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Edexcel GCE SpanishUnits 1, 2, 3 and 4
SCHEME OF WORK FOR EDEXCEL SPANISH AS AND A2 EXAMINATIONS
When planning a Spanish Scheme of Work, teachers should bear in mind that those inspecting Modern Foreign Languages at post-16 areencouraged to concentrate on the extent to which students:
• Demonstrate their understanding of material written in the foreign language, drawn from a wide range of everyday, topical, technical, business, literary, social and historical sources, and can respond appropriately to it.
• Understand language spoken at speed on radio, television, cassette or film, by native speakers or others on a variety of themes and in a range of styles.
• Can translate or interpret from one language to another effectively, accurately and idiomatically.• Speak the language accurately, confidently and fluently, and react spontaneously to complex questions and unfamiliar
language.• Speak with good pronunciation and intonation and use different registers appropriate to the context of the discussion or
dialogue.• Engage readily in conversation, discussion or debate, and present, develop or sustain a logical argument in the foreign
language, while taking account of the views of others.• Show extensive knowledge of the countries, customs and culture of the people whose language they are learning.• Have detailed knowledge and understanding of the themes and topics they have studied and the issues facing contemporary
society.• Have developed mature and well-informed views on topical or controversial issues, and can present these in a logical, coherent
and accurate way in speech or writing.• Write accurately in a variety of styles appropriate to context, using an increasingly wide range of complex, sophisticated and
topic-specific language.• Demonstrate a high level of grammatical accuracy.(Source - Adapted from Specification: http://www.edexcel.com/migrationdocuments/GCE%20New%20GCE/spec-gce-spanish.pdf,
p. 15)
The following Scheme of Work represents just one possible guide for teachers and it is based around the following Edexcel-approved materials (see List of Resources at the end for further suggestions):Edexcel Spanish for A Level, Hodder Education, 2008 – Student’s Book (referred to below as Edexcel)
Edexcel GCE Spanish Scheme of work © Edexcel Limited 20102
Edexcel Spanish for A Level, Hodder Education, 2008 – Teacher’s Resource Book (referred to below as Edexcel TB)
Animo 1, AS Students Book, Second Edition. OUP, 2008, ISBN 978 0 -19-915330-5 (referred to below as Animo)
Animo 1, AS Teacher’s Book, OUP, 2008, ISBN 978 0 -19-915331-2 (referred to below as Animo 1 TB)
ADDITIONAL SUPPORTING MATERIALS, ALSO FEATURING IN THE LIST OF RESOURCES AT THE END, INCLUDE:Sigue! 1,- Students book ,Second Revised Edition, 2000, Hodder Murray, ISBN 978- 0719585227 (referred to below as Sigue 1)
Sigue! 1,- Teacher’s book ,Second Revised Edition, 2000, Hodder Murray, ISBN 978- 0719585234 (referred to below as Sigue 1 TB)
Practice Makes Perfect, Complete Spanish Grammar, McGraw Hill, 2004, ISBN: 978-0071422703 (referred to below as Grammar)
Practice Makes Perfect, Spanish Verb Games, Devney Richmond, ISBN: 0 8442 7334 1 (referred to below as Grammar 2)
Sigue! 2, Student’s book, John Murry, 2nd Edition 2001, ISBN 07195 8525 2
News articles with exercises produced by the Conejeria de Educacion at the Spanish Embassy in London (referred to below as Spanish Embassy)http://www.mepsyd.es/exterior/uk/es/consej/es/publicaciones/elpais.shtml
TECLA, Resources of texts with questions at all levels for teachers of Spanish produced by the Spanish Embassy:http://www.mepsyd.es/exterior/uk/es/tecla/tecla.shtml
Ponte al dia, Hodder and Stoughton, 2003, ISBN 978 - 0340846698
Edexcel Spanish for A Lev el, Hodder Education, 2008 – Audio CD Set
Edexcel GCE Spanish Scheme of work © Edexcel Limited 2010 3
Edexcel Spanish for A Level, Hodder Education, 2008 – Dynamic Learning Student Edition
Edexcel Spanish for A Level, Hodder Education, 2008 – Dynamic Learning Network Edition
Edexcel Spanish Grammar for A Level, Hodder Education, 2008
For listening practice this scheme of work has made reference to recordings from books above. However worksheets have been written by the author to supplement the questions in the textbooks and to provide students with a graded worksheet to better cater for mixed ability groups and to provide students with extension tasks. These worksheets have been referred to below as GW.
Edexcel Scheme of Work for GCE Spanish AS (Year 12) – based on two terms (28 weeks), with the remaining time to be used for examination techniques and tips, revision, practice, and the AS examinations.
Throughout Term 1 of Year 12, teachers should work with students on the following:
• Using a bilingual dictionary• Learning and recording vocabulary• Organising work• Writing a brief description• Expressing opinions• Reading for gist• Pronunciation• Taking notes in English and in the target language when listening• Writing summaries in English and in the target language• Speaking from notes • Understanding and interpreting statistics• Pronunciation of more difficult sounds• Structuring a debate• Adapting a text• Translating into English
Edexcel GCE Spanish Scheme of work © Edexcel Limited 20104
• Structuring an oral presentation• Encourage self evaluation and correction
Throughout Term 2 of Year 12, teachers should work with students on the following:
• Writing a newspaper report or email• Structuring a written response• Checking and correcting written work• Strategies for extending vocabulary• Revision of vocabulary• General revision techniques• Continued pronunciation and spelling practice• Specific practice of unit 1 stimulus card responses• Guiding their choice of General Topic Area according to their individual strengths and interests
Throughout Term 3 of Year 12, teachers should work with students on the following:
• Examination practice• Past papers• Review their responses and others against examination mark schemes and assessment criteria• Revision of tenses• Recognition of more difficult structures• Checking students have understood, learned and practised all the grammatical structures laid down in the AS grammar lists.
Exemplar activities given throughout are indicative only and may be used to supplement the tasks suggested within the textbook. Teachers should bear in mind the need to ensure that students not only gain knowledge and understanding but also that they develop the ability to evaluate and to express opinions in spoken and written Edexcel GCE Spanish Scheme of work © Edexcel Limited 2010 5
form. Activities might include the following: Surveys; debates; reviews; reports; blogs; posters; brochures; grids; letters; emails; essay introductions; essay conclusions; full essays; and dialogues.
Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2
1
Youth Culture and Concerns:
La familia (transition from GCSE)
– Students build on their prior knowledge of family vocabulary and descriptions
– Teachers assess individuals competence in basic grammatical concepts from GCSE
– Revise and practice agreements of adjectives to include apocopation
– Students learn different ways to talk about their families and compare with others
Reading: Edexcel p. 2 “La familia de Inaki”.
Listening: intro to language laboratory and “la familia de Eva”- Edexcel p. 3
Speaking: students interview each other about themselves and their families and draw comparisons
Grammar exercises using websites and exercises from Grammar, p. 211, Unit 18
Additional tasks/Homework:- Reading: Edexcel p. 3 “Lucia habla de
su familia” - Writing: Paragraph on difference
between your family and Lucia’s
Edexcel
www.studyspanish.com
Grammar
2
Youth Culture and Concerns:
La familia - (transition from
Students learn and use vocabulary relating to other relatives (e.g. relationships with grandparents)
Reading: Edexcel p. 5 “Una conexión generacional”
Listening: Animo 1 p. 8-9 “Recorriendo las Españas”, Spanish people talking about
Edexcel
Animo 1
Grammar
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2GCSE) Students talk about where
they live and offer opinions of their home town
Students revise regular present tense
where they live.
Oral: Students carry out guided interviews of others relating to where they live and their opinions of their home town/village
Writing: Edexcel p. 15 Task B but “quieres vivir en la ciudad/campo”
Grammar: Unit 1, p. 1 Present Tense
Additional tasks/homework:Listening: “otros paises hispanohablantes” Animo, p. 10
-see also tips Edexcel p. 37 - Apocopation:,Edexcel p. 10
3 Youth Culture and Concerns
Family relationships
Students discuss their and others’ relationships with their parents and look at their parents’ concerns
Students recap on present tense regular verbs and introduce/revise radical changing verbs
Reading: “Los temores de los padres”, (Sigue 1)
Listening: Edexcel p. 5 “Los domigos con el abuelo” and Edexcel p. 6 “un domingo en familia”
Oral: Class brainstorms all concerns that parents can have – build a mind map on board (los temores de los padres). Students discuss in pairs what most concerns their own parents (¿De qué se preocupan tus padres?)
Edexcel
Grammar
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2Grammar, Unit 2 p.18 Stem-changing verbs
4
Youth Culture and Concerns
Relationships
Students learn and use vocabulary and phrases to describe a first date
Students revise radical changing verbs
Students learn to use impersonal verbs correctly
Grammar:- Blockbusters game designed around
radical changing verbs- Introduce impersonal verbs as “verbs
like gustar” and “doler”, to include (A mi, A ti, etc)
- Exercises to practice, Grammar, p. 241-243
Oral: Interview each other about their first date, real or imaginaryReading:”1.6 Temor a la primera cita” Sigue 1 p.8/9
Listening: GW based on “1.7 ojo con las citas amorosas” (Sigue 1, p.10)
Additional tasks/homework:- Writing: “Mi primera cita” (to include
descriptive language and vocabulary from texts read and listened to)
- Introduce/practice “soler” (Animo 1 ,p. 7)
Sigue 1Animo
Grammar
5 Youth Culture and Concerns
Los valores de los jóvenes
Students will look at what values they have and compare with young Spanish students
Students will practice impersonal verbs
Students will be introduced
Reading: Students carry out a class survey - they write the 3 things that they value most, without consulting anyone, on 3 post-its. (One extension group will analyse and prepare a poster to illustrate based on the text below). Others read for understanding:- Edexcel p. 22 “¿Cómo son los jóvenes de hoy
Edexcel
Grammar
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Week
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Learning outcomes Exemplar activities Resources/ homework
suggestions for A2to the preterit – regular verbs en día?” .
A Comparison can be made at the end.
Listening: GW based on the audio ¿Crees que los jóvenes de hoy tienen valores? Edexcel p. 30
Oral: comparison of the Spanish values and the English – students discuss and create summaries of similarities and differences
Writing: Students can write their own versions of “los valores de los jovenes ingleses” (based on Edexcel, p. 22)
Grammar: - Translate sentences in the present
using impersonal verbs – Grammar, p. 241-243. Translation p. 243, ex: 19-26
Additional tasks/homework- Edexcel “Los jóvenes y el hogar
familiar” p. 31- Edexcel p. 28. ¿Qué imagen tienen
los jóvenes de sí mismos? Read and answer Ex A y B
- Grammar, Edexcel, p. 66 Impersonal verbs
Youth Culture Students will be introduced Oral:
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2
6and Concerns
Drink
to the idea of the “botellón” Students will be introduced
to the format of Section A of the oral exam
Students will revise the formation of the preterite – regular verbs and learn common irregular forms
Students will learn comparatives and superlatives
- Past Edexcel AS Stimulus card (Summer 2009) - “el macro botellón” – either using a language assistant or in pairs students can be examiners/candidates
- Mini debate – small groups given roles (el turista, el dueño del bar, una persona mayor, un adolescente) to discuss the possible introduction of “La ley del botellón” in our town. Extension option: a more able student can be the mayor and direct the meeting
Reading: - Introduce the phenomena by asking
students for words they know relating to the Botellón topic to start to build a mind map (e.g. los jóvenes, el alcohol, la calle, el supermercado, barato)
- Edexcel p. 25 “el botellón” or Edexcel p. 35 Ex 12
- Add new words to mind map (e.g. consimir/emborracharse etc.)
Listening- GW based on recording ¿está a favor
o en contra de prohibir el consumo de alcohol en la calle?” Edexcel, p. 36.
Edexcel
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2Grammar: -Unit 18, p.220 Comparatives and Superlatives-Unit 4, p. 35-44 The Preterite
Additional tasks/half term holiday homework:- Look for examples of preterite in the
article “un camello” p. 60 Edexcel- p. 52 Edexcel – the preterite- revise all grammar to date in
preparation for test- re-read texts read in class. - Revise topic vocab and draw mind
maps for each topic- Writing: prepare a letter to a pen
friend including details about you, your family, where you live and what you are like as a young person. Include all new vocab and grammar etc (If you have a partner school these can be sent as emails for their new friends to correct)
7
Youth Culture and Concerns/Lifestyle, Health and Fitness:
La tecnología
Students will discuss what they consider to be new technology and compare with those of their parents
They will revise and use comparatives to describe differences (eg: la generación actual usa más el
Oral: ¿Cuáles son los iconos importantes de los jóvenes?Discuss as a class and in pairs what they consider to be the important new technologies today and of their parents. Compare and contrast and place in order of importanceReading: Quick class survey on uses of Internet for them,
Animo 1
Grammar
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2Internet que antes)
Students will revise/be introduced to the imperfect tense
Animo 1 p. 36 “Sondeo sobre los jóvenes” ¿Qué piensas de la tecnología?
Listening: GW based on recording “la generación conectada” (Animo 1, p. 30-33)
Grammar:- Revise comparatives and superlatives
and introduce imperfect tense - Use both to create sentences to
compare technology today and before (e.g “mis padres valoraban mucho más sus electrodomésticos como el microondas y la tele en color. Hoy en día los jóvenes tienen más ordenadores y aparatos tecnológicos que antes como el portátil, el ipod y el móvil”)
- Grammar, Unit 5 p. 49 Imperfect Tense
8 Youth Culture and Concerns:
Tecnología – los móviles
Students will learn vocabulary to describe their own mobile phones (features/contract/pay as you go)and discuss their advantages and disadvantages and their importance to them
Students will revise preterit and imperfect and learn the differences between them
Oral- Students take out their mobiles and
describe them and their features- In groups develop a list of
advantages. disadvantages to share with group
- AS stimulus card from Edexcel sample assessment material – “el lenguaje de los móviles” (in class or with language assistant)
- Debate - Can we live without a mobile
Edexcel Past Paper – legacy specification, Unit 2 writing Task – June 2004 – “los colgados a los moviles”
Edexcel
Grammar
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2and their uses. phone?
Reading: Edexcel p. 26 “teléfonos con lenguaje propio”
‘Smshablantes’. Artículos de prensa por la consejería de educaciónhttp://www.mec.es/sgci/uk/es/consej/es/pdf/enero08.pdf
Listening; based on recording “Los teléfonos moviles” Edexcel, p. 27
Grammar: Unit 6, p. 59
Additional tasks/homeworkAnimo 1 p. 41 (2)Writing: Guided past paper Legacy Unit 2 task 5, 2004 “los colgados de los móviles” or Sample assessment material – Unit 6SP02 Texto 8 (p. 54 eSpec)
-
9
Youth Concerns/Lifestyle: Health and fitness:
La tecnología – la blogosfera/músic
Students will start to look at technology in terms of lifestyle. Are they addicted to technology?
Students will revise differences between imperfect and preterite and
Oral: - Discuss how students listen to music?
How do they buy/access music? Is it important to them? Why do we download illegally?
- Stimulus card, summer 2009, Youth Culture Stimulus 2 “los jóvenes y la música”
Animo 1
Grammar
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2a learn about the present and
imperfect continuous Reading: GW based on Animo 1 p. 43 “¿Eres ciberpirata?”
Listening: GW based on Animo, p. 43 Ex 4a and 4b. ¿Qué hemos ganado con todas esas tecnologías?
Additional tasks/homework: Reading: Animo 1 p. 34/5 . ¿Quién eres en el mundo virtual?
- Using present continuous describe what students are doing in a picture of a school, home, town or other (verbs can be introduced as a matching game to start)
- Pairwork to practice e.g ¿Qué está haciendo el chico en la cantina? Está comiendo (Extension task – translation, Grammar, Unit 9 p. 103, 9-11)Extension option: make up reasons
- Introduce imperfect continuous and ask students to write what they were doing last night
- Practice exercises, Grammar, Unit 9, p.100
Lifestyle: Health and fitness
Students will build on their GCSE vocabulary and
Oral: - Brainstorm all sports known BBC: Diez Temas or
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2
1o El deporteknowledge of sports and look at new Spanish sports (bull fighting, la pala vasca)
Students will revise the present and imperfect continuous
Students will revise from GCSE their use of the immediate future and learn the formation of the future tense
- Activity to introduce new sports e.g. matching pictures and names as quiz
- Watch video (diez Temas)/Youtube clip of either bull fighting or la pala vasca. Alternatively look at pictures from Internet of controversial sports
- Discuss and debate: ¿un deporte o una fiesta?
Reading: Edexcel p. 38 “un tenista mallorquín”
Listening: GW based on Sigue 1 “2.7 la tauromaquia”
Writing: write an imaginary interview of a famous Spanish sports personality e.g. Rafael Nadal. (see Edexcel p. 38) – if possible ask assistant to check and practice. Students can also record and watch each other’s.
recent footage of a bull fight.
Edexcel
Sigue 1
11
Lifestyle: Health and fitness:
El deporte para mantenerse en forma
Mente sana, cuerpo sano
Students will discuss the need for a healthy lifestyle and how to keep fit and healthy
Students will look at the link between sport and keeping healthy
Students will revise the future tense and learn the conditional (this can be used to express what they should do to keep fit)
Listening :Link between sport and healthy living - Mente sana, cuerpo sano. (based on Animo 1, unit 6)
Oral: - El deporte, ¿es esencial para una vida
sana? ¿Qué deberías hacer para mantenerte en forma?
- Sample assessment material – Lifestyle simple stimulus 1 (p. 32 eSPEC) “el ejercicio fisico”
Animo 1- unit 6, p. 82
Edexcel
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2
Reading: Animo 1 p. 74/5 Mente sana, cuerpo sano “El jugador de baloncesto”
Grammar: Unit 7, p. 67 The Future and the Conditional
Additional tasks/homework:Prepare a mind map of link between sport and healthy living (useful for practicing oral exam - section B)
Reading: read through pages: Edexcel, p43-45 and note what foods Spanish people eat ready for quiz next week.
12Lifestyle: Health and fitness
Food and diet
La dieta mediterránea
Students will study the traditional diet of the Spanish and consider whether it is changing
Students will revise the conditional and revise all tenses/concepts to date ready for a test translation next week
Oral: ¿Qué comen los españoles? - Go over homework as quiz questions
(to include some to practice the grammar topics eg: Los españoles ¿comen menos verduras que los ingleses?)
- Stimulus card 1 Summer 2009 “la comida lenta” (either in class or with language assistant)
Reading: “Comer para vivir o vivir para comer” Animo 1 p. 88 – la dieta mediterránea se pierde
Listening GW based on Edexcel p. 47 “Los
Animo 1
Edexcel
Stimulus cards summer 2009
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2españoles rechazan la dieta mediterránea”
Grammar: Unit 7, p. 74-79
Additional tasks/Homework:Writing: Prepare an email to a friend in Spain telling him/her if you live a healthy life and why (those who have made contact can send this by messenger) and ask their friends to reply letting them khow healthy they think their diet is. If no pen friend link they can reply to each others.
13
Lifestyle: Health and fitness:
Unhealthy living – el tabaco y la droga
Students will look at unhealthy habits amongst young people and others
They will discuss whether we should ban smoking in public places
Students will revise all grammar topics to date
Students will take part in a quiz to practice all topics to date
Oral: - Brainstorm ¿Los malos hábitos de los
jóvenes?- Stimulus card 1 Summer 2009 “la
legalización del cánnabis”
Reading: Edexcel p. 59 la ley antitabaco
Listening: Los efectos de tomar drogas de diseño Edexcel p. 61 (worksheet made to look like exam questions)
Writing: edexcel p. 61 task C “la fiesta rave”
Grammar: quiz on PowerPoint based on “quieres ser millionario” to practice all gramar topics to date. Questions relating to the “Lifestyle” topic also, e.g “Antes Pedro
Edexcel
Stimulus cards summer 2009
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Week
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Learning outcomes Exemplar activities Resources/ homework
suggestions for A2(fumar) dos paquetes de cigarillos al día”.
14Lifestyle: Health and fitness
La navidad en España
Students learn and share experiences of traditional Christmases in Spain and in Spanish speaking countries
Students will watch and learn about traditional recipes for Christmas
Students will also have fun and enjoy some Spanish related games to celebrate the end of their first term of AS Spanish
Reading: La navidad en España – worksheet written to look like Unit 2 Edexcel AS exam paper but relating all to texts about Christmas in Spanish-speaking countries.
Listening - Film: UNESCO la comida navideña video about preparing some traditional Christmas dishes from around Spanish (or have a cookery lesson if access to kitchen is possible)
Blockbusters and whole class Pictionary based on Christmas vocabulary
Additional tasks/homework:
- Christmas writing task based on guided writing from unit 2: students write about their experience of Christmas and compare it to the Spanish
- Revise all topic vocabulary and ideas from this General Topic Area ready for test after holidays
15 Lifestyle: Health and fitness:
General Topic Area assessment
Students will be expected to have revised all notes and vocabulary relating to the Lifestyle, Health and Fitness topic
Listening/Reading: Compilation of past paper exam questions based on past unit 1 and unit 2 questions from the legacy Edexcel AS examination.
In-house past paper made up of legacy specification questions: Listening:
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2week
Students will complete a specially designed “unit 2 reading and listening” exam paper based on past paper questions on this topic
If students are in their first week after Christmas we will discuss the importance of this week (el 5 y 6 de enero) in Spain and SS countries
Students will be introduced to the idea of time management for the examination.
Students will learn the perfect tense
Oral: discuss the importance of 5/6 January for families in Spain.
Grammar: - Introduce the perfect tense.
Grammar, Unit 10, p. 104-109- Edexcel, p. 68 The Perfect tense,
explanation and exercise- Practice with a variety of imperfect,
preterit and perfect sentences to revise the differences.
Unit 1 June 2004 Texto 1 – ninos obesos; January 2004 Unit 1 texto 4 Health problems on long-haul flightsReading:June 2005 Texto 1 – el desayuno and Texto 4 – la siesta. June 2006, Texto 3- vivir sin dormir
16
Education and Employment
Educación – los Buenos modales y tipos de escuelas
Students will be introduced to the new General Topic Area, building on their GCSE experiences
Students will be taught and discuss the difference between “la educación” y “los estudios”
Students will be tested on The perfect and other past
Oral ¿En que trabajan los padres? ¿Sus estudios fueron importantes? ¿Qué tipo de educación has/han recibido? ¿Qué planes tienes para el futuro?Listening: “De mala educación” Edexcel, p. 86, Reading: “La voz de mamá” Edexcel, p. 86
- Introduce by asking what their Mum usually tells them to do/not to do.
- read about “Hay que”, Edexcel, p. 86
Edexcel
Grammar
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2tenses and be introduced to the use of negatives, to include tampoco and no…sino
and write some sentences of their own relating to students at their school/college.
Grammar:- Highlight the common errors in their
writing for Christmas homework. - Look at an exemplar piece either for
its merits of otherwise to analyse how it can be improved for the exam.
- Test of past tenses as translation. - Introduce negatives, Grammar Unit
24 p. 295
Additional tasks/homework- Negative sentences to translate,
Extension task - Grammar, p. 300, ejercicio 24-10
17
Education and Employment
schooling and higher education
Students will look at subjects and career paths available in the Spanish and English Education systems
Students will have the opportunity to discuss traditional roles and the importance of parents in their schooling
Students will revise negatives and learn forms of the verbs ser and estar in all
Oral: Los estudiantes tienen que adivinar cuando empiezan el colegio/instituto en España¿Cuáles son las asignaturas obligatorias en el Reino Unido y España? Comparar y discutir(see also Animo 1, p. 123 – graph illustrating Education System in Spain)
Reading: Edexcel, p. 11 Padres a jornada completa
Listening: GW based on ¿Qué asignaturas deben ser obligatorias? Edexcel,p. 95
Edexcel
Grammar
Animo 1
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2tenses studied to date.
Grammar: - revise and test negatives- revise formation of ser and estar in
present, past, future- if time, what do they know about
uses?Additional tasks/homework
- Listening: Edexcel, p. 11/2 “Despedido por ser padre”
18
Education and Employment
schooling and higher education
Students will revise and use vocabulary relating to technology and refer to its use in their school life
Students will look at the importance of new technology in their education
Students will revise uses of ser and estar and put them into practice
Oral: - Brainstorm of advantages and
disadvantages of IT in teaching and learning
- Do they like it? Why? What changes would they like to see in teaching?
- Stimulus card (in-house) relating to need to incorporate more IT into teaching
Reading: Edexcel p. 95 “¿Te gusta aprender con Internet?”
Listening: GW designed to look like past exam questions Edexcel p. 96 “La educación y las nuevas tecnologías”
Grammar- Complete a table to cover all uses of
ser and estarNB: “if in doubt, use “ser”
Edexcel
Grammar
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Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2- Practice with sentences missing
either ser and estar (extension task uses a wider variety of tenses).
- Grammar, Unit 3, p. 32, Ejercicio 3-6 (can be prepared as a differentiated task – more able complete whole translation from English to Spanish, others can have parts already translated)
19
Education and Employment:
schooling and higher education
Students will discuss and read about increasing levels of violence in classrooms and school
Students will discuss and debate the advantages and disadvantages of single sex schools in preparation for their next writing task
Students will look at format of informal letters to help them prepare their writing task.
Students will complete their first translation based on all grammar topics as assessment of their progress in this skill.
Oral: Single sex schools? Good or Bad? Class debateWriting a good introduction – compare, evaluate each others and selectPlan together a balanced response for writing essay as homework
Reading: “la educación: otro frente abierto al mundo. Edexcel p. 94. Education, a human right around the world?
Listening: “La escolarización de los gitanos” p. 104. Also, Edexcel Legacy specification Unit 1, June 2004, Texto 3 – “la violencia en las aulas” Extension task C - writing
Writing: Edexcel p. 97 – Informal letter to a friend. Single or mixed education. See also Edexcel writing task tips p. 97.
Edexcel Legacy specification, unit 1 june 2004Edexcel
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Grammar:Education Translation (in-house) to practice grammar to date and topic vocabulary
Additional Tasks/homework:Writing: either Task C p. 104 Or: ¿Por qué aprender por separado? P. 96 Ex14
20 Education and Employment –student issues – la violencia y el acoso escolar
Students will learn and use vocabulary relating to violence and intimidation in schools
Students will discuss the causes and solutions for violence in schools amongst students and students to teachers
Students will learn different types of personal pronouns, their positions in sentences and practice how to replace nouns with pronouns.
Oral: - La violencia en la escuela, ¿existe todavía? ¿Por qué?. Students help to create a mind map of causes and solutions
- Students discuss in pairs incidences that they have witnessed or experienced in schools
- stimulus card, summer 2009, la intimidacion escolar.
- Preparation for task C, p. 102, Edexcel
Listening: Edexcel, “En el patio de la escuela” p. 102 (gap fill)
Reading:Edexcel, p. 101/2 “la violencia en los colegios”
Grammar:: Unit 19, p.225
Additional tasks/homework:- Direct and Indirect object pronouns,
Edexcel, p. 103
Edexcel
Stimulus cards, summer 2009
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suggestions for A2- Writing: Edexcel, p. 105 Selection of
discursive writing tasks – ex B and C
21
Education and Employment: Education or employment? Looking for a job
Students will revise vocabulary relating to the world of work, jobs, their work experiences and learn vocabulary related to searching for jobs and their ideal jobs in the future.
Students will discuss the advantages and disadvantages of different types of employment and whether studying or employment is better, in their view.
Students will revise pronouns and look at using double object pronouns
Oral: Students will discuss as a class their ideal future jobs; brainstorm characteristics of these jobs (trabajar con gente; trabajar fuera o en oficinas, un horario flexible, ganar mucho dinero)
- Pairwork – explain to partner where you work part time or where you completed year 11 work experience, your thoughts
- Pairwork - chosing 2-3 jobs, discuss which they feel are better and why
- Mini-debate: divide the class (if very large smaller groups) – which is better education or employment?
- Sample assessment material, stimulus 1 “el trabajo ideal”
Listening: based on Animo p. 135 ex 1a, young people talking about their choice of University degree and why.Reading: Edexcel, Unit 6. En busca de empleo, “mi primer empleo” p. 107 and “los que ya tienen trabajo” p. 107/8
Grammar: Double object pronouns, Grammar, p. 239
Education and Students will learn and use
the vocabulary relating to the Oral: - La situacion de las mujeres en tu país (Edexcel, p. 117, task C)
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suggestions for A223 Employment
La mujer y el trabajo
description of stereotypical attitudes towards certain jobs
Students will discuss if some jobs are more suited to men or women and if women really do have equal rights in the work place today
Students will be tested on their knowledge of pronouns and learn about the passive voice.
- Look at gender of professions (see note p. 118)
- (in-house) stimulus card – based on shortened version of “de cajera en el supermercado” Edexcel, p.120
- see also stimulus cards for employment: Sample assessment material, Stimulus 2, p. 42 “una profesora habla de sus alumnus”.
Listening: Edexcel , GW based on “Habla una mujer”, p. 118
Reading: “Hacia donde van las españolas” p. 117
Grammar:- Test of pronouns- Introduce the passive voice - Grammar, Unit 12 p. 124
24 Education and Employment –
unemployment
Students will learn and use vocabulary relating to unemployment
Students will discuss their own concerns about unemployment in the context of the credit crunch and strategies for coping with unemployment
Students will revise the
Oral: introduction: students will explain in Spanish their understanding of the word “desempleo” written on board and others will give adjectives relating to how you would feel or what life would be like.
- Stimulus card 1 , summer 2009 “los jóvenes y el desempleo” – students see text and guess what questions could be asked
- Students prepare their answers to the
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suggestions for A2passive voice and learn how to avoid it.
4 set Edexcel questions. Special focus on question 3
Listening: GW based on Sigue 2, p. 62 ¿Qué hacer si te quedas en el paro? Advice about how to cope with unemployment.Reading: Sigue 2, p. 62/63 ¿Qué hacer si te quedas en el paro? Grammar: Unit 12, p. 127
25The World Around Us
Transporte
Students will be introduced to the new General Topic Area – The World Around Us
Students will revise transport methods and talk about how they can/do travel and issues where they live (e.g. congestion charge in London, lack of buses in rural areas)
Students will discuss and debate what they feel is the best method of transport
Students will revise the passive and its avoidance and learn other compound tenses
Oral:- Brainstorm - medios de transporte- Pairwork: ¿Cómo viajan y lo que
opinan de ellos?- Or Pairwork, Edexcel Task C, p. 66- Debate: ¿Cuál es el mejor medio? Y
¿Por qué?- Sample assessment material,
stimulus card 2 – “Sudamérica en bicicleta”
Reading:- Introduction. Edexcel p. 65 ¿Cuál es
el mejor medio de transporte? - Exam practice: “Nuevas pantallas en
los buses” Legacy Edexcel exam paper - Unit 2 2008 p. 9/8
Listening. GW based on “Te cuesta un ojo de la cara” Edexcel, p. 67
Grammar:
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suggestions for A2- Translation, Grammar, p. 130 ex: 12-
10- Revise perfect tense and learn other
compound tenses - Exercises, Grammar p. 110-113
Additional tasks/homework:- Reading, Edexcel p. 67 – “los colores
más seguros del coche”
26
The World Around Us
Travel and tourism
Students will confirm their choice of General Topic Area for the oral examination and work on revision mind maps over the Easter holidays
Students will learn and use the vocabulary relating to different types of holidays and travel
Students will revise compound tenses and be introduced to the formation of the present subjunctive
Oral- Discuss the need to choose a GTA for
the oral exam based on their interests this year and their need to revise the vocabulary and ideas
- Stimulus card – Winter 2009 “El desarrollo del turismo cultural”
Reading: - Past exam question from legacy
Edexcel AS - Viajar es mi prioriodad” Unit 2 2008 p.6/7
Writing: Unit 2 p. 10 June 2008 “Vacaciones Rotas, Maletas Perdidas”. Use a framework to ensure students develop each bullet point fully and equally.
- Use a past examplar piece to assess or peer assess their writing against the marking grids (Assessment criteria, p. 32)
- Also, for a model piece the verbs could be removed as a grammar
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Grammar:- Revise compound tenses as
translation based on writing task- Introduce the formation and general
use of present subjunctive
27
The World Around Us
Weather/climate change
Students will learn and use the vocabulary relating to climate change
Students will practice their oral examination – specific focus on their chosen topic area
Students will revise the present subjunctive formation and look at some of its uses (see spec p. )
Oral: - Create basic mind map on board with
“cambio climático” in the centre. What words relating to this topic do they know? Eg: “las temperatures suben”, etc.
- Build this mind map further after the reading and listening lessons
Reading: Good introduction to topic: Edexcel, p. 163Additional reading tasks: Edexcel p. 163-166
Listening: Song on Youtube with words. “Amazonas” by Pedro Suarez Vertiz. Students listen and note all new vocab.https://mail.brock.ac.uk/exchweb/bin/redir.asp?URL=http://www.youtube.com/watch?v=FZzS87wNL4c%26feature=related
Writing: Read the blogs on p. 166 and students write their own with their personal opinions of how young people feel about climate change. Do they really care?
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suggestions for A2Grammar:
- Revise formation of subjunctive- Learn uses needed at AS- Grammar: Unit 13 p.131-140
28
The World Around Us
Soluciones al cambio climatico – las energies renovables
Students will practice their chosen GTA in oral classes
Students will discuss solutions to the environmental issues discussed last week
Some centres may decide to conduct oral examinations from this week
Students will revise the uses of the subjunctive
ORAL:- oral examinations may begin- brainstorm solutions- stimulus card – summer 2009 ¿Cómo
ahorrar agua?- If available, listen and evaluate
candidates from last year. Peer marking and then compare with actual marks
Reading: discuss alternatives to fossil fuelsEdexcel, p.168 “la eólica terrestre”.
Listening: Edexcel, p. 169 “Un parque eólico marino en la costa de Cádiz”.
Grammar: Students will be encouraged to use the subjunctive at least 3 times in their writing task completed under exam conditions:Writing: Formal letter to the Junta Andaluza, Edexcel, p. 170, task C
Additional tasks/homework:
- Respond to letter written by another student. Edexcel, p. 170, ex D
- Essay questions, p. 170, Task B
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Remaining time to be used for additional examination techniques and tips, revision, practice, working through past papers, any outstanding AS oral examinations. And AS examination unit 2
Edexcel Scheme of Work for GCE Spanish A2 (Year 13) – based on two terms (26 weeks), with the remaining time to be used for examination techniques and tips, revision, practice, and the A2 examinations.
Throughout Term 1 of Year 13, teachers should work with students on the following:
• Revision of structures and vocabulary learned at AS• Further development of grammar, syntax and lexis at an advanced level• Selection of topics for presentation in Unit 3 and for research in Unit 4• Ongoing development of the skills of analysis and argument• Practice in writing discursive and creative essays• Practice in translating from and to the target language, with special emphasis on the latter• Continuing to build up a bank of useful phrases and idioms• Development of topics for presentation in Unit 3 and for research in Unit 4• Ongoing development of the skills of analysis and argument• Further practice in writing discursive and creative essays• Further practice in translating from and to the target language, with special emphasis on the latter• Encourage and insist on the use of the target language in class (with the possible exception of grammar classes)
Throughout Term 2 of Year 13, teachers should work with students on the following:
Examination practice Past papers Further developing and enhancing of all skills, ensuring that the grammatical structures laid down in the A2 grammar lists
have been understood, learned and practised Specific essay writing practice for the Research Based, creative and discursive essays.
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Throughout Term 3 of Year 13, teachers should work with students to ensure that they are prepared in all aspects of the specification.
Exemplar activities given throughout are indicative only and may be used to supplement the tasks suggested within the textbook. Teachers should bear in mind the need to ensure that students not only gain knowledge and understanding but also that they develop the ability to evaluate and to express opinions in spoken and written form. Activities might include the following: Surveys; debates; reviews; reports; blogs; posters; brochures; grids; letters; emails; essay introductions; essay conclusions; full essays; and dialogues. Students should be given constant practice in the art of translation, with particular reference to translating from English into Spanish.
The following scheme of work assumes that students begin their A2 programme at the end of their first year of study once they have completed their AS examinations. It has been designed to introduce students to a significant period in Spanish History in preparation for one of the four aspects of the Research based essay element of Unit 4 through Literature and the Arts, another Topic Area – an important part of the A2 specification. This introduction to the new A2 could equally be used at the start of the Autumn Term. The year is then divided into the study of a chosen work of Literature (this could be a film or novel) and a chosen region. Students are given the choice to research their own book, play, film and region but are obliged to complete the tasks relating to the different aspects as we cover them in class (eg: a description of the main themes; the style of language used) relating to their chosen work of art or region. Social themes are covered in the scheme of work through our on-going study of issues.
In addition, to help students keep up-to-date, each week a volunteer student will research and present, at the start of the oral class, a piece of news (National or International Event), followed by questions and a short discussion from all students. He or she will then type a summary of the report and email to me. The reports will be collated and a newspaper per term will be produced and distributed amongst all students. This has not been included in the scheme below but we call it “la noticia de la semana” and the paper “Las noticias del mundo”.
Students complete one piece of written homework each week which is divided equally between translations,
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suggestions for A2creative/discursive essays and a Research-based essay. Some titles have been added as suggestions. Also, students will carry out research each week on their chosen or class-based topic for Unit 4, together with grammar practices and topic-based vocabulary.
Year 13/wee
k
General Topic Area
Objectives Tasks Homework
1 National and International Events – Past
La Guerra Civil Española
Introduction to the new A2 Specification and course
Share ideas on what makes a good A2 student
Students learn research skills and are asked to research aspects of the War each week. The next 5 weeks will be a study of the War through History, Geography, Aspects of Society and Literature (Unit 4)
Introduction to the Spanish Civil War
Students learn the uses of Por and Para
Students research key facts about the Spanish Civil War: RESEARCH: Los dos bandos de la guerra civil española
LISTENING: Clip from “La lengua de las mariposas”
Students research the following in preparation for week 2:Francisco Franco, Lospartidos políticos, La Segunda República, Las Brigadas internacionales
2 National and International Events – Past
La Guerra Civil Española - Francisco Franco
Students will learn, discuss and present: Franco and other key figures in the events leading up to the war
Students will learn the formation of the imperfect subjunctive
Posters/Slogans from the Spanish Civil war Presentations of facts about Franco and the political parties:Video clip: extracts from “Tierra y Libertad” film by Ken Loach
Debate: ¿se puede justificar la guerra?
Students will research ready for week three:
Guernica,El país vasco durante la guerra,
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suggestions for A2y los partidos políticos
Los niños de la guerra
www.basquechildren.org
Write a plan for the following essay:
Unit 6c June 2005, 7:“ Nadie tiene razon en una guerra”, ¿Estás de acuerdo con esta afirmación? Explica tu criterio
3 National and International Events – Past
La Guerra Civil Española
(Geografia)Los niños de Guernica
Students will study a region of Spain during the Spanish Civil War and how it and its people were affected.
Students will learn strategies for writing a good A2 essay
Students will use their grammar knowledge to translate a passage about the evacuation of children from Spain
Student presentations and quiz on Guernica, the events of the war affected the Basque country and the evacuation of the children to Hampshire
Reading of letters written by the children of the war
Debate: ¿Deberíamos aceptar los inmigrantes extranjeros?
Research into:
Federico Garcia Lorca:Su vida, su muerte y sus obras
4 National and International Events – Past
Students will study some Works of Lorca, his poetry and life and his involvement and death during the Spanish
Reading: GW based on a text from the internet: “El juez abre la fosa de Lorca”
Listening: “las voces espanolas” Youtube.
Students research:
Las 13 Rosas y otras víctimas de la guerra
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suggestions for A2La Guerra Civil Española
(Literatura)La vida y las obras de Lorca
Civil War Students will revise those
already learnt and be introduced to other uses of the subjunctive
Survivors recollect experiences from the war.
Debate: los matrimonios homosexuales (use a past student’s oral as stimulus recorded onto DVD)
5 National and International Events – Past
La Guerra Civil Española
Literature and the Arts- cine
Students will study the lives of some of the victims from the war
The students will begin to think about what area of research they would like to pursue during their second year for unit 4
Students will learn and practice “si” clauses
Watch the film and answer questions set: “Las trece rosas”
Read extracts for the book: Las trece rosas”
Discuss the difficulties faced by a divided society
Writing: write an imaginary letter home to your family explaining the injustice of the situation as if you were one of the 13 roses.
Students will choose a topic to study in Year 2 and begin their research during the summer holidays
Students will purchase and read a bilingual copy of “La Casa de Bernarda Alba” by Lorca
6 National and International Events – Past Education and Employment:The world of work – equal opportunities
Students will learn and discuss vocabulary, phrases and ideas to do with equality of opportunity
Students will look at past exam questions
Students will be tested on Year 1 grammar and be introduced to Lo + adjectives and “lo que”
Reading: Edexcel p. 200 “Clara Campoamor, la republicana que luchó por el voto de la mujer”
Introduction to the RBA - Literature and the ArtsIntro to “La casa de Bernarda Alba” by Federico Lorca
Read pag 1 to 20. La casa de Bernarda Alba. Answer Comprehension questions.
7
Customs, Traditions, Beliefs and
To learn and use vocabulary relating to medical research
Students will revise lo que
Edexcel, p. 178 “Bebes a la carta”Edexcel, p. 178, Tips on the A2 oral Read to end of Act 1.
La casa de Bernarda
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suggestions for A2Religions.
Los avances tenológicos
Stem-cell research
and learn other relative pronouns including cuyo
To review the format and assessment of the A2 oral exam
Grammar: Unit 20, p. 244
RBE:“la casa de Bernarda Alba”Estilos y técnicas: Lenguaje
Alba. Comprehension questions.
8 Customs, Traditions, Beliefs and Religions.
Los avances tenológicos
La clonación
Students will learn and use vocabulary relating to cloning
Students will revise relative pronouns and revise formation and uses of the subjunctive
Students will learn other uses of the subjunctive
Animo 2, unit 6, p. 62 “la clonación”
Debate: La clonación ¿una amenaza del presente o una esperanza para el futuro?
Grammar: Students will each be given a use of the subjunctive to revise and present to the class with examples and with an exercise
RBE“la casa de Bernarda Alba”Estilos y técnicas: Lenguaje
Read first half of Act 2. La casa de Bernarda Alba. Comprehension questions.
9 The World Around Us:
Los desastres naturales
Students will revise their AS vocabulary for the GTA The World and introduce vocabulary relating to natural disasters
Students will revise uses of the subjunctive and learn the imperfect subjunctive formation.
In- house worksheet based on the latest natural disaster, e.g. el seísmo en Pakistán or las inundaciones en Cumbria, noviembre 2009.
“ La ola de incendios en Galicia” http://www.mec.es/sgci/uk/es/consej/es/pdf/septiembre06.pdf (Spanish Embassy)
Debate: ¿las fuerzas naturales o los seres humanos destruyen mas el planeta?
Read to end of Act 2. La casa de Bernarda Alba. Comprehension questions.
Discursive essay, 6c June 2009, 6:
En tu opinión, ¿son las fuerzas naturales o los seres humanos
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suggestions for A2Grammar: Imperfect subjunctive: Unit 15 p. 163
RBE: “la casa de Bernarda Alba”Estilos y técnicas: Simbolismo
los que mas destruyen el planeta? ¿Qué opinas? Da razones
10 The World Around Us
El reciclaje
Students will revise vocabulary for recyclable produces from GCSE and extend their knowledge
Students will revise/be tested on sentences with the indicative or subjunctive
Students will learn and practice when to use the present or the imperfect subjunctive
GW based on Animo 2, p. 15/6 “Separar para reciclar”
Debate: ¿una ley del reciclaje?
Grammar: exercises to practice imperfect or present subjunctive
RBE:“la casa de Bernarda Alba”Estilos y técnicas: Simbolismo
RBE: Essay – Styles
Examina el estilo y las técnicas que emplea el autor en tu obra elegida. ¿Hasta qué punto contribuyen al éxito de la obra? Escribe 240-270 palabras.
11 The World Around Us:
Los derechos de los animales
Los animales en peligro de
Students will learn and use vocabulary relating to animal rights, research involving animals, animal cruelty, hunting
Students learn the true imperative and practice
Legacy Specification Uni 6b June 2007 “el lince ibérico en peligro”
“El lince ibérico sale del coma”http://www.mec.es/sgci/uk/es/consej/es/pdf/diciembre07.pdf(Spanish Embassy/El país article and questions)
Read all of Act 3. La casa de Bernarda Alba. Comprehension questions
Discursive essay, 6c
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Debate: los animales, ¿deben tener los mismos derechos que los humanos?
Grammar: affirmative, informal commands: grammar p. 181 and p. 184
“La casa de Bernarda Alba”Temática
June 2004, 4:
¿Te parece importante la conservación de las especies de animales que están en vías de extinción? ¿Por qué (no)?
12 Literature and the Arts
El consumo cultural
Students will revise their understanding of “la cultura” and learn and use new vocabulary
Students revise affirmative, informal commands and learn other forms (all in the subjunctive)
Edexcel p. 259-261, “Me quedo con el teatro”.
Grammar: negative and formal commands. Grammar, p. Unit 16 p. 176
“La casa de Bernarda Alba”Temática : Principal
Writing task based on IB Standard Level Paper 2 May 2008:
Usted es un/a gran admirador/a de un grupo musical o cantante de actualidad que hace poco visitó su ciudad. Cuando fue a escucharlo en el concierto vivió junto a él una anécdota maravillosa. Relátela en su diario personal.
13 Literature and the Arts
Students will learn and use vocabulary relating to culture
Students practice all
Edexcel, p. 262, “Informe sobre el consumo cultural en España” Grammar: A2 translation under exam
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suggestions for A2El consumo cultural
commands and complete a translation in the style of the A2 examination
conditions to include all command forms
RBE: “La casa de Bernarda Alba”Temática secundaria
14 Customs, Traditions, Beliefs and Religions.
La Navidad y el cristianismo
Students will revise and learn new vocabulary relating religion, Christmas and national celebrations
Students will learn the uses of the past participle
GW based on Christmas celebrations around the world
Debate: La navidad ¿una ocasión familiar importante o una oportunidad comercial?
RBE:“La casa de Bernarda Alba”Entorno social y cultural de la época
RBE: Essay – Themes
Analiza uno de los temas importantes que aparezcen en el libro,obra o película que has estudiado. ¿Qué crees tú que quiere decir el autor/director? Escribe 240-270
15 Customs, Traditions, Beliefs and Religions
Los derechos de las mujeres
Students will learn and use vocabulary relating to women’s rights in the work place
Students will revise the uses of the past participle without haber and look at differences when used with ser and estar
Edexcel p. 196, “ los supermercados Sánchez Romero y la discriminación”
Debate: Ya no existe discriminación entre los sexos en el mundo laboral.
RBE “La casa de Bernarda Alba”Entorno social y cultural de la época
Creative essay: describe un día típico para ti – una cajera en el supermercado
16 Customs, Traditions, Beliefs and
Students will learn and use vocabulary relating to inequality of opportunity, the
Legacy Specification Unit 6b June 2003, “Despedido por casarse”.
Translation from Edexcel legacy specification Unit 6b
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suggestions for A2Religions
Los derechos de las mujeres- ama de casa o trabajadora
dual roles faced by women today
Introduce expressions of time e.g. For how long you have/used to do things
Debate: la mujer – mejor en casa que en ningún sitio
RBE:“La casa de Bernarda Alba”Personajes: Bernarda y Amelia
June 2003
Discursive essay: June 2005 6c, 6:
En tu opinión, ¿es posible conseguir la igualdad entre los hombres y las mujeres en el mundo del trabajo? Da razones.
17 Customs, Traditions, Beliefs and Religions
Los derechos de las mujeres – el aborto
Students will learn and use vocabulary relating to abortion
Students will learn the tense sequence for if clauses
GW based on article from Internet on “la penalización del aborto en Nicaragua”
Debate: el aborto – la muerte de un ser vivo
Grammar: Unit 15, p. 171
RBE: “La casa de Bernarda Alba”Personajes: Otros personajes
RBE: Essay – Characters
18 Customs, Traditions, Beliefs and Religions
El derecho a morir
Students will learn, use and discuss vocabulary relating to euthanasia
Students will be tested on their understanding of si clauses in the form of an A2 examination translation
Edexcel, p. 202/3 “Yo también ayudé a matar a San Pedro”
Extracts from film “Mar Adentro” by Amenabar (conversation between the catholic priest and San Pedro)
Grammar: In-house translation based on the poem “If” by Rudyard KiplingRBE: “La casa de Bernarda Alba”
Translation based on a summary of San Pedro’s arguments
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suggestions for A2Ver película
19 Customs, Traditions, Beliefs and Religions
El derecho a morir
Students will start to learn three irregular verbs each week in all tenses/forms (referred to as Verbs of the Week)
Students will complete a translation as homework each week to be discussed and marked in class each week. (To be referred to below as Homework Translation)
Edexcel, p. 204 “lo que piensan los españoles de la eutanasia”
Watch the rest of the film (available in the library for all to see in their study time)
Debate: la eutanasia debe ser legalizada
RBE:El País VascoGeografía
Creative essay – diary entry written by San Pedro’s sister-in-law on the day of his death
20 Customs, Traditions, Beliefs and Religion
La pena de muerte
Students will learn and use vocabulary and ideas relating to the death penalti, crimes and punishments
Verbs of the week and homework translation
GW based on a text from Internet – “A una hora de la silla eléctrica” (an American saved from the death penalty at the last moment)
Debate: la pena de muerte debe ser reintroducida por ciertos crímenes
RBE: El País Vasco Medio ambiente / Pasado industrial
Reading: “El corredor de la muerte” GW based on article from Internet
21 Customs, Traditions, Beliefs and Religions
Los derechos de los inmigrantes
Students learn and use vocabulary and ideas relating to immigration
Verbs of the week and homework translation
Introduction: picture of an immigrant arriving on a beach in the South of Spain – discuss
Edexcel p. 207/8 “Blog sobre la inmigración”
Students write their own blog entries and comment on each others
Debate: No hay suficientes trabajos durante
RBE: Essay
Edexcel GCE Spanish Scheme of work © Edexcel Limited 201040
Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2la crisis para los británicos entonces la ley de extranjería debe ser más estricta
RBE:El País VascoHistoria / Guerra Civil Guernica
22 Customs, Traditions, Beliefs and Religions
Los derechos de los inmigrantes
Students will develop and further use their vocabulary relating to immigration
Verbs of the week and homework translation
News article: “Volveríamos a hacerlo”Regresan los pescadores que rescataron a 51 inmigrantes a la deriva en Maltahttp://www.mec.es/sgci/uk/es/consej/es/pdf/octubre06.pdf
Debate: ¿Tienen derechos los inmigrantes ilegales?
RBE:El País VascoCostumbres y tradiciones
Discursive essay, 6c June 2009 , 5:
¿Hasta que punto deberían adaptarse los inmigrantes? ¿Sería una solución crear barrios solo para ellos? Justifica ti criterio
23 Customs, Traditions, Beliefs and Religions
Los derechos de los inmigrantes
Students will develop and further use their vocabulary relating to immigration
Verbs of the week and homework translation
Edexcel p. 211, “Los indios en Mexico”Animo 2, p. 48 “Choque de civilizaciones”
RBE:El País VascoReligión y Creencias
Translation Edexcel , p. 212 “The Indian women…”
24 National and International Events: Present and Future
Students will learn and use vocabulary and ideas relating to globalisation
Verbs of the week and homework translation
Introduction - Discuss the positive and negative aspects of globalisation
Edexcel Unit 11 El mundo se globaliza p. 233, ¿Cómo viven y de que trabajan los
Discursive essay:
¿Cuáles son las ventajas y desventajas de la
Edexcel GCE Spanish Scheme of work © Edexcel Limited 2010 41
Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2La globalización argentinos?
Animo 2, p. 40/41 El mundo se globaliza
Debate: la globalización - ¿estás a favor o en contra?
RBE:El País VascoDemografía
globalización en la sociedad actual?
25 National and International Events: Past, Present and Future
Europa y la moneda única – la zona euro
Students will learn, use and discuss vocabulary and ideas relating to Europe, the introduction of the euro and the Uk’s position on the single currency
the Verbs of the week and homework translation
Realia: Leaflets and posters issued at the time of Spain’s currency change to the euro
GW based on press articles/news reports about Spain’s adaptation to the Euro
RBE:El País VascoSociedad
RBE: Essay
26 National and International Events: Past, Present and Future
El terrorismo en los aeropuertos
Students will be introduced to the vocabulary, organisation and ideas relating to terrorism
They will discuss the need for security in the airports and draw on their own experiences of travelling between countries
Verbs of the week and homework translation
Discussions – own experiences of security controls at airports
Debate: Do we need the high levels of security and hand luggage restrictions that exist today?GW based on press article “En libertad bajo fianza”. (Hairdresser from Pontevedra suspected of smuggling arms imprisoned.)
RBE: El País VascoEconomía
27 National and Students will research and GW based on newspaper article of “El 7J, Reading task with
Edexcel GCE Spanish Scheme of work © Edexcel Limited 201042
Week
Content coverage/
key questions
Learning outcomes Exemplar activities Resources/ homework
suggestions for A2International Events: Past, Present and Future
El terrorismo – el 7J
present factual information and new vocabulary relating to the events of “el 7J” in London
Verbs of the week and homework translation
Students will carry our mock oral examinations
testigos de la explosion”
RBE: El País VascoPolítica
translation based on Press article “Llorar otro dia”
28 National and International Events: Past, Present and Future
El terrorismo – el 11M
Students will learn about the terrorist attacks in Spain and discuss the actions of the Spanish government leading up to the Spanish elections in 2004
Verbs of the week and homework translation
Students will carry our mock oral examinations
Telediario Video clip of events on the morning of the 11 March 2004Edexcel, p. 229-231 “El mayor atentado de la historia de España”
RBE:El País VascoPolítica/Terrorismo
Translation based on 11M
29 Students will carry out real oral examinations
Verbs of the week and homework translation
Past Examination Practice
RBE:El País VascoTerrorismo
RBE: Essay
30 Students will carry out real oral examinations
Verbs of the week and homework translation
Past Examination Practice
RBE:El País VascoPelícula
Edexcel GCE Spanish Scheme of work © Edexcel Limited 2010 43