¡Bienvenidos al Departamento de Español!
Members of the Department
• Mrs J Smyth (Head of Subject)
• Mrs A M Valadez Peña
• Mrs S McGonigle
• Mr X Prigent
• Ms Laura Pozo-Rodriguez (Permanent Spanish Assistant)
In the Spanish department we aim to:
- Increase pupils' confidence in using the Spanish language
- Help pupils to become more independent learners
- Boost pupils' enthusiasm for the language and culture of Spain
- Build a solid knowledge of vocabulary and grammar.
Key Stage 3:
Using the Mira resource pupils are given the opportunity to develop their oral, written, reading and listening skills in an innovative and creative way. The activities they partake in in the classroom promote the development of Thinking Skills and Personal Capabilities and active learning is highly promoted within the department. Pupils take part in role-plays, singing songs, games and are encouraged to work in groups to enhance their communication skills in the target language whilst also grasping new vocabulary and grammar points. ICT is strongly embedded in our schemes of work with each year group completing formal ICT tasks such as Powerpoint, Podcasting and discussion forums on the VLE. Pupils also learn about the cultural aspects of Spain such as festivals (fiestas) and food. In Key Stage 3 an annual trip to Spain is available to our pupils.
Please see below a description of modules studied in Key Stage 3:
Year 8
- Vamos (Greetings)
- En el instituto (School)
- Mi familia (My family)
- En casa ( House)
- El tiempo libre (Free-time)
- En la ciudad ( In the city)
Year 9
- La gente (describing people)
- Vamos a salir (inviting someone out)
- Mis vacaciones (Holidays)
- La comida (Food & drink)
- De moda (Clothes & Fashion)
- Barcelona (Shops & directions)
Year 10
- La communicación (TV, Film, Music)
- El instituto (School life)
- La salud (Health)
- Ganarse la vida (Jobs)
- Hispanoamérica (Spanish-Speaking countries/Daily Routine/Environment)
- Mi casa es tu casa (Regions of Spain
1. The Individual
Relationships: families and friends
Local environment: advantages and disadvantages
Activities: daily routine and leisure activities
Health and lifestyle: diet, exercise and illness
2. Employability
School life
Part-time jobs: advantages and disadvantages
Future plans: choices and expectations
3. Citizenship
Social issues: problems in society and equality
Travel and tourism: destinations and choices
Environmental issues: attitudes to and responsibilities for litter, transport, energy,
conservation and recycling
Celebrations, festivals and customs
Media and communication
Listening – 20% of final mark. 45 minutes in length. Tasks include selection, gap-filling and answering some questions in English
Reading – 20% of final mark. 50 minutes in length. Tasks include selection, gap-filling and answering some questions in English.
Speaking – Controlled Assessment. 30% of final mark. Two tasks which can be a conversation or presentation based on Contexts for Learning. Recorded in school.
Writing – Controlled Assessment 30% of final mark. Two tasks of various structures based on the Contexts for Learning.
AS and A2 Level:
At AS students will complete 2 modules based on 3 contexts for learning:
- Relationships
- Health & Lifestyle
- Young People & Society
AS1 Speaking
Students will prepare a presentation based on one of the contexts for learning to last approximately 3-4 minutes followed by questions from an external examiner. There will also be a general conversation.
AS2 Listening, Reading & Writing
Listening : 30 minutes with individual CD players
Reading & Translation into English: 1 hr 15 minutes
Writing: 1hr Students must write an essay response to a stimulus text based on the Contexts for Learning. It must be approx. 200-250 words long.
At A2 students will complete 2 modules:
A21 Speaking
Discussion based on a societal theme ( Region, Cultural Aspect, Historical Period, Film ‘Solas’)
General Conversation
A2 Listening Reading & Writing
Listening: 35 minutes
Reading & Translation into Spanish: 1 hr 25 minutes
Writing: 1hr Students answer one essay response on a literary text
(Buero Vallejo: El concierto de San Ovidio; Carmen Laforet: Nada; or Laura Esquivel: Como agua para chocolate)
