A complete lesson with detailed animations to gain an introductory knowledge of the topic of technology. Success Criteria: To be able to match up key terms from the topic of technology To understand how to form grammatically accurate sentences using “se debe” and “hay que”. To be able to produce recommendations in Spanish for how to keep yourself safe online. Included: Full Ppt (27 slides) with Starter, Reflection Plenary, Learning Intentions and success criteria displayed on every slide. Handout: Text with find the phrase exercise “El uso de Internet es hoy uno de los hábitos diarios más comunes de los niños. Niños, niñas y adolescentes utilizan estas tecnologías para hablar y relacionarse con otras personas, para mandar fotos y vídeos y compartir información…” Handout: Los 10 mandamientos de la ciberseguridad “Se debe usar métodos seguros de pago, como PayPal…Siempre hay que usar conexiones seguras…” Complete lesson that you can just pick up and go!

Authentic texts on the Nazca lines: A - find the phrase exercise (41 terms) B - Comprehension exercise in English based on the texts (20 questions) C - Write a small paragraph on the Nazca lines (includes support box) D - Translation (Spanish - English) E - Design a tourist poster with information about the Nazca lines Menciona: • Una descripción de las líneas de Nazca • Información sobre las líneas de Nazca • Opiniones de otros turistas que han visitado las líneas de Nazca

A resource designed to support lower ability pupils in their Spnish speaking and writing. Includes: A3 Two Sided structures mat PowerPoint introducing how to use the mat and practising writing in three tenses using the mat. Mat includes the following: Comparing someone’s likes compared to your own (Structure: A “mi padre” le gusta X pero a mí me gusta Y") Past tense (Structure: Time phrase + fui/fuimos + a “place” + para + infinitive.) Future tense (Structure: Time phrase + voy/vamos + a “place” + para + infinitive + ,ojalá) opinion runner (E.g., porque a mi juicio creo que puede ser bastante gratificante) weather table in three tenses verb endings (present, past, future, conditional) me lo paso/pasé/ pasaré bien/mal porque + gustarse in three tenses

Lesson 1 - Foundation Structures for the Speaking and Writing exams Lesson 2 - WRITING COMMON ERRORS (Lifting from the bullet points but not changing it from the “tú” form to the “yo” form ) Lesson 3 - WRITING COMMON ERRORS (mi vs me / Contractions / Leaving it in the tú form) Lesson 4 - WRITING COMMON ERRORS (mi vs me / nuestro vs nos / “gustamos” “gusto” for “nos gusta” and “me gusta”) LESSON 2 OF 4 Lesson includes: Do it now - me gusta sentences Foundation structures revision Grammar focus and practice TEXT: Apply the knowledge and correct the text Blooms plenary slide

Lesson 1 - Foundation Structures for the Speaking and Writing exams Lesson 2 - WRITING COMMON ERRORS (Lifting from the bullet points but not changing it from the “tú” form to the “yo” form ) Lesson 3 - WRITING COMMON ERRORS (mi vs me / Contractions / Leaving it in the tú form) Lesson 4 - WRITING COMMON ERRORS (mi vs me / nuestro vs nos / “gustamos” “gusto” for “nos gusta” and “me gusta”) LESSON 4 OF 4 Lesson includes: Do it now - me gusta sentences Foundation structures revision Grammar focus and practice TEXT: Apply the knowledge and correct the text Blooms plenary slide

Module 1 of AS Spanish Course: Los Valores Tradiionales y Modernos Lesson 2 -** Familia Hoy en Día** Learning Intention: Learning Intention: To study the current trends surrounding marriage. Success Criteria: To study key vocabulary surrounding the theme of marriage. To study a text and a diagram that outlines the trends of marriage in Spain and to recall reflexive verb conjugation. To understand cultural references and translate a paragraph into English and form our own opinions. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

Module 1 of AS Spanish Course: Los Valores Tradiionales y Modernos Lesson 3 -** Familia en Crisis** Learning Intention: To consider whether the traditional family model is in crisis. Success Criteria: To complete a gap-fill using key vocabulary. To complete exercises on a text on the changes in family models To prepare and talk about eight questions surrounding the topic of families nowadays. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

Module 3 of AS Spanish Course: La Igualdad de los Sexos Lesson 4 -** La Vanidad** Learning Intention: To look at expression of gender and gender-role reversal. Success Criteria: To discuss masculine cosmetics and discuss our opinion of five stereotypical statements. To practise forming the present perfect tense and the conditional perfect tense. To pick out key information from a text on masculine self-care. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

Module 1 of AS Spanish Course: Los Valores Tradiionales y Modernos Lesson 5 -** Las Costumbres Cambian** Learning Intention: To consider the changes in home-life and the role of women over the years. Success Criteria: To recall family members. To complete exercises on a text on changing customs. To write approximately 70 words summarizing what you have understood from the text. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

Module 1 of AS Spanish Course: Los Valores Tradiionales y Modernos Lesson 6 -** El Matrimonio Homosexual** Learning Intention: To consider the changes in legislation regarding gay marriage Success Criteria: To watch a clip from Física o Química (Spanish Waterloo Road) and evaluate our reactions to different opinions about gay marriage. To identify key facts from a text on the legalisation of gay marriage To create a role play debating different characters views on gay marriage and adoption. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

A2 SPANISH TRANSLATION FOCUS SESSION 4 SPANISH-ENGLISH TRANSLATION TASK: IGLESIA CATÓLICA Ppt includes: Vocab support Dissecting the task down to its basic grammar elements to increase accuracy with translation Recap of Si clauses Recap of Subjunctive starters Worksheet includes: All notes and working space from the ppt. [10]

A2 SPANISH TRANSLATION FOCUS SESSION 5 SPANISH-ENGLISH TRANSLATION TASK: XENOFOBIA Ppt includes: Vocab support Dissecting the task down to its basic grammar elements to increase accuracy with translation Worksheet includes: All notes and working space from the ppt. [10]

Set of 4 classes that I have used with Y9 and also with GCSE classes to revise family and house and home but with a big focus on practising phonics and to get them to isolate words in listening practise and work out their tenses and who is doing the action - particularly useful for the “now / past / present” listening questions in target language! Lesson 1 Learning Intention: To describe what is inside your house in greater detail. Success Criteria: -To drill key vocab and pick out key information from three texts. -To expand our knowledge of what is inside a house in Spanish -To revise key phonics to transcribe household appliances accurately. Lessons 2 and 3 Learning Intention: To revise tenses and identifying them in spoken language. Success Criteria: -To revise present, past and future tense. -To be able to identify who is doing the action & when the action took place at word level. -To be able to identify who is doing the action & when the action took place at sentence level. Lesson 4 Learning Intention: To revise tenses and identifying them in spoken language Success Criteria: -To revise present, past and future tense. -To recall key vocab from the topic of friends and family -To work in partners to read aloud a sentence for your partner, who must identify the subject and tense. Challenge: Transcribe and Translate the sentence. There is also an assessment available that directly assesses the skills and content covered in these lessons. It comes with a mark scheme and transcript and all audio files. Browse my shop to find the assessment called “Y9/GCSE(F) SPANISH ASSESSMENT WITH MS&TRANSCRIPT” should you be interested.

Term One Spanish Assessment Content: Family and Friends House and Home Assessment: SECTION A: LISTENING (15 mins) (28 marks) Part A: Phonics (12 marks) Part B: Vocabulary (10 marks) Part C: Grammar (6 marks) SECTION B: READING (20 mins) (17 marks) (Q1 = 4marks Q2 = 4 marks Q3 = 3 marks Q4 = 2 marks Q5 = 4 marks SECTION C: WRITING (15 mins) (31 marks) Part A: Translation into Spanish (Gapfill) (8 marks) Part B: Verb Forms (8 marks) Part C: Translation into English (Full text) (15 marks) Total = 76 marks Includes all audio files (mp3), mark scheme and transcript There is a set of 4 classes also available that cover the skills assessed in this exam/achievement test should you wish to provide extra practise. I have used these same classes with my GCSE classes to practise phonics and to get them to isolate words in listening practise and work out their tenses and who is doing the action - particularly useful for the “now / past / present” listening questions in target language! The lessons are entitled “SPANISH LISTENING: TENSE AND WHO EXAM PRACTISE”

Read the bilingual story of Touli, Santa’s lead elf, and Mumablue who visits the North Pole and listen to the story being read out loud by natives with sound effects and Christmas music. Complete the comprehension and phonics exercises. Try reading the story out loud in partners. Translate the model christmas story paragraph on the writing template then use the model paragraph and writing template to invent your own! Includes: Audio lower KS3 work booklet upper KS3 work booklet Accompanying PPT Christmas-themed fun with just enough of a work element to placate any lurking SLT!! :) Feliz navidad!

Learning Intentions: To focus on drilling 30 key pieces of exam vocab using memory triggers. the door to go up floods to fly the kite the dwarf the tie above all restless to throw clean the dress the grades a strike expensive a goat time the nurse the disease the shoes lively the fireman cheap a song they lose the facilities to record the news to give the subjects a skirt Memory triggers help form connections for students between the foreign words and their own retention of the words, helping to lead to autonomacy when recognising, recalling and producing the vocab in exam situations. Particularly helpful with lower ability students when trying to hammer vocabulary in the run up to the exams. However, all ages and abilities can access memory trigger lessons, and it’s never too early to learn key vocabulary! Would work as a stand alone lesson. Foundation and Higher booklets provided to accompany the PowerPoint. These booklets include level-specific extra work, meaning that if some students pick up the vocabulary faster than others then they have other exam questions to be working on (Higher: gap-fill/questionnaire/writing; Foundation: Sentence level translation into Spanish using the 30 key vocab / Translation into English using the 30 key vocab). Pick up and teach - great for vocabulary blasts or holiday booster sessions!

A worksheet based on restaurants / menu’s and la Tomatina. Plenty of work to fill an hour.