Spanish

YR 8
Course Book: MIRA!,Book 1,
NC level 3/4. The pupils have covered: Topics: Greetings, personal information and descriptions, nationalities, family, people, pets, jobs, numbers, calendar, weather, time, school, classroom language, your town/area, your house/flat, pastimes, colours, directions, food and drink, geography of Spain through the four skills of listening, reading, writing and speaking.  Grammar: Spanish alphabet, articles (def. and indef.), gender, singular and plural of nouns and adjectives, adjectival agreement, subject pronouns, “Usted” and “Ustedes” (Formal YOU, sing. and pl.), present tense of regular and some common irregular verbs: TENER, GUSTAR (to like), SER and ESTAR (both meaning “to be”), reflexive verbs (LLAMARSE=to be called) and pronouns, HAY=there is/there are, Lo bueno/Lo malo=the good/the bad thing, contracted prepositions: a + el=al; de = el=del.

YR 9
Course Book: MIRA! 2,
NC level 5/6.: Extension of topic based vocabulary (YR 8)and introductions of more complex grammar.  Topics covered: the human body, sickness, remedies, clothes, sports and free time, meals, daily routine, holidays (past and future), means of transport, travels, future plans, “fiestas”, the world around us, opinions.  Grammar: a/some; adjectival agreement; demonstrative adjectives; radical changing verbs, DOLER (to hurt), JUGAR (to play), GUSTAR (to like); reflexive verbs; gerund of regular verbs, near or immediate future (present of IR + a + infinitive), preterite of regular and irregular verbs, idiomatic use of the verb TENER (to have) + TENER QUE+INF (To have to do= obligation), reflexive verbs, ordinal numbers, expression of time; comparisons, superlatives, frequency phrases.

YR 10
AQA GCSE Spanish.  First year of GCSE course.  Pupils reinforce and extend their knowledge of topics and structures from Years 8 and 9 learning to use the language meaningfully and becoming more independent learners.  The examination consists of four papers: listening, reading, writing and speaking.  The speaking and writing examinations are teacher-conducted controlled assessments, some of which are completed in Year 10.  In the Year 10 Summer examinations the listening and reading skills are tested.  Topics covered: hobbies, shopping, money, fashion and trends; the advantages and disadvantages of new technology; making holiday plans; talking about holiday experiences; weather; travel and transport and dream holidays.  Grammar: reinforcement of grammar learnt in the past year: present and near future tenses; preterite, perfect, imperfect and future tenses; imperative; conditional; direct and indirect object pronouns; possessive adjectives and pronouns; adverbs; demonstrative pronouns; disjunctive pronouns; desde hace + present tense = since; interrogatives; prepositions; por/para; ser/estar; modal verbs; adjectival agreement; comparative and superlative.

YR 11
AQA GCSE Spanish:  Pupils have continued to extend and expand their grammatical awareness and vocabulary, including giving more complex opinions as well as undertaking exam preparation.  Main topics: Lifestyle, Leisure, Home and environment, Work and education.  Grammar: All grammar, including tenses and structures, has been revised with a strong focus on accuracy as well as direct and indirect object pronouns, prepositions and interrogatives.

AQA GCE AS and A level Specification
AS

For all four AS topics, the sub-topics must be studied. However, the bullet points given under the sub-topics are only suggestions as to the general areas which could be covered as part of the teaching programme. They are neither prescriptive nor exhaustive and are not to be covered in a specific order, but are intended to clarify the scope of each sub-topic and will be used as a general steer by question setters in the preparation of examination papers and assessment tasks.  As Knowledge of Society is not a discrete assessment objective in the subject criteria for Modern Foreign Languages, there is no requirement to study the topics in the context of the target language-speaking country/community. However, assessment material will include authentic sources.

MEDIA
Television
• TV viewing habits
• Range of programmes, eg their appeal and popularity
• Range of channels including satellite and internet
• Benefits and dangers of watching TV
Advertising
• Purposes of advertising
• Advertising techniques
• Curbs on advertising, eg tobacco, alcohol
• Benefits and drawbacks of advertising
Communication technology
• Popularity of mobile phones, MP3 players, etc
• Benefits and dangers of mobile phones, MP3 players, etc
• Internet - its current and potential usage
• Benefits and dangers of the internet

POPULAR CULTURE
Cinema
• Types of film, changing trends
• The place of cinema in popular culture
• A good film I have seen
• Cinema versus alternative ways of viewing films
Music
• Types of music, changing trends
• The place of music in popular culture
• Music I like
• How music defines personal identity
Fashion/trends
• How we can alter our image
• Does how we look define who we are?
• Lifestyle and leisure activities
• The cult of the celebrity

HEALTHY LIVING/LIFESTYLE
Sport/exercise
• Traditional sports versus ‘fun’ sports
• Reasons for taking part in sport / physical exercise
• Factors influencing participation in sport / physical exercise
• Links between physical exercise and health
Health and well-being
• Alcohol, tobacco, other drugs
• Diet, including eating disorders
• The ‘work/life balance’
• Risks to health through accidents
Holidays
• Types of holiday and holiday activities
• The impact of tourism on holiday destinations
• Purposes and benefits of holidays
• Changing attitudes to holidays

FAMILY/RELATIONSHIPS
Relationships within the family
• Role of parents and importance of good parenting
• Attitudes of young people towards other family members
• Conflict between young people and other family members
• Changing models of family and parenting
Friendships
• Characteristics and roles of friends
• Conflicts with friends
• Importance of friends
• Friendship versus love
Marriage/partnerships
• Changing attitudes towards marriage or cohabitation
• Separation and divorce
• Staying single: benefits and drawbacks
• Changing roles within the home

A2
For A2, candidates must study two of the five Cultural Topics listed, together with the remaining three topics, ie Environment, the Multicultural Society and Contemporary Social Issues. The bullet points given under the sub-topics for Environment, the Multicultural Society and Contemporary Social Issues are only suggestions as to the general areas which could be covered as part of the teaching programme. They are neither prescriptive nor exhaustive and are not to be covered in a specific order, but are intended to clarify the scope of each sub-topic and will be used as a general steer by question setters in the preparation of examination papers and assessment tasks. As Knowledge of Society is not a discrete assessment objective in the subject criteria for Modern Foreign Languages, there is no requirement to study the above topics in the context of the target language-speaking country/community. However, assessment material will include authentic sources. The requirement in the subject criteria to study aspects of the target language-speaking country/community is met in the Cultural Topics. The bullet points for the Cultural Topics are not prescriptive, but are intended to provide some guidance for teachers and students choosing to study these topics.

ENVIRONMENT
Pollution
• Types, causes and effects of pollution
• Measures to reduce pollution
• Individual action/responsibility versus collective action/responsibility
• Transport issues
Energy
• Coal, oil and gas
• Nuclear
• Alternative energy sources
• Changing attitudes to energy consumption
Protecting the planet
• Ways of minimising environmental damage
• The role of pressure groups
• Initiatives to improve awareness and change behaviour
• Responsibilities towards other nations, especially developing countries

THE MULTICULTURAL SOCIETY
Immigration
• Reasons for immigration
• Benefits and problems of immigration for immigrants and for country of destination
• Migration within the enlarged EU
• Curbs on immigration
Integration
• Factors making integration difficult
• Factors facilitating integration
• To which culture should immigrants show loyalty?
• Experiences of individual immigrants
Racism
• Victims of racism
• Reasons for racism
• Measures to eliminate racism and their effectiveness
• Experiences of individuals, including those of 2nd and 3rd generation immigrants

CONTEMPORARY SOCIAL ISSUES
Wealth and poverty
• Causes of poverty in Europe and developing countries
• Work of charitable organisations and governments
• Attitudes to wealth and poverty
• Link between wealth and health
Law and order
• Examples of crime, especially committed by or affecting young people
• Reasons for criminal and anti-social behaviour
• Measures to reduce crime and their effectiveness
• Alternatives to imprisonment, their appropriateness and effectiveness
Impact of scientific and technological progress
• Technology in the home and workplace, including IT
• Space and satellite technology
• Medical research
• Ethical issues linked to scientific and technological progress

CULTURAL TOPIC
A target language-speaking region/community
• Its geography and how its geography has influenced/influences/will influence the region
• Its history and how its history has influenced/influences/will influence the region
• Its industries and how these have changed in the last 20 years. What about the future?
• Its population and how it has changed in the last 20 years. What about the future?
• Its economy and how important this is/was
• A personal perspective: Would I like to live/work in this region?
A period of 20th century history from a target language-speaking country/community
• Main events of the period
• Causes of these events
• The importance/influence/effects of these events
• The ideas and influences of at least two individuals who made a significant impact during the period
• Specific actions of these individuals plus an appraisal of the importance of these actions
• A personal perspective: Would I have liked to live in that period?
An author from a target language-speaking country/community
• A detailed study of at least one novel or collection of short stories, plus personal appraisal
• The themes/ideas/messages of the author
• How these themes/ideas/messages are expressed
• What/who influences/inspires the author? Why does he/she feel as he/she does?
• A personal evaluation of the author’s work: Why do I enjoy reading the work of this author?
A dramatist or poet from a target languagespeaking country/community
• A detailed study of at least one play or collection of poems, plus personal appraisal
• The themes/ideas/messages of the dramatist/poet
• How these themes/ideas/messages are expressed
• What/who influences/inspires the dramatist/poet? Why does he/she feel as he/she does?
• A personal evaluation of the dramatist’s/poet’s work: Why do I enjoy the work of this dramatist/ poet?
A director, architect, musician or painter from a target language-speaking country/community
• A detailed study of at least one work of the artist, plus a personal appraisal
• The influences on the artist – events and people
• The ideas/techniques of the artist, plus personal appraisal
• The importance of the artist both in his/her own lifetime and later
• A personal evaluation: Why do I find this artist so interesting?

Grammatical Structures

AS
Nouns: gender singular and plural forms
Articles: definite and indefinite (including lo plus adjective)
Adjectives: agreement position
apocopation (buen, mal)
comparative and superlative
demonstrative (este, ese, aquel)
indefinite (alguno, cualquiera, otro)
possessive (short and long forms) (mi, mío)
interrogative (cuánto, qué)
relative (cuyo)
exclamatory (qué)
Adverbs: comparative and superlative
interrogative (cómo, cuándo, dónde)
Quantifiers/intensifiers (muy, bastante, poco, mucho)
Pronouns: subject
object: direct and indirect
position and order
reflexive
relative (que, quien, el que, el cual)
disjunctive/emphatic
demonstrative (éste, ése, aquél, esto, eso, aquello)
indefinite (algo, alguien)
possessive (el mío, la mía)
interrogative (cuál, qué, quién)
Verbs: regular and irregular forms of verbs, including reflexive verbs
modes of address (, usted)
radical-changing verbs
impersonal verbs
verbs followed by an infinitive (with or without a preposition)
perfect infinitive
negative forms
interrogative forms
reflexive constructions (se vende, se nos dice que)
uses of ser and estar
tenses: present
preterite
imperfect
future
conditional
perfect
future perfect (R)
conditional perfect (R)
pluperfect
passive voice: present and preterite tenses
other tenses (R)
continuous tenses
imperative
gerund
past participle
subjunctive mood: present
perfect
imperfect
pluperfect
uses of subjunctive: polite commands
negative commands
after verbs of wishing, command,
request, emotion
to express purpose (para que)
to express possibility/impossibility
after conjunctions of time
(cuando lleguemos)
in conditional sentences after si
all other common uses (R)
Prepositions: personal a
uses of por and para
Conjunctions: common, including y, pero, o,
porque, como, cuando
Number, quantity and time: constructions with hace and desde hace

A2
All grammar and structures listed for AS, plus:
Verbs: future perfect tense
conditional perfect tense
passive voice: all tenses
subjunctive mood: all common uses

 

 

 

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