Scheme of Work · 2019-07-19 · Countries & nationalities Prior Learning It is helpful if the...
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Scheme of Work Key Stage: 3 Year: 7 Duration: 8 weeks Topic: Me Presento – This is me! AIM: In this unit pupils focus on how to introduce themselves in Spanish including how to say their name, age, birthday, nationality etc Pupils will learn: The Spanish alphabet and how to spell their name and other words including pronunciation & sound systems How to greet others Count up to 100 Months of the year Countries & nationalities Prior Learning It is helpful if the pupils have learned how to say their name as well as ask others what their name is in Spanish. It is also helpful if pupils have prior learning of numbers (numbers 1-20) but this is not necessary. Success Criteria Pupils will be able to answer (in both written and spoken language) a range of questions about themselves. - Pupils will be able to take part in a conversation/role-play with their teacher - Pupils will be able to write an extended paragraph in the target language using a range of connectives to extend and develop their writing as well as express justified opinions. Pedagogical Notes Assessment Opportunities After each theme pupils will have the opportunity to practice asking and answering key questions about themselves in both spoken and written form. During assessment week (week 6) pupils will be assessed against reading, listening, speaking, translation and writing skills focussing on the topic studied this term. Identified gaps from prior learning To complete Year 7 baseline test. Results to inform planning and differentiation. Learning Skills Pupils will develop their reading, writing, listening, speaking and translation skills. Pronunciation skills / Phonics & sound systems. Dictionary skills. Memory skills. Sentence building – moving from words > phrases > short paragraphs
Transcript of Scheme of Work · 2019-07-19 · Countries & nationalities Prior Learning It is helpful if the...
Scheme of Work
Key Stage: 3 Year: 7 Duration: 8 weeks
Topic: Me Presento – This is me! AIM: In this unit pupils focus on how to introduce themselves in Spanish including how to say their name, age, birthday, nationality etc Pupils will learn:
The Spanish alphabet and how to spell their name and other words including pronunciation & sound systems
How to greet others
Count up to 100
Months of the year
Countries & nationalities
Prior Learning It is helpful if the pupils have learned how to say their name as well as ask others what their name is in Spanish. It is also helpful if pupils have prior learning of numbers (numbers 1-20) but this is not necessary.
Success Criteria Pupils will be able to answer (in both written and spoken language) a range of questions about themselves.
- Pupils will be able to take part in a conversation/role-play with their teacher
- Pupils will be able to write an extended paragraph in the target language using a range of connectives to extend and develop their writing as well as express justified opinions.
Pedagogical Notes
Assessment Opportunities After each theme pupils will have the opportunity to practice asking and answering key questions about themselves in both spoken and written form. During assessment week (week 6) pupils will be assessed against reading, listening, speaking, translation and writing skills focussing on the topic studied this term.
Identified gaps from prior learning To complete Year 7 baseline test. Results to inform planning and differentiation.
Learning Skills Pupils will develop their reading, writing, listening, speaking and translation skills. Pronunciation skills / Phonics & sound systems. Dictionary skills. Memory skills. Sentence building – moving from words > phrases > short paragraphs
Cross Curricular Links: Numeracy links – pupils will practice their numeracy skills when studying the topic of numbers. Literacy links – Pupils will re-visit nouns, adjectives, verbs etc and be able to recognise them in Spanish. Pupils will express and justify opinions.
SMSC / British Values links: What makes me who I am? Learning to talk about oneself.
Key Questions: ¿Cómo te llamas? – What is your name? ¿Cuantos años tienes? – How old are you? ¿Cuándo es tu cumpleaños? – When is your birthday? ¿De dónde eres? – Where do you come from? ¿Cuál es tu nacionalidad? – What is your nationality? ¿Dónde vives? – Where do you live? ¿Qué te gusta? / ¿Que no te gusta? – What do you like/dislike?
Unit Jigsaw:
Key Words:
Pupils will be able to understand and use words/phrases relating to the topic of ‘Me Presento/This is me’ in order to answer the key questions above.
- Me llamo… - Tengo … años - Mi cumpleaños es el … de … - Soy de … - Soy … - Vivo en … - Me gusta …/No me gusta…
Pupils will understand key connectives to extend and develop their written/spoken work (y, tambien, ademas, pero, sin embargo).
Marking:
Books to be marked every 2-3 weeks. EBI/Learning challenges to be set. Pupils to respond to EBI comments/learning challenges in Spanish to consolidate learning and to move pupils on. Provide opportunities for self and peer assessment (use of secret spy cards). Pupils to mark and correct their work in red pen. Literacy marking policy to be followed where necessary. Pupils to write out spellings 3 times. Grammatical issues to be highlighted and EBI challenge set to practice misconceptions.
Learning Cycle & Week
Skills to be taught / learnt Learning Activities with resources Differentiation Homework
L1-1
Expectations & Baseline. Cognates & dictionary skills. To understand what a cognate is and recognize them in spoken and written language to develop reading and listening skills. Understanding nouns, verbs & adjectives. To learn how to use a Spanish dictionary and pick out the correct word.
Expectations & BASELINE Cognate power point & Dictionary skills PPT
Directed/targeted questions at pupils to check comprehension. Differentiated worksheet for less able pupils/ lower ability groups. Use of writing frames to support pupils with writing extended paragraphs. Use of word banks. Use of core vocabulary sheet at the front of exercise books to support pupils with written/speaking work.
HWK to be set every week in line with the school HWK policy focussing on the topic studied each week.
L1-2
To learn how to introduce myself and greet other in Spanish. To learn the Spanish alphabet. To understand Spanish phonetics and sound systems.
Introduce ourselves and greetings power point El alfabeto power point
L1-3
To be able to count up to 31 and develop my numeracy skills in Spanish. To learn higher numbers through number patterns.
Los numeros power point ¿Cuántos años tienes? power point
To be able to say how old I am and ask somebody how old they are.
L1-4
To learn months. To be able to say when my birthday is and ask somebody when theirs is. To learn days of the week. To be able to form dates.
¿Cuándo es tu cumpleaños? power point Forming dates power point
L1-5
To learn countries and nationalities. To understand masculine and feminine forms of nationalities. To be able to say where I come from and what my nationality is.
Los Paises & Nacionalidades power point
L1-6
Developing writing skills - Using connectives - Expressing justified opinions
Developing writing_connectives PPT Expressing opinions_likes & dislikes PPT
L1-7
Writing skills - To write a short paragraph about myself in Spanish (name, age, birthday, where I live, where I come from etc)
Me Presento power point
L1-8
Culture & traditions – to discuss how Halloween is celebrated in Mexico. To create a Day of the Dead mask. To be used as display.
To gain a cultural understanding of El Dia de los Muertos, Pupils to respond to EBI comments/learning challenge in exercise books.
Scheme of Work
Key Stage: 3 Year: 7 Duration: 7 weeks
TOPIC: Me describe / ¿Cómo eres? AIM: In this unit pupils focus on how to describe themselves and others. Pupils will focus on the following sub topics:
- Describing hair & eye colour - Describing physical appearance, personality & character - Family members and pets - Using the 3rd person to describe family members
Prior Learning It is helpful if pupils have prior knowledge of family members and colours (to describe hair & eye colour) but this is not essential.
Success Criteria Pupils will be able to describe their physical appearance, personality and character. Pupils will be able to say who is in their family. Pupils will be able to say if they have a pet(s) and describe their pet(s). Pupils will be able to apply rules of adjective agreement (masculine & feminine) to their descriptions of others.
Pedagogical Notes
Assessment Opportunities After each theme pupils will have the opportunity to practice asking and answering key questions about themselves in both spoken and written form. Memory & spelling tests given (week3,4&6) Pupils will write a description of themselves (physical appearance/personality etc) in week 2. Pupils will write a description in the 3rd person of a family member in week 4.
Identified gaps from prior learning
Learning Skills Pupils will develop their reading, writing, listening, speaking and translation skills in this unit. Pronunciation skills. Dictionary skills. Memory skills. Sentence building – moving from words > phrases > short paragraphs
During assessment week (week 6) pupils will be assessed against reading, listening, speaking and translation skills focussing on the topic studied this term.
Cross Curricular Links: PHSE – Talking about relationships
SMSC / British Values links: All about me? Learning about oneself and others. Talking about relationships
Key Questions: ¿De que color es tu pelo? – What colour is your hair? ¿De que color son tus ojos – What colour are your eyes? ¿Como eres? – What are you like? ¿Tienes hermanos? – Do you have brothers & sisters? ¿Tienes animales? – Do you have any pets? ¿Como es tu madre/padre? – What is your mum/dad like?
Unit Jigsaw:
Key Words:
Pupils will be able to understand and use key phrases & adjectives to describe hair & eye colour: -Tengo el pelo (rubio, negro, castano, rojo, largo, corto, rizado etc) -Tengo los ojos (azules, verdes, grises, marrones, oscuros, claros) Pupils will be able to understand and use key phrases & adjectives to describe physical appearance, personality and character: -Soy/No soy … (alto, bajo, activo, deportista, extrovertido, hablador, tranquilo, gracioso, divertido, aburrido etc) Pupils will be able to understand and use key nouns to talk about family and pets: -padre, madre, hermano/a, abuelo/a, tio/a, primo/a etc -perro, gato, pez, hámster, caballo, tortuga, conejo etc
Marking: Books to be marked every 2-3 weeks. EBI/Learning challenges to be set. Pupils to respond to EBI comments/learning challenges in Spanish to consolidate learning and to move pupils on. Provide opportunities for self and peer assessment (use of secret spy cards). Pupils to mark and correct their work in red pen. Literacy marking policy to be followed where necessary. Pupils to write out spellings 3 times. Grammatical issues to be highlighted and EBI challenge set to practice misconceptions.
Learning Cycle & Week
Skills to be taught / learnt Learning Activities with resources Differentiation Homework
L2-1
To describe hair and eye colour ¿Como eres? Hair & eye colour PPT. ¿Como eres? Hair & eye colour 2 PPT. El pelo y los ojos worksheet.
Directed/targeted questions at pupils to check comprehension.
HWK to be set every week in line with the school HWK policy focussing on the topic studied each week.
L2-2
To describe physical appearance, personality & character. To understand adjective agreement.
¿Como eres? Physical appearance & character PPT. Print slide 3 (starter) ¿Como eres? Adjective agreement PPT. Print slide 2 (starter) Print slides 12&15 (grammar worksheet.
Differentiated worksheet for less able pupils/ lower ability groups. Use of writing frames to support pupils with writing extended paragraphs. Use of word banks. Use of core vocabulary sheet at the front of exercise books to support pupils with written/speaking work
L2-3
To learn family members. To understand possessive adjectives. To be able to say who is in your family.
Mi Familia PPT Mi familia code breaker Mi Familia_Simpsons Family Tree worksheet ¿Tienes hermanos? PPT.
L2-4
To form the 3rd person of key verbs to describe family members. To form comparative adjectives to compare family members.
Tienes hermanos_3rd person PPT & worksheet ¿Como es tu familia? PPT.
L2-5
To learn pets. To describe pets.
Los animales PPT & worksheet. Describing pets PPT.
L2-6
To work in groups to do a Spanish treasure hunt around the school. To create a photo-fit using the clues gathered from the treasure hunt.
El mistario PPT
L2-7
Customs & traditions – to discuss how Christmas is celebrated in Spain.
Scheme of Work
Key Stage: 3 Year: 7 Duration: 6 Weeks
AIM: In this unit pupils focus on the topic of free-time activities/hobbies. Pupils will focus on the following sub topics:
Sports (using the infinitives Jugar, Hacer & Practicar)
Expressing justified opinions
Extending and developing writing – the 5 W’s (what, where, who with, when, why etc)
Forming the present tense of AR, ER & IR verbs to be able to say what I do at the weekend
Forming the immediate future tense to say what I am going to do next weekend
Prior Learning It is helpful if the pupils have an understanding of basic positive and negative opinion phrases such as me gusta (I like) & no me gusta (I don’t like).
Success Criteria Pupils will be able to say what they like/dislike to do in their free-time giving reasons for their answers. Pupils will be able to extend and develop their written work in Spanish. Pupil will be able to conjugate infinitives into the present and immediate future tenses.
Pedagogical Notes
Assessment Opportunities During assessment week (week 5) pupils will be assessed against reading, listening, translation and writing skills on the topic of free-time activities focussing on GCSE style questions.
Identified gaps from prior learning To recap expressing basic likes and dislikes taught in autumn half term 1 to check pupil’s retention and to build on prior learning.
Learning Skills Pupils will develop their reading, writing, listening, speaking and translation skills. Dictionary skills. Grammar skills – understanding and applying adjective agreement to my writing. Grammar skills – using the present & immediate future tenses. Memory skills – techniques to enable pupils to practice and memorise new language.
Cross Curricular Links: Literacy – understanding nouns and adjectives. Understanding and forming the present & future tenses. Expressing justified opinions. Extended writing.
SMSC / British Values links:
Key Questions:
¿Que te gusta hacer en tu tiempo libre? – What do you like to do in your free-time? ¿Que no te gusta hacer en tu tiempo libre? – What don’t you like to do in your free time? ¿Que haces normalmente al fin de semana?– What do you normally do at the weekend? ¿Que vas a hacer este fin de semana? – What are you going to do this weekend?
Unit Jigsaw:
Key Words: Pupils will be able to understand and use a range of opinion phrases relating to the topic of free-time activities – me gustan, no me gustan, me encantan, odio, prefiero, en mi opinion, me interesan, no me interesan etc Pupils will be able to understand and use a range of infinitives/verbs relating to the topic of free-time activities – jugar, hacer, practicar, leer, ir, hablar, navegar, tocar, salir, etc Pupils will be able to understand and use a range of adjectives to justify/give reasons for their opinions – interesante, divertido, gracioso, entretenido, emocionante, aburrido, malo etc
Marking:
Books to be marked every 2-3 weeks. EBI/Learning challenges to be set. Pupils to respond to EBI comments/learning challenges in Spanish to consolidate learning and to move pupils on. Provide opportunities for self and peer assessment (use of secret spy cards). Pupils to mark and correct their work in red pen. Literacy marking policy to be followed where necessary. Pupils to write out spellings 3 times. Grammatical issues to be highlighted and EBI challenge set to practice misconceptions.
Learning Cycle & Week
Skills to be taught / learnt Learning Activities with resources Differentiation Homework
L3-1
To talk about sports you play and do. To be able to say what sports I like/dislike & why. To be able to extend and develop my writing in order to say say who with, when, where, how often and why I play sports.
Los deportes PPT Los deportes_Developing extending writing PPT
Directed/targeted questions at pupils to check comprehension. Differentiated worksheet for less able pupils/ lower ability groups. Use of writing frames to support pupils with writing extended paragraphs. Use of word banks. Use of core vocabulary sheet at the front of exercise books to support pupils with written/speaking work
HWK to be set every week in line with the school HWK policy focussing on the topic studied each week.
L3-2
To be able to say what I like/dislike to do in my free time using a range of infinitives.
Los pasatiempos PPT Los pasatiempos Recap PPT & worksheet
L3-3
To learn how to form the first person present tense of regular ar/er/ir verbs in order to be able to say what I normally do at the weekend. First person present recap of key verbs.
¿Que haces los fines de semana? PPT Durante el fin de semana PPT & worksheet
L3-4
To form the present tense of regular AR/ER/IR verbs. To be able to conjugate verbs into different subjects of a verb.
L3-5
To learn how to form the immediate future tense in order to say what I am going to do next weekend.
Este fin de semana voy a PPT & worksheet
L3 – 6
To learn how to form the 1st person past tense in order to say what I did last weekend.
Scheme of Work
Key Stage: 3 Year: 7 Duration: 6 weeks
AIM: In this unit pupils focus on the topic of school. Pupils will focus on the following sub topics:
School subjects
Expressing justified opinions on school subjects
Time
Describing school timetable
Describing school
Prior Learning It is helpful if the pupils have an understanding of:
positive and negative opinion phrases such as me gusta (I like) & no me gusta (I don’t like).
positive and negative adjectives (divertido, aburrido, bueno, malo etc)
Success Criteria Pupils will be able to say what subjects they like/dislike giving reasons for their answers. Pupils will be able to extend and develop their written and spoken work in Spanish. Pupils ill be able to describe what DLS is/isn’t like.
Pedagogical Notes
Assessment Opportunities During assessment week pupils will be assessed against reading, listening, translation and writing skills on the topic of school focussing on GCSE style questions.
Identified gaps from prior learning To recap expressing likes and dislikes taught in spring half term 1 to check pupil’s retention and to build on prior learning.
Learning Skills Pupils will develop their reading, writing, listening, speaking and translation skills. Dictionary skills. Grammar skills – understanding and applying adjective agreement to my writing. Memory skills – techniques to enable pupils to practice and memorise new language.
Cross Curricular Links: Literacy – understanding nouns and adjectives. Expressing justified opinions. Understanding and using the imperfect tense. Extended writing.
SMSC / British Values links:
Key Questions:
¿Cuales asignaturas te gustan? – What subjects do you like? ¿Cuales asignaturas no te gustan? – What subjects do you dislike? ¿Cual es tu asignatura preferida/favourita? – What is your favourite/preferred subject? ¿Como es tu colegio/DLS? – What is your school like? ¿Que piensas de tu colegio/DLS? – What do you think of your school? ¿Que hay en tu colegio? – What is there is your school? ¿A que hora empieza/termina tu colegio? – What time does your school start/finish?
Unit Jigsaw:
Key Words: Pupils will be able to understand and use a range of nouns/school subjects – espanol, ingles, matematicas, ciencias, tecnologia, informatica, religion, educacion fisica, dibjujo, historia, musica, geografia etc Pupils will be able to understand and use a range of opinion phrases relating to the topic of free-time activities – me gustan, no me gustan, me encantan, odio, prefiero, en mi opinion, me interesan, no me interesan etc Pupils will be able to understand and use a range of adjectives to justify/give reasons for their opinions – interesante, divertido, bueno, entretenido, aburrido, malo etc
Marking:
Books to be marked every 2-3 weeks. EBI/Learning challenges to be set. Pupils to respond to EBI comments/learning challenges in Spanish to consolidate learning and to move pupils on. Provide opportunities for self and peer assessment (use of secret spy cards). Pupils to mark and correct their work in red pen. Literacy marking policy to be followed where necessary. Pupils to write out spellings 3 times. Grammatical issues to be highlighted and EBI challenge set to practice misconceptions.
Learning Cycle & Week
Skills to be taught / learnt Learning Activities with resources Differentiation Homework
L4-1
To learn school subjects. To express justified opinions on school subjects.
Las Asignaturas PPT & worksheet. Las Asignaturas & Opinions PPT & worksheet
Directed/targeted questions at pupils to check comprehension. Differentiated worksheet for less able pupils/ lower ability groups. Use of writing frames to support pupils with writing extended paragraphs. Use of word banks. Use of core vocabulary sheet at the front of exercise books to support
HWK to be set every week in line with the school HWK policy focussing on the topic studied each week. L4-2
To learn how to tell the time (hour, quarter past, half past & quarter to) To recap time. To learn how to say minutes’ past and to the hour (5 past, 20 past, ten to etc)
Que hora es 1 PPT & worksheet. Que hora es 2 PPT & worksheet.
L4-3
To talk about my school timetable - To say when my lessons are (what subjects you have on what day and what time)
To describe my school timetable – to ask and answer questions about my timetable/school day. (¿A que hora empieza/termina …? Etc)
El horario 1 PPT El horario 2 PPT ***activities/worksheets to be printed off or completed in ex books.
L4-4
To understand and use a range of adjectives to describe what De La Salle is/isn’t like. To understand and use a range of nouns to talk about what facilities there are/aren’t at De La Salle.
Como es tu colegio PPT & worksheet. Como es tu colegio 2 PPT & worksheet
pupils with written/speaking work
L4-5
To learn uniform items – to be able to say what I wear for school. To describe my school uniform.
Mi uniforme PPT
L4 - 6
Customs & traditions – to discuss how Easter is celebrated in Spain – La Semana Santa.
Scheme of Work
Key Stage: 3 Year: 7 Duration: 5 WEEKS
AIM: In this unit pupils focus on the topic of Mi Casa – My House. Pupils will focus on the following sub topics:
Rooms in the house
Describing the house
Prepositions of location
Bedroom furniture
Prior Learning It is helpful if the pupils have a basic understanding of adjectives to describe house/bedroom but this is not essential. It is also helpful if pupils have a good understanding of expressing justified opinions.
Success Criteria To write a detailed description of my house in Spanish (approximately 60-90 words) including what rooms there are, what it is like, opinion of it, prepositions to describe the location of rooms including a detailed description of my bedroom.
Pedagogical Notes
Assessment Opportunities Week 3 – Writing task – Write a description of my house Week 5 – Writing task – Write a description of my bedroom Week 7 – Writing task – Write a description of my ideal house using the conditional tense
- All written work to be graded with a focus on content & quality of language.
Identified gaps from prior learning To recap expressing likes and dislikes taught in spring half term 2 to check pupil’s retention and to build on prior learning.
Learning Skills Pupils will develop their reading, writing, listening, speaking and translation skills. Dictionary skills. Grammar skills – understanding and applying adjective agreement to my writing. Memory skills – techniques to enable pupils to practice and memorise new language.
Cross Curricular Links: Literacy – understanding nouns and adjectives. Expressing justified opinions. Understanding and using the imperfect tense. Extended writing.
SMSC / British Values links:
Key Questions:
¿Donde vives? – Where do you live? ¿Que hay en tu casa? – What is there is your house? ¿Como es tu casa? – What your house like? ¿Te gusta tu casa? – Do you like your house? ¿Donde esta …? – Where is …? ¿Que hay en tu dormitorio? – What is there in your bedroom? ¿Como es tu dormitorio? – What is your bedroom like? ¿Te gusta tu dormitorio? – Do you like your bedroom? ¿Donde te gustaria vivir en el futuro? – Where would you like to live in the future? ¿Como seria tu casa ideal? – What would your ideal house be like?
Unit Jigsaw:
Key Words: Pupils will be able to understand and use the following key verbs – hay/no hay, es/no es, tiene/no tiene Pupils will be able to understand and use a range of nouns/rooms in the house – dormitorio, cuarto de bano, salon, cocina, comedor, ducha, entrada, atico, sotano, despacho, jardin, garaje etc Pupils will be able to understand and use a range of adjectives to describe the house – moderna, nueva, antigua, enorme, grande, pequeña, bonita, fea, acojedora, comoda, incomoda etc Pupils will be able to understand and use a range of prepositions of location – a lado de, enfrente de, entre, al fondo de, delante de, a la izquierda de, a la derecha de, encima de, debajo de etc
Pupils will be able to understand and use a range of nouns/bedroom furniture – cama, estanteria, armario, lampara, television, videoconsola, juguetes, comodo etc
Marking:
Books to be marked every 2-3 weeks. EBI/Learning challenges to be set. Pupils to respond to EBI comments/learning challenges in Spanish to consolidate learning and to move pupils on. Provide opportunities for self and peer assessment (use of secret spy cards). Pupils to mark and correct their work in red pen. Literacy marking policy to be followed where necessary. Pupils to write out spellings 3 times. Grammatical issues to be highlighted and EBI challenge set to practice misconceptions.
Learning Cycle & Week
Skills to be taught / learnt Learning Activities with resources Differentiation Homework
L5-1
To learn rooms in the house – to be able to say what rooms there is/isn’t in my house using the verb hay/no hay. To use a range of adjectives to describe what my house is/isn’t like.
Mi Casa PPT ¿Como es tu casa? PPT
Directed/targeted questions at pupils to check comprehension. Differentiated worksheet for less
HWK to be set every week in line with the school HWK policy focussing on the topic studied each week.
L5-2
To understand prepositions of location. To be able to describe the location of rooms in my house using prepositions.
El plano de mi casa PPT & Worksheet able pupils/ lower ability groups. Use of writing frames to support pupils with writing extended paragraphs. Use of word banks. Use of core vocabulary sheet at the front of exercise books to support pupils with written/speaking work
L5-3
To learn bedroom furniture – to be able to say what there is/isn’t in my bedroom. To describe my bedroom using adjectives of size, colour etc To understand adjective agreement.
Mi dormitorio PPT ¿Como es tu dormitorio? PPT
L5-4
To recap and build on my knowledge of prepositions from week 4 to describe the location of furniture in my bedroom. To describe where things are in my bedroom using a range of prepositions.
Mi dormitorio_Prepositions PPT & Worksheet Mi dormitorio_Prepositions 2 PPT
L5-5
To understand and form the conditional tense. To describe my ideal house – what is would be like/what it would have etc
Mi casa ideal PPT
Scheme of Work
Key Stage: 3 Year: 7 Duration: 7 Weeks
AIM: In this unit pupils focus on the topic of ‘Donde Yo Vivo’ – ‘Where I live’. Pupils will cover the following subtopics: - Points of the compass & types of accommodation and places where people live - Places in the town (saying what there is/isn’t) - Describing my town (saying what it is like/isn’t like) - Comparing my town to a Mexican town
Prior Learning It is helpful if the pupils have an understanding of key verbs hay, tiene and es to talk about where they live. It is also helpful if pupils have a good understanding of a range of adjectives covered throughout year 7.
Success Criteria Pupils will be able to say where they live. Pupils will be able to write a description of their town/city including facilities, what you can do, what it is like etc
Pedagogical Notes
Assessment Opportunities Week 1 – pupils will be able to write about where I live - Listening, reading, writing and translating tasks to consolidate new vocabulary taught this week. Week 2 – Pupils will be able o write an extended piece of writing (40-60 words) in Spanish about the amenities in their town. Week 4 - Assessment week - pupils will be assessed against reading, listening, translation and writing skills on all topics
Identified gaps from prior learning To focus on extended writing. To be able to write 40-60 words in Spanish using a range of connectives.
Learning Skills Pupils will develop their reading, writing, listening, speaking and translation skills. Dictionary skills. Grammar skills – using the present, imperfect past and future tenses. Grammar – forming comparative adjectives. Memory skills – techniques to enable pupils to practice and memorise new language.
covered this year focussing on GCSE style questions. Week 6 - To write a detailed description of what my town is/isn’t like using qualifiers, adverbs of frequency and comparatives.
Cross Curricular Links: Literacy – understanding and using nouns & adjectives. Forming comparative adjectives. Understanding and using prepositions of location (directions). Using the present & imperfect past tenses.
SMSC / British Values links:
Key Questions: ¿Dónde vives? – Where do you live? ¿Dónde esta …? – Where is …? ¿Que hay en tu pueblo/ciudad? – What is there is your town/city? ¿Como es tu pueblo/ciudad? – What is your town/city like? ¿Como era tu pueblo/ciudad en el pasado? – What was your town/city like in the past?
Unit Jigsaw:
Key Words:
Pupils will be able to recognise countries – Inlaterra, Espana, Alemania, Italia, Francia, Gales, Escocia etc Pupils will be able to recognise key nouns relating where I live – casa, piso, apartamento, el campo, la ciudad, las montañas etc Pupils will recognise a range of nouns to say what there is/isn’t in their town/city –tienda, catedral, iglesia, colegio, banco, parque, playa, aeropuerto, plaza de toros, bolera, cine, palacio, museo, estadio, estación de trenes/autobuses, piscina, teatro Pupils will recognise and use a range of adjectives to describe what their town/city is/isn’t like - grande, moderno, sucio, limpio, nuevo, antiguo, bonito, feo, tranquilo, ruidoso etc Pupils will use a range of key verbs in the present & past tenses to talk about their town/city – hay/no hay, es/no es, tiene/no tiene, habia, era, tenia
Marking:
Books to be marked every 2-3 weeks. EBI/Learning challenges to be set. Pupils to respond to EBI comments/learning challenges in Spanish to consolidate learning and to move pupils on. Provide opportunities for self and peer assessment (use of secret spy cards). Pupils to mark and correct their work in red pen. Literacy marking policy to be followed where necessary. Pupils to write out spellings 3 times. Grammatical issues to be highlighted and EBI challenge set to practice misconceptions.
Learning Cycle & Week
Skills to be taught / learnt Learning Activities with resources Differentiation Homework
L6-1
To build on my prior knowledge of countries & to learn points of the compass.
To learn types of accommodation (house, flat etc) and places (town, city, countryside etc)
Donde yo vivo PPT Donde yo vivo 2 PPT & worksheet
Directed/targeted questions at pupils to check comprehension. Differentiated worksheet for less able pupils/ lower ability groups. Use of writing frames to support pupils with writing extended paragraphs. Use of word banks. Use of core vocabulary sheet at the front of exercise books to support pupils with written/speaking work.
HWK to be set every week in line with the school HWK policy focussing on the topic studied each week. .
L6-2
To learn places in the town. To be able to say what there is/isn’t in your town.
To give and understand directions to places in the town using simple imperatives.
Que hay en tu pueblo PPT & worksheet Las Direcciones PPT & worksheet
L6-3
To recognise and build on my knowledge of adjectives to describe a town. To compare what my town is like to what it was like in the past.
Como es tu pueblo PPT & worksheet En el pasado mi pueblo era PPT & worksheet
L6-4
ASSESSMENT WEEK To develop reading, listening, writing and translation skills on all topics covered this year.
End of year assessment booklet.
L6-5
PROJECT – To design a PPT/brochure on the topic of ‘Me Presento’ covering all topic studied this year.
L6-6
L6-7
FINAL WEEK – ACTIVITY WEEK - EOY activities - Trips - Sports day
