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Hilbre High School Humanities College

Hilbre High School
Humanities College

Modern Foreign Languages: French and Spanish

The Languages Department offers annual study visits to France/Spain to enable students to practise their speaking skills in an authentic setting and to have first-hand experience of Spanish/French speaking cultures.

 FRENCH

Key Stage 3: Year 7

Time Scale

Unit & Topic

   Skills/Grammatical concepts

Autumn

Sept-Nov

1.1  C’est Parti!

  •       Bonjour
  •       Dans mon sac
  •       Quel âge as-tu?
  •       Bon anniversaire
  •       En classe/les couleurs

    Questions; ‘je’& ‘tu’

  •     Alphabet; ‘un/une’
  •     Numbers; the verb ‘avoir’
  •     Dates; birthday
  •     ‘Le/la’; adjectival agreements

Dec- Jan

1.2  Famille et Copains

  •       Frères et soeurs
  •       Ma famille
  •       Tu as un animal?
  •       Je me présente
  •       Portraits
  •     ‘avoir/être’; negatives
  •     Possessive adjectives
  •     Plurals
  •     Adjective agreements(singular)
  •     Adjective agreements(plural)

Spring

Feb- March

1.3  Chez moi

  •       Où habites-tu?
  •       Ma maison
  •       Ma chambre
  •       Le soir
  •       Quelle heure est-il?
  •    Verb ‘habiter’ – 1st/2nd/3rd person
  •    Rooms of a house; ‘il y a…’
  •    prepositions
  •    ‘On’ + ‘er’ verbs
  •    Time; ils/elles

 

April- May

1.4  On va en ville

  •       Au centre-ville
  •       Où est le parc?
  •       Où es-tu? Où vas-tu?
  •       J’aime bien ça
  •       Au snack bar
  •    Places; ‘Est-ce qu’il y a …’
  •    Directions; ‘Tu & vous’
  •    ‘Aller/être’ + ‘à la’, ‘au’, ‘aux’
  •    Opinions; C’est + adjective’
  •    Prices; Ordering snacks and drinks;‘Je voudrais…’

Summer

June- July

1.5  Ma journée

  •       Le matin
  •       Mes matières
  •       Pourquoi?
  •       Mon emploi du temps
  •       Après le collège
  •     Daily routine; reflexive verbs
  •     School subjects; ‘nous’
  •     Opinions; connectives
  •     Timetable; longer texts
  •     After school; ‘faire’

 

 Key Stage 3: Year 8

Time Scale

Unit & Topic

Skills/Grammatical concepts

Autumn

1.5 Ma journée

  •       Le matin
  •       Mes matières
  •       Pourquoi?
  •       Mon emploi du temps
  •       Après le collège
  •  Daily routine; reflexive verbs
  •  School subjects; ‘nous’
  •  Opinions; connectives
  •  Timetable; longer texts
  •  After school; ‘faire’

Dec-Jan

1.6 On s’amuse

  •   Le sport et les jeux
  •  Tu joues d’un instrument
  • Qu’est-ce que tu aimes faire?
  • Au centre de loisirs
  •  Vive les vacances!
  • Activities; ‘jouer + au’
  • Instruments; ‘jouer + de’
  •  Opinions + infinitive
  • ‘On peut’ + infinitive
  • Future; ‘aller + infinitive’

Spring

Feb-March

2.1 Famille et Domicile

  •   Salut!
  •   Mon album de famille
  •   Au boulot
  •   Où habitent-ils?
  •   Quel temps fait-il?
  • yourself; ‘je & tu’
  • others; ‘il & elle’
  • jobs; masc./fem. nouns
  • locations; ‘depuis’
  • weather; ‘on’; ‘quand’

Apr-May

2.2 Temps libre

  • Le week-end
  • Que fais-tu comme sport?
  • Micro-trottoir
  • La télé
  • Le week-end dernier
  • activities; opinions + infinitive
  • ‘je joue’; ‘je fais’
  • ‘nous’ + key verbs
  • tv programmes; perfect tense
  • perfect tense with ‘er’ verbs

Summer June-July

2.4 Manger et Boire

  • Bon appétit!
  • Les Repas
  • On prépare une fête
  • On fait des achats
  • Au restaurant
  • food; opinions + ‘le/la/les’
  • some: ‘du/de la/des’
  • ‘il faut + infinitive’
  • quantities with ‘de’
  • meals; dialogues

 

G.C.S.E. French Year 9 (3 Year course)

Year 1

Term

Theme

Topic

Grammar

Autumn half-term 1

Identity and culture

Me, my family and friends

  • Relationships with family and friends
  • avoir and être present tense
  • possessive adjectives
  • adjective agreement rules
  • reflexive verbs
  • se disputer/se fâcher/s’entendre avec
  • comparatives plus que/moins que
  • adverbs of frequency
  • regular verbs in present tense
  • direct object pronouns

Autumn half-term 2

Local, national, international and global areas of interest

Home, town, neighbourhood and region

See resources:

  • il y a
  • on a
  • c’est
  • prepositions (see plural partitive article and de after negative
  • pouvoir + infinitive
  • expressions of quantity
  • irregular verbs aller/faire)
  • ceux qui + verb
  • s’intéresser à
  • enhancing descriptions using qui/que/dont (see demonstrative adjectives ce, cet, cette, ces

Spring half-term 1

Current and future study and employment

My studies

See resources:

  • devoir + infinitive (see il faut + infinitive (compulsory subjects)
  • parce que/car to express reasons
  • perfect tense regular avoir verbs (choisir/décider de/laisser tomber - options) (see two verbs together eg aimer/aimer mieux/préférer
  • comparative and superlative in expressing opinions about subjects use of tu and vous in informal/formal exchanges

Spring half-term 2

Identity and culture

Free-time activities

  • Music
  • Cinema and TV

See resources:

  • consolidation of present tense including irregular verbs sortir, prendre, mettre, voir, vouloir (see extend range of two verbs together
  • adverbs such as d’habitude/normalement
  • clauses introduced by quand/lorsque and si

Summer half-term 1

Identity and culture

Free-time activities

  • Food and eating out
  • Sport
  • perfect tense with avoir using regular and common irregular verbs (ce que j’ai fait hier soir/le weekend dernier)
  • simple opinion statements to express how it was (illustration of the imperfect)

Summer half-term 2

Identity and culture

Customs and festivals in French-speaking countries/ communities

  • perfect of verbs with être + agreement rules reflexive verbs in perfect; perfect and imperfect tenses together
  • describing a past event/festival; actions and opinions

Year 2 

Term

Theme

Topic

Grammar

Autumn half-term 1

Current and future study and employment

Life at school/college

See resources:

  • transfer devoir/pouvoir/il faut/vouloir to school rules context
  • quantity words beaucoup/trop/assez/pas assez + de (including with plurals)

Autumn half-term 2

Local, national, international and global areas of interest

Travel and tourism

See resourcess

  • consolidation of perfect tense
  • extension of imperfect tense (see resources:)
  • sequencing words, expressions and phrases
  • avant de/après avoir etc/pendant que/depuis/venir de
  • developing greater complexity in spoken and written accounts of past events or experiences
  • weather expressions with faire

Spring half-term 1

Current and future study and employment

Education post-16

See resource:

  • ce qui/ce que… c’est… sentence pattern
  • future tense introduced for eg future study plans
  • building on si clauses with present and future
  • more complex two verb structures (avoir l’intention de/avoir envie de/avoir le droit de)

Spring half-term 2

Local, national, international and global areas of interest

Social issues

  • Healthy/unhealthy living

See resources:

  • partitive articles with food items
  • recap on devoir/il faut and introduce conditional forms – affirmative and negative
  • il vaut mieux/il vaudrait mieux
  • negative ne…jamais
  • full explanation of imperfect tense to allow statements and opinions about previous health habits

Summer half-term 1

Identity and culture

Marriage/partnership

See resources:

  • revisiting adjectives to describe and use of qui, que, dont to describe ideal partner and enhance descriptions
  • en + present participle
  • revision of future tense to outline future plans
  • direct and indirect object pronouns

Summer half-term 2

Identity and culture

Technology in everyday life

  • Social media
  • Mobile technology

See resource:

  • revision of past tenses to recount how social media have been used; or life before technology
  • grâce à/sans/avec
  • enhanced statements of possibility including permettre de
  • il est possible que + subjunctive

Year 3

Term

Theme

Topic

Grammar

Autumn half-term 1

Local, national, international and global areas of interest

Global issues

  • The environment

See resources:

  • modal verbs linked to behaviours (must do/can do/should do/could do etc)
  • si clauses using imperfect and conditional
  • si sentences revised for outlining consequences of actions

Autumn half-term 2

Local, national, international and global areas of interest

Social issues

  • Charity/voluntary work
  • vouloir + infinitive
  • vouloir que + subjunctive
  • il est possible que + subjunctive

Spring half-term 1

Local, national, international and global areas of interest

Global issues

  • Homelessness/ poverty
  • si j’étais…
  • à la place de… with conditional completions
  • il faut + infinitive and il faut que + subjunctive

Spring half-term 2

Current and future study and employment

Career choices and ambitions

See resources:

  • enhanced statements of possibility including permettre de
  • pluperfect tense perspective

Summer half-term 1

End of course examination focus

Summer half-term 2

End of course examination focus

G.C.S.E. French (2 Years)

Year 1 – Year 10

Time Scale

Theme

Unit & Topic

Key Grammatical concepts

Autumn

Sep

Identity and culture

Me, my family & friends

1.1 - Relationships with family and friends

  • avoir and être present tense
  • possessive adjectives
  • adjective agreement rules
  • reflexive verbs
  • se disputer/se fâcher/s’entendre avec
  • comparatives plus que/moins que
  • adverbs of frequency
  • regular verbs in present tense
  • direct object pronouns

Oct

Local, national, international and global areas of interest

Home, town, neighbourhood and region

5.1 – Home

  • il y a
  • on a
  • c’est
  • prepositions

plural partitive article and de after negative

Oct/Nov

Local, national, international and global areas of interest

Home, town, neighbourhood and region

5.2 – Where I live

  • pouvoir + infinitive
  • expressions of quantity
  • irregular verbs aller/faire
  • ceux qui + verb
  • s’intéresser à
  • enhancing descriptions using qui/que/dont
  • demonstrative adjectives ce, cet, cette, ce

Nov

Current and future study and employment

My studies

9.1 – School and subects

  • devoir + infinitive
  • il faut + infinitive (compulsory subjects)
  • parce que/car to express reasons
  • perfect tense regular avoir verbs (choisir/décider de/laisser tomber - options)
  • two verbs together eg aimer/aimer mieux/préférer
  • comparative and superlative in expressing opinions about subjects
  • use of tu and vous in informal/formal exchanges

Dec

Identity and culture

Free-time activities

3.1 – Music, Cinema & TV

  • consolidation of present tense including irregular verbs sortir, prendre, mettre, voir, vouloir
  • extend range of two verbs together
  • future tense introduced for eg weekend plans
  • adverbs such as d’habitude/normalement
  • clauses introduced by quand/lorsque and si

Spring

Jan

Identity and culture

Free-time activities

3.2 – Food & eating out

Feb

Identity and culture

Free-time activities

3.3 - Sport

Feb/Mar

Local, national, international and global areas of interest

Social issues

6.2 – Healthy & Unhealthy Living

  • partitive articles with food items
  • recap on devoir/il faut and introduce conditional forms – affirmative and negative
  • il vaut mieux/il vaudrait mieux
  • negative ne…jamais
  • previous health habits using imperfect tense

Mar

Current and future study and employment

Life at school and college

10.1 – Life at school and college

  • transfer devoir/pouvoir/il faut/vouloir to school rules context
  • si clauses using imperfect and conditional
  • quantity words beaucoup/trop/assez/pas assez + de (including with plurals)
  • perfect tense with avoir using regular and common irregular verbs (ce que j’ai fait comme devoirs)

Apr/May

Identity and culture

Customs and festivals

4.1 – French customs and traditions

  • perfect of verbs with être + agreement rule

Summer May

Identity and culture

Customs and festivals

4.2 – Festivals in France and francophone countries

  • reflexive verbs in perfect; perfect and imperfect tenses together
  • describing a past event/festival; actions and opinions

Jun

Local, national, international and global areas of interest

Travel and tourism

8.1 – Holidays and Trave

  • consolidation of perfect and imperfect tenses  
  • sequencing words, expressions and phrases
  • avant de/après avoir etc/pendant que/depuis/venir de
  • developing greater complexity in spoken and written accounts of past events or experiences
  • weather expressions with faire

Jun/July

Local, national, international and global areas of interest

Travel and tourism

8.2 – Regions of France

  • ce qui/ce que … c’est… sentence pattern

July

Current and future study and employment

Education post-16

11.1 – University or work?

  • ce qui/ce que … c’est… sentence pattern
  • building on si clauses with present and future
  • more complex two verb structures (avoir l’intention de/avoir envie de/avoir le droit de)

Year 2 – Y11

Time Scale

Theme

Unit & Topic

Key Grammatical concepts

Autumn

Sep

Identity and culture

Me, my family and friends

1.2 – Marriage and partnership

  • revisiting adjectives to describe and use of qui, que, dont to describe ideal partner and enhance descriptions
  • en + present participle
  • revision of future tense to outline future plans
  • direct and indirect object pronouns

Oct

Local, national, international and global areas of interest

Global issues

7.1 – Environment

  • modal verbs linked to behaviours (must do/can do/should do/could do etc)
  • past tense for effects of behaviours on environment
  • si sentences revised for outlining consequences of actions
  • pluperfect tense perspective

Nov/Dec

Local, national, international and global areas of interest

Social issues

6.1 – Charity and voluntary work

  • vouloir + infinitive
  • vouloir que + subjunctive
  • il est possible que + subjunctive)

Dec

Current and future study and employment

Career choices and ambitions

12.1 – Choice of career

  • enhanced statements of possibility including permettre de

Spring

Jan/Feb

Identity and culture

Technology in everyday life

2.1 – Social Media

  • revision of past tenses to recount how social media have been used; or life before technology
  • grâce à/sans/avec

March

Identity and culture

Technology in everyday life

2.2 – Mobile Technology

  • enhanced statements of possibility including permettre de
  • il est possible que + subjunctive

April/May

Local, national, international and global areas of interest

Global issues

7.2 – Poverty and homelessness

  • si j’étais …
  • à la place de … with conditional completions
  • il faut + infinitive and il faut que + subjunctive

 

Resources:

Year 7: Expo 1 textbook and audio files, Expo 1 A & B workbook

Year 8: Expo 2 Vert / Rouge textbook and audio files, Expo 2 A & B workbook

Year 9, 10 &11(G.C.S.E.): AQA G.C.S.E. course book F/H

Kerboodle on-line resources with audio files and authentic reading materials

www.memrise.com &  www.duolingo.com

Support & Extra Curricular Opportunities:

MFL Club every Wednesday lunchtime offering the opportunity to learn a new language or to get extra support with homework/revision for assessments.

Evening G.C.S.E. revision sessions Tues- Thursday 3.10-4.10 pm

Trips to France organised every 2 years to either Normandy or Paris.

Key Stage 5: ‘A’ level French

Year 12

Topic

Skills/ Key concepts

Autumn

1. La Famille en voie de changement:

  • La vie de couple
  • La monoparentalité
  • L’homoparentalité
  • Le rôle des grands-parents

2. La «Cyber-société»

  • La technologie dans la vie quotidienne
  • Les dangers de la cyber-société
  • Qui sont les cybernautes?
  • To be able to discuss trends in marriage and in other forms of relationships
  • To be able to skim texts for gist
  • To use the perfect and imperfect tenses correctly
  • To recognise and understand the past historic tense
  • To understand infinitive constructions
  • To use strategies to broaden range of vocabulary
  • To understand the use of object pronouns
  • To be able to form the present tense of irregular verbs
  • To interpret and explain figures and statistics
  • To summarise from reading and listening
  • To form the future and conditional tense

Spring

3. Le patrimoine régionale, nationale et locale:

  • Le patrimoine et le tourisme
    Comment le patrimoine reflète la culture
     

4. La musique francophone contemporaine:

  • La diversité
    Qui apprécient la musique?
    Comment sauvegarder la musique francophone?
  • To understand the notion of heritage on a regional and national level
  • To use adjectival agreements , comparatives and superlatives
  • To develop extended answers
  • To use ‘si’ clauses
  • To interpret pictures
  • To use the present subjunctive with expressions of doubt, uncertainty and necessity
  • To consider the popularity of contemporary francophone music, its genre and style.
  • To use questions and command forms
  • To use the subjunctive with verbs of wishing and wanting.

Summer

  1. 5. Le septième art:
  • Le cinéma français
  • L’évolution du cinéma
  • Le cinéma: une passion nationale

Dossier cinéma:

  • L’étude d’un film français;
  • La Haine, Les Petits enfants du siècle, 400 cents coups

Individual Research Project (IRP)

  • Independent study of a cultural aspect of a French- speaking country
  • To consider a variety of aspects of French cinema
  • To be able to summarise from listening
  • To use infinitive constructions
  • To use persuasive language
  • To write with a purpose
  • To consider the major developments in French cinema and the popularity of French cinema and film festival
  • To develop independent research skills
  • To develop higher order thinking skills e.g. analysing evaluating, synthesising etc.

Year 13

Topic

Skills/ Key concepts

Autumn

Une société diverse:

  • L’enrichissement de la mixité ethnique
  • Diversité, tolérance et respect
  • Apprentissage pour la vie

    Les marginalisées:
  • Qui sont les marginalisés?
  • Quelle aide pour les marginalisés?
  • Les attitudes envers les marginalisé

    La criminalité:
  • La prison – échec ou succès?
  • Autres sanctions
  • Discussing the benefits of living in an ethnically diverse society
  • Dictionary skills
  • The future tense
  • Strategies for gist comprehension
  • Uses of The conditional tense
  • To examine groups which are socially marginalised
  • To respond to stimulus
  • To express approval & disapproval
  • To vary vocabulary using synonyms
  • To examine different attitudes to crime
  • To express obligation
  • To use ‘si’ clauses
  • To summarise a reading text

Spring

  1. Etude d’un texte littéraire:

«Kiffe kiffe demain»L’Engagement politique:

  • Le droit de vote
  • Les ados et l’engagement politique
  • Avenir pour la politique

Manifestations et grèves

  • Le pouvoir des syndicats:
  • Les manifestations et les grèves
  • Les tensions politiques
  • To have a detailed understanding of a French novel and to be able to explain the main themes and characters and evaluate the impact on the reader.
  • To discuss arguments relating to the vote and to evaluate the French political system
  • To avoid using the passive
  • To talk about data and trends
  • To use the subjunctive mood to express doubt and uncertainty
  • To translate the English gerund into French
  • Understanding subject and object pronouns
  • To use language to promote a cause
  • To understand and use relative pronouns
  • To talk about priorities
  • To understand and use demonstrative pronouns

Summer

La politique et l’immigration

  • Solutions politiques?
  • L’immigration et les parties politiques
  • L’engagement politique chez les immigres

REVISION AND PREPARATION FOR FINAL EXAMINATION
PREPARATION AND PRACTICE FOR SPEAKING EXAM

  • To discuss some of the political issues concerning immigration in francophone countries
  • To consider the viewpoints of political parties re: Immigration in France
  • To use combination tenses: perfect & imperfect
  • To use language for describing change
  • To summarise from listening
  • To be able to form and use the future perfect and conditional perfect tenses
  • To be able to choose the correct tense
  • To disagree tactfully
  • To be able to describe a photo card
  • To be able to justify opinions
  • To be able to expand on conversation topics
  • To ask pertinent questions
  • To be able to talk at length on a chosen topic
  • To demonstrate research skills
  • To be able to analyse and evaluate
  • To agree and disagree
  • To offer counter arguments

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SPANISH

Key Stage 3: Year 7 Spanish

Time Scale

Unit & Topic

Grammar Points

Autumn

Sept-Oct

Vamos

  • Hola & Greetings
  • How old?
  • Months & Birthdays
  • Schoolbag items
  • In the classroom
  • Question & answer
  • 1st and 2nd person
  • Numbers
  • Alphabet
  • Masc/fem

Nov-Dec

En el instituto

  • School subjects
  • What I do in class
  • Describing teachers
  • Opinions of subjects
  • Food at break
  • 1st, 2nd, 3rd person
  • Days of the week
  • Adjectival agreement
  • Agreement
  • -er verbs

Spring

Jan-Feb

Mi familia

  • Brothers and sisters
  • Family & ages
  • Animals & colours
  • Physical descriptions
  • Hair & eyes
  • Posessive adjectives
  • Tener in the present
  • Talking in 3rd person
  • Agreement of colours
  • Ser in present tense
  • Masc/fem endings
  • Adjectives after nouns

Feb-Mar

En casa

  • Countries in Europe
  • Where I live
  • Rooms in the house
  • In my bedroom
  • What I do at home
  • Vivir in present tense
  • Estar in present tense
  • All forms of –ar/-er in the present
  • Prepositions
  • Stem-changing verbs in present tense

Summer

Apr-May

El tiempo libre

  • Free time activities
  • Telling time
  • Sports
  • Opinions & activities
  • Future activities
  • Ir, salir & hacer
  • Frequencies
  • Time
  • Hacer & jugar
  • Me gusta + infinitive
  • Voy a + infinitive

Jun-Jul

En la ciudad

  • Describing town
  • Facilities
  • Arranging to go out
  • Weather
  • Future plans
  • Adjectives
  • Longer descriptions
  • Hay
  • Querer
  • Cuando + present
  • Using two tenses together

Year 8 Spanish

Time Scale

Unit & Topic

Key Grammar Points

Autumn

Sept-Oct

1.6 En la ciudad

  • Describing town
  • Facilities
  • Arranging to go out
  • Weather
  • Future plans & activities
  • Adjectives
  • Longer descriptions
  • Hay
  • Querer
  • Cuando + present
  • Using two tenses together

October Half Term

Nov-Dec

2.1 La gente

  • Activities & opinions
  • Describing friends
  • Describing celebs
  • Daily routine
  • Nationalities
  • Me gusta
  • Adjectives
  • Connectives
  • Comparisons
  • Reflexive verbs
  • Extended writing

Christmas Holidays

Spring

Jan-Feb

2.3 Mis vacaciones

  • Where I went
  • The journey
  • What I did
  • What was it like
  • My holiday
  • Simple past phrases
  • Preterite of ser & ir
  • Preterite of –ar verbs
  • Past opinions
  • Using present & preterite together

February Half Term

Feb-Mar

2.4 La comida

  • Mealtimes
  • At the market
  • In the restaurant
  • A past meal
  • Opinions about food

Time expressions

  • Mealtime verbs
  • High numbers
  • Tú and usted
  • Preterite of –er & -ir
  • Writing in 3 tenses

Spring Break

Summer

Apr-May

3.1 Los medios

  • My computer
  • TV programmes
  • Films
  • Music
  • A past concert
  • Present tense
  • Adjectival agreement
  • Comparisons
  • Future tense
  • Preterite tense

May Half Term

Jun-Jul

2.5 De moda

  • Clothes
  • School uniform
  • What do you prefer
  • Going to Argentina
  • Fancy dress ball
  • Agreement of colours
  • Comparisons
  • Superlatives
  • Present and future
  • Using 3 tenses together

Key Stage 4: G.C.S.E. Spanish

G.C.S.E. Year 9 Spanish (3 Years)

Year 1

Term

Theme

Topic

Grammar

Autumn half-term 1

Identity and culture

Me, my family and friends

  • Relationships with family and friends
  • tener, ser and estar present tense
  • adjective agreement rules
  • reflexive verbs
  • casarse/enfadarse/llevarse bien con
  • comparatives más que/menos que
  • adverbs of frequency
  • regular verbs in present tense
  • direct object pronouns
  • interrogative words such as quién, cómo, cuántos, qué, cuándo

Autumn half-term 2

Local, national, international and global areas of interest

Home, town, neighbourhood and region

  • hay
  • prepositions
  • use of unos, unas for ‘some’
  • poder + infinitive
  • expressions of quantity
  • irregular verbs ir/hacer
  • los que/las que + verb
  • gustar
  • enhancing descriptions using que
  • demonstrative adjectives: este, esta, estos, estas, ese, esa, esos, esas
  • interrogatives dónde and por qué

Spring half-term 1

Current and future study and employment

My studies

  • tener que/deber + infinitive
  • hay que + infinitive (compulsory subjects)
  • porque to express reasons
  • perfect tense regular verbs (escoger/decidir/dejar - options)
  • two verbs together eg ir a/ esperar/gustar más
  • comparative and superlative in expressing opinions about subjects
  • use of tú and usted in informal/formal exchanges

Spring half-term 2

Identity and culture

Free-time activities

  • Music
  • Cinema and TV
  • consolidation of present tense including irregular verbs salir, querer, preferir, ver, dar
  • extend range of two verbs together
  • adverbs such as por lo general/normalmente
  • clauses introduced by cuando and si

Summer half-term 1

Identity and culture

Free-time activities

  • Food and eating out
  • Sport
  • perfect tense using regular and common irregular verbs lo que he hecho este fin de semana/esta mañana)
  • simple opinion statements to express how it was (illustration of the imperfect)
  • disjunctive pronouns such as conmigo and para mí

Summer half-term 2

Identity and culture

Customs and festivals in Spanish-speaking countries/ communities

  • preterite tense rules – regular and common irregular verbs (ser, estar, tener, hacer, ir)
  • reflexive verbs in preterite; perfect and imperfect tenses together
  • describing a past event/festival; actions and opinions

Year 2

Term

Theme

Topic

Grammar

Autumn half-term 1

Current and future study and employment

Life at school/college

  • transfer deber/poder/hay que/querer to school rules context
  • quantity words mucho/demasiado/bastante (including with plurals)

Autumn half-term 2

Local, national, international and global areas of interest

Travel and tourism

  • consolidation of preterite tense
  • Extension of imperfect tense
  • consolidation of preterite and imperfect tenses  sequencing words, expressions and phrases
  • antes de/después de haber etc/mientras/desde hace/acabar de
  • developing greater complexity in spoken and written accounts of past events or experiences
  • weather expressions with hacer
  • possessive pronouns mío etc

Spring half-term 1

Current and future study and employment

Education post-16

  • Use of lo in lo que and lo + adjective
  • future tense introduced for eg future study plans
  • building on si clauses with present and future
  • more complex two verb structures (tener la intención de/tener ganas de/tener el derecho de)

Spring half-term 2

Local, national, international and global areas of interest

Social issues

  • Healthy/ unhealthy livin
  • recap on deber/tener que/hay que + infinitive and introduce conditional forms – affirmative and negative
  • es mejor/sería mejor/más vale/más valdría
  • negative nunca
  • full explanation of imperfect tense to allow statements and opinions about previous health habits

Summer half-term 1

Identity and culture

Marriage/partnership

  • revisiting adjectives to describe and use of que to describe ideal partner and enhance descriptions
  • use of gerund
  • revision of future tense to outline future plans
  • direct and indirect object pronouns

Summer half-term 2

Identity and culture

Technology in everyday life

  • Social media
  • Mobile technology
  • revision of past tenses to recount how social media have been used; or life before technology
  • gracias a/sin/con
  • enhanced statements of possibility including permitir, es posible que + subjunctive

 Year 3

Term

Theme

Topic

Grammar

Autumn half-term 1

Local, national, international and global areas of interest

Global issues

  • The environment

 

 

  • modal verbs linked to behaviours (must do/can do/should do/could do etc)
  • si sentences revised for outlining consequences of actions

Autumn half-term 2

Local, national, international and global areas of interest

Social issues

  • Charity/ voluntary work
  • querer + infinitive
  • querer que + subjunctive
  • para que + subjunctive
  • imperfect continuous

Spring half-term 1

Local, national, international and global areas of interest

Global issues

  • Homelessness/poverty
  • si fuera…/si tuviera que… with conditional completions
  • hay que + infinitive and es importante que + subjunctive
  • verbs of emotion + subjunctive (me preocupa que/me molesta que)

Spring half-term 2

Current and future study and employment

Career choices and ambitions

  • enhanced statements of possibility including subjunctive after conjunctions of time (cuando)
  • use of quisiera to express ambitions
  • pluperfect tense perspective

Summer half-term 1

End of course examination focus

Summer half-term 2

End of course examination focus

G.C.S.E. Spanish (2 Years)

Year 10 - Year 1

Time Scale

Theme

Unit & Topic

Key Grammar Points

Autumn

Identity and culture

Me, my family & friends

1.1 Relationships with family and friends

  • tener, ser and estar present tense
  • possessive adjectives
  • adjective agreement and position rules
  • reflexive verbs: casarse/enfadarse/llevarse bien con
  • comparatives más que/menos que; adverbs of frequency
  • regular verbs in present tense; direct object pronouns
  • interrogative words such as quién, cómo, cuántos, qué, cuándo

Local, national, international and global areas of interest

Home, town, neighbourhood and region

5.1 – Home

  • hay; prepositions
  • use of unos/unas for some

Local, national, international and global areas of interest

Home, town, neighbourhood and region

5.2 – Where I live

  • poder + infinitive
  • expressions of quantity
  • irregular verbs ir/hacer
  • los/las que + verb; gustar
  • enhancing descriptions using que
  • demonstrative adjectives este, esta, estos, estas, ese, esa, esos, esas
  • interrogatives dónde and por qué

Current and future study and employment

My studies

9.1 – School and subects

  • tener que + infinitive
  • deber +infinitive
  • hay que + infinitive (compulsory subjects), porque to express reasons
  • perfect tense regular verbs (escoger/decidir/dejar - options)
  • Two verbs together e.g. ir a/esperar/gustar más
  • comparative and superlative in expressing opinions about subjects
  • use of and usted in informal/formal exchanges

Identity and culture

Free-time activities

3.1 – Music, Cinema & TV

  • consolidation of present tense including  irregular verbs salir, querer, preferir, ver, dar
  • extend range of two verbs together
  • future tense introduced eg weekend plans
  • adverbs such as por lo general
  • formation of regular adverbs such as normalmente
  • clauses introduced by cuando and si
  • disjunctive pronouns such as conmigo and para mí

Spring

Identity and culture

Free-time activities

3.2 – Food & eating out

Identity and culture

Free-time activities

3.3 - Sport

Local, national, international and global areas of interest

Social issues

6.2 – Healthy & Unhealthy Living

  • recap on deber/tener que + infinitive/hay que + infinitive and introduce conditional forms – affirmative and negative
  • es mejor/sería mejor
  • negative nunca
  • previous health habits using imperfect tense
  • reflexive constructions such as se puede, se necesita
  • present continuous

Current and future study and employment

Life at school and college

10.1 – Life at school and college

  • transfer deber/poder/hay que/querer to school rules context
  • quantity words mucho/demasiado/bastante (including with plurals)
  • perfect tense using regular and common irregular verbs (he hecho mis deberes).

Identity and culture

Customs and festivals

4.1 – Spain and Customs 

  • preterite of regular verbs and irregulars ser/ir/hacer
  • reflexive verbs in preterite

Summer

Identity and culture

Customs and festivals

4.2 – Festivals in Spain and Hispanic countries

  • preterite and imperfect tenses together
  • describing a past event/festival
  • actions and opinions

Local, national, international and global areas of interest

Travel and tourism

8.1 – Holidays and Travel 

  • consolidation of preterite and imperfect tenses
  • sequencing words, expressions and phrases
  • antes de/después de haber  etc/mientras/desde hace/acabar de  developing greater complexity in spoken and written accounts of past events or experiences
  • weather expressions with hacer
  • possessive pronouns mío etc

Local, national, international and global areas of interest

Travel and tourism

8.2 – Regions of Spain 

  • Using estar + past participle

Current and future study and employment

Education post-16

11.1 – University or work?

  • use of ‘lo’ in ‘lo que’ and lo + adjective; building on si clauses with present and future
  • more complex two verb structures (tener la intención de/tener ganas de/tener el derecho de)

Year 11 - Year 2

Time Scale

Theme

Unit & Topic

Grammar Points

  Autumn

Identity and culture

Me, my family and friends

1.2 – Marriage and partnership

  • revisiting adjectives to describe and use of que to describe ideal partner and enhance descriptions
  • Gerund
  • revision of future tense to outline future plans
  • direct and indirect object pronouns

Local, national, international and global areas of interest

Global issues

7.1 – Environment

  • modal verbs linked to behaviours (must do/can do/should do/could do etc)
  • past tense for effects of behaviours on environment
  • si sentences revised for outlining consequences of actions
  • pluperfect tense perspective

Local, national, international and global areas of interest

Social issues

6.1 – Charity and voluntary work

  • querer + infinitive
  • querer que + subjunctive
  • es posible que + subjunctive
  • para que + subjunctive
  • imperfect continuous

  Spring

Current and future study and employment

Career choices and ambitions

12.1 – Choice of career

  • enhanced statements of possibility including subjunctive after conjunctions of time (cuando)
  • quisiera

Identity and culture

Technology in everyday life

2.1 – Social Media

  • revision of past tenses to recount how social media have been used; or life before technology
  • gracias a/sin/con
  • enhanced statements of possibility including permitir, es posible que + subjunctive

Identity and culture

Technology in everyday life

2.2 – Mobile Technology

  • Using ‘por’ & ‘para’
  • Estar + present contiunous

 Summer

Local, national, international and global areas of interest

Global issues

7.2 – Poverty and homelessness

  • si fuera…
  • si tuviera que… with conditional completions
  • hay que + infinitive and es importante que + subjunctive
  • verbs of emotion + subjunctive
  • Preparation and revision for the Speaking exam

Resources:

Year 7: Mira! 1 textbook and audio files

Year 8: Mira! 2 textbook and audio files

Year 9, 10 &11(G.C.S.E.): AQA G.C.S.E. course book F/H

Kerboodle on-line resources with audio files and authentic reading materials

www.memrise.com

www.duolingo.com

Support & Extra Curricular Opportunities:

MFL Club every Wednesday lunchtime offering the opportunity to learn a new language or to get extra support with homework/revision for assessments.

Evening G.C.S.E. revision sessions Tues- Thursday 3.10-4.10 pm

Educational visits to Spain organised every 2 years to either Barcelona or Madrid.

Key Stage 5: ‘A’ level Spanish

Year 12

Topic

Skills/ Key concepts

 Autumn

Aspects of Hispanic Society : current trends

1. Los valores treadicionales y modernos;

  • Los cambios en la familia
  • Actitudes hacie el matrimonio y el divorcio
  • La influencia de la Iglesia Católica

2. El ciberespacio :

  • La influencia de Internet
  • Los moviles inteligentes en nuestra sociedad
  • Las redes sociales ; beneficios y peligros
  • To be able to describe various types of 21st century Spanish family and how these differ from family models of the past
  • To be able to recognise cognates
  • To form the ‘preterite’ tense
  • To know when to use accents
  • To be able to use the perfect and imperfect tense together
  • To be able to use the present continuous tense
  • To write a summary based on an audio extract
  • Use comparatives and superlatives
  • The verbs SER and ESTAR
  • Use expressions to give pros & cons
  • Use the future and conditional tenses
  • Use idiomatic expressions with impersonal verbs

 Spring

La igualidad de los sexos :

  • La mujer en el mercado laboral
  • El machismo y el feminismo
  • Los derechos de los gays y las personas transgénero 

 Artistic culture in the Hispanic world:

  • La influencia de los idolos:
  • Cantantes y musicos
  • Estrella de televisión y de cine
  • Modelos

 5. La identidad regional en Espana:

  • Tradiciones y costumbres
  • La gastronomia
  • Las lenguas

To discuss women in the world of work and to study the role of women at home

  • To improve translation skills
  • Use the perfect and the pluperfect tense
  • To be able to listen for gist and detail
  • To use the future perfect and the conditional perfect

 To discuss the positive and negative influence singers and musicians have on people

  • To use indirect object pronouns
  • To use connectives to improve written texts
  • To practise the passive voice
  • To use direct object pronouns
  • To develop a checklist to check written work > improve accuracy

 

  • To be able to describe and discuss Spanish customs and traditions
  • To use the present subjunctive of regular verbs
  • To use the perfect tense in the subjunctive
  • To be able to identify correct and incorrect sentences
  • To use numerals
  • To dis cuss the similarities and differences in the gastronomy of Spain
  • To consider the languages that are spoken in Spain and the issues around them

Summer

6.  El patrimonio cultural:

  • Sitios históricos y civilizaciones prehispánicas
  • Arte y arquitectura
  • El patrimonio musical y su diversidad

7. Dosier de cine y de literatura :

  • Estudiar una pelicula
  • A case study of “Ocho appellidos vascos”
  • To understand civilisations that contributed to the cultural heritage of Spain
  • To discuss the pre-Columbian heritage of Latin America
     
  • To use the subjunctive efficiently with verbs of emotion, surprise doubt etc.To use the internet to enhance your work
  • To use demonstrative and possessive adjectives accurately
  •  To understand the diversity of Hispanic music and dance
  • To use imperatives
  • To break down comprehension tasks
  • To be able to discuss the plot, characters, themes, social environment and techniques and style of a Spanish film

Year 13

Topic

 Skills/ Key concepts

Autumn

 Dosier de literatura :

  • The study of a literary text in Spanish
  • A case study of “ La casa de Bernarda Alba” 

 1. Multiculturalism in Hispanic Society

La Inmigración:

    1. Los beneficios y los aspectos negativos
    2. La in igracion en el mundo hispanico
    3. Los indocumentados- problema

To be able to discuss in both written and spoken form the story, themes, characters, author techniques, style and social environment

To be able to discuss the positive and negative aspects of immigration

  • To be able to use dictionary skills
  • To revise the perfect and imperfect tenses
  • To revise the use of loan words
  • To use compound tenses
  • To vary vocabulary using synonyms

 Spring

 El racismo:

  • Las actitudes racistas y xenofóbas
  • Las medidas contra el racismo
  • La legislación anti-racista

La convivencia :

  • La convivencia de culturas
  • La educación
  • Las religiones

To be able to describe and discuss racist and xenophobic attitudes in the Spanish-speaking world

  • To improve the use of nouns and adjectives
  • To be able to express approval and dis approval
  • To use the conditional tense
  • To be able to translate the ‘gerund’ form in English
  • To use future tenses
  • To be able to express obligation

To understand and describe the different ways cultures integrate in Hispanic society

  • To be able to form and use prepositions
  • To be able to use
  • language for describing change
  • To use pronouns
  • To vary sentence structure to enhance writing
  • To use adverbs
  • To be able to structure an argument

Summer

Aspects of political life in the Hispanic world:

  • Jovenes de hoy, cuidadanos del manana
  • El paro entre los jovenes
  • Su sociedad ideal
    Monarquía y dictaduras :
  • La dictadura de Franco
  • La evolucion de la monarquia en Espana
  • Dictadores latinoamericanos

 Los movimientos populares

  • La efectividad de las manifestaciones y las huelgas
  • El poder de los sindicatos
  • Ejemplos de protestas sociales

REVISION AND PREPARATION FOR FINAL EXAMINATION

 PREPARATION AND PRACTICE FOR SPEAKING EXAM

To be able to discuss the importance of politics in young people’s lives

  • To understand why their attitude to politics is changing
  • To use the present subjunctive
  • To vary the use of negative expressions
  • To talk about data and trends
  • To use imperatives
  • To use the imperfect subjunctive
  • To be able to express an opinion or evaluation 

 To understand the impact of the civil war

  • To be able to discuss life in Spain under the dictatorship
  • To revise the preterite tense
  • To speak or write about a historical personality
  • To recognise and use ordinal numbers
  • To use a sequence of tenses
  • To read for gist comprehension

 To consider and discuss how effective protests are

  • To use ‘si’ clauses + subjunctive
  • To develop and use a wider vocabulary
  • To vary sentence structure to enhance speaking
  • To infer meaning from listening and reading
  • To be able to describe a photo card
  • To be able to justify opinions
  • To be able to expand on conversation topics
  • To ask pertinent questions
  • To be able to talk at length on a chosen topic
  • To demonstrate research skills
  • To be able to analyse and evaluate
  • To agree and disagree
  • To offer counter arguments