This is another instalment of revision notes in preparation for the new A Level exams. They can be used to revise vocabulary in context, refresh ideas about the topic, to prepare speaking cards, to read before embarking on an exercise, etc. Kindly respect copyright and do not distribute freely. Your feedback is welcome. I hope you find my collection of resources useful, particularly the speaking cards. I welcome any comments here or to:bgp@stbrn.ac.uk Hapy teaching and learning!

UPDATED. Based on rockmonkey’s excellent Y12 Spanish Booklet, I have made my own version. This is for the old AQA but it has things that you might be wanted to use in the new. Please forget my plagiarism (particularly rockmonkey) but you inspired me! I suppose that is part of the game! I hope you find it useful.

As promised, here are the revision notes for this topic. Useful to prepare speaking cards, revise concepts, ideas, cultural information, etc. I have included notes on racism against indigenous people, the homeless and gypsies too, apart from the obvious. Also, examples of racist language, campaigns, etc. It seems to me that AQA could have labelled this topic better, for example "hate crime" as it is wider than just hate against "race". Happy teaching and learning, Blanca.

A compilation of essay questions for the new AL1 and AL2. I have also included the questions from previous specs.

This is the first in a series of revision notes. They are a summary of key information/ideas and not a collection of data. They revise ideas for the speaking cards and also key vocabulary in context. They can be used in preparation for end of unit tests, mock exams and for the real exams. The updated version contains a section on women and work and on gender violence. Kindly respect copyright and do not distribute freely. Your feedback is welcome.

Following the success with the first instalment, this is the second instalment of a series of revision notes for the preparation of the new A Levels (AQA). The notes are a compilation of ideas from subtopics, with plenty of ideas sourced from the students themselves. They can be used for the preparation of the listening and reading, or for the stimulus cards. The idea is that students revise the vocabulary and key ideas grouped together by context. I hope it is useful for you and your students. The third unit revision notes have also been published in TES. Kindly respect copyright and do not distribute freely. Your feedback is welcome. Happy teaching and learning!

These are two model essays for La Casa, one on the main themes and the other on the character of Adela. They are an AL1 question but can easily be adated for AL2. I hope you find them useful.

"A great resource for the price of a sandwich!" This is a booklet with stimulus cards, question starters and general questions on the topic "Los valores tradicionales y modernos" aimed at and tailored for students. It is based on the AQA board and the Oxford University Press AS textbook. The booklet contains a summary of the exam structure (separately for AS and AL), eight sample stimulus cards, questions starters and general questions on the subtopics. I have also included the source of the material in many of the stimulus cards, so that students can do extensive reading on the topic. The resource can be used in class or to set homework. I have created this booklet as there are only a few stimulus cards in the AQA site and as a teacher I need more resources than these to practice in class. Also, the type of questions in the new oral exam is very different to the old: they require a more precise response to the card, they test their knowledge of the culture and society and they are generally more challenging! I hope this resource helps teachers with their workload and it gives students an opportunity to practice and prepare for the exams. I welcome any feedback on this resource, either on this site or privately at: bgp@stbrn.ac.uk. You will find more cards in TES for units 2, 3 and 4. Thanks for your support.

List of phases based on the AQA Spanish syllabus translation English > Spanish. Use for games, quizes, etc. You will find this file in Quizlet, where your students can compete against each other. If you find this resource useful, please consider contribute to the Spanish post 16 TES bank, as we have so little. PLEASE NOTE THIS DOCUMENT HAS BEEN EDITED SINCE FIRST PUBLISHED. Enjoy!

A document containing notes on the main themes explored in the film. I gave this to my students before exploring examples. If you found this resource useful, please thank the community by uploading one of your own.

This is the fourth installment of revision notes for the new A Level. You can use it for preparation of speaking cards, to revise for end of unit tests or for a final revision. I have kept the format as clear as possible so that students can highlight the notes if they wish to. If you liked this resource, you will find revision notes for the other units under my name too. Please leave a comment after you purchase the resource. All feedback welcome. Happy teaching and learning, Blanca

Updated 30.08.18 to include Catalonia’s referendum and Pedro Sánchez. This is a very dense topic so I have created a set of concise notes to help students digest key information. As part of the notes, there is a brief summary of films about the war and key dictators in Latinoamerica. The notes would be useful to prepare speaking cards, as a starting point for the IRP or for backgroud knowledge of some cultural topics (El Laberinto, for example). They are also useful for end of unit revision or final exams. The format is deliberately simple to aid adaptation. Your comments are always welcome. Happy teaching and learning! Blanca

If you are new to teaching and /or you want to update your scheme of work to the latest teaching research theories and the new OFSTED framework, this is what you need! Editable documents included This is a 2 year scheme of work for the A Level Spanish AQA course following the upcoming new OFSTED Inspection framework and based on the latest Theory of Knowledge (latest scientific research on learning). It sounds scary but it isn’t! The curriculum overview summarizes the concepts that students have to grasp, the grammar that accompanies it, as well as the generic skills and activities that they acquire/improve/do in class. Each of the topics also has a “refining”(knowledge) section, which is basically a recall of things learnt previously and that you should include in your teaching. Finally, there is a section explaining why the topic is being taught/learnt. The new OFSTED framework stipulates that students are assessed on knowledge and also skills, hence a box explaining the common skills you can use to do so. I have also created a friendly version for the students, so that they can follow the programme of studies with you. There is a complete breakdown of all the grades per skill (based on June 2019 exam boundaries), advice on independent learning, boxes to write results and targets for mock assessments, etc. The final page details the qualities of an excellent linguist (they need to know what to aim for, I suppose:!)… Kindly respect copyright. This has been hours of extra work, and** I mean to make it accessible for all by pricing it low.** I’m not a banker but I would like some reward for my work and it helps to pay the bills! Any comments or questions welcome (I’m in the Facebook A Level Group). As always, enjoy! Blanca

A set of cutting edge cards including the campaign "No nos vamos, nos echan", the SISI and recent protests in Venezuela. Many cards have links so that students can read widely about the topic or use the card as a springboard to prepare their individual presentations. The type of questions mirror those of the exam (this has been extensively researched before producing them by looking at the range of questions in French and German exams too). The game should help with improvisation and to explore different points, a skill much needed in speaking and writing. I have also published revision notes that can be useful to prepare the cards. Happy teaching and learning, Blanca

Revision notes on this "bodrio" of a theme! I have tried to simplify as much as possible a subject that I believe is not too appealing for the majority of students. You can use the revision notes in a variety of ways: students make flash cards with them, to introduce a subtopic, to revise vocab in context, for ideas for the IRP, etc. A set of stimulus cards and general questions complements these notes, but both usable as individual resources. Feedback on this resource always welcome. And thanks for those who are showing continuous support for my work. Enjoy, Blanca

Three simple exercises to focus on symbolic characters, places and objects in the film. Answers included.

Here is a set of revision notes on the topic of young people, including cutting-edge areas such as the NINIS in Latinoamerica, differences between young people in Spain and Latinoamerica, examples of activism, values and ways of entertainment... These should help for students to make their own revision cards, as a means to revise key concepts an ideas, to prepare speaking cards, as a springboard for the preparation of the IRP. The format is deliberately simple, so that it can be easily adapted. Any comments welcome. Happy teaching and learning, Blanca.

Reading activity, where students have to recreate a table consisting of symbols (animals, people or objects) identified in the painting, their description, and what they might represent / how they have been interpreted. Table can be cut in pieces and students glue to piece of paper - makes it more fun, I think! If you found this resource useful, pl consider adding one of your own to the Spanish post 16 cultural topics, as we have so few. Comments welcome! Enjoy!

This is the third booklet of its kind that I have produced for the preparation of the AQA A Level Spanish course. The booklet consists of 8 stimulus cards to be used in class or to take home for preparation (with references to further reading), 8 situations for improvisation and a collection of general questions. The general questions marked as (*) require the student to have a cultural knowledge. I hope your students find the resource useful and it cuts down your work! I have priced it at £2 to make it as accessible as possible whilst gaining some financial recognition for my work. You will find more resources for Units 1, 3 and 4 in this site. I welcome all comments at this site or via email to:bgp@stbrn.ac.uk.