Spanish Language Course Syllabus

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Department: Spanish Language

Class content guide, the teacher will adapt the content according to Educational regulations of the English Government and International education, what is called in English Curriculum of the Educational Law of the Department of Education.

You can click on the link and download the schema of work to better view it.

The text is predominantly high frequency vocabulary and structures that can be recycled in a wide range of contexts. Grammar concepts will be introduced during the Key Stage 3, but not until at least Year 8.

We will concentrate on the students being able to speak and write the parallel texts we study and manipulate the texts when necessary. We will expect all our students to learn the parallel texts. This will be the minimum requirement every term for every student. Throughout their studies the students should gain a cultural awareness of Spanish culture, we expect this knowledge to help them to integrate into and make a greater contribution to both the community they live in and to the wider community. It is hoped that increased awareness to other cultures will make the students question themselves about their future ambitions and how they can continually strive to improve themselves.

Our specifications for Key Stage 4 and 5 are: For Year 10: https://www.aqa.org.uk/subjects/languages/gcse/spanish-8698

For Year 13: https://www.aqa.org.uk/subjects/languages/as-and-a-level/spanish-7692

The breakdown of topics covered across the year groups is detailed in the grid below. Please note this is subject to change as we adapt our curriculum to meet the needs of our students.

Yearly Overview for SPANISH KS1, KS2, KS3, KS4 GCSE) EQUIVALENTE TO Beginners Level 1 A1, A1.2, A1.3

SPANISH AND ENGLISH LANGUAGE

Purpose of study

Learning Spanish a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world.

The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing.

It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language.

Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Aims

The national curriculum for languages aims to ensure that all pupils:

• understand and respond to spoken and written language from a variety of authentic sources.
• speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.
• can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.
• discover and develop an appreciation of a range of writing in the language studied.

Subject content

Key stage 2: Foreign language Spanish or English 

Learners studying English language in Online School

It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.

The focus of study in modern languages will be on practical communication. If an ancient language is chosen, the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation.

Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.

Pupils should be taught to:

• 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.
• engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
• speak in sentences, using familiar vocabulary, phrases and basic language structures.
• develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
• present ideas and information orally to a range of audiences
• read carefully and show understanding of words, phrases and simple writing.
• appreciate stories, songs, poems and rhymes in the language.
• broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
• write phrases from memory, and adapt these to create new sentences, to express ideas clearly.
• describe people, places, things and actions orally* and in writing.
• 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.

The starred (*) content above will not be applicable to ancient languages.

Key stage 3: Modern foreign language

Teaching may be of any modern foreign language and should build on the foundations of language learning laid at key stage 2, whether pupils continue with the same language or take up a new one.

Teaching should focus on developing the breadth and depth of pupils’ competence in listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary.

It should enable pupils to understand and communicate personal and factual information that goes beyond their immediate needs and interests, developing and justifying points of view in speech and writing, with increased spontaneity, independence and accuracy. It should provide suitable preparation for further study

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Pupils should be taught to:

Grammar and vocabulary

• identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied.
• use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate.
• 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.
• use accurate grammar, spelling and punctuation.

Linguistic competence

• listen to a variety of forms of spoken language to obtain information and respond appropriately.
• transcribe words and short sentences that they hear with increasing accuracy.
• initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address.
• express and develop ideas clearly and with increasing accuracy, both orally and in writing
• speak coherently and confidently, with increasingly accurate pronunciation and intonation.
• read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material.
• read literary texts in the language [such as stories, songs, poems and letters] to stimulate ideas, develop creative expression and expand understanding of the language and culture.
• write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Key stage 4

GCSE modern foreign languages Spanish and English 

Subject content, aims and learning objectives for modern foreign language GCSEs for teaching

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Introduction

1. The GCSE subject content sets out the knowledge, understanding and skills
common to all GCSE specifications in a given subject. Together with the assessment
objectives it provides the framework within which the awarding organisations create the
detail of their specifications, so ensuring progression from key stage 3 national
curriculum requirements and the possibilities for development into A Level.
Subject aims and learning outcomes.

2. Through studying a GCSE in a modern foreign language, students should develop
their ability and ambition to communicate with native speakers in speech and writing. The
study of a modern foreign language at GCSE should also broaden students’ horizons and
encourage them to step beyond familiar cultural boundaries and develop new ways of
seeing the world.

3. GCSE specifications in a modern foreign language should enable students to:
• develop their ability to communicate confidently and coherently with native
speakers in speech and writing, conveying what they want to say with increasing
accuracy

• express and develop thoughts and ideas spontaneously and fluently
• listen to and understand clearly articulated, standard speech at near normal speed
• deepen their knowledge about how language works and enrich their vocabulary in
order for them to increase their independent use and understanding of extended
language in a wide range of contexts
• acquire new knowledge, skills and ways of thinking through the ability to
understand and respond to a rich range of authentic spoken and written material,
adapted and abridged, as appropriate, including literary texts
• develop awareness and understanding of the culture and identity of the countries
and communities where the language is spoken
• be encouraged to make appropriate links to other areas of the curriculum to enable
bilingual and deeper learning, where the language may become a medium for
constructing and applying knowledge
• develop language learning skills both for immediate use and to prepare them for
further language study and use in school, higher education or in employment
• develop language strategies, including repair strategies

Subject content

4. This content sets out the full range of content for GCSE specifications in modern
foreign languages. Awarding organisations may however use any flexibility to increase
depth, breadth or context within the specified topics or to consolidate teaching of the
subject content.

5. The content of the GCSE specifications in modern foreign languages must fully
reflect the aims and learning outcomes.
Prior learning

6. GCSE specifications will be cumulative and progressive in content and language.
They will take account of the matters, skills and processes specified in the national
curriculum programmes of study for key stages 2 and 3.

They will also build on the foundation of core grammar and vocabulary outlined in the programmes of study for key
stages 2 and 3, increasing the level of linguistic and cognitive demand.

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Context and purposes

• GCSE specifications will require students to understand and use language across a
range of contexts, appropriate to their age, interests and maturity levels• students will be expected to use language for a variety of purposes and with a variety of different audiences, including for personal, academic and employment related use

• students will make use of appropriate social conventions, including informal and formal address and register, as relevant to the task and language studied

• students will be expected to understand different types of spoken language,
including recorded input from one or more speakers in public and social settings
and recorded material from authentic sources and the media, appropriate to this
level

• students will be expected to understand different types of written language,
including relevant personal communication, public information, factual and literary
texts, appropriate to this level

• language contexts will be organised in a specified number of broad themes,
addressing relevant matters relating to:

o identity and culture
o local, national, international and global areas of interest
o current and future study and employment

• literary texts can include extracts and excerpts, adapted and abridged as
appropriate, from poems, letters, short stories, essays, novels or plays from
contemporary and historical sources

• the content, contexts and purposes of a GCSE specification in a modern
foreign language will provide an appropriate foundation for A level study and a
suitable preparation for higher education or employment

• demonstrate general and specific understanding of different types of spoken
language

• follow and understand clear standard speech using familiar language across a
range of specified contexts

• identify the overall message, key points, details and opinions in a variety of
short and longer spoken passages, involving some more complex language,
recognising the relationship between past, present and future events

• deduce meaning from a variety of short and longer spoken texts, involving
some complex language and more abstract material, including short narratives
and authentic material addressing a wide range of relevant contemporary and
cultural themes

• recognise and respond to key information, important themes and ideas in more
extended spoken text, including authentic sources, adapted and abridged, as
appropriate, by being able to answer questions, extract information, evaluate
and draw conclusions.

Speaking: communicate and interact in speech

• communicate and interact effectively in speech for a variety of purposes across
a range of specified contexts

• take part in a short conversation, asking and answering questions, and
exchanging opinions

• convey information and narrate events coherently and confidently, using and
adapting language for new purposes

• speak spontaneously, responding to unexpected questions, points of view or
situations, sustaining communication by using rephrasing or repair strategies,
as appropriate

• initiate and develop conversations and discussion, producing extended
sequences of speech

• make appropriate and accurate use of a variety of vocabulary and grammatical
structures, including some more complex forms, with reference to past, present
and future events
• make creative and more complex use of the language, as appropriate, to
express and justify their own thoughts and points of view

• use accurate pronunciation and intonation such as to be understood by a
native speaker

Reading: understand and respond to written language

• understand and respond to different types of written language
• understand general and specific details within texts using high frequency
familiar language across a range of contexts
• identify the overall message, key points, details and opinions in a variety of
short and longer written passages, involving some more complex language,
recognising the relationship between past, present and future events
• deduce meaning from a variety of short and longer written texts from a range
of specified contexts, including authentic sources involving some complex
language and unfamiliar material, as well as short narratives and authentic
material addressing a wide range of relevant contemporary and cultural
themes

• recognise and respond to key information, important themes and ideas in more
extended written text and authentic sources, including some extracts from
relevant abridged or adapted literary texts

• demonstrate understanding by being able to scan for particular information,
organise and present relevant details, draw inferences in context and
recognise implicit meaning where appropriate

• translate a short passage from the assessed language into English

Writing: communicate in writing

• communicate effectively in writing for a variety of purposes across a range of
specified contexts
• write short texts, using simple sentences and familiar language accurately to
convey meaning and exchange information
• produce clear and coherent text of extended length to present facts and
express ideas and opinions appropriately for different purposes and in different
settings

• make accurate use of a variety of vocabulary and grammatical structures,
including some more complex forms, to describe and narrate with reference to
past, present and future events
• manipulate the language, using and adapting a variety of structures and
vocabulary with increasing accuracy and fluency for new purposes, including
using appropriate style and register
• make independent, creative and more complex use of the language, as
appropriate, to note down key points, express and justify individual thoughts
and points of view, in order to interest, inform or convince
• translate sentences and short texts from English into the assessed language to
convey key messages accurately and to apply grammatical knowledge of
language and structures in context

Use of the assessed language in questions and rubrics

The overall rubrics containing instructions to students may continue to be in English,
as at present. Questions for the majority of modern foreign languages may be set in
the assessed language or English, as appropriate to the task. They should be set in
the language in which the candidate is expected to respond.
In listening (AO1) 20 – 30% of the marks must be awarded for responses to
questions set in the assessed language.
In speaking (AO2) students will be required to express themselves solely in the
assessed language.
In reading (AO3) 30 – 40% of the marks must be awarded for responses to questions
set in the assessed language.
In writing (AO4) students will be required to express themselves solely in the
assessed language. Questions may be asked in English where translation into the
assessed language is required or where the context of the questions is detailed or
complex.
Languages using logographic systems such as Mandarin Chinese and Japanese
must set all questions and task instructions in English, as the sole use of hanzi or
kanji is deemed too challenging for this level.

Students entering higher tier assessments will be required to apply all grammar and
structures listed for foundation tier in addition to the new grammar and structures
listed for higher tier.

For Spanish and English, the lists are in the appendix to this document. The
examples in brackets are indicative and are not exclusive. Structures marked (R)
signify that only receptive knowledge is required.

For other languages, all specifications must include appendices, developed by the
awarding organisation(s), setting-out requirements for grammar which represent a
level of challenge and breadth that is comparable to the requirements for Spanish and English