Module 3 of AS Spanish Course: La Igualdad de los Sexos Lesson 7 -** El Fútbol Femenino** Learning Intention: To discuss equal opportunities in female football and transgender players. Success Criteria: *To study an interview discussing the current situation of female football. To summarise a text on Alba Palacios, Spain’s first transgender football player. To complete a gap fill and translation exercise highlighting the inequalities in the world of football. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

A colourful resource to study the topic of immigration. Learning Intention: To consider the topic of child soldiers and immigration through the eyes of Federique Success Criteria To recall the Spanish past tense and answer question on the Spanish cartoon strip on child soldiers. To recall the Spanish imperfect tense and translate sentences into Spanish. To translate a paragraph on child soldiers into English. Could be used for higher ability KS4 as well under the topic of social issues.

Writing mat for the GCSE writing task: Durante tus vacaciones en España escribes un blog para describir tus experiencias. Menciona: •        un día de las vacaciones cuando tuviste problemas •        un festival en España en que te gustaría participar. 2-SIDED DOCUMENT (One side = present subj support, 2nd side = imperfect subj support) Coule be used at KS5 to practise higher level writing. Includes subject specific vocabulary around the borders, higher-ability grammar support - subjunctive made simple, also includes a few common idioms for students to try and include in their writing.

Writing mat for the GCSE writing task: Lees un blog que se llama ‘Lo bueno y lo malo de ser joven’. Decides participar con esta información: •        un día divertido que pasaste con tus amigos recientemente •        tus opiniones sobre los problemas que tienen los jóvenes. 2-SIDED DOCUMENT (One side = present subj support, 2nd side = imperfect subj support) Coule be used at KS5 to practise higher level writing. Includes subject specific vocabulary around the borders, higher-ability grammar support - subjunctive made simple, also includes a few common idioms for students to try and include in their writing.

Support your kids to create a reindeer character and to write about them. -Includes model translation exercise Includes extensive scaffolding, structures and vocab around the borders to help them create their story. Enough to fill a whole hour’s lesson! Encourage your students’ creativity in the foreign tongue this Christmas! :)

A novel ‘pirate’ way to recap basic themes in Spanish: Asking and giving names Colours Siblings Describing yourself Where you live Favourite food Adverbs of Frequency Prepositions of place Reading Comprehension Includes: A3 COLOUR READING COMPREHENSION MAT - DIFFERENT RANKS OF PIRATES A5 Handout of reading comprehension Mat (stick in books) A4 Find out Your Pirate Name (E.g., Perro Cutre de los Águas oscuras - Shabby Dog of the Dark Waters) A5 Find out your Pirate Name (stick in books) A5 Pirate questionnaire (multiple choice) Full Ppt Lesson taking you through step-by-step (Pirates of the Carribean sound effects included!)

Powerpoint resource using authentic texts about gypsy weddings. Uses GCSE vocab and GCSE style exercises (amongst some find the phrase support exercises). English comprehension questions, Spanish comprehension questions, translations into and out of TL, describe the photo, Verdadero o Falso. Good to engage GCSE kids and to teach / revise the topic of marriage.

A resource designed to support lower ability pupils in their Spnish speaking and writing. Includes: A3 Two Sided structures mat PowerPoint introducing how to use the mat and practising writing in three tenses using the mat. Mat includes the following: Comparing someone’s likes compared to your own (Structure: A “mi padre” le gusta X pero a mí me gusta Y") Past tense (Structure: Time phrase + fui/fuimos + a “place” + para + infinitive.) Future tense (Structure: Time phrase + voy/vamos + a “place” + para + infinitive + ,ojalá) opinion runner (E.g., porque a mi juicio creo que puede ser bastante gratificante) weather table in three tenses verb endings (present, past, future, conditional) me lo paso/pasé/ pasaré bien/mal porque + gustarse in three tenses

Lesson 1 - Foundation Structures for the Speaking and Writing exams Lesson 2 - WRITING COMMON ERRORS (Lifting from the bullet points but not changing it from the “tú” form to the “yo” form ) Lesson 3 - WRITING COMMON ERRORS (mi vs me / Contractions / Leaving it in the tú form) Lesson 4 - WRITING COMMON ERRORS (mi vs me / nuestro vs nos / “gustamos” “gusto” for “nos gusta” and “me gusta”) LESSON 3 OF 4 Lesson includes: Do it now - me gusta sentences Foundation structures revision Grammar focus and practice TEXT: Apply the knowledge and correct the text Blooms plenary slide

Lesson 1 - Foundation Structures for the Speaking and Writing exams Lesson 2 - WRITING COMMON ERRORS (Lifting from the bullet points but not changing it from the “tú” form to the “yo” form ) Lesson 3 - WRITING COMMON ERRORS (mi vs me / Contractions / Leaving it in the tú form) Lesson 4 - WRITING COMMON ERRORS (mi vs me / nuestro vs nos / “gustamos” “gusto” for “nos gusta” and “me gusta”) LESSON 2 OF 4 Lesson includes: Do it now - me gusta sentences Foundation structures revision Grammar focus and practice TEXT: Apply the knowledge and correct the text Blooms plenary slide

Lesson 1 - Foundation Structures for the Speaking and Writing exams Lesson 2 - WRITING COMMON ERRORS (Lifting from the bullet points but not changing it from the “tú” form to the “yo” form ) Lesson 3 - WRITING COMMON ERRORS (mi vs me / Contractions / Leaving it in the tú form) Lesson 4 - WRITING COMMON ERRORS (mi vs me / nuestro vs nos / “gustamos” “gusto” for “nos gusta” and “me gusta”) LESSON 4 OF 4 Lesson includes: Do it now - me gusta sentences Foundation structures revision Grammar focus and practice TEXT: Apply the knowledge and correct the text Blooms plenary slide

Module 1 of AS Spanish Course: Los Valores Tradiionales y Modernos Lesson 2 -** Familia Hoy en Día** Learning Intention: Learning Intention: To study the current trends surrounding marriage. Success Criteria: To study key vocabulary surrounding the theme of marriage. To study a text and a diagram that outlines the trends of marriage in Spain and to recall reflexive verb conjugation. To understand cultural references and translate a paragraph into English and form our own opinions. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

Module 3 of AS Spanish Course: La Igualdad de los Sexos Lesson 10 -** Campañas** Learning Intention: To discover what anti-homophobic protests & initiatives exist in the Hispanic world. Success Criteria: To study the situation in South America with regards to combatting homophobia. To summarise in Spanish the festivities that happen for Gay Pride in Madrid. To pick out key information about two awareness campaigns in Spain that fight against homophobia. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

Module 1 of AS Spanish Course: Los Valores Tradiionales y Modernos Lesson 5 -** Las Costumbres Cambian** Learning Intention: To consider the changes in home-life and the role of women over the years. Success Criteria: To recall family members. To complete exercises on a text on changing customs. To write approximately 70 words summarizing what you have understood from the text. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

A2 SPANISH TRANSLATION FOCUS SESSION 4 SPANISH-ENGLISH TRANSLATION TASK: IGLESIA CATÓLICA Ppt includes: Vocab support Dissecting the task down to its basic grammar elements to increase accuracy with translation Recap of Si clauses Recap of Subjunctive starters Worksheet includes: All notes and working space from the ppt. [10]

A2 SPANISH TRANSLATION FOCUS SESSION 5 SPANISH-ENGLISH TRANSLATION TASK: XENOFOBIA Ppt includes: Vocab support Dissecting the task down to its basic grammar elements to increase accuracy with translation Worksheet includes: All notes and working space from the ppt. [10]

A2 SPANISH TRANSLATION FOCUS SESSION 7 SPANISH-ENGLISH TRANSLATION TASK: MONARQUÍA Ppt includes: Vocab support Dissecting the task down to its basic grammar elements to increase accuracy with translation Worksheet includes: All notes and working space from the ppt. [10]

A2 SPANISH TRANSLATION FOCUS SESSION 6 ENGLISH-SPANISH TRANSLATION TASK: DICTADURA Ppt includes: Vocab support Dissecting the task down to its basic grammar elements to increase accuracy with translation Recap of Present Perfect Recap of Past Perfect Worksheet includes: All notes and working space from the ppt. [10]

Set of 4 classes that I have used with Y9 and also with GCSE classes to revise family and house and home but with a big focus on practising 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! Lesson 1 Learning Intention: To describe what is inside your house in greater detail. Success Criteria: -To drill key vocab and pick out key information from three texts. -To expand our knowledge of what is inside a house in Spanish -To revise key phonics to transcribe household appliances accurately. Lessons 2 and 3 Learning Intention: To revise tenses and identifying them in spoken language. Success Criteria: -To revise present, past and future tense. -To be able to identify who is doing the action & when the action took place at word level. -To be able to identify who is doing the action & when the action took place at sentence level. Lesson 4 Learning Intention: To revise tenses and identifying them in spoken language Success Criteria: -To revise present, past and future tense. -To recall key vocab from the topic of friends and family -To work in partners to read aloud a sentence for your partner, who must identify the subject and tense. Challenge: Transcribe and Translate the sentence. There is also an assessment available that directly assesses the skills and content covered in these lessons. It comes with a mark scheme and transcript and all audio files. Browse my shop to find the assessment called “Y9/GCSE(F) SPANISH ASSESSMENT WITH MS&TRANSCRIPT” should you be interested.

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”