Dear fellow teachers of Spanish, Due to the Covid-19 outbreak I have been creating remote GCSE Spanish lessons using the Quiz Assignment function in Google forms. The lessons include plenty of visual aids and a range of reading, listening, writing, translation to and from Spanish, grammar and even speaking tasks. Providing lessons for students in this way has allowed access on any device, ranging from desktop browsers to smartphones. This means that all my students are able to access the work I am providing and completing it. Another benefit of setting lessons in this way is that students can see their answers and check through their progress as soon as they finish the lesson. From the teacher’s perspective, I can track class attendance and check through answers individually, or by downloading all answers into a spreadsheet in order to track progress. If given the circumstances you would still like to monitor student engagement and progress, feel free to use the lessons I’ve created so far. I will be adding new ones on a weekly basis. Details, lessons’ list and descriptions attached.

This Spanish beginner’s course covers one full academic year and is suitable for Year 7 or KS2 students. I’m hoping it will save you substantial amounts of time in your own lesson planning, and enable high quality teaching as well as student progress and attainment. It comprises PowerPoint presentations, a student handout for each lesson (or a whole module handout), and lesson plans. Each presentation takes up two one-hour periods, making up 42 lessons. Lessons are designed and sequenced to maximise student progress, interaction and pace. All mark schemes and audios are embedded, with transcripts in the notes section at the bottom (use Presenter View so you can see the transcript when doing listening tasks, and pause at the right time if necessary – you must download to PowerPoint for the audio files to work; they will not do so on Google Slides). Content including answers come up as you click. The presentations are editable so you can adapt to your own teaching style and students. As far as the student handouts are concerned, I usually print the whole module - it avoids constantly having to photocopy or handing out worksheets and I use the exercise books for extended writing or challenge tasks. In order to print the handouts ‘student friendly’ do the following: File Print On the Full Page Slides box click on the drop down arrow. Select 2 slides and tick Scale to Fit Paper (unless already ticked). If the Frame Slides option is ticked, untick it. On the Print One Sided box click on the drop down arrow and select Print on Both Sides (Flip pages on long edge). Please note that the resource file is too large to upload , so when you download the PDF you will get a Google Drive link. I will then share all the resources with you.

Dear fellow teacher of languages, in the attached documents you have the links to make a copy of all Spanish Google and/or Microsoft Forms Quizzes I have designed so far, which cover a complete two year out-of-class curriculum suitable for Years 7 & 8 or primary school. If you’re in the USA, it is appropriate for levels I & II. Each lesson quiz is fully self-marking and starts with a bespoke video where content is taught. Here’s an example https://forms.gle/RVACUdzXMEBHvYht8 (no email addresses will be collected). The benefits and rationale behind these resources is threefold: • Provide consistent high quality weekly independent learning (whether you follow a similar curriculum or something different), inducing retrieval and memory retention, thus improving student performance and effectively enhancing student progression. • Make use of the automatically generated student performance data to analyse student attainment, including where there may be gaps in learning. This can then inform your lesson planning. • Severely reduce your marking/grading (and workload by not having to design them in the first place), without compromising on the quality of provision. No more photocopying worksheets or lesson time wasted checking who has done their homework either. Use in homework in the form of ‘flipped learning’ if you assign it before lessons, or revision, consolidation, retrieval tasks, assessments, face-to-face teaching, hybrid/distance learning. All quizzes work very well on any device. I will be designing more quizzes and updating this map regularly. If you’d like to know when I do so, leave your email address here https://forms.gle/UWG7gRLDt9eCm7Dv9. I will drop you a quick email every 5 or 6 weeks (check your spam folder!). I’m sharing all these resources for free and I hope they are useful to you. To return the favour, simply buy me a coffee https://www.buymeacoffee.com/teacherworklife

Spanish AS Level Year 1 worksheets (37 in total) covering all the themes and sub-themes in the AQA specification. They include language, grammar, skills, translation, reading, writing and listening exercises and can be used as lesson consolidation or as homework, boosting students’ language acquisition and honing their comprehension skills. Full answers provided for easy teacher-, peer- or self-marking. Sub-themes included: 1 - Los valores tradicionales y modernos 2 - El ciberespacio 3 - La igualdad de los sexos 4 - La influencia de los ídolos 5 - La identidad regional en España 6 - El patrimonio cultural Please note that the resource file is too large to upload onto my TES shop, so when you download you will get a Google Drive link. I will then share all the resources with you

Booklet with all the tables for the main tenses in Spanish. I print it as a separate booklet and use it with my classes whenever we are doing verb conjugations, extended writing tasks, etc. Students become accustomed to it and eventually are able to conjugate verbs in the main tenses without support. It includes tables for the following tenses: Present + irregulars Ser, Estar, Ir, Tener, Salir, Hacer & Ver Preterit + irregulars Ser, Ir, Hacer, Dar, Jugar, Tener & Buscar Future + irregular stems Hacer, Poder, Salir, Poner & Haber Near Future Imperfect Conditional+ irregular stems Hacer, Poder, Salir, Poner & Haber Present continuous Imperfect continuous Perfect Pluperfect Present subjunctive In order to print it as a student friendly handout please click: File Print On the Full Page Slides box click on the drop down arrow. Select 2 slides and tick Scale to Fit Paper (unless already ticked). Tick the Frame Slides option. On the Print One Sided box click on the drop down arrow and select Print on Both Sides (Flip pages on long edge).

I am designing remote AQA A Level Spanish mini-lessons on all the topics using the Quiz Assignment function in Google forms. The lessons include a range of reading, listening, writing, translation to and from Spanish, gap fills and grammar. All quizzes are either fully self-marked or have feedback. Providing lessons for students in this way allows access on any device, ranging from desktop browsers to smartphones. This means that all my students are able to access the work I am providing and completing it. Another benefit of setting lessons in this way is that students can see their answers and check through their progress as soon as they finish the lesson. From the teacher’s perspective, I can track class attendance and check through answers individually, or by downloading all answers into a spreadsheet in order to track progress. Details and lesson descriptions attached.

Having completed a Mock exam, I noticed my students struggled with some of the exam-style questions. This worksheet allow to practice some of those tasks, and prepare students for their exams. Source: El País Semanal Entrevistas Exercise 1: Translation into English. Students read the introduction of Ángeles González-Sinde and translate into English. Exercise 2: Verb conjugation and summary practice. All summaries in the exam will be in the form of an interview, where students will be tested on whether they can identify the correct information and manipulate the language – i.e. conjugate verbs from the first person singular and plural into the third person singular and plural. This will be the only requirement in the exams’ summary tasks, which this exercise tests. Exercise 3: Find a synonym. Students read the text and find a series of synonyms which match the ones they have been given.

AS and A Level Exam Style Questions - Ángeles González-Sinde Having completed a Mock exam, I noticed my students struggled with some of the exam-style questions. This worksheet allow to practice some of those tasks, and prepare students for their exams. Source: El País Semanal Entrevistas Exercise 1: Translation into Spanish. Students read the introduction of François Ozon and translate into Spanish. Exercise 2: Verb conjugation and summary practice. All summaries in the exam will be in the form of an interview, where students will be tested on whether they can identify the correct information and manipulate the language – i.e. conjugate verbs from the first person singular and plural into the third person singular and plural. This will be the only requirement in the exams’ summary tasks, which this exercise tests. Exercise 3: Find a synonym. Students read the text and find a series of synonyms which match the ones they have been given.

Having completed a Mock exam, I noticed my students struggled with some of the exam-style questions. This worksheet allow to practice some of those tasks, and prepare students for their exams. Source: El País Semanal Entrevistas Exercise 1: Translation into English. Students read the introduction of Gita Gopinah and translate into English. Exercise 2: Verb conjugation and summary practice. All summaries in the exam will be in the form of an interview, where students will be tested on whether they can identify the correct information and manipulate the language – i.e. conjugate verbs from the first person singular and plural into the third person singular and plural. This will be the only requirement in the exams’ summary tasks, which this exercise tests. Exercise 3: Gap fill. Students read the text and fill in the gaps using the vocabulary given.

A complete document of Intent, Implementation and Impact for the MFL Curriculum which you can use as a basis for you own department.

2023 NOW AVAILABLE! The tracking spreadsheets have been designed to allow you to check student performance, identify those who need extra support, pinpoint future lesson planning and interventions, save time and support you with your projections. There are two versions: one with speaking and one without. Enter the marks on a tracker for Paper 1 Listening, Reading and Writing, Paper 2 Writing, Paper 3 Speaking and all grades update automatically, both for each paper/component and overall. A separate analysis tab also updates automatically, giving you a clear insight into your students’ attainment. The file also includes years 2017 to 2022. Please note the speaking component was not assessed in 2020, so no grade boundaries were released. There was also no AS examinations in 2021, so there isn’t a tracker available for that year.

2023 NOW AVAILABLE! The tracking spreadsheets have been designed to allow you to check student performance, identify those who need extra support, pinpoint future lesson planning and interventions, save time and support you with your projections. There are two versions: one with speaking and one without. Enter the marks on a tracker for Paper 1 Listening, Reading and Writing, Paper 2 Writing, Paper 3 Speaking and all grades update automatically, both for each paper/component and overall. A separate analysis tab also updates automatically, giving you a clear insight into your students’ attainment. The file also includes years 2018 to 2021. Please note the speaking component was not assessed in 2020 and 2021, so no grade boundaries were released.

These tracking spreadsheets have been designed to allow you to check student performance, identify those who need extra support, pinpoint future lesson planning and interventions, save time and support you with your projections. There are two versions: one with speaking and one without. Enter the marks on a tracker for listening, speaking, reading and writing and all grades update automatically, both for each paper/component and overall. A separate analysis tab also updates automatically, giving you a clear insight into your students’ attainment. AQA, Pearson Edexcel and Eduqas available. The file also includes years 2018 to 2022. Preview here: https://youtu.be/ovETfr5cQhY

These tracking spreadsheets have been designed to allow you to check student performance, identify those who need extra support, pinpoint future lesson planning and interventions, save time and support you with your projections. There are two versions: one with speaking and one without. Enter the marks on a tracker for listening, speaking, reading and writing and all grades update automatically, both for each paper/component and overall. A separate analysis tab also updates automatically, giving you a clear insight into your students’ attainment. AQA, Pearson Edexcel and Eduqas available. The file also includes years 2018 to 2022. Preview here: https://youtu.be/ovETfr5cQhY

These tracking spreadsheets have been designed to allow you to check student performance, identify those who need extra support, pinpoint future lesson planning and interventions, save time and support you with your projections. There are two versions: one with speaking and one without. Enter the marks on a tracker for listening, speaking, reading and writing and all grades update automatically, both for each paper/component and overall. A separate analysis tab also updates automatically, giving you a clear insight into your students’ attainment. AQA, Pearson Edexcel and Eduqas available. The file also includes years 2018 to 2022. Preview here: https://youtu.be/ovETfr5cQhY

This essay provides an exemplar/plan of an A* grade essay, through a critical and analytical response to the A Level 2020 writing past paper question 2 “Los tres personajes femeninos principales representan a tres tipos de mujeres muy diferentes”. Analiza esta afirmación y justifica tus ideas.’ It analyses the three main female characters of the film and what they represent, with views and conclusions supported by relevant and appropriate evidence. It evaluates the issues, themes and the cultural and social contexts of the film. How can this resource be useful to students and teachers? It provides accurate and detailed knowledge of the film, as well as examples of complex language with a wide range of vocabulary. Students can re-write the essay adding short linking expressions or conjunctions (also included in the resource). A highly effective way of using this essay is to create flashcards or a mind map, in order to support with revision and enhance knowledge and memory retention. Why is complex language not demonstrated using different tenses? Students should be reminded that the present indicative and subjunctives are the most appropriate register for this style of essay. Complex language can be shown through, for example, subordinate clauses, formation of regular and irregular verbs, use of impersonal expressions, value judgements, verb + infinitive (+ preposition) expressions, etc. Why is there no introduction? It is not essential to write an introduction. It is perfectly acceptable to go straight into the first point as there are no marks awarded for structure. A short or no introduction which delves straight into the essay is preferable, as it saves time without losing marks.

This essay provides an exemplar/plan of an A* grade essay, through a critical and analytical response to the A Level 2018 writing past paper question 2 ‘Analiza las técnicas usadas por el director para representar el régimen de terror que predominaba en esa época de la posguerra.’ It analyses the techniques used by Del Toro to represent the regime of terror in the film, with views and conclusions supported by relevant and appropriate evidence. It evaluates the issues, themes and the cultural and social contexts of the film. How can this resource be useful to students and teachers? It provides accurate and detailed knowledge of the film, as well as examples of complex language with a wide range of vocabulary. Students can re-write the essay adding short linking expressions or conjunctions (also included in the resource). A highly effective way of using this essay is to create flashcards or a mind map, in order to support with revision and enhance knowledge and memory retention. Why is complex language not demonstrated using different tenses? Students should be reminded that the present indicative and subjunctives are the most appropriate register for this style of essay. Complex language can be shown through, for example, subordinate clauses, formation of regular and irregular verbs, use of impersonal expressions, value judgements, verb + infinitive (+ preposition) expressions, etc. Why is there no introduction? It is not essential to write an introduction. It is perfectly acceptable to go straight into the first point as there are no marks awarded for structure. A short or no introduction which delves straight into the essay is preferable, as it saves time without losing marks.

This essay provides an exemplar/plan of an A* grade essay, through a critical and analytical response to the A Level 2020 writing past paper question 2 ‘Analiza el uso del agua como símbolo en la obra. ¿Piensas que tiene un significado positivo o negativo?’ It analyses Lorca’s use of water as a symbol, both in a positive and in a negative way, with views and conclusions supported by relevant and appropriate evidence. It evaluates the issues, themes and the cultural and social contexts of the play. How can this resource be useful to students and teachers? It provides accurate and detailed knowledge of the play, as well as examples of complex language with a wide range of vocabulary. Students can re-write the essay adding short linking expressions or conjunctions (also included in the resource). A highly effective way of using this essay is to create flashcards or a mind map, in order to support with revision and enhance knowledge and memory retention. Why is complex language not demonstrated using different tenses? Students should be reminded that the present indicative and subjunctives are the most appropriate register for this style of essay. Complex language can be shown through, for example, subordinate clauses, formation of regular and irregular verbs, use of impersonal expressions, value judgements, verb + infinitive (+ preposition) expressions, etc. Why is there no introduction? It is not essential to write an introduction. It is perfectly acceptable to go straight into the first point as there are no marks awarded for structure. A short or no introduction which delves straight into the essay is preferable, as it saves time without losing marks.

This essay provides an exemplar/plan of an A* grade essay, through a critical and analytical response to the A Level 2020 writing past paper question 1 ‘Analiza cómo presenta Lorca el tema de la desigualdad en la obra.’ It analyses how Lorca presents the theme of inequality in the play, with views and conclusions supported by relevant and appropriate evidence. It evaluates the issues, themes and the cultural and social contexts of the play. How can this resource be useful to students and teachers? It provides accurate and detailed knowledge of the play, as well as examples of complex language with a wide range of vocabulary. Students can re-write the essay adding short linking expressions or conjunctions (also included in the resource). A highly effective way of using this essay is to create flashcards or a mind map, in order to support with revision and enhance knowledge and memory retention. Why is complex language not demonstrated using different tenses? Students should be reminded that the present indicative and subjunctives are the most appropriate register for this style of essay. Complex language can be shown through, for example, subordinate clauses, formation of regular and irregular verbs, use of impersonal expressions, value judgements, verb + infinitive (+ preposition) expressions, etc. Why is there no introduction? It is not essential to write an introduction. It is perfectly acceptable to go straight into the first point as there are no marks awarded for structure. A short or no introduction which delves straight into the essay is preferable, as it saves time without losing marks.

This essay provides an exemplar/plan of an A* grade essay, through a critical and analytical response to the A Level 2019 writing past paper question 2 ‘“El director intenta recordar y celebrar a los héroes olvidados de la resistencia española en esta película”. Analiza esta afirmación y justifica tu respuesta.’ It analyses how Del Toro tries to remember and celebrate the forgotten heroes of the Spanish resistance, with views and conclusions supported by relevant and appropriate evidence. It evaluates the issues, themes and the cultural and social contexts of the film. How can this resource be useful to students and teachers? It provides accurate and detailed knowledge of the film, as well as examples of complex language with a wide range of vocabulary. Students can re-write the essay adding short linking expressions or conjunctions (also included in the resource). A highly effective way of using this essay is to create flashcards or a mind map, in order to support with revision and enhance knowledge and memory retention. Why is complex language not demonstrated using different tenses? Students should be reminded that the present indicative and subjunctives are the most appropriate register for this style of essay. Complex language can be shown through, for example, subordinate clauses, formation of regular and irregular verbs, use of impersonal expressions, value judgements, verb + infinitive (+ preposition) expressions, etc. Why is there no introduction? It is not essential to write an introduction. It is perfectly acceptable to go straight into the first point as there are no marks awarded for structure. A short or no introduction which delves straight into the essay is preferable, as it saves time without losing marks.