Year 7
Overview / Introduction
Spanish at Year 7 is a chance for students to learn the basic rules of vocabulary and grammar. This includes the use of present tense, irregular verbs and adjectival agreement rules. Whether students have studied Spanish in Primary school or will be studying the language for the first time, everyone will receive the same knowledge and understanding. This is also an opportunity for students to delve into the world of Hispanic culture.
Students will undertake a variety of listening activities by hearing excerpts from native speakers and extracting key ideas to answer questions. Students will also be faced with extended texts and using their decoding skills will also withdraw key concepts and ideas to answer comprehension questions. Students will also be able to produce short written texts all about themselves, their family and their hobbies.
Half-Term 1 – Todo sobre yo
Summary
This topic introduces the Spanish phonics as well as concepts such as the alphabet and numbers.
Students will explore a range of topics such as name, age, birthdays and physical descriptions to really get to grips with the basics of the Spanish language. Students will be introduced to common verbs in the present tense including reflexive verbs. Students will be able to conjugate these verbs in the I, he/she and we forms.
Key Concepts and Vocabulary
– Ser (to be)
– tener (to have)
-estar (to be)
– Llamarse (to be called)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Useful Resources
YouTube search for songs on el alfabeto / los colores / los números
Search for introductions on KS3 Spanish – BBC Bitesize
English to French, Italian, German & Spanish Dictionary – WordReference.com
Half-Term 2 – Mi familia
Summary
This topic allows students to discuss their immediate and extended family members and describe their relationships. Students will be able to describe other people confidently and have the opportunity to describe their pets. As language learning is cyclical, we will revisit some of the prior content from the previous module and build on this further.
Key Concepts and Vocabulary
Ser (to be)
Tener (to have)
Llevarse (to get on)
Mi, tu, su, mis, tus, sus (my, your, his/hers)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Encourage your child to use the revision sheets for assessments
Useful Resources
Search for mi familia on KS3 Spanish – BBC Bitesize
English to French, Italian, German & Spanish Dictionary – WordReference.com
Half-Term 3 – En mi tiempo libre
Summary
Students will understand and recognise a variety of free time activities and will be able to give opinions on these. Students will be able to discuss in detail their own hobbies and discuss what they normally do during their free time depending on the weather. Students will know a variety of verbs in the present tense including irregular and stem-changing verbs.
Key Concepts and Vocabulary
Jugar (to play)
Hacer (to do)
Practicar (to practice)
Me gusta / no me gusta (I like / I don’t like)
Porque es (because it is)
Si/cuando (if/when)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Encourage your child to use the revision sheets for assessments
Useful Resources
YouTube – search for conjugations back song, Spanish conjugation style
Spanish Conjugation Style (Mr. Simonsen)
Search for en mi tiempo libre on KS3 Spanish – BBC Bitesize
English to French, Italian, German & Spanish Dictionary – WordReference.com
Half-Term 4 – Mi colegio
Summary
Students will have the opportunity to discuss their school in this topic. They will learn a variety of school subjects as well as recap opinions and reasons to discuss their feeling towards their subjects. Days of the week will feature in this topic so that students can describe their timetable. Students will be able to give information about their school facilities, rules and describe teachers. Students will also be introduced to the conditional tense to say what they would like to have in their school and imperfect tense to say what their primary school was like. Students will have lots of retrieval opportunity in this topic by revising opinions and reasons, present tense endings and describing others. Students will also begin to start using some future (conditional) and past (imperfect) tenses. Students will have the opportunity to speak in pairs or small groups in the target language about their lessons and timetables in paired conversation as well as speaking games.
Key Concepts and Vocabulary
Ser (to be)
Me gusta/no me gusta (I like/ dislike)
estudiar (to study)
a la una / a las dos (at 1/ 2 o clock)
me gustaría (I would like)
era (it used to be)
se debe (you must)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Encourage your child to use the revision sheets for assessments
Useful Resources
Half-Term 5 – Mi casa
Summary
Students will revisit descriptions and present tense to discuss their home including a description of rooms and an area they live in. Students will be able to give opinions of their home and discuss their ideal home using the conditional tense. Students will have lots of retrieval opportunity in this topic by revising opinions and reasons, present tense endings and adjectival agreement. Students will also have a more in-depth knowledge of the conditional (future) tense.
Key Concepts and Vocabulary
vivir ( to live)
vivo en (I live in)
una casa (a house)
un piso (a flat)
moderno (modern)
antiguo (old)
grande (big)
pequeño (small)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Encourage your child to use the revision sheets for assessments
Useful Resources
Search for en mi casa on KS3 Spanish – BBC Bitesize
English to French, Italian, German & Spanish Dictionary – WordReference.com
Half-Term 6 – Los festivals
Summary
Students will have the opportunity to study a variety of Spanish festivals including the infamous La Tomatina tomato festival. Students will be able to compare celebrations in the UK to those in Spain and say which festivals they would like to visit in the future. Students will have lots of retrieval opportunity in this topic by revising opinions and reasons as well as the opportunity to embed lots of cultural knowledge surrounding Spanish speaking countries. Students will also fully develop their knowledge of the conditional (future) tense. Students will be able to create short paragraphs in Spanish about the festivals and how they compare to the UK. They will also be able to state which festivals they would like to visit in the future and why.
Key Concepts and Vocabulary
la tomatina (the tomato festival)
San Fermín (The running of the bulls festival)
La Fería de Abril (the festival of April)
El Día de los Muertos (Day of the Dead)
La Navidad (Christmas)
Semana Santa (Easter)
Si fuera posible, me gustaría visitar (If it were possible I would like to visit)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Encourage your child to use the revision sheets for assessments
Useful Resources
Search los festivales on KS3 Spanish – BBC Bitesize
English to French, Italian, German & Spanish Dictionary – WordReference.com
Year 8
Overview / Introduction
Students will have the chance to build on the learning undertaken in Year 7 by discussing their house and home but extending this to discuss their town and cities around them whilst comparing this to the Spanish speaking cities of the world. Students will also be able to discuss their eating habits and foods they enjoy. They will research traditional Spanish foods and discuss items they would like or not like to try and why that is. Students will discuss how they can lead a healthier lifestyle in the future and have the opportunity to partake in role plays buying food from the market. Students will finish the year looking at holidays and discussing past holidays as well as future destinations they would like to visit. Using a combination of three tenses allows pupils to write GCSE length essays of approximately 50 words.
Half-Term 1 and 2 – mi pueblo
Summary
Students will build on the learning undertaken in Year 7 around the house and home to discuss their towns and neighbourhoods. This will include where their town is situated in the UK, descriptions and opinions of their town and facilities and how they would like to improve it. Students will recap present tense verbs including irregulars such as hay (there is) as well as opinions and reasons. Students will use conditional tense and also be introduced to immediate future tense to say what they are going to do in their town at the weekend. Finally, students will start using complex grammar points such as comparatives and superlatives to describe and compare their towns.
Students will undertake a variety of listening activities by hearing excerpts from native speakers and extracting key ideas to answer questions. Students will also be faced with extended texts and using their decoding skills will also withdraw key concepts and ideas to answer comprehension questions. Students will be able to create 50-word paragraphs in Spanish featuring information all about their towns and neighbourhoods.
Key Concepts and Vocabulary
-vivir (to live)
-Vivo en (I live in)
– me gusta / no me gusta (I like / dislike)
– porque es (because it is)
– me gustaría (I would like)
– voy a visitar (I am going to visit)
– más que (more than)
– menos que (less than)
– lo mejor es (the best thing is)
– lo peor es (the worst thing is)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Encourage your child to use the revision sheets for assessments
Useful Resources
Half-Term 3 and 4 – La comida
Summary
This topic allows students to discuss what they eat for different mealtimes and their opinions of different dishes. Students will be introduced to typical Spanish dishes and will be able to discuss what they would like to try. Students will also have the opportunity to take part in role play style activities based at the restaurant and ordering food. Students will also discover cultural knowledge around meal times in Spain and how they differ to the UK.
As language learning is cyclical, we will revisit some of the prior content from previous modules and build on this further. Students will also be introduced to modal verbs to say what they should or should not do to lead a healthy lifestyle.
Students will carry out role play scenarios with their peers around shopping at the supermarket and ordering in a restaurant. Students will play the roles of both the waiters or waitresses as well as the customers. Students will be able to create role play scenarios to discuss ordering meals in a restaurant. Students will also be able to produce 75-word paragraphs about what they like to eat, what they are going to eat and what they would like to eat in Spain.
Key Concepts and Vocabulary
Desayunar (to have breakfast)
Comer (to eat/have lunch)
Cenar (to have dinner)
Beber (to drink)
Comida sana (healthy food)
Malsana (unhealthy)
Sabroso (tasty)
asqueroso (disgusting)
Para llevar una vida sana (to lead a healthy lifestyle)
Se debe (you must)
No se debería (you shouldn’t)
Me gustaría probar (I would like to try)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Encourage your child to use the revision sheets for assessments
Useful Resources
Half-Term 5 and 6 – Mi vacaciones
Summary
This topic allows students to discuss upcoming, past and ideal holidays both in the UK and abroad. Students will learn cultural knowledge about Spain and its different regions as well as discuss modes of transport, holiday activities and who they vacation with.
Students will have their first opportunity to use 3 tenses together (past, present and future.) Students will be able to create 90 word essays in Spanish all about their holidays
Key Concepts and Vocabulary
Fui a (I went to)
España (Spain)
Francia (France)
Italia (Italy)
Tomar el sol (to sunbathe)
Nadar (to swim)
Comer helado (to eat ice cream)
Viajo (I travel)
En avión (by plane)
en barco (by boat)
Si fuera possible me gustaría visitar (If it were possible I would like to visit)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Encourage your child to use the revision sheets for assessments
Useful Resources
Search las vacaciones on KS3 Spanish – BBC Bitesize
English to French, Italian, German & Spanish Dictionary – WordReference.com
Youtube search the preterite song Parody of California Gurls – Conjugating Regular Preterite Verbs in Spanish
Year 9
Overview / Introduction
In Year 9 students will have the opportunity to study and discuss modern culture including film, TV, music and technology. Students will build on their knowledge of past, present and future tenses and incorporate a variety of complex phrases in order to produce extended pieces of writing. Students will have the opportunity to practice speaking role plays with their peers including buying concert tickets as well as discussing and analysing photo descriptions. Students will end the KS3 course looking at their own lifestyle and how they can make better health choices and also discuss any illness or injury so that they could tackle real life situations in a Spanish speaking country with confidence.
Students will undertake a variety of listening activities by hearing excerpts from native speakers and extracting key ideas to answer questions. Students will also be faced with extended texts and using their decoding skills will also withdraw key concepts and ideas to answer comprehension questions.
Half-Term 1 – La tele y las películas
Summary
This topic introduces types of TV programmes and genres of films. Students will have the opportunity to revisit opinions and adjectives to give reasons. They will also be able to describe what they have watched recently using past tense and what they would like to watch in the future. Students will know subject specific keywords such as main actor, plotline and setting and will be able to select key information about films in extended reading tasks. Students will be able to describe films in detail as well as organising trips to the cinema with their friends or making excuses as to why they wouldn’t be able to go. Students will be able to use 3 different tenses to describe films as well as modal verbs and opinions. Students will also feel confident using stem changing verbs in present tense. Students will be able to create essays to describe what they have watched and what it was about, what they like and dislike watching and why and also what they would like to watch in the future.
Key Concepts and Vocabulary
–me gusta / no me gusta (I like / dislike)
– las películas de (films about)
– terror (horror)
– romántica (romantic)
– Guerra (war)
– ciencia ficción (sci-fi)
– los documentales (documentaries)
– las comedias (comedies)
-los dibujos animados (cartoons)
– puedo (I can)
– quiero (I want to)
–vi (I watched)
– fue (it was)
– me gustaría ver (I would like to watch)
– voy a ver (I am going to watch)
– tengo que (I have to)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Encourage your child to use the revision sheets for assessments
Useful Resources
Youtube – for preterite tense endings Parody of California Gurls – Conjugating Regular Preterite Verbs in Spanish
Search for la television on KS3 Spanish – BBC Bitesize
English to French, Italian, German & Spanish Dictionary – WordReference.com
Half-Term 2 – La música
Summary
This topic allows students to discuss what instruments they play and would like to play. It also features genres of music and giving opinions of these. It delves into celebrity culture and famous people that they follow and why they are role models. As language learning is cyclical, we will revisit some of the prior content from the previous module and build on this further. In addition to this, students will be introduced to perfect tense phrases and subjunctive phrases which are complex structures.
Students will be able to answer GCSE style role plays based on the topic of music and buying concert tickets which they will have the opportunity to practice in pairs and small groups. Students will also learn how to tackle a photo description.
Key Concepts and Vocabulary
Tocar (to play)
Toco (I play)
La batería (the drums)
La guitarra (the guitar)
he querido tocar (I have always wanted to play)
si tuviera la oportunidad (If Ihad the opportunity)
Me gustaría (I would like)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Encourage your child to use the revision sheets for assessments
Useful Resources
Half-Term 3 – La tecnología
Summary
Students will be able to discuss what technology they use at home and what for. They will also be able to describe technology of the past using both the preterite and imperfect tenses and technology they are going to buy in the future. Students will recap present tense as well as preterite (past) and conditional/future tenses. Students will also be introduced to a new past tense known as the imperfect tense as well as using complex phrases with que and para + infinitive. Students will focus on GCSE style past, now future questions as well as positive, negative and both questions. Students will be able to create 90-word essays using 3 tenses to describe technology in the past, the advantages and disadvantages of using technology now and what technology they are going to use in the future.
Key Concepts and Vocabulary
Lo uso (I use it)
Usé (I used)
Mi móvil (my phone)
Mi portátil (my laptop)
me gustaba (I used to like)
era (it was)
Voy a usar (I am going to use)
Me gustaría (I would like)
una ventaja es que (an advantage is that)
Para (in order to)
Mandar mensajes (to send messages)
Llamar a mis amigos (to call ym friends)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Encourage your child to use the revision sheets for assessments
Useful Resources
Half-Term 4 and 5 – Mi vida sana
Summary
Students will have the opportunity to discuss their lifestyle in this topic. Students will recap food and drink from year 8 but add on to this whether or not they lead a healthy lifestyle. They will be able to look at bad habits and advise others on how to change for the better. They will also link free time activities from year 7 by saying what sports they do and could do to be healthy. Students will have lots of retrieval opportunity in this topic by revising sports, food and drinks as well as past and future tenses. Students will also recap modal verbs. Students will also look at cultural elements linking diet and daily routine in Spain to health and comparing it with diet and daily routine here in the UK. Students will have the opportunity to undertake role plays imagining they are at a restaurant or supermarket and practice these in pairs.
Key Concepts and Vocabulary
Desayunar (to have breakfast)
Comer (to eat/have lunch)
Cenar (to have dinner)
Beber (to drink)
Comida sana (healthy food)
Malsana (unhealthy)
Sabroso (tasty)
asqueroso (disgusting)
Para llevar una vida sana (to lead a healthy lifestyle)
Se debe (you must)
No se debería (you shouldn’t)
Me gustaría probar (I would like to try)
Cuando era jóven (When I was younger)
Comía (I used to eat)
Comí (I ate)
Dormir ocho horas (to sleep 8 hours)
Hacer ejercicio (to do exercise)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Encourage your child to use the revision sheets for assessments
Useful Resources
Half-Term 6 – Qué pasa?
Summary
Students will link healthy lifestyle to the topic of illness and injury to finish year 9. Students will start by studying the different body parts and use this to be able to discuss what hurts, how they are feeling and what they need to improve. Students will undergo role play scenarios at the pharmacist, hospital and doctors’ surgeries to mimic real life situations. Students will recap present tense verbs from previous years like estar (to be) and tener (to have). Students will also recap stem changing verbs and learn how to use 2 subjects in a verb e.g It hurts me..
Key Concepts and Vocabulary
Me duele – it hurts me
Tengo dolor de – I have pain in
Estoy enfermo/a (I am ill)
Tengo catarro (I have a cold)
Me siento mal (I feel bad)
Estoy mareado (I am dizzy)
Tengo fiebre (I have a fever)
Tengo tos (I have a cough)
Tengo la pierna rota (I have a broken leg)
How to support your child at home
Look up vocabulary on word reference
Test students on their weekly homework spellings
Discuss Hispanic Culture and knowledge with your child
Encourage your child to use the revision sheets for assessments
