Verbs Ser and estar Conjugating verbs The present tense 13a. Regular verbs 13b. Irregular verbs 13c. Reflexive verbs 13d. Gustar The Preterite The Imperfect Opinions in different tenses THEME 2 Part 1 – Adjectives and pronouns Demonstrative adjectives and pronouns Possessive Pronouns Part 2 – Verbs The Future Simple The Conditional The Preterite v. The Imperfect The Present Subjunctive Uses of the Subjunctive The Imperative (Commands) The Infinitive THEME 3 Part 1 – Adverbs and prepositions 26. Personal a 27. Quantifiers Part 2 – Verbs 28. Present continuous 29. Present Perfect 30. If clauses 31. The Subjunctive – Further practice 32. Verb tables N.B. - Please ignore the Word preview of the resource - it does not look like that! To get a good idea of what the resource actually looks like, have a look at the PDF version or the screen captures (for some reason previews of word files alter the format of the resource, but this is only the preview).

This resource contains two versions of the same booklet (at foundation and higher level). Each of the booklet contains extensive translation practice (from Spanish into English) covering all themes and topics of the new Spanish GCSE course (based on the AQA specification). The translations include references to a variety of tenses (present, preterite, imperfect, present perfect, conditional, future), as well as a wide range of complex structures (negatives, comparatives, conditional clauses…). The booklets can also be found separately on these links: Foundation: https://www.tes.com/teaching-resource/new-spanish-gcse-spanish-to-english-translations-foundation-11958634 Higher: https://www.tes.com/teaching-resource/new-spanish-gcse-spanish-to-english-translations-higher-11958629

When Pedro Sánchez became Prime Minister of Spain in June 2018 he was the first since Spain’s return to democracy who didn’t swear in in front of a Bible and a cross. This resource, based on an article from El País about the occasion , contains a series of reading activities (translation, find words that mean the same, true, false or nor mentioned and summary) to explore the role of the church in modern Spain.

This file contains a series of activities to study the characters of the film El laberinto del fauno: Adjectives: match a series of adjectives to the main characters, then write a paragraph about each character using those adjectives. What’s in a name. Match the names of the main characters to their etymological origin and the characteristics traditionally associated to the name. Then reflect about the importance of this (if at all) in El laberinto del fauno. Independent research: research Hamlet’s Ophelia and see if any parallelisms can be established with El laberinto’s Ofelia. Translation practice: translate a paragraph that contains language and ideas form the previous two activities from Spanish into English. Extension: write a similar paragraph about a different character. Independent research: find out whether any parallelisms can be established between Ofelia and Don Quijote, another famous character in Spanish narrative renown for his obsession with books. Characters and quotes. Find a quote (from the list provided) that summarises each character’s personality and/or attitude. Justify your choice. Role plays: three role plays based on the film. Relationships: reflect about the relationships amongst the different characters. A list of useful nouns is provided. Essays: two AS and two A Level essay questions about the characters in El laberinto del fauno. Checklist: A very extensive checklist for the students to reflect on AO3 and AO4 of their essays. UPDATE (12/02/19): This resource now includes a presentation (Powerpoint and Notebook) to support the students, as well as a grammar workheet (five pages) to introduce the use of the subjunctive with verbs of desire). PLEASE NOTE: this resource is part of a much more comprehensive and more detailed resource, the Pan’s Labyrinth Student Support Guide that can be found on this link: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 The guide is over 70 pages long, and a free sample can be found here: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

A series of reading and writing activities to explore the historical background of Guillermo del Toro’s film El laberinto del fauno (Pan’s Labyrnth), focused specifically in the causes and course of the Spanish Civil War and the idea of “las dos Españas” and the representation of this concept in the film, a section about “los maquis” and a section about fascism. PLEASE NOTE: this resource is part of a much more comprehensive and more detailed resource, the Pan’s Labyrinth Student Support Guide that can be found on this link: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 The guide is over 70 pages long, and a free sample can be found here: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

A booklet with eight 150-word questions to revise the theme of Current and Future Study and Employment of the new Spanish GCSE exam. There are two questions for each of the topics in Theme Three (My studies, School Life, Education Post-16 and Jobs, career choices and ambitions). Each of the questions contains two bullet points that the students are expected to cover; the bullet points are written to resemble the ones found in the 2018 paper and those in the sample questions provided by AQA. At least one of the bullet points in each question prompts the students to refer to either the past or the future, and several questions ask the students to write their “recommendations”. Finally, the booklet also contains a copy of the mark scheme for the 150 word question and an overview of the themes and topics. This resource can be used as part of everyday teaching, as end of unit assessment, for revision purposes and it is an easy way of setting useful homework.

This resource contains two separate booklets. The first one contains eight 90-word questions covering all topics of Theme 3 (Current and future study and employment) of the AQA Spanish GCSE specification (two questions for each of the four topics of Theme 3). Based on the sample papers and the 2018 paper, all the questions include four bullet points; one bullet point refers to the future and one to the past. The second booklet contains the same eight questions, followed by a table with 20 sentences. Sixteen of the sentences are direct answers to one of the bullet points (four sentences per bullet point); the remaining sentences, while useful, do not answer directly any of the bullet points and wouldn’t give the students much credit for content if used on their own. The idea behind this activity is to encourage the students to read the bullet points carefully, taking into account the different time frames that they refer to and what they actually ask, thus stopping them from simply writing anything they can think of on each of the different topics without taking into account the requirements of the task. The sentences can also be used as translation activities. Themes 1 and 2 also available, and a booklet with all three themes can be found in this link: https://www.tes.com/teaching-resource/spanish-gcse-answering-90-word-questions-themes-1-2-and-3-writing-exam-1209181 ​

A series of reading and writing activities to support students to explore the theme of obedience in Guillermo del Toro’s 2006 film El laberinto del fauno. PLEASE NOTE: this resource is part of a much more comprehensive and more detailed resource, the Pan’s Labyrinth Student Support Guide that can be found on this link: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 The guide is over 70 pages long, and a free sample can be found here: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

This resource contains two booklets, one of them including twenty-four 150-word questions to revise the three themes of the new GCSE course (AQA specification), and a similar one consisting of twenty-four 90-word questions. In each booklet there are eight questions for each of the three themes of the course (Identity and culture, Local, national, international and global areas of interest and Current and future study and employment), and two questions for each of the topics in each theme. The 150-word question is part of the higher writing exam, and each question contains two bullet points that the students are expected to cover; the bullet points are written to resemble the ones found in the 2018 paper and those in the sample questions provided by AQA. At least one of the bullet points in each question prompts the students to refer to either the past or the future, and several questions ask the students to write their “recommendations”. The booklet also contains a copy of the mark scheme for the 150 word question and an overview of the themes and topics. The 90-word questions include four bullet points that the students are prompted to cover, and they explicitly require them to include references to three time frames and opinions (as per the AQA mark scheme). When possible, one of the bullet points starts with ‘qué hiciste’, a question which appears in many of the AQA samples and that some students often fail to understand. The booklet also contains a copy of the mark scheme. This resource can be used as part of everyday teaching, as end of unit assessment, for revision purposes and as an easy way of setting useful homework.

A set of five bilingual (French and English) writing and speaking mats/templates, loosely based on Studio 2. These mats are perfect to set cover work (students can use them to write sentences and paragraphs on each topic, use them to produce posters and classroom displays, or to create revision mind maps). I have also used them in lessons. Some of the activities I have used these templates for include: dictation: read a text that uses the language in the mats and ask the students to write it down. dicta-translation: read a text based on the mat in French and ask the students to write it down in English, or the other way round. paired dictation and translation: same as above but the students read to each other. “great minds think alike”: ask the students to write a number of sentences and then ask them to find out, by reading their sentences to each other, if someone else wrote the exact same sentences, thus proving that they are great minds. “stand up if”: ask the students to highlight sentences in the mats. Then read a text based on it and ask the students to stand up (and then immediately sit down) every time that you read a word or phrase that they’ve highlighted. speed reading: time the students while they read from the template, see how many sentences they can read out/who is the first to read a full text etc. And of course the students can use the writing mat to write their own texts. More mats will be added shortly on topics such as health, school and relationships.