Curriculum overview for GCSE Spanish

Curriculum intent – the knowledge, understanding and skills that students will learn
We aim to create confident linguists by challenging students to think, act and speak like those working in the field would. We do this by equipping all our students with the knowledge and skills to thrive and succeed in language learning; encouraging and inspiring them with quality teaching, broadening their awareness of other countries and communities and providing opportunities for participation in a range of linguistic and cultural educational experiences. Our knowledge-engaged curriculum underpins and enables the application of skills. We carefully plan progression through our curriculum with regular revisiting of content and skills to build on existing knowledge. From the outset we teach grammar, phonics and vocabulary; using the correct terminology and making explicit links to English and other foreign languages’ grammatical structures, pronunciation and cognates. We teach language contextually within topic areas using authentic resources and using target language to model and encourage students to communicate in the foreign language. 

Curriculum implementation – our teaching, learning and assessment strategies
The Modern Foreign Language curriculum at Blackfen School enables students, regardless of their starting ability, to discover more about foreign languages, develop their desire and ability to communicate with and understand speakers and written material of the assessed language in a variety of contexts and for a variety of purposes. Students study either French or Spanish in Year 7 and can continue to study this language in Key Stage 4 for a GCSE qualification. In writing and speaking, our topics are grammatically sequenced to empower students to convey clear meaning using the target language appropriately, Whenever the opportunity arises, we use authentic resources such as literary texts and also through films, songs and short documentaries. As part of developing international cultural knowledge, we are organising trips to both Spain and France, where students can engage in a variety of activities, linguistic and cultural. Vocabulary learning at home is encouraged through ‘Memrise’, ‘Quizlet’ and ‘Duolingo’ and students have the opportunity to compete in school-based and regional-based Spelling Bee competitions. 

Curriculum impact – our intended outcomes for students 
Our languages department employs a range of strategies to ensure students learn in an enjoyable, positive and inclusive environment. To enable our students to become successful language learners, we have reviewed our curriculum and created many of our own bespoke teaching resources to implement some EPI (Extensive processing Instruction) principles into our lessons. By the end of Key Stage 4 and their GCSE qualification, our students will be enthusiastic language learners and have an even better understanding of the world around them, including cultural diversity. They will have the ability to work to the best of their abilities through acquired resilience and accountability and will have the confidence to express themselves orally and in written form in the assessed language. Students will also have a developing understanding of key patterns in language to enable them to work more independently, possibly to A level and the enthusiasm and desire to discover even further the world they live in. 

Course overview for GCSE Spanish – Year 10 only
Exam board: AQA - AQA | Spanish | GCSE | GCSE Spanish
Coursework: End of course examination

Component 1: Speaking (NEA)  
This component requires students to respond in Spanish to a role play, to read a text aloud and to respond to two photos followed by a conversation on the same topic. Assessment of this component will also take account of knowledge of, and accurate application of, grammar and structures.

Component 2: Listening (External assessment)
Section A: This component requires students to respond to a range of questions in English. Question types will include multiple choice with non-verbal and written responses; gap-fill one-word answers; selecting correct/false statements; and short answer responses. Students will respond to different types of spoken language which may include monologues, conversations, discussions, interviews, announcements and messages. The spoken extracts will increase in complexity as the paper progresses. All questions target specific aspects of the subject content.
Section B: Students will be assessed on dictation skills 

Component 3: Reading (External assessment)    
Section A: This component requires students to respond to a range of questions in English. Question types will include multiple choice with non-verbal responses; match-up responses; gap-fill one-word answers; selecting correct/false statements; short answer responses; completing information in a table; and longer responses. Reading tasks will be taken from a range of contexts which may include advertisements, newspaper articles (adapted), literary-type texts (adapted), emails, messages and letters. 
Section B: Students will also be required to translate short passages into English (35 words for the Foundation tier and 50 words for the Higher tier). All questions target specific aspects of the subject content.    
     
Component 4: Writing (External assessment) 
This component requires students to respond in Spanish to a range of written tasks. Assessment in this component will also take account of knowledge of, and accurate application of, grammar and structures.
Students entered for the Foundation tier will be required to produce the following: five short sentences in Spanish about a photo using prescribed vocabulary • a short text with specified content related to one of the themes (approximately 50 words) • A task testing their understanding of grammar • a translation of simple sentences from English into Spanish (35-40 words).•an extended piece of writing such as an email, letter or promotional material with some specified content (approximately 90-120 words) 

Students entered for the Higher tier will be required to produce the following: a piece of writing in the assessed language such as an email, letter or promotional material with some specified content (approximately 90-120 words) • an extended more complex piece of writing such as a letter, email, web page, article or report with some specified content (approximately 150-180 words) • a translation of a short passage from English into Spanish (50-55 words). All questions are linked to specific aspects of the subject content and will cover the three broad themes.

Course overview for GCSE Spanish - Year 11 only
Exam board: EDUQAS EDUQAS Spanish GCSE
Coursework: End of course examination

Component 1: Speaking (External assessment) 
This component requires students to respond in Spanish to a role play, a photo card and a conversation. Assessment of this component will also take account of knowledge of, and accurate application of, grammar and structures.

Component 2: Listening (External assessment)
This component requires students to respond to a range of questions in English and also in Spanish. Question types will include multiple choice with non-verbal and written responses; gap-fill one-word answers; selecting correct/false statements; and short answer responses. Students will respond to different types of spoken language which may include monologues, conversations, discussions, interviews, announcements and messages. The spoken extracts will increase in complexity as the paper progresses. All questions target specific aspects of the subject content.

Component 3: Reading (External assessment)    
This component requires students to respond to a range of questions in English and also in Spanish. Question types will include multiple choice with non-verbal responses; match-up responses; gap-fill one-word answers; selecting correct/false statements; short answer responses; completing information in a table; and longer responses. Reading tasks will be taken from a range of contexts which may include advertisements, newspaper articles (adapted), literary-type texts (adapted), emails, messages and letters. Students will also be required to translate short passages into English (35-40 words for the Foundation tier and 50-55 words for the Higher tier). All questions target specific aspects of the subject content.    
     
Component 4: Writing (External assessment)
This component requires students to respond in Spanish to a range of written tasks. Assessment in this component will also take account of knowledge of, and accurate application of, grammar and structures.
Students entered for the Foundation tier will be required to produce the following: • a short text in the assessed language • a short text with specified content (approximately 60 words) • an extended piece of writing such as an email, letter or promotional material with some specified content (approximately 90-120 words) • a translation of simple sentences from English into Spanish (35-40 words). 

Students entered for the Higher tier will be required to produce the following: • a translation of a short passage from English into Spanish (50 words) • a structured piece of writing in the assessed language with some specified content (approximately 90 words) • an extended more complex piece of writing such as a letter, email, web page, article or report with some specified content (approximately 150 words).