Support booklet to help prepare students for the new Spanish AS speaking exam (Paper 3). It includes a summary of the specification and exam requirements, copies of the mark-scheme, sample stimulus cards and a variety of questions to prepare the six sub-themes of the AS paper 3. A second file includes a feedback sheet based on the paper 3 mark scheme for quick, personalised feedback.

Two practice writing papers (one foundation, one higher) following the format of the new GCSE writing exam, and focusing on the topics covered in Theme 2. The foundation paper includes four questions (describe the photo, 40 words question, translation and 90 words question) and the higher paper includes three (90 words question, 150 words question and translation). I have also included two feedback sheets (one foundation, one higher) that include"check-lists" (based on the AQA mark scheme for writing) to provide quick, personalised feedback for each of the questions. The check lists provide the students with feedback on what went well (WWW) and what they need to do to improve further (TIF). Also available in French: https://www.tes.com/teaching-resource/new-french-gcse-theme-2-writing-exam-and-feedback-sheets-11750965

A set of 26 Photo Cards covering the whole of Theme 3 (Current and future study and employment) of the new GCSE course: 3.a. My studies (8 cards) 3.b. Life at school / college (6 cards) 3.c. Education post-16 (4 cards) 3.d. Jobs, career choices and ambitions (8 cards) Each card includes five foundation questions (in red) and five higher question (in blue), the first of which is always '¿Qué hay en la foto?. If you like this resource, Photo Cards for theme one and theme two, as well as a booklet covering all three themes, are also available in my shop. UPDATED: I have modified this resource to better resemble the photo cards on the AQA exam: there are now five foundation and five higher questions on each card (instead of four). At foundation level one of the first three questions (what in the exam would be the printed questions) requires the use of a tense other than the present. At higher level references to three time frames are needed, with one time frame other than the present required in one of the first three questions and the remaining time frame in one of the other two questions.

A whole unit of work to teach the topic of school to Year 7 students. The Notebook presentation (44 slides) covers the following areas: - school subjects - opinions - adjectives and - timetable and the time - school facilities - general information about school - school uniform The grammar focus is on agreement of adjectives, opinions in the past and "hay" and "no hay". All supported with 11 worksheets, including a writing frame summarising the whole topic. Update: I have now included a PowerPoint version of the main file, converted from the original Notebook file. I recommend whenever possible to use the original version, as the file conversion has changed the layout of some slides and some features work less effectively on Power Point.

A set of 15 role plays covering theme one of the new Spanish GCSE course (based on the AQA specification). It includes 8 foundation and 7 higher role plays, and it covers the aspects family and relationships, technology in everyday life, leisure and festivals. Each role play includes candidate's role and teacher's role, and both the 'tú' and 'usted' forms are used. The file also includes a student-friendly summary of the specification for the new speaking exam and the mark scheme for the role play. I have also included files with the mark schemes (foundation and higher) for the speaking test to provide the students with instant, personalised feedback as they complete practice speaking papers. UPDATE - Feedback sheets now included.

An overview of the two years of the new Spanish A Level course and a lesson-by-lesson Scheme of learning for the new Spanish AS / A Level Year 1 (based on the AQA specification). The overviews include a summary of what topics, grammar points and exam skills should be covered during each half term of the two year course, as well as guidance on the kind of Key Marked Pieces (assessment tasks) that should be completed each half term in order to provide the students with practice of all aspects of Papers 1, 2 and 3. Additionally, I have included a lesson-by-lesson Scheme Of Learning for Year 1 (AS). Based on the Hodder book / online resources, and working on the basis that students get four hours of teaching a week (Teacher 1 and Teacher 2) and one hour of independent learning (ILC session).

This booklet contains eight questions that follow the format of the 90-word questions in the new Spanish GCSE writing exam. They cover all aspects of Theme 3 (Current and future study and employment), and they can be used in lessons, but also as an easy way to set useful homework activities for the students. All questions include four bullet points that the students are prompted to cover, and they explicitly require them to include references to three time frames and opinions (as per the AQA mark scheme). When possible, one of the bullet points starts with 'qué hiciste', a question which appears in many of the AQA samples and that some students often fail to understand. A similar booklet including questions for themes 1, 2 and 3 can be found in this link: https://www.tes.com/teaching-resource/new-spanish-gcse-writing-exam-practice-90-word-questions-11820179

A three-page file with a lot actual information about Spanish culture and society, focusing on the topic Traditional and modern values, part of the theme Aspects of Hispanic culture of the new Spanish A Level. It provides students with a lot facts and statistics, which should be very helpful in preparation for Paper 3 (the speaking exam). Additionally, the information included here can be easily adapted into a variety of reading and translation activities.

This resource contains 18 pages full of information (facts and statistics) covering all aspects of the themes covered in year 1 of the new Spanish A Level course. There are nine pages about Aspects of Hispanic society (three pages about Traditional and moden values, three oabout Cyberspace and three pages about Equal rights) and nine pages about Artistic culture in the Hispanic world (Modern day idols, Spanish regional identity and Cultural heritage). I wrote this resource to help students include enough cultural information to score well in AO4 in paper 3 (the speaking exam), but information included in the resource can be easily adapted to a variety of reading and translation activities.

This three-page file includes a lot actual information about Spanish culture and society, focusing on the topic of Today’s youth, tomorrow’s citizens (Jóvenes de hoy, ciudadanos de mañana) part of the theme Aspects of Political Life in the Hispanic World of the new Spanish A Level. It provides students with wide range of facts and statistics about the topic, which should be very helpful in preparation for Paper 3 (the speaking exam). The information in the file can also be easily adapted to reading or translation activities.

This resource is a quick reminder of how to use the preterite and the imperfect in Spanish, with an explanation of how each tense works, verb tables to conjugate regular and irregular verbs, time phrases that typically require the use of each tense, a lot of examples and activities for the students to practise. This resource is part of a much bigger resource, my GCSE grammar booklet, that can be found here: https://www.tes.com/teaching-resource/spanish-gcse-grammar-booklet-cuaderno-de-gram-tica-11984926

A series of activities to help students reflect about the elements of the fairy tale in Pan’s Labyrinth. The resource first explores the structure of the fairy tale and how this is reflected on Pan’s Labyrinth, it is then followed by a reading and writing activity (90-word summary) about the most common elements in fairy tales (characters, setting…). The next section includes a series of questions about how all of the above is shown in the film. Finally there an AS-type essay question. PLEASE NOTE: This resource is part of a much longer and much more exhaustive resource, my Pan’s Labyrinth Student Support Guide, which can be found here: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 There is a free sample of the guide on this link: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

A series of activities to help students research (and write about) the use of colour in Guillermo del Toro’s film El laberinto del fauno (Pan’s Labyrinth). It includes a lot of screen shots to illustrate the main points, a translation, an essay question, and opportunities for independent work (the influence of Dario Argento). PLEASE NOTE: this resource is part of a much more comprehensive and more detailed resource, the Pan’s Labyrinth Student Support Guide that can be found on this link: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 The guide is over 70 pages long, and a free sample can be found here: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

A series of reading, writing and translation activities to help Spanish A Level students explore the use of monsters in Guillermo del Toro’s film El laberinto del fauno (Pan’s Labyrinth). The resource is divided into two sections (“Monstruos, humanos y religión” and “Los monstruos y el miedo a la diferencia”), and the activities include: Spanish to English translation Read a text and correct the mistakes Explain del Toro’s quote about monsters Answer questions in Spanish on a longer text Two English into Spanish translations A Level Essay The final pages of the resource include useful vocabulary to write an essay and a check list to help the students reflect on what they have written.