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CHS SOUTH: CURRICULUM
Year 7 2018-2019: Future FoundationsCurriculum Area: Spanish
Year 7 First 2 Weeks
Text book: ¡Viva!
Autumn 15 weeks
Topic: Me, my family and culture
Text book: ¡Viva
Autumn 28 Weeks
Topic: Me, my family and culture
Text book: ¡Viva
Spring 16 Weeks
Topic: Free-timeActivities
Text book: ¡Viva
Spring 26 Weeks
Topic: Free-timeActivities
Text book: ¡Viva!
Summer 15 Weeks
Topic: Life at school
Text book: ¡Viva!
Summer 27 Weeks7 weeks
Topic: Life at school
Text book: ¡Viva!
CHS SOUTH: CURRICULUMKnowledge Cosmic
Week 1Greetings &
Introductions
Asking for each other’s names & answering to it.
Asking what someone else’s
name is (como se llama él/ella?
+ answering using él / ella se llama
Comment Qué tal? + answers
USE THE CHARACTERS OF
COSMIC TO ACHIEVE THE
ABOVE.
(challenge: using SE LLAMAN}
Week 2Understanding
5 receptive classroom
instructions
The Spanish alphabet and to be able to ask to spell & spell your name
+ key phonics
Week 3Numbers up to 31 +
MonthsAsking and saying when birthday is.
Week 4Asking people’s age
and saying your own.
Understanding others’ age (tengo/
tienes/ tiene)Challenge: tienen
PREPARE REVISION HANDOUT FOR AUTUMN TERM PROGRESS TEST
Week 5Asking about and
saying who’s in my family & pets (key
vocab + name + ages)
Week 6Description of
family member (hair + eyes) = using
tiene and tienen
Week 7The Geography of
SPAIN(main cities, rivers,
mountains & bordering countries.
Week 1Describing myself
Personality adjectives + negatives (no)
(quantifiers) (adjectival agreements)
Week 2Describing others’
personality adjectives (SING AND PLURAL
MEMBERS: reintroduce ELLOS/ ELLAS TIENEN
Week 3Asking and saying what I
do to celebrate my birthday (present tense of high Frequency verbs
using I AND ASKING OTHERS)
Week 4Revision &
To read and write about what others do to
celebrate their birthdayIntroduction of HE/SHE/
THEY OF HIGH FREQUENCY VERBS.
Weeks 5Progress test
Reading and writing
WEEK 6 &7Self-assessment / PLC +
Feedback loops
Talking about I NORMALLY do for
Christmas- focus on IR
Week 8Christmas traditions in Spain and compare it
British traditions.
Week 1Talking about what I like doing / not doing
with reasons (challenge by
introducing no soporto/ no aguanto /me
chifla/me interesa/n)
Week 2Talking about the
sports I play (jugar)I / you / we
Week 3Talking about Sports
activities (Jugar)introduce he/ she/
you (pl) they/Photo card
Week 4Talking about the sports I do (hacer)
I / you / we
PREPARE REVISION HANDOUT FOR SPRING TERM
PROGRESS TEST
Week 5Talking about Sports
activities (hacer)introduce he/ she/
you (pl) they/(photo card)
Week 6
Consolidate 6 people of IR / JUGAR/ HACER
Week 1To understand key
negatives and frequency words in the context of describing what others do/ play (reading and
writing)
Skills: understanding frequency words and negative sentences.
Weeks 2 & 3
Progress testSpeaking
Self-assessment / PLC + Feedback loops
Week 4To talk about extreme
sports and typically Spanish sports
Reinforce 6 people of jugar and hacer
Week 5Forming questions in
the present tense using jugar/ hacer/ irAnd responding
spontaneously. Linked to Easter in Spain – Que haces para celebrar el
Pascua?
Week 1A brief intro to
SPANISH SCHOOLS (day / subjects
studied)
Week 2Saying what I study and. Asking others
what they study and say what I do / study at school (use No for negatives on slides
too)
Week 3Asking what others like/ dislike and say what I like/ dislike
with reasons.
PREPARE REVISION HANDOUT FOR SUMMER TERM PROGRESS TEST.
Week 4Telling the time and to say what I have when
Week 5To describe my school day using WE (start/
finish/ have) connectives (reading
and writing)
Week 6To describe qualities
of teachers and reasons for likes and dislikes [Reading and
Writing] linked to GCSE task.
Week 1To use key future
phrases to talk about future studies.
Use: I want/ I am going to / I would like +
infinitive
PREPARE REVISION HANDOUTS FOR END OF
TERM EXAM
Week 2Listening and Reading Skills revision lesson
Weeks 3 and 4End of year EXAMS
Listening and Reading
Week 5ELE week
Self-assessment/ PLC + Feedback loops
Week 6:Film Study: Valentin
Revision of personality and physical descriptions
Week 7:Film Study: Valentin
Revision of personality and physical descriptions
CHS SOUTH: CURRICULUMSkills MAIN FOCUS
SPEAKINGTake part in simple
conversations showing some
ability to substitute words
and phrases
Give short simple responses to what they see and hear.
MAIN FOCUS READING
Identify and note main points and
some details from short passages such
as messages and dialogues, made up of familiar language
Identify and note main point and
extract some details from short, simple
texts.
Understand single words, short
phrases and short, simple texts.
MAIN FOCUS SPEAKING
Take part in simple, structured
conversations.
Take part in simple conversations showing
some ability to substitute words and
phrases
Give short simple responses to what they
see and hear.
MAIN FOCUS READING
Demonstrate understanding of range short and
longer texts which include opinions
Identify and note main points and
some details from short passages such
as messages and dialogues, made up of familiar language.
Identify and note main point and
extract some details from short, simple
texts.
MAIN FOCUS WRITING
Write short texts giving and seeking information
and opinions.
Write short text using mainly memorized
language on a familiar topic referring to the
present and expressing simple opinions such as
likes and dislikes.
Write short sentences and respond to written
texts by substituting words and set phrases.
MAIN FOCUS LISTENING
Identify and note main points and some
details from short passages such as
messages and dialogues, made up of
familiar language
Identify and note main points and extract some details from simple language
MAIN FOCUS SPEAKING
Take part in short conversation on a range
of topics, describing, informing, expressing opinions and giving
reasons. Refer to future, as well as the present.
Take part in simple, structured
conversations.
Take part in simple conversations showing
some ability to substitute words and
phrases
Connections to KS2 POS
Listen attentively to spoken
language and show understanding by
joining in and responding
Explore the patterns and
sounds of language through songs and
rhymes and link the spelling, sound and meaning of words.
Read carefully and show
understanding of words, phrases and
simple writing
Speak in sentences, using familiar
vocabulary, phrases and basic language
structures.
Appreciate stories, songs/poems/rhymes in
the language
Identify and use tenses or other
structures which convey the present
and past as appropriate to the Spanish language
Read carefully andshow understanding
of words, phrasesand simple writing
Broaden vocabulary anddevelop their abilityto understand new
words that areintroduced intofamiliar written
material, includingthrough using a
dictionaryWrite phrases frommemory, and adaptthese to create new
sentences, to expresstheir ideas clearly.
Understand basic grammar appropriate to the language being
studied, including (where relevant):
feminine, masculine and neuter forms and
the conjugation of high-frequency verbs;
key features and patterns of the
language; how to apply these, for
instance, to build sentences; and how these differ from or are similar to English
Develop and use a wide-ranging and deepening vocabulary that goes
beyond their immediate needs and interests,
allowing them to give and justify opinions and take part in discussion
about wider issues
Assessments Vocabulary test on greetings.
Marking point 1
Bullet point style Writing task on birthdays (20
words)
Marking point 2Reading
comprehension task: True / False /
Not mentioned
Marking point 1
Writing task¿qué haces?
GCSE bullet point style task (30 words)
Marking point 2Progress Test: Reading & Listening Comprehension
skills.
Marking point 1GCSE Translation task
on sports. (Q2 Foundation Paper)
Marking point 2GCSE STYLE Writing
task: describe a picture
Marking point 1GCSE STYLE Translation
into Spanish
Marking point 2Progress Test (Listening
comprehension & writing)
Marking point 1
Reading true/false/ not mentioned on
school.
Marking point 2GCSE STYLE Writing on
the school day (30 Words)
Marking point 1,
Reading comprehension Progress test.
Listening comprehension Progress test.
Marking point 2GCSE style Speaking
progress test.
CHS SOUTH: CURRICULUMCultural
EnrichmentREAD
Comic: Mafalda
WATCHSpanish Film Club
(week 6)ANIMATED TALES
OF THE WORLD: EN ESPAÑOL - LA
TIENDA DE LUIS
VISITBar San Juan56 Beech Rd,
Manchester M21 9EG
READComic: Mafalda 2
WATCHSpanish Film Club
(week 6)Mar adentro (12)
Alejandro Amenábar, 2004
VISITEl Rincon de Rafa244 Deansgate,
Manchester M3 4BQ
READComic: Mafalda 3
WATCHSpanish Film Club
(week 6)Gente de bien (12) Franco Lolli, 2014
VISITLunya
barton arcade, Deansgate,
Manchester M3 2BB
READComic: Mafalda 4
WATCHSpanish Film Club
(week 5)El último verano de la
boyita (12) Julia Solomonoff, 2009
VISITEl Gato Negro
52 King St, Manchester M2 4LY
READComic: Mafalda 5
WATCHSpanish Film Club
(week 6)La jaula de oro (12)
Diego Quemada Díez, 201
VISITIbérica Spinningfields
14-15, The Avenue Spinningfields,
Spinningfields Square, Hardman St,
Manchester M3 3HF
READComic: Mafalda 6
WATCHSpanish Film
(week 6 and 7)Valentín (PG)
VISITLa Torre
94 Flixton Rd, Urmston, Manchester M41 5AD
Character
QofS – OptimismHaving and
maintaining a positive outlook in the learning of a foreign language. Optimism in the
positive of new (or newish) new
learning experiences and opportunities to
broaden their horizons in the short term and
future life.CV – Democracy
Rights and responsibility as
learners of a foreign language: i.e.
mutual respect/ rights to be
listened/ heard. Being optimistic
about introducing yourself to a
Spanish person (week 1 and 2)
QofS – EmpathyCaring for Others,
Equality, EquityThe ability to connect with each other in the
classroom by communicating in pairs/
groups is a life skill; understanding different
cultures to be able to make comparisons and thus develop empathy.
CV – Solidarity, Caring for Others, Equality,
EquityPaired and group works to help each other and self- manage in their
own learning.Describing each other in
an empathetic way (week 2)
QofS – Creativity & Curiosity
Curious to try sports/ games that are
popular in Spain (e.g. handball) but not in the UK. Stimulation
tasks may open desire to try new
experiences.(week 2)
CV – OpennessOpen tools for
students’ collaboration in peer and self-assessment
leading to better understanding of
assessment criteria and independence.
QofS – Responsibility & Reflection
A responsible language learner will have
studied vocabulary and structures in readiness for end of term exam.Reflecting on language
acquisition by completing checklists to
assess strengths and weaknesses.
CV – Honesty & Social Responsibility
In class understanding that it is a shared
responsibility for the learning process to
happen. Taking part in role plays in thus
collaborating with each other to ensure
progress.Being responsible for
preparing for the writing progress test
(week 2) and reflecting on the feedback given.
QofS – Practice & Resiliency
Persevering with the skill of asking questions /
formulating questions which can be tricky. Developing the good
habits to practise your newly learnt skills in class and at home.
CV – Self-HelpGetting into the good
habits to look for answers in exercise
books and dictionary when need be.
Resiliency and practise in learning to tell the time in Spanish (week
2)
.
QofS – Motivation
Talking about future studies will help
students think about what they want to do in the future/ don’t want to do; inspiring them
CV – Self-ResponsibilityStudents to understand the positives of taking responsibility for their
own learning and impact of positive attitude will
have in their future prospects
Motivated to communicate in 2 tenses
by the end of summer term in preparation for
year 8.
CHS SOUTH: CURRICULUM
Key Stage 3 Framework for Learning Year 8 2018-2019: Creative Foundations Curriculum Area: SPANISH
Year 8 Autumn 17 weeks
IDENTITY AND CULTURE
Autumn 28 weeks
IDENTITY AND CULTURE
Spring 16 weeks
IDENTITY AND CULTURE
Spring 25 weeks
IDENTITY AND CULTURE
Summer 16 weeks
Local area, holiday travel
Summer 27 weeks
Local area, holiday travel
CHS SOUTH: CURRICULUMTEXTBOOK: VIVA ROJO LIBRO 3
TEXTBOOK: VIVA ROJO LIBRO 3
TEXTBOOK: VIVA ROJO LIBRO 2
TEXTBOOK: VIVA ROJO LIBRO 2
TEXTBOOK: VIVA ROJO LIBRO 2
TEXTBOOK: VIVA ROJO LIBRO 2
Knowledge Week 1 & 2 “Cosas que me molan”Talking about things you like Grammar: irregular verbs
Weeks 3 & 4“Mi semana”Talking about your week Grammar: using regular verbs in the present tense.
PREPARE REVISION HANDOUT FOR AUTUMN TERM PROGRESS TEST
Weeks 5 & 6 “Cartelera de cine”Talking about filmsGrammar: using the near future tense
Weeks 7 & 1st week of Autumn Term 2 “Un cumpleaños muy especial”Grammar: using the preterit
Week 1 “Un cumpleaños muy especial”Grammar: using the preterit
Week 2 Los famosos“Talking about life as a celebrity”Grammar: using 3 tenses together.
Week 3PROGRESS TESTReading and writing
Week 4Self-assessment of Progress test: checklists & Feedback loops completion.
¿Adonde fuiste? Developing listening skills - using the four Ws when listening In the context of understanding a day out.
Week 5 “Las estrellas”To develop our understanding of challenging texts by
reading about film stars and films
Week 6 To revise and practice formation of preterit, present and near future of regular verbs andir ser hacer in present and preterit tense Translation tasks (both ways)
Weeks 7 & 8Project work & developing presentation skills. Christmas holidays & traditions in Spain compared to Mexico.
Weeks 1 & 2STARTER/ HOOK short intro about what they might already know about Spanish FoodYou may want to use the quiz style – page 50
Saying the food, you like Grammar: Use a wider range of opinions. Challenge by adding: no aguanto /no soporto/me chifla
PREPARE REVISION HANDOUT FOR SPRING TERM PROGRESS TEST
Weeks 3 & 4 Describing mealtime Grammar: using negatives
Weeks 5 & 6 Ordering a meal Grammar: using usted and ustedes Role Play exam question.
Week 1 Describing what you want to buy for a party Grammar: the near future tense.
Week 2: PROGRESS TESTSpeaking on a past party linked to celebrations
Week 3 Self-assessment of Progress test: checklists & Feedback loops completion.
Week 4Speak & Listen about an account of a party Using 3 tenses together.
Week 5 Read and write about a Spanish Easter party. Writing task 40-word style GCSE question.
Week 1¿cómo es tu casa?A short intro. on OPERACION VERANO (some key touristic sites in Spain] Describing houses.
Weeks 2¿Qué casa prefieres? Describing a holiday home and discovering more about the comparative.
Weeks 3 & 4 ¿Qué se puede hacer en…? Describing holiday activitiesUsing the superlative
PREPARE REVISION HANDOUT FOR SUMMER TERM PROGRESS TEST
Weeks 5 & 6 ¿Dónde está? Asking for directionsUsing the imperative
Week 1 Campamentos de verano
Week 2 Revision of Listening and Reading Sills
Week 3 PROGRESS TEST Listening & Reading exams
Week 4 Self-assessment EXAMs (with checklist) & Feedback loops.
Week 5: ELE week
Weeks 6 + 7Film study: CarlitosRecap of sport, personality description and physical descriptions.
CHS SOUTH: CURRICULUMSkills MAIN FOCUS READING
Demonstrate understanding of a range of short and longer texts which include opinions
and refer to the present, the past and the future.
Demonstrate understanding of a range of short and longer texts which include opinions and refer to the past or
future as well as the present.
Demonstrate understanding of main point and opinions in
short texts using familiar language. Reference to
one tense only.
MAIN FOCUS WRITINGWrite short texts in a range of contexts, giving and seeking
information and opinions and referring to present, the past
AND the future.
Write short texts giving and seeking information and
opinions, referring to the past OR future as well the present.
Write short text using mainly memorised language on a
familiar topic referring to the present or the future and
expressing simple opinions such as likes and dislikes.
MAIN FOCUS LISTENINGDemonstrate understanding of
a range of short passages which include opinions with
basic reasons, details and reference to either the present
and the past, OR the present and the future spoken clearly.
Identify and note main points and some details from short
passages such as messages and dialogues, made up of familiar
language
MAIN FOCUS WRITINGWrite short texts in a range of contexts, giving and seeking
information and opinions and referring to present, the past
AND the future.
Write short texts giving and seeking information and
opinions, referring to the past OR future as well the present.
Write short text using mainly memorised language on a
familiar topic referring to the present or the future and
expressing simple opinions such as likes and dislikes.
MAIN FOCUS READINGDemonstrate
understanding of overall message and key points of a range of texts, including
extracts from literary texts, which include a
range of at least 3 tenses, opinions and some less familiar vocabulary and
more complex grammatical structures.
Demonstrate understanding o fa range of short and longer texts
which include opinions and refer to the present, the
past and the future.
Demonstrate understanding of a range of short and longer texts
which include opinions and refer to the past or future
as well as the present.
MAIN FOCUS SPEAKINGBegin to initiate and develop
conversations and narrate event. Use a wide range of
common vocabulary and grammatical structures,
referring to the past, present and future
Take part in longer conversations, expressing
and justifying opinions, giving detail AND referring to
the present, the past and future.
Take part in short conversations on a familiar
topic, informing and expressing opinions and
giving reasons. Reference to The past OR the future as
well as the present.
Take part in simple conversations, referring to the present OR the future. Exchange opinions and give
simple reasons.Assessments Marking point 1
CGSE Writing task: ¿Qué hacéis en clase? (40
wrods question)
Marking point 2GCSE STYLE Reading
comprehension task: Q/A in Spanish looking for
specific info .
Marking point 1GCSE style Writing task: ¿qué
hiciste?’ 40 words task
Marking point 2Progress test:
Reading & Listening comprehension skills.
Marking point 1GCSE STYLE GAPFILL Reading
comprehension¿Qué comes?
Marking point 2GCSE GRAMMAR SKILL Reading
task:On adjectival on agreement
Marking points 1PROGRESS TESTS: Reading
comprehension & Writing skill.
Marking point 3GCSE style Listening about food and drink using different tense
(past present future task)
Marking point 1GCSE STYLE Reading.“El plano de mi casa”
(T/F/NM)
Marking point 2GCSE STYLE Listening
‘Qué se puede hacer en Colombia?
Find hthe 4 correct statemtsn .
Marking Points 1Speaking assessment.
Marking point 2Reading comprehension
test.Listening comprehension
test.
CHS SOUTH: CURRICULUMCultural
EnrichmentREAD
René Tiene Dos Apellidos
WATCHSpanish Film Club
(week 6)ANIMATED TALES OF THE
WORLD: EN ESPAÑOL - LA TIENDA DE LUIS
VISITBar San Juan
56 Beech Rd, Manchester M21 9EG
READPapelucho
WATCHSpanish Film Club
(week 6)Mar adentro (12) Alejandro
Amenábar, 2004
VISITEl Rincon de Rafa
244 Deansgate, Manchester M3 4BQ
READLos Reyes Magos De Oriente
WATCHSpanish Film Club
(week 6)Gente de bien (12) Franco Lolli,
2014
VISITInstituto Cervatnes
326-330 Deansgate, Campfield Avenue Arcade, Manchester
M3 4FN
READ¡Jonrón!
WATCHSpanish Film Club
(week 5)El último verano de la boyita (12) Julia Solomonoff, 2009
VISITEl Gato Negro
52 King St, Manchester M2 4LY
READGuacamole
WATCHSpanish Film Club
(week 6)La jaula de oro (12) Diego
Quemada Díez, 201
VISITInstituto Cervatnes326-330 Deansgate,
Campfield Avenue Arcade, Manchester M3 4FN
READLos Tamales de Ana
WATCHSpanish Film Club
(week 6)Valentín (PG)
VISITLa Torre
94 Flixton Rd, Urmston, Manchester M41 5AD
Character LEADERSHIP INITIATIVE RESILIENCE
QofS – OptimismHaving and maintaining a
positive outlook in the learning of a foreign
language. Optimism in the positive of new (or newish) new learning
experiences and opportunities to broaden
their horizons in the short term and future
life.
CV – DemocracyRights and responsibility as learners of a foreign language: i.e. mutual respect/ rights to be
listened/ heard.
Being optimistic that learning key irregular
verbs will ensure good communication (week 1
and 2)
QofS – EmpathyCaring for Others, Equality,
EquityThe ability to connect with
each other in the classroom by communicating in pairs/
groups is a life skill; understanding different
cultures to be able to make comparisons and thus develop
empathy.
CV – Solidarity, Caring for Others, Equality, Equity
Paired and group works to help each other and self- manage in
their own learning.
Being empathetic of celebrities and other’s way of life (week 2
and 3)
QofS – Creativity & MotivationCurious to try sports/ games that are popular in Spain (e.g. handball) but not in the UK. Stimulation tasks may open desire to try new experiences.
CV – OpennessOpen tools for students’
collaboration in peer and self-assessment leading to better understanding of assessment
criteria and independence.
Being motivated and creative to order food in a Spanish restaurant (week 5 and 6)
QofS – Responsibility & Reflection
A responsible language learner will have studied vocabulary
and structures in readiness for end of term exam.
Reflecting on language acquisition by completing
checklists to assess strengths and weaknesses.
CV – Honesty & Social Responsibility
In class understanding that it is a shared responsibility for the learning process to happen.
Taking part in role plays in thus collaborating with each other
to ensure progress.
Being responsible for preparing for the writing progress test
(week 2) and reflecting on the feedback given
QofS – Practice & Resiliency
Persevering with the skill of asking questions /
formulating questions which can be tricky. Developing the good
habits to practise your newly learnt skills in class
and at home.
CV – Self-HelpGetting into the good habits to look for answers in exercise books and dictionary when need be.
Being resilient in using complex grammatical structures such as comparatives and superlatives, and practise using them (week 3-5)
QofS – MotivationTalking about future studies
will help students think about what they want to do in the future/ don’t want to
do; inspiring them
CV – Self-ResponsibilityStudents to understand the
positives of taking responsibility for their own
learning and impact of positive attitude will have in
their future prospects
Being motivated to prepare their speaking answers for the end of year speaking
assessment.
Key Stage 4 Framework for Learning Year 9 2018-2019: Happy Foundations
CHS SOUTH: CURRICULUM
Curriculum Area: Spanish AQA TEXT BOOK: AQA SPANISH FOUNDATION & HIGHER [O.U.P.]
Year 9 Autumn 17 weeks
THEME 1: Identity & culture
Unit 1: Me, my family and friends.TEXTBOOK: AQA Spanish Foundation & Higher Textbook.
Autumn 28 weeks
THEME 1: Identity and culture
Unit 2: Free time activities.
TEXTBOOK: AQA Spanish Foundation & Higher Textbook.
Spring 16 weeks
THEME 1: Identity and culture
Unit 4: Customs and festivals.
TEXTBOOK: AQA Spanish Foundation & Higher Textbook.
Spring 25 weeks
THEME 1: Identity and culture
EXAM STRATEGY
TEXTBOOK: AQA Spanish Foundation & Higher Textbook.
Summer 16 weeks
THEME 1: Identityand culture
Unit 3: Technology in everyday life.TEXTBOOK: AQA Spanish Foundation & Higher Textbook.
Summer 27 weeks
THEME 2: Local, national, international and global
areas of interestsUnit 1: Home, Town, neighborhood and region.TEXTBOOK: AQA Spanish Foundation & Higher Textbook.
Syllabus AQA Spanish GCSE (8698)
The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA Spanish GCSE (8698)The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA Spanish GCSE (8698)
The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA Spanish GCSE (8698)The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA Spanish GCSE (8698)
The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA Spanish GCSE (8698)
The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
CHS SOUTH: CURRICULUMKnowledge Week 1
Green Route (MAPs) & Blue Route (HAPsKS3 REVISION
Nouns + articles
Using SER, ESTAR, TENER
Numbers, ages and times
Week 2 Green Route (MAPs) & Blue Route (HAPsKS3 revision: Days, months and dates
Week 3
Green Route (MAPs) & Blue Route (HAPs)“Hablando de los amigos” Talking about friendsGrammar: learning about agreement and position of adjectives. Reflexive verbs.
Week 4
PREPARE REVISION HANDOUT FOR AUTUMN
TERM PROGRESS TEST (LISTENING & WRITING)
Green Route (MAPs) ¿Cómo es tu familia? Talking about family members and describing peopleGrammar: using tener and ser in the present tense. Present tense of regular verb. Blue Route (HAPs)“Relaciones con la familia”Describing family relationshipsGrammar: uses of ser and estar. Uses of que.
Week 5 Green Route (MAPs) & Blue Route (HAPs) “Hablando de parejas”Talking about a partner
Week 1 Green Route (MAPs) & Blue Route (HAPs)¿Qué te gusta hacer? Describing what you like and don’t like doingGrammar: using gustar and encantar. Gustar + plural nouns
Week 2 Green Route (MAPs) & Blue Route (HAPs)¿Qué te gusta hacer en tu tiempo libre? Talking about your free timeGrammar: revising the regular present tense. Common irregular verbs in t the present tense.
Week 3 & 4PROGRESS TESTListening Comprehension test. Writing test. + Corrections + PLC + Feedback loops.
Week 5 Green Route (MAPs) & Blue Route (HAPs) “Comer & beber” Buying food and drink. Grammar: Learning about radical changing verbs (e-ie). Pronouns after con. Week 6Green Route (MAP) “Vamos a comer fuera” Forming regular adverbs. Pronouns after para. Blue Route (HAPs)
“Una cena especial”Talking about special occasion mealsGrammar: revising the immediate future.
Weeks 1 & 2 Green Route (MAPs) & Blue Route (HAPs)
“Algunas costumbres regionales”: learning about local customs
Grammar: using ser and ir in the preterit and expressing actions and opinions. Using photocards and roleplays to practice.
Week 3
PREPARE REVISION HANDOUT FOR SPRING TERM PROGRESS TEST (READING & WRITING
Green Route (MAPs) “La vida en familia” Learning about Spanish life and routine
Grammar: the regular preterit tense & reflexive verbs in the preterit tense.
Blue Route (HAPs)¿Cambian las costumbres? Learning about Spanish customs Grammar: Types of verbs with spelling changes in the preterit.
Week 4
Green Route (MAPs): “Las fiestas de España”: la Tomanina talking about a Spanish festival Grammar: recognizing the perfect tense Blue Route (HAPs):” Las fiestas de España: las Fallas learning about Spanish culture Grammar: recognizing regular and irregular verbs in the imperfect
Week 5
Green Route (MAPs):
Blue Route (HAPs
“Las fiestas del mundo
Week 1
Green Route (MAPs) & Blue Route (HAPs) Exam strategy and speaking & writing improvement techniques.HOUR 1: how to approach the 90-word essay and understanding the bullet points
Hour 2: Speaking giving opinions in present, past and future tense.
Weeks 2 & 3 PROGRESS TESTReading Comprehension test. Writing test. + Corrections + PLC + Feedback loops.
Present, past & future conjugations. Regular and key irregular.
Week 4 Green Route (MAPs) & Blue Route (HAPs) Los numéros y los eurosUnderstanding and listening for times and moneyWeek 5Green Route (MAPs) & Blue Route (HAPs) FOCUS: General conversation
Answering all of Theme 1 questions
Week 1 Green Route (MAPs) & Blue Route (HAPs)“¿Cómo prefieres mantenerte en contacto?Giving opinions about online messaging
Grammar: using the perfect of regular verbs. Había and era
Weeks 2 & 3Green Route (MAPs) “Communicarse por internet”Saying how you keep in touch via the internet.Grammar: Making comparisons with más que and menos que. Questions words.
PREPARE REVISION HANDOUT FOR SUMMER TERM
PROGRESS TEST (SPEAKING, READING & WRITING
Blue Route (HAPs)“Las redes sociales: ¿buenas o malas? Talking about the good and the bad of social media. Grammar: using verbs with prepositions. The perfect tense of irregular verbs.
Week 4 Green Route (MAPs) & Blue Route (HAPs)“La tecnología portátil” Giving opinions about mobile technologyGrammar: using estar and the present continuous tense. Formulating questions.
Week 5
Listening, Reading PROGRESS TEST PREPARATION & REVISION. Preparation and practice of answers for SPEAKING Test: IDENTITY & CULTURE questions.
Week 1Green Route (MAPs Blue Route (HAPs)¿ Podrías vivir sin el móvil y la tableta? Talking about movile technology use and overuse. Grammar: using cuyo (whose). Further uses o+f por and para.
Weeks 2 & 3 PROGRESS TESTSpeaking test. Listening Comprehension test.Reading comprehension test.
Week 4 Green Route (MAPs) & Blue Route (HAPs)“¿Cómo es tu casa?” Saying what your house is likeGrammar: using prepositions to say where things are. Further preposition.
Week 5ELE
Week 6Green Route (MAPs) & Blue Route (HAPs)”“Mi ciudad”Talking about the amenities in your area. Grammar: using demonstrative adjectives and pronouns. Present tense and preterit tenses of ir and hacer.
Week 7
Green Route (MAPs) Blue Route (HAPs) “Mi casa y mi barrio” Describing your house and where it is. Grammar: formulating more complex questions. More interrogative words and expressions. Using different
CHS SOUTH: CURRICULUMCharacter
QofS – OptimismHaving and maintaining a
positive outlook in the learning of a foreign
language. Optimism in the positive of new (or
newish) new learning experiences and
opportunities to broaden their horizons in the short
term and future life.
CV – DemocracyRights and responsibility as learners of a foreign language: i.e. mutual respect/ rights to be
listened/ heard
Being optimistic when discussing intentions for
the future (week 7)
QofS – EmpathyHaving and maintaining a
positive outlook in the learning of a foreign
language. Optimism in the positive of new (or newish) new learning experiences
and opportunities to broaden their horizons in the short term and future
life.
CV – DemocracyRights and responsibility as
learners of a foreign language: i.e. mutual respect/ rights to be
listened/ heard
Being Empathetic about the eating habits of other
cultures (week 3- 6)
QofS – Creativity & Motivation
Curious to try sports/ games that are popular in Spain
(e.g. handball) but not in the UK. Stimulation tasks may
open desire to try new experiences.
CV – OpennessOpen tools for students’ collaboration in peer and
self-assessment leading to better understanding of assessment criteria and
independence.
Showing motivation in learning and creativity in
using the preterit and imperfect tenses to describe
festivals (week 2-6)
QofS – Responsibility & Reflection
A responsible language learner will have studied vocabulary
and structures in readiness for end of term exam.
Reflecting on language acquisition by completing
checklists to assess strengths and weaknesses.
CV – Honesty & Social Responsibility
In class understanding that it is a shared responsibility for the learning process to happen.
Taking part in role plays in thus collaborating with each other
to ensure progress.
Being responsible for preparing for the writing progress test
(week 2) and reflecting on the feedback given
QofS – Practice & ResiliencyPersevering with the skill of
asking questions / formulating questions which can be tricky. Developing the good habits to
practise your newly learnt skills in class and at home.
CV – Self-HelpGetting into the good habits to
look for answers in exercise books and dictionary when
need be.
Being resilient in preparing speaking answers (week 6) and
practising them for speaking exam in summer 2.
QofS – MotivationTalking about future studies
will help students think about what they want to do in the future/ don’t want to
do; inspiring them
CV – Self-ResponsibilityStudents to understand the
positives of taking responsibility for their own
learning and impact of positive attitude will have in
their future prospects.
Motivated to achieve well in speaking assessment in week
2.
CHS SOUTH: CURRICULUM
Key Stage 4 Framework for Learning Year 10 2018-2019: Successful FoundationsCurriculum Area: Spanish AQA TEXT BOOK: AQA SPANISH FOUNDATION/ HIGHER [O.U.P]
Year 10 Autumn 17 WEEKS
THEME: Local, national, international and global interest. UNIT 5: Home, town, neighbourhood and region
TEXTBOOK: AQA Spanish Foundation & Higher Textbook.
Autumn 28 WEEKS
THEME: Local, national, international and global interest.
UNIT 8: Travel and tourism
TEXTBOOK: AQA Spanish Foundation & Higher Textbook.
Spring 16 WEEKS
THEME: Local, national,
international and global interest.
UNIT 8: Travel and tourismUNIT 6: Social issuesTEXTBOOK: AQA Spanish Foundation & Higher Textbook
Spring 25 WEEKS
THEME: Local, national, international
and global interest.
UNIT 6: Social issues
TEXTBOOK: AQA Spanish Foundation & Higher Textbook.
Summer 16 WEEKS
THEME: Current and future study and
employment.
UNIT: 7 Global issuesTEXTBOOK: AQA Spanish Foundation & Higher Textbook
Summer 27 WEEKS
THEME: Current and future study and
employment.
UNIT: 7 Global issuesTEXTBOOK: AQA Spanish Foundation & Higher Textbook.
CHS SOUTH: CURRICULUMSyllabus AQA: 8698
The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA: 8698The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA: 8698The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA: 8698The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA: 8698The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA: 8698The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
CHS SOUTH: CURRICULUMKnowledge Weeks 1 & 2
Green Route (MAPs) Blue Route (HAPs) “¿Cómo es tu casa?” Saying what your house is like Grammar: using prepositions to say where things are. Further preposition. Weeks 3 & 4
PREPARE REVISION HANDOUT FOR AUTUMN TERM PROGRESS TEST:
WRITING)
Green Route (MAPs) & Blue Route (HAPs)” “Mi ciudad” Talking about the amenities in your area. Grammar: using demonstrative adjectives and pronouns. Present tense and preterit tenses of ir and hacer.
Weeks 4 & 5:
Green Route (MAPs)“Mi casa” Saying what your house is like. Grammar: using prepositions to say where things are. Further prepositions. Blue Route (HAPs) “Mi casa y mi barrio” Describing your house and where it is. Grammar: formulating
Weeks 1 & 2 Green Route (MAPs) & Blue Route (HAPs) “¿Dónde te alojas?” Talking about holiday accommodationGrammar: using expressions of sequence. Exclamations using the subjunctive.
Week 3 & 4 : Green Route (MAPs) ¡Me voy de vacaciones! Talking about travelling to holiday destinations. Grammar: talking about the weather (including weather expressions in the past) Blue Route (HAPs) ¿Qué hicicste y qué te gustaría hacer durante las vacaciones? Talking about holiday activities Grammar: revising the use of preterit and imperfect tenses. Further expressions of sequence (antes de haber, después de habier, mientras + imperfectWeek 5 – EXAMS Reading & Writing Sports HallWeek 6 & 7 PLC+ “Un folleto túristico Green Route (MAPs) & Blue Route (HAPs) Understanding tourist leaflets Grammar: using ESTAR + past participle.
Week 1 Green Route (MAPs)Blue Route (HAPs) “¿En qué región vives?” Talking about the regions of Spain Grammar: using the points of the compass. Advers of place.
Week 2 Green Route (MAPs)Blue Route (HAPs) “Describiendo tu region” Describing a region Using the passive and 5passsive forms with se
Weeks 3
PREPARE REVISION HANDOUT FOR SPRING TERM PROGRESS TEST: READING & WRITING
Green Route (MAPs) & Blue Route (HAPs)” Quires ser voluntari/a?” Talking about different ways of volunteering. Grammar: learning about verbs that are followed by the infinitive. Revising the present tense.
Week 4 Green Route (MAPs)Blue Route (HAPs“Me gustaría ayudar” talking about charities and voluntary work.
Week 1Green Route (MAPs) & Blue Route (HAPs) “La importance de hacer obras benéficas”Learning more about charities and volunteering.Grammar: using the conditional tense. Formation and use of the gerund.
Week 2Green Route (MAPs) & Blue Route (HAPsVamos a comer afueraRevision of food ítemsBooking a restaurant (role-play)Describing problems in a restaurant (role-play). Week 3Green Route (MAPs) & Blue Route (HAPs“¿Comes bien?”Talking about healthy eating Grammar: using expressions with comer. Expressions MEJOR QUE and PEOR QUE.
Week 4 – EXAMS Reading & Writing
Weeks 5 PLC+ Green Route (MAPs) & Blue Route (HAPs) “¿Llevas una vida sana?”Talking about healthy and unhealthy lifestyles. Grammar: using negative wordsUse of DEBER, TENER
Weeks 1 & 2
Preparation for MOCK SPEAKING EXAM
4 role-plays4 photo cards
THEME 2 and 3 of General Conversation
Week 3 Green Route (MAPs) &Blue Route (HAPs) “Reutilizar, reducir, reciclar”Talking about reusing things, reducing waste and recycling Grammar: using ME PREOCUPA(N) and similar expressions. Expressions followed by MUCHO, (UN)POCO, etc.
Week 4 Green Route (MAPs) &Blue Route (HAPs) “Protegiendo el medio ambiente” Talking about ways of protecting the environmentGrammar: using IF sentence. The pluperfect tense.
Week 5
Green Route (MAPs) & Blue Route (HAPs)“Problemas ecológicos”Understanding and discussing environmental problems. Grammar: using moval verbs to express recommendations and obligations. Formation and use of the preterit to describe past events and
Week 1“Los “sin techo” Green Route (MAPs) & Blue Route (HAPs) Talking about homelessnessGrammar: using reflexive constructions such as SE DEBE, SE PUEDE, + infinitive. Negative expressions.
Week 2:
Green Route (MAPs) Blue Route (HAPs) “Es importante ayudar a los demás”Talking about helping the homeless and the needy Grammar: using ME ENCANTA, ME PREOCUPAS, etc. SHIGHER - subjunctive. The imperfect subjunctive and its use in IF clauses.
Week 3 Reading and Listening exams.
Week 4 PLC+
Blue Route (HAPs) Green Route (MAPsHow to approach the role playTheme 1 and 2
Week 5 Blue Route (HAPs) Green Route (MAPsHow to approach the photo card.
CHS SOUTH: CURRICULUMCharacter
QofS – OptimismMaintaining a positive
outlook in the learning of a foreign language especially before the challenge some may face before a writing
assessment
CV – Openness & HonestyOpen tools for students’ collaboration in peer and
self-assessment leading to more autonomy.
Being optimistic about learning more complex grammar points such as prepositions (week 3)
QofS – EmpathyCaring for Others, Equality,
EquityThe ability to connect with
each other in the classroom by communicating in pairs/
groups is a life skill; understanding different
cultures to be able to make comparisons and thus
develop empathy.
CV – Solidarity, Caring for Others, Equality, Equity
Paired and group works to help each other and self-
manage in their own learning.
Being empathetic about the
effects of tourism on Spanish towns (week 6)
QofS – Creativity & Curiosity
Curious to try sports/ games that are popular in Spain (e.g. handball) but
not in the UK. Stimulation tasks may open desire to
try new experiences.
CV – OpennessOpen tools for students’ collaboration in peer and
self-assessment leading to better understanding of assessment criteria and
independence.
Being curious and creative about using the
conditional tense to say how you would like to help
others in the future,
QofS – Responsibility & Reflection
A responsible language learner will have studied
vocabulary and structures in readiness for end of term
exam.Reflecting on language
acquisition by completing checklists to assess strengths
and weaknesses.
CV – Honesty & Social Responsibility
In class understanding that it is a shared responsibility for
the learning process to happen. Taking part in role plays in thus collaborating with each other to ensure
progress.
Being responsible for preparing for the writing
progress test (week 4) and reflecting on the feedback
given
QofS – Practice & ResiliencyPersevering with the skill of
asking questions / formulating questions which can be tricky. Developing the good habits to
practise your newly learnt skills in class and at home.
CV – Self-HelpGetting into the good habits to
look for answers in exercise books and dictionary when.
Being resilient about preparing questions (week 1,2), photo
cards and role-plays and practising them for the end of
year Speaking mock.
QofS – MotivationTalking about future
studies will help students think about what they
want to do in the future/ don’t want to do; inspiring
them
CV – Self-ResponsibilityStudents to understand the positives of taking
responsibility for their own learning and impact of
positive attitude will have in their future prospects.
Being motivated to revise speaking skills for the end of year mock. (week 6/7)
CHS SOUTH: CURRICULUM
Key Stage 4 Framework for Learning Year 11 2018-2019: I am Creative, Successful, Happy Curriculum Area: Spanish AQA TEXT BOOK: AQA SPANISH FOUNDATION/ HIGHER [O.U.P
Year 11 Autumn 17 Weeks
Theme 3: Current and future study and employment.
Topic 1: my studiesTopic 2: life at school/college
TEXTBOOK: AQA Spanish Foundation & Higher Textbook.
Autumn 28 Weeks
Theme 3: Current and future study and employment.
Topic 3: Education post-16, career choices and ambitionsTEXTBOOK: AQA Spanish Foundation & Higher Textbook.
Spring 16 Weeks
Theme 2: Local, national, international and global areas of interest
Topic: EnvironmentTEXTBOOK: AQA Spanish
Foundation & Higher Textbook.
Spring 25 Weeks
Writing Intervention
Summer 16 Weeks
Speaking, Reading and Writing revision.
Syllabus AQA: 8698
The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA: 8698
The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA: 8698
The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA: 8698
The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
AQA: 8698
The specification covers 3 distinct themes and topics within each theme. These themes and topics apply to four question papers.
Students are expected to understand and provide information and opinion about these themes relating to their own experience and those of other people, including people in countries where Spanish is spoken.
CHS SOUTH: CURRICULUMKnowledge Week 1
Green Route (MAPs) & Blue Route [HAPs] El instituto y las asignaturas
Giving your opinion about different subjects.
Week 2Green Route (MAPs) & Blue Route [HAPs] ¿Cómo ser un buen estudiante? Talking about your studies.
Week 3Green Route (MAPs) & Blue Route [HAPs] Un día al instituto [F & H]Talking about your school and daily routine
Week 4Green Route (MAPs) & Blue Route [HAPs] ¿Qué tal el instituto[H] Talking about your school
Week 5Green Route (MAPs) & Blue Route [HAPs] Las reglas y el uniformeTalking about school and uniform
Week 6 and 7MOCK SPEAKING EXAM THEME 1 and 2 Only
Week 1
Green Route (MAPs) & Blue Route [HAPs] Lo Bueno y Lo Malo del Instituto.
Good and bad aspects of school and looking for clues in time phrases.
Week 2Green Route (MAPs) & Blue Route (HAPs) ¿Qué voy a hacer? Talking about options at 16
Weeks 3 & 4 COLLEGE ENTRY EXAMS(C.E. exams) Listening & understanding 25%Reading & Understanding 25%Writing 25%
week 5 PLC+Green Route (MAPs) & Blue Route (HAPs)¿Trabajar o estudiar ? Discussing choices at 18: work or university?
Higher ONLY ¿Vale la pena ir a la universidad ? Talking aobut the benefits of higher education Week 6 Green Route (MAPs) & Blue Route (HAPs)Los trabajos = Groundwork [F] Talking about different jobs. Buscar trabajo (F&H) Looking for and applying for
Week 1 REVISIONGreen Route (MAPs) & Blue Route (HAPs)Parejas y familiaTalking about future relationships.Grammar: the immediate future and the future tense
Week 2 REVISIONGreen Route (MAPs) & Blue Route (HAPs)La technologia / los moviles y redesTalking about how I use tech and mobile phones
Week 3 REVISION Los festivalesGreen Route (MAPs) & Blue Route (HAPs)celebrations
Week 4 Speaking mock exam
Week 5 Green Route (MAPs) & Blue Route (HAPs) lo que me gusta hacer Describing free-time activities in the past. Grammar: perfect tense of regular verbs. The perfect tense with ETRE
Week 6 MOCK Writing test 1
Week 1Green Route (MAPs) & Blue Route (HAPs Writing InterventionHow to approach the writing paperH/F paper walkthrough
Week 2-4Green Route (MAPs) & Blue Route (HAPsWriting intervention booklets
Week 5 MOCK Writing test 2.
Week 1Green Route (MAPs) & Blue Route (HAPs Hour 1: General Conversation Speaking practice in class.Hour 2:Photo card and Role play practice.
Week 2/3FINAL SPEAKING EXAM.
Week 4Green Route (MAPs) & Blue Route (HAPsListening paper walkthrough and key vocab revision
Week 5Green Route (MAPs) & Blue Route (HAPsReading paper walkthrough and key vocab revision
Week 6Green Route (MAPs) & Blue Route (HAPsWriting paper walkthrough and key vocab revision
CHS SOUTH: CURRICULUMCharacter
QofS – OptimismMaintaining a positive outlook
in the learning of a foreign language especially before the
challenge some may face before a Speaking assessment
CV – Openness & HonestyOpen tools for students’
collaboration in peer and self-assessment leading to more
autonomy.
Being optimistic about being ready for the Mock Speaking
Exam (week 6/7)
QofS – EmpathyCaring for Others, Equality,
EquityThe ability to connect with
each other in the classroom by communicating in pairs/
groups is a life skill; understanding different
cultures to be able to make comparisons and thus
develop empathy.
CV – Solidarity, Caring for Others, Equality, Equity
Paired and group works to help each other and self-
manage in their own learning.
Being Empathetic of other people’s intentions for the
future.
QofS – Creativity & CuriosityCurious to festivals that are
popular in Spain (e.g. la tomatina) but not in the UK. Stimulation tasks may open
desire to try new experiences.
CV – OpennessOpen tools for students’
collaboration in peer and self-assessment leading to better understanding of assessment
criteria and independence.
Being curious about how to improve speaking skills and
creative in using structure to answer unseen questions in the
mock speaking.
QofS – Responsibility & Reflection
A responsible language learner will have studied
vocabulary and structures in readiness for end of term
exam.Reflecting on language
acquisition by completing checklists to assess strengths
and weaknesses.
CV – Honesty & Social Responsibility
In class understanding that it is a shared responsibility for
the learning process to happen. Taking part in role plays in thus collaborating with each other to ensure
progress
Reflect on writing feedback and being responsible for practising writing skills for
second test.
QofS – Practice & ResiliencyPersevering with the skill of asking questions / formulating questions
which can be tricky. Developing the good habits to practise your newly learnt skills in class and at home.
CV – Self-HelpGetting into the good habits to look for answers in exercise books and
dictionary when
QofS – MotivationTalking about future studies will help students think about what they want to do in the future/
don’t want to do; inspiring them
CV – Self-ResponsibilityStudents to understand the
positives of taking responsibility for their own learning and impact of positive attitude will have in their
future prospects.
Being resilient about succeeding in terminal exams and practising key
skills in order to succeed.