At Sir Geoffrey Leigh Academy, we are committed to broadening pupils’ understanding of the world and developing the skills and confidence to nurture ‘World Citizens’ through international mindedness who feel they belong in a multicultural, mutually respectful world. We are committed to establishing a learning environment that encourages students to feel confident about taking risks and developing informed opinions about the world around them. We aim to support students to understand other countries and cultures so that they can be more open and adaptable to new experiences; developing a love of languages, nurturing a linguistic curiosity and an intrinsic motivation to explore and respect other cultures and people. We want to develop enthusiastic and independent learners, who reflect on and enhance their skills, ask questions and enjoy challenges.

KS3: Modern Foreign Languages

Intent

At Key Stage 3, the language acquisition curriculum is aligned to the MYP framework and includes all aspects of the National Curriculum.

The key objectives of MYP language acquisition are listening, reading, speaking and writing. The two receptive skills of listening and reading are assessed through the student’s understanding of key information in authentic texts, conventions and connections. The productive skills of speaking and writing are assessed through the student’s use of vocabulary, grammar, pronunciation, intonation and written communication.

In year 7, the curriculum has been designed to build and develop French/Spanish linguistic knowledge, including vocabulary, grammar and phonics so that they are able to communicate in a variety of contexts. The scheme of work also focuses on increasing cultural awareness.

The scheme of work is centred on the teaching of vocabulary, grammar and phonics so that students are able to communicate in a variety of contexts. The scheme of work also focuses on increasing cultural awareness.

French and Spanish schedule of learning

  • Modules 1 & 2: Identity & self
  • Module 3: Local and international places 
  • Module 4: Education
  • Module 5: Freetime activities
  • Module 6: Traditions in different cultures

In year 8, the curriculum has been designed to build and develop French/Spanish linguistic knowledge, including vocabulary, grammar and phonics so that they are able to communicate in a variety of contexts. The scheme of work also focuses on increasing cultural awareness.

French schedule of learning

  • Module 1: Media and new technology
  • Module 2: The wider world
  • Module 3: Lifestyle and Healthy Lifestyle
  • Module 4: Future plans (jobs)
  • Module 5: The future (holidays)
  • Module 6: Tourism and culture

Spanish schedule of learning

  • Module 1: Identity & self
  • Module 3: Identity, self and relationships
  • Module 3: In and out of school
  • Module 4: Local and international places
  • Module 5: In and out of school
  • Module 6: Traditions in different cultures

In year 9, the curriculum has been designed to build and develop French/Spanish linguistic knowledge, including vocabulary, grammar and phonics so that they are able to communicate in a variety of contexts. The scheme of work also focuses on increasing cultural awareness.

French schedule of learning

  • Module 1: Identity & culture 
  • Module 2: Free-time activities and diet
  • Module 3: Town & local area
  • Module 4: Travel & tourism
  • Module 5: Local and international places 
  • Module 6: Customs and traditions

Spanish schedule of learning

  • Module 1: Identity & culture 
  • Module 2: Free-time activities and diet
  • Module 3: Town & local area
  • Module 4: Travel & tourism
  • Module 5: Local and international places 
  • Module 6: Customs and traditions

Implementation

At Key Stage 3, unit plans are based on ensuring full coverage of the National Curriculum through the use of NCELP scheme of work (non topic based) and the MYP framework. The scheme of work aims to capture the interest of students and motivate and prepare them to have a solid grounding to begin their GCSE journey.

Impact

Throughout their Language Acquisition journey, students are encouraged to not only develop their linguistic knowledge and cultural awareness, but also skills such as problem solving, memorisation techniques, empathy, lateral thinking, risk taking and creativity. These skills enable our students to be prepared for the next stage of their education.

The implementation of the NCELP philosophy places importance on the teaching and learning of phonics, making our students better risk-takers, as they are more confident with the pronunciation of sounds in the foreign language. The teaching methods being used actively encourage the regular use and recycling of the most commonly used words in the foreign language, using the top 2000 words list. This enables our students to become better overall communicators, as they are more able to communicate using everyday vocabulary.

Students will be assessed under four different criteria:  

  • Criterion A: Listening  
  • Criterion B: Reading  
  • Criterion C: Speaking  
  • Criterion D: Writing 

All students in year 7 and 8 will be placed in phase 1, with the most able students aiming to be moved to phase 2 at the start of year 9. At the start of the academic year, most students in year 9 will be placed in phase 1, with a few students being placed in phase 2 of the MYP assessment continuum, depending on assessment data from the end of year 8.

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6). 

Additional Resources:

KS4: GCSE Spanish

Intent

The intent of the department curriculum is to ensure that all pupils are able to retain vital knowledge and master essential skills. Students are taught to build and develop their Spanish language skills, equipping them with the knowledge to communicate in a variety of contexts. We encourage our students to not only develop their linguistic knowledge, but also skills such as problem solving, memorisation techniques, empathy, lateral thinking, risk taking and creativity. The study of languages should also broaden their horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world. 

This course should enable students to:

  • Develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy
  • Express and develop thoughts and ideas spontaneously and fluently
  • listen to and understand clearly articulated, standard speech at near normal speed
  • Deepen their knowledge about how language works and enrich their vocabulary to increase their independent use and understanding of extended language in a range of contexts
  • Acquire new knowledge, skills and ways of thinking through the ability to understand and respond to authentic spoken and written material, adapted and abridged, as appropriate, including literary texts
  • Develop awareness and understanding of the culture and identity of the countries and communities where Spanish is spoken
  • Make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge
  • Develop language learning skills both for immediate use and prepare them for further language study in school, higher education or employment
  • Develop language strategies, including repair strategies

1. Listening

  • Demonstrate general and specific understanding of different types of spoken language
  • Follow and understand clear standard speech using familiar language across a range of specified contexts
  • Identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events
  • Deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes
  • Recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.

2. Speaking

  • Communicate and interact effectively in speech for a variety of purposes across a range of specified contexts
  • Take part in a short conversation, asking and answering questions, and exchanging opinions
  • Convey information and narrate events coherently and confidently, using and adapting language for new purposes
  • Speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate
  • Initiate and develop conversations and discussion, producing extended sequences of speech
  • Make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events
  • Make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view
  • Use accurate pronunciation and intonation to be understood by a native speaker.

3. Reading

  • Understand and respond to different types of written language
  • Understand general and specific details within texts using high frequency familiar language across a range of contexts
  • Identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events
  • Deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes
  • Recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts
  • Demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate
  • Translate a short passage from Spanish into English.

4. Writing

  • Communicate effectively in writing for a variety of purposes across a range of specified contexts
  • Write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information
  • Produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings
  • Make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events
  • Manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register
  • Make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince
  • Translate sentences and short texts from English into Spanish to convey key messages accurately and to apply grammatical knowledge of language and structures in context.

Students will be supported with a number of different types of assessment materials to ensure they reach their full potential in their Spanish GCSE examination. 

Students will complete a full Foundation Spanish mock at the end of year 10. We use the following Assessment Objectives:

  • AO1: Listening – understand and respond to different types of spoken language (25%). This requires students to listen to recordings in Spanish and to answer questions on what they hear. Some of these questions will be multiple-choice and some will need the student to write short answers in English and Spanish.
  • AO2: Speaking – communicate and interact effectively in speech (25%). In this part of the exam students will do a short role play with the examiner and talk about a photo. They will also talk about two of the topics they have studied.
  • AO3: Reading – understand and respond to different types of written language (25%).The reading section will give the students passages to read and questions to answer. Some of these questions will be multiple-choice and some will need the students to write short answers in English and Spanish. Passages will be from Spanish/French sources such as emails, magazines and books. Students will also need to translate sentences or a short passage from Spanish into English.
  • AO4: Writing – communicate in writing (25%). In the foundation paper students will write about a photo, write a short passage and write a longer passage on one of a choice of two topics. In the higher paper students will write longer passages about two topics from a choice of four. At both levels there is also a translation exercise, from English into Spanish.

Schedule of learning

  • Module 1: Holidays
  • Module 2 : School
  • Module 3: Technology
  • Module 4: Relationships
  • Module 5: Free Time
  • Module 6: Local area

Exam Board Information

  • AQA GCSE (9-1) Spanish Specification

Additional Resources:

Intent

The intent of the department curriculum is to ensure that all pupils are able to retain vital knowledge and master essential skills. Students are taught to build and develop their Spanish language skills, equipping them with the knowledge to communicate in a variety of contexts. We encourage our students to not only develop their linguistic knowledge, but also skills such as problem solving, memorisation techniques, empathy, lateral thinking, risk taking and creativity. The study of languages should also broaden their horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world. 

This course should enable students to:

  • Develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy
  • Express and develop thoughts and ideas spontaneously and fluently
  • Listen to and understand clearly articulated, standard speech at near normal speed
  • Deepen their knowledge about how language works and enrich their vocabulary to increase their independent use and understanding of extended language in a range of contexts
  • Acquire new knowledge, skills and ways of thinking through the ability to understand and respond to authentic spoken and written material, adapted and abridged, as appropriate, including literary texts
  • Develop awareness and understanding of the culture and identity of the countries and communities where Spanish is spoken
  • Make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge
  • Develop language learning skills both for immediate use and prepare them for further language study in school, higher education or employment
  • Develop language strategies, including repair strategies

1. Listening

  • Demonstrate general and specific understanding of different types of spoken language
  • Follow and understand clear standard speech using familiar language across a range of specified contexts
  • Identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events
  • Deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes
  • Recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.

2. Speaking

  • Communicate and interact effectively in speech for a variety of purposes across a range of specified contexts
  • Take part in a short conversation, asking and answering questions, and exchanging opinions
  • Convey information and narrate events coherently and confidently, using and adapting language for new purposes
  • Speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate
  • Initiate and develop conversations and discussion, producing extended sequences of speech
  • Make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events
  • Make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view
  • Use accurate pronunciation and intonation to be understood by a native speaker.

3. Reading

  • Understand and respond to different types of written language
  • Understand general and specific details within texts using high frequency familiar language across a range of contexts
  • Identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events
  • Deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes
  • Recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts
  • Demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate
  • Translate a short passage from Spanish into English.

4. Writing

  • Communicate effectively in writing for a variety of purposes across a range of specified contexts
  • Write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information
  • Produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings
  • Make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events
  • Manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register
  • Make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince
  • translate sentences and short texts from English into Spanish to convey key messages accurately and to apply grammatical knowledge of language and structures in context.

Students will be supported with a number of different types of assessment materials to ensure they reach their full potential in their Spanish GCSE examination. 

Students will complete a full Spanish mock in November/December and a second one in January/February. We use the following Assessment Objectives:

  • AO1: Listening – understand and respond to different types of spoken language (25%). This requires students to listen to recordings in Spanish and to answer questions on what they hear. Some of these questions will be multiple-choice and some will need the student to write short answers in English and Spanish.
  • AO2: Speaking – communicate and interact effectively in speech (25%). In this part of the exam students will do a short role play with the examiner and talk about a photo. They will also talk about two of the topics they have studied. No speaking examination in 2020-2021 due to Covid-19.
  • AO3: Reading – understand and respond to different types of written language (25%).The reading section will give the students passages to read and questions to answer. Some of these questions will be multiple-choice and some will need the students to write short answers in English and Spanish. Passages will be from Spanish sources such as emails, magazines and books. Students will also need to translate sentences or a short passage from Spanish into English.
  • AO4: Writing – communicate in writing (25%). In the foundation paper students will write about a photo, write a short passage and write a longer passage. In the higher paper students will write longer passages about two topics. At both levels there is also a translation exercise, from English into Spanish.

Students do either all Foundation tier or all Higher tier papers.

Schedule of learning

  • Module 1: Jobs and Future plans
  • Module 2 : Spanish Festivals and customs
  • Module 3: Social issues and Environment
  • Module 4: Healthy Living
  • Module 5: Revision
  • Module 6: n/a

Exam Board Information

  • AQA GCSE (9-1) Spanish Specification

Additional Resources

KS5: A Level Spanish

Intent

The AS specification builds on the knowledge, understanding and skills gained at GCSE. It constitutes an integrated study with a focus on language, culture and society. It fosters a range of transferable skills, including communication, critical thinking and creativity, which are valuable to the individual and to society. The content has been designed to be of relevance to students of all disciplines, whether they want to progress to A-level or not.

Students will develop their understanding of themes relating to the society and culture of the country or countries where Spanish is spoken, and their language skills; they will do this by using authentic spoken and written sources in Spanish.

The approach is a focus on how Spanish-speaking society has been shaped, socially and culturally, and how it continues to change. Students study aspects of the social context together with aspects of the artistic life of Spanish-speaking countries.

Students following this specification will develop their language knowledge, understanding and skills through:

  • using language spontaneously to initiate communication; ask and answer questions; express thoughts and feelings; present viewpoints; develop arguments; persuade; and analyse and evaluate in speech and writing, including interaction with speakers of Spanish
  • applying knowledge of pronunciation, morphology and syntax, vocabulary and idiom to communicate accurately and coherently, using a range of expression – including the list of grammar in this specification
  • using language-learning skills and strategies, including communication strategies such as adjusting the message, circumlocution, self-correction and repair strategies
  • listening and responding to spoken passages including some extended passages from a range of different contexts and sources, adapted as necessary, covering different registers and types, including authentic communication involving one or more speakers
  • reading and responding to a variety of texts including some extended texts written for different purposes and audiences drawn from a range of authentic sources, including contemporary, historical and literary, fiction and non-fiction texts, adapted as necessary
  • understanding the main points, gist and detail from spoken and written material
  • inferring meaning from complex spoken and written material, including factual and abstract
    content
  • assimilating and using information from spoken and written sources, including material from
    online media
  • summarising information from spoken and written sources, reporting key points and subject
    matter in speech and writing
  • translating an unseen passage from Spanish into English
  • translating unseen sentences from English into Spanish.

Students must also study one book or film from the lists in this specification. They must know, understand and be able to respond critically in writing in Spanish to the work they have studied. Their knowledge and understanding must include a critical response to aspects such as the structure of the plot, characterisation, and the use of imagery or other stylistic features as appropriate to the work studied.

1. Listening and Writing

Students will listen to spoken passages from a range of contexts and sources, covering different registers and types. The content of the passages will be based on the themes and sub-themes in this specification.

Questions will target main points, gist and detail and will require either non-verbal responses or responses in Spanish. Questions will include the need to infer meaning and will include abstract material such as opinions, views, emotional reactions and personal experiences.

For one question students will need to summarise in Spanish what they have understood from the passage they have heard and marks will be awarded for the quality of Spanish used. Students must write in full sentences and use their own words as far as possible in this question.

In the remaining questions requiring a response in Spanish, students should give only the information required by the question.

Across the passages for listening, reference will be made to at least two Spanish-speaking countries other than Spain.

At least one passage will involve more than one speaker. Passages will be studio recorded and provided to schools and colleges. Students will have individual control of the recording. The language and delivery of the recorded material will reflect its content and context.

1. Reading and Writing

Students will read a range of stimulus texts adapted from authentic sources, including online sources. Texts will include contemporary and historical material and will cover non-fiction and literary fiction. The content of the stimulus texts will be based on the themes and sub-themes in this specification, except in the case of literary texts where the context may fall outside of these themes and sub-themes.

Questions will target main points, gist and detail and will require either non-verbal responses or responses in Spanish. Questions will include the need to infer meaning and abstract material such as opinions, views, emotional reactions and personal experiences will be tested.

For one question students will need to summarise in Spanish what they have understood from the stimulus text they have read and marks will be awarded for the quality of Spanish used. Students must write in full sentences and use their own words as far as possible in this question.

In the remaining questions requiring a response in Spanish, students should give only the information required by the question.

Across the stimulus texts for reading, reference will be made to at least two Spanish-speaking countries other than Spain.

2. Writing

Students will translate sentences amounting to at least 70 words from English into Spanish. The content will be based on the themes and sub-themes in this specification and students will be provided with a supporting text in Spanish containing some of the vocabulary and structures which they will need for the translation.

Students will answer one essay question in Spanish on the book or film which they have studied. Students will have a choice of question on each book and film. All questions will be in Spanish and will require a critical response. All questions will include bullet-pointed suggestions as to what students might cover in their answer. The bullet points will be optional.

Students will be advised to write approximately 250 words. Everything that students write will be marked; there is no word limit. Students writing the recommended number of words will have access to the full range of marks.

3. Speaking

Students will discuss two sub-themes from those in this specification. The teacher-examiner will give the student two cards from one sub-theme and the student will choose one of these two cards. The teacher-examiner will also give the student two further cards, one from each of two sub- themes from the other theme. The student will choose one from these two cards.

The chosen stimulus cards will form the basis for the discussions. The content of each card will be based on one of the sub-themes in this specification. Cards will contain images, text and three questions. The teacher examiner will ask the student the questions during the discussion. The student will have 15 minutes supervised preparation time to prepare the cards. The student may make notes during this time and refer to them during the test.

The student should prepare one question on each card to ask the teacher-examiner during the test. The question should arise from the material on the card.

To meet the requirement to ask questions, students must seek information or an opinion. Asking for repetition or clarification will not meet the requirement. The student’s questions must contain a conjugated verb. Rephrasing or repetition of the printed questions will not meet the requirement. Sample questions are shown in the specimen mark scheme.

Speaking assessments will be conducted by either the school or college or a visiting examiner. All assessments must be recorded and a complete and unedited audio recording made available to AQA.

Students will be supported with a number of different types of assessment materials to ensure they reach their full potential in their Spanish GCSE examination. 

Students will complete a full Foundation Spanish mock at the end of year 10. We use the following Assessment Objectives:

  • AO1: Listening – understand and respond to different types of spoken language (25%). This requires students to listen to recordings in Spanish and to answer questions on what they hear. Some of these questions will be multiple-choice and some will need the student to write short answers in English and Spanish.
  • AO2: Speaking – communicate and interact effectively in speech (25%). In this part of the exam students will do a short role play with the examiner and talk about a photo. They will also talk about two of the topics they have studied.
  • AO3: Reading – understand and respond to different types of written language (25%).The reading section will give the students passages to read and questions to answer. Some of these questions will be multiple-choice and some will need the students to write short answers in English and Spanish. Passages will be from Spanish/French sources such as emails, magazines and books. Students will also need to translate sentences or a short passage from Spanish into English.
  • AO4: Writing – communicate in writing (25%). In the foundation paper students will write about a photo, write a short passage and write a longer passage on one of a choice of two topics. In the higher paper students will write longer passages about two topics from a choice of four. At both levels there is also a translation exercise, from English into Spanish.

Schedule of learning

  • Module 1: Traditional and Modern Family Values
  • Module 2 : The Cyber-society
  • Module 3: Gender Equality
  • Module 4: The Influence of Celebrities
  • Module 5: Regional Identity in Spain
  • Module 6: A Culture Proud of its Heritage

Exam Board Information

Additional Resources:

Intent

The A-level specification builds on the knowledge, understanding and skills gained at GCSE. It constitutes an integrated study with a focus on language, culture and society. It fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society. The content is suitable for students who wish to progress to employment or to further study, including a modern languages degree.

The specification has been designed to be studied over two years. The suggestions below relating to content for year one and content for year two are based on the knowledge that the course will generally be taken over two years. Schools and colleges are free to choose how and when to cover the content.

The approach is a focus on how Spanish-speaking society has been shaped socially and culturally and how it continues to change. In the first year, aspects of the social context are studied, together with aspects of the artistic life of Spanish-speaking countries. In the second year further aspects of the social background are covered, this time focusing on matters associated with multiculturalism. Students also study aspects of the political landscape including the future of political life in the Hispanic world by focusing on young people and their political engagement.

Students will develop their knowledge and understanding of themes relating to the culture and society of countries where Spanish is spoken, and their language skills. They will do this by using authentic spoken and written sources in Spanish.

The choice of works (literary texts and films) offers opportunities to link with the themes so that, for example, the play La casa de Bernarda Alba could be linked to the sub-theme Modern and traditional values while the film Volver could be connected to the sub-theme Equal rights.

Students following this specification will develop their language knowledge, understanding and skills through:

  • using language spontaneously to initiate communication; ask and answer questions; express thoughts and feelings; present viewpoints; develop arguments; persuade; and analyse and evaluate in speech and writing, including interaction with speakers of Spanish
  • applying knowledge of pronunciation, morphology and syntax, vocabulary and idiom to communicate accurately and coherently, using a range of expression – including the list of grammar in this specification
  • using language-learning skills and strategies, including communication strategies such as adjusting the message, circumlocution, self-correction and repair strategies
  • listening and responding to spoken passages including some extended passages from a range of different contexts and sources, adapted as necessary, covering different registers and types, including authentic communication involving one or more speakers
  • reading and responding to a variety of texts including some extended texts written for different purposes and audiences drawn from a range of authentic sources, including contemporary, historical and literary, fiction and non-fiction texts, adapted as necessary
  • understanding the main points, gist and detail from spoken and written material
  • inferring meaning from complex spoken and written material, including factual and abstract
    content
  • assimilating and using information from spoken and written sources, including material from
    online media
  • summarising information from spoken and written sources, reporting key points and subject matter in speech and writing
  • translating an unseen passage from Spanish into English
  • translating an unseen passage from English into Spanish.

Students must also study either one book and one film or two books from the lists in this specification. They must appreciate, analyse and be able to respond critically in writing in Spanish to the work they have studied. Their understanding of the work must include a critical appreciation of the concepts and issues covered and a critical and analytical response to features such as the form and the technique of presentation as appropriate to the work studied (eg the effect of narrative voice in a prose text or camera-work in a film).
In addition, students following this specification will:

  • develop research skills in Spanish, demonstrating the ability to initiate and conduct individual research on a subject of personal interest, relating to the country or countries where Spanish is spoken
  • identify a key question or subject of interest and select relevant information in Spanish from a range of authentic sources, including the internet
  • use information to illustrate knowledge and understanding of the research subject
  • analyse and summarise research findings, elaborating on key points of interest, as
    appropriate, through oral presentation and discussion.

1. Listening and Writing

Students will listen to spoken passages from a range of contexts and sources, covering different registers and types. The content of the passages will be based on the themes and sub-themes in this specification.

Questions will target main points, gist and detail and will require either non-verbal responses or responses in Spanish. Questions will include the need to infer meaning and will include of abstract material such as opinions, views, emotional reactions and personal experiences.

For one question students will need to summarise in Spanish what they have understood from the passage they have heard and marks will be awarded for the quality of Spanish used. Students must write in full sentences and use their own words as far as possible in this question.

In the remaining questions requiring a response in Spanish, students should give only the information required by the question.

Across the passages for listening, reference will be made to at least two Spanish-speaking countries other than Spain.

At least one passage will involve more than one speaker. Passages will be studio recorded and provided to schools and colleges. Students will have individual control of the recording. The language and delivery of the recorded material will reflect its content and context.

1. Reading and Writing

Students will read a range of stimulus texts adapted from authentic sources, including online sources. Texts will include contemporary and historical material and will cover non-fiction and literary fiction and/or material based on literature. The content of the stimulus texts will be based on the themes and sub-themes in this specification, except in the case of literary texts where the content may fall outside of these themes and sub-themes.

Questions will target main points, gist and detail and will require either non-verbal responses or responses in Spanish. Questions will include the need to infer meaning and will include abstract material such as opinions, views, emotional reactions and personal experiences.

For one question students will need to summarise in Spanish what they have understood from the stimulus text they have read and marks will be awarded for the quality of Spanish used. Students must write in full sentences and use their own words as far as possible in this question.

For the remaining questions requiring a response in Spanish, students should give only the information required by the question.

Across the stimulus texts for reading, reference will be made to at least two Spanish-speaking countries other than Spain.

Students will translate a passage of at least 100 words from Spanish into English. The content will be based on the themes and sub-themes in this specification.

Students will translate a passage of at least 100 words from English into Spanish. The content will be based on the themes and sub-themes in this specification and students will be provided with a supporting text in Spanish, giving them some of the vocabulary and structures which they will need for the translation.

No dictionaries are allowed in this exam.

2. Writing

Students will answer an essay question in Spanish for each of the two works they have studied (this can be a book and a film, or two books). Students will have a choice of question on each book/film. All questions will be in Spanish and will require a critical and analytical response.

Students will be advised to write approximately 300 words per essay. Everything that students write will be marked; there is no word limit. Students who write the recommended number of words will have access to the full range of marks.

No dictionaries are allowed in this exam.

Access to the books and films is not allowed in this exam.

3. Speaking

In Part one, the teacher-examiner gives the student two cards, following the sequencing table provided as part of the assessment material and avoiding the topic of the student’s individual research project. Each card is based on a sub-theme and the two cards are drawn from different themes. The student chooses one of the two cards.

The stimulus card will form the basis for the discussion. The content of each card will be based on one of the sub-themes in this specification. Cards will contain images, text and three questions. The teacher-examiner will ask the student the questions during the discussion.

The student must ask the teacher-examiner two questions arising from the material on the card.

To meet the requirement to ask questions, a student must seek information or an opinion. Asking for repetition or clarification will not meet the requirement. The student’s questions must contain a conjugated verb. Rephrasing or repetition of the printed questions will not meet the requirement. Sample questions are shown in the specimen mark scheme.

Students may make notes during the 5 minute supervised preparation time and may make reference to these notes during the discussion of the sub-theme. The notes should be stored securely in the centre until results day.

In Part two the student will present the findings of his or her research for up to two minutes. This will be followed by a discussion of the findings of the student’s research. 

Students will provide in advance on the Candidate Record Form a list of headings to indicate the scope of their research and the sources used. Apart from the names of published sources, any headings must be in English. The teacher may help the student to complete the form. Students must use at least two sources and at least one of them must be an online source. Apart from the two required sources, any remaining sources and/or headings must not exceed 80 words. Sources could be visual, audio or written (in any combination) and must be capable of leading to findings that will form the basis of a 9–10 minute discussion.

Students will be supported with a number of different types of assessment materials to ensure they reach their full potential in their Spanish GCSE examination. 

Students will complete a full Spanish mock in November/December and a second one in January/February. We use the following Assessment Objectives:

  • AO1: Listening – understand and respond to different types of spoken language (25%). This requires students to listen to recordings in Spanish and to answer questions on what they hear. Some of these questions will be multiple-choice and some will need the student to write short answers in English and Spanish.
  • AO2: Speaking – communicate and interact effectively in speech (25%). In this part of the exam students will do a short role play with the examiner and talk about a photo. They will also talk about two of the topics they have studied. No speaking examination in 2020-2021 due to Covid-19.
  • AO3: Reading – understand and respond to different types of written language (25%).The reading section will give the students passages to read and questions to answer. Some of these questions will be multiple-choice and some will need the students to write short answers in English and Spanish. Passages will be from Spanish sources such as emails, magazines and books. Students will also need to translate sentences or a short passage from Spanish into English.
  • AO4: Writing – communicate in writing (25%). In the foundation paper students will write about a photo, write a short passage and write a longer passage. In the higher paper students will write longer passages about two topics. At both levels there is also a translation exercise, from English into Spanish.

Students do either all Foundation tier or all Higher tier papers.

Schedule of learning

  • Module 1: Immigration
  • Module 2: Racism
  • Module 3: Living Together
  • Module 4: Today’s Youth, Tomorrow’s Citizens
  • Module 5: Monarchy and Dictatorship
  • Module 6: Popular Movements

Exam Board Information

Additional Resources