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Spanish Curriculum Plan

SUBJECT: SPANISH 

 

SPANISH CURRICULUM PLAN 

 

Spanish curriculum intent statement

At St Edmund’s Catholic School we value the importance of language learning in today’s global economy. As specialist linguists we aim to deliver a stimulating, quality first learning environment in which all our students feel supported, valued and challenged. 

 

Our MFL curriculum is designed to engage students of all abilities and lessons are interactive and fun. With an emphasis on communication, skills and transactional language, we aim to develop confident language learners. In order to bring languages to life in the classroom, we use a variety of resources, including technology and authentic materials.  

 

Through enrichment projects and overseas visits, we also aim to develop wider cultural awareness and offer students an insight into other cultures. EAL students are actively encouraged to take a GCSE in their home language. 

 

We have not deviated from the National Curriculum in this subject. 

 

 

By the end of Key Stage 2 

 

Pupils have studied: 

A variety of topics such as greetings, numbers, months, days, pets, colours, family members in some primary schools.  Others have not had access to MFL at all. 

 

They should be able to: 

  • listen attentively to spoken language and show understanding by joining in and responding  

  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words, engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help  

  • speak in sentences, using familiar vocabulary, phrases and basic language structures  

  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases 

  • present ideas and information orally to a range of audiences 

  • read carefully and show understanding of words, phrases and simple writing  

  • appreciate stories, songs, poems and rhymes in the language  

  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary  

  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly  

  • describe people, places, things and actions orally and in writing Languages  

 

 

 

SUBJECT KEY CONCEPTS / COMPOSITES 

 

 

Key Stage 3 

 

  • Greetings 

  • School 

  • Descriptions 

  • Free time 

  • My area 

  • Phonics 

  • Going out 

  • Holidays 

  • Food 

  • Barcelona 

  • Clothes 

  • Adjectives 

  • Verbs 

  • Tenses 

 

Key Stage 4 

 

  • Phonics 

  • Local area, holiday and travel 

  • Identity and culture 

  • Future aspirations, study and work 

  • International and global dimension 

  • Adjectives 

  • Verbs 

  • Tenses 

 

CURRICULUM PLAN: KEY STAGE 3 

 

Year 7 

Year 8 

Year 9 

Knowledge 

Pupils will know: 

  • How to introduce themselves and greet others 

  • Numbers, days, months and numbers 0-100 

  • School subjects 

  • Day-to-day actions 

  • How to give opinions 

  • Snacks  

  • How to describe yourself including personality 

  • How to describe their families and pets 

  • Hobbies 

  • Sports 

  • Telling the time using a 24 hour clock 

  • Countries 

  • How to describe their area 

  • Rooms and furniture in the house 

 

 

 

 

 

 

 

 

 

Grammar: 

  • AR / ER / IR verbs in the present  

  • Prepositions  

  • Adjective agreements 

  • Definite articles 

  • Negatives 

  • Frequency adverbs 

  • Near future 

 

We have chosen to teach this knowledge because this should follow on from what they have learnt in primary schools. The structure allows for logical progression. 

Pupils will know: 

  • Phonics 

  • Places in town 

  • How to invite someone out 

  • How to talk about a past holiday 

  • Food and quantities 

  • Currencies  

  • How to order at a restaurant / market 

  • The landmarks and what you can do in Barcelona 

  • Directions  

  • How to describe clothes 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grammar: 

  • Sequencing words 

  • AR / ER / IR verbs in the preterite 

  • Revise near future 

  • Comparative and superlative adjectives 

  • “Se puede” + infinitive  

 

 

 

We have chosen to teach this knowledge because the topics lend themselves to the grammatical progression needed at this stage. 

Pupils will know: 

  • Phonics 

  • How to discuss holiday activities, preferences and weather 

  • How to book accommodation and deal with problems 

  • How to describe their school 

  • How to talk about plans for a school exchange 

  • How to talk about school activities, achievements, rules and problems 

  • How to describe and understand festivals and traditions 

  • Types of shops and food 

  • How to order food in a shop and a restaurant 

 

Grammar: 

  • Present tense 

  • Preterite tense 

  • Near future tense 

  • Revise the comparative 

  • Imperfect tense 

 

 

 

We have chosen to teach this knowledge because the emphasis is on building grammatical knowledge and confident use of all tenses required for the GCSE course.  

Skills 

Pupils will be able to:  

  • listen to a variety of short passages of spoken language to obtain information and respond appropriately  

  • transcribe words that they hear with increasing accuracy  

  • express and develop ideas both orally and in writing  

  • read and show comprehension of adapted materials understanding important ideas and details   

 

Pupils will be able to:  

  • listen to a variety of short passages of spoken language in different tenses to obtain information and respond appropriately  

  • transcribe words and short sentences that they hear with increasing accuracy  

  • express and develop ideas clearly both orally and in writing, using different tenses  

  • read and show comprehension of adapted materials from a range of different sources, understanding the purpose, important ideas and details   

 

Pupils will be able to:  

  • listen to a variety of short passages of spoken language in all tenses to obtain information and respond appropriately  

  • transcribe short and longer sentences that they hear with increasing accuracy  

  • express and develop ideas clearly and with increasing complexity and accuracy, both orally and in writing, using all tenses  

  • read and show comprehension of adapted materials from a range of different sources, understanding the purpose, important ideas and details   

Cultural Capital 

Pupils will all have been exposed to: 

  • The concept of a foreign language  

  • Exploring cultural differences through the themes of: education, family, sports, and European countries   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This will enhance cultural capital because it will help them understand their own culture and their place in the world as a global citizen. It will also enhance their understanding the similarities and differences among the cultures.  

Pupils will all have been exposed to: 

  • Travelling and appreciation of European cities  

  • Building knowledge of landmarks and art in and outside of England 

  • Exploring different types of food and customs in Spain 

  • Understanding different types of currency and the origin of the European Union 

  • An opportunity to travel to a foreign country  

 

 

 

 

 

 

This will enhance cultural capital because they will gain a greater understanding of their own heritage and appreciate the richness and diversity of other cultures. 

Pupils will all have been exposed to:

  • Exploring different school systems and routines 

  • Travelling and appreciation of other Spanish speaking countries  

  • Building knowledge of landmarks and art in and outside of England 

  • An opportunity to travel to a foreign country  

  • Foreign festivals and traditions  

 

This will enhance cultural capital because it will enable them to recognise that there are different ways of seeing the world and to develop a more open minded outlook.  

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed on understanding and expressing themselves on the topics of:  

  •  How to introduce themselves and greet others 

  • Numbers, days, months and numbers 0-100 

  • School subjects 

  • Day-to-day actions 

  • How to give opinions 

  • Snacks  

  • How to describe yourself including personality 

  • How to describe their families and pets 

  • Hobbies 

  • Sports 

  • Telling the time using a 24 hour clock 

  • countries 

  • How to describe their area 

  • Rooms and furniture in the house 

 

 

 

 

 

By completing assessments on the four skills: listening, speaking, reading and writing  

 

Pupils will have been assessed on: 

  • Places in town 

  • How to invite someone out 

  • How to talk about a past holiday 

  • Food and quantities 

  • Currencies  

  • How to order at a restaurant / market 

  • The landmarks and what you can do in Barcelona 

  • Directions  

  • How to describe clothes 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

By completing assessments on the four skills: listening, speaking, reading and writing  

 

Pupils will have been assessed on: 

  • How to discuss holiday activities, preferences and weather 

  • How to book accommodation and deal with problems 

  • How to describe their school 

  • How to talk about plans for a school exchange 

  • How to talk about school activities, achievements, rules and problems 

  • How to describe and understand festivals and traditions 

  • Types of shops and food 

  • How to order food in a shop and a restaurant 

 

By completing assessments on the four skills: listening, speaking, reading and writing  

 

CURRICULUM PLAN: KEY STAGE 4 

 

Year 10 

Year 11 

Knowledge 

Pupils will know:  

  • Phonics 

  • How to describe family and friends and your relationship with them 

  • How to talk about daily routine and free-time activities, including reading preferences, TV programmes and films, social networks and sports 

  • How to talk about role-models 

  • How to make plans and invite someone out 

  • How to describe your town and local area and give directions 

  • How to shop for clothes 

  • How to talk about parts of the body, illnesses and injuries 

  • How to describe a special day 

 

Grammar: 

  • Present tense 

  • Preterite tense 

  • Near future tense 

  • Imperfect tense 

  • Present perfect tense 

  • Simple future tense 

  • Adjectival agreement 

  • “Se puede(n)” + infinitive 

  • Reflexive verbs 

  • “If” structures 

 

We have chosen to teach this knowledge because the curriculum builds on prior learning at KS3 by revisiting many of the same topics in order to deepen knowledge and increase linguistic and grammatical sophistication.  

The GCSE curriculum allows students to deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts.  

The curriculum sequences knowledge and skills, builds on prior learning and enables students to widen their understanding, knowledge and use of a variety of language competencies. It also serves to enrich students’ use of their mother tongue through comparison of the language and culture of another country.  

Pupils will know: 

  • Phonics 

  • How to talk about job preferences  

  • How to talk about plans, hopes and wishes  

  • How to talk about earning money  

  • How to describe work experience and volunteering  

  • How to apply for a job 

  • How to talk about healthy lifestyles 

  • How to talk about what concerns them  

  • How to talk about protecting the environment  

  • How to talk about international sporting events  

  • How to talk about the importance of languages 

 

 

 

 

 

 

 

 

Grammar:  

  • Infinitive structures  

  • “Lo” structures 

  • Conditional structures with “if” 

  • “Se debería” + “hay que” 

 

 

 

 

 

 

 

We have chosen to teach this knowledge because this is the time when students choose their post-16 education. Besides, they require a higher level of maturity in order to approach the more serious topics, such as social and environmental issues. On the other hand, revisiting the grammar points will give them the opportunity to express themselves confidently and in a more sophisticated way, which will in turn enhance their chances of success.  

 

 

Skills 

Pupils will be able to:  

  • listen to a variety of forms of spoken language to obtain information and respond appropriately  

  • transcribe words and short sentences that they hear with increasing accuracy  

  • develop conversations, coping with unfamiliar language, making use of important social conventions such as formal modes of address  

  • express and develop ideas clearly and with increasing complexity and accuracy, both orally and in writing, using all tenses  

  • speak coherently and confidently, with increasingly accurate pronunciation and intonation  

  • read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details  

  • translate with increasing accuracy from and to the target language longer passages containing a range of tenses and complex grammatical structures  

Pupils will be able to:  

  • listen to a variety of forms of spoken language to obtain information and respond appropriately  

  • transcribe words and short sentences that they hear with increasing accuracy  

  • initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address  

  • express and develop ideas clearly and with increasing accuracy, both orally and in writing  

  • speak coherently and confidently, with increasingly accurate pronunciation and intonation and spontaneity  

  • read and show comprehension of original and adapted materials from a range of different sources, making inferences, understanding the purpose, important ideas and details  

  • Translate with increasing accuracy from and to the target language longer passages containing a wide range of less common vocabulary and complex grammatical structures  

Cultural Capital 

Pupils will all have been exposed to: 

  • Exploring different school systems and routines  

  • Travelling and appreciation of other countries  

  • Building knowledge of landmarks in and outside of England  

  • Understanding of local area  

  • Understanding different types of currency and the origin of the European Union  

  • Exploring different types of food and customs   

  • An opportunity to travel to a foreign country  

  • Discovering Spanish films, books, music and well-known people 

 

This will enhance cultural capital because it will raise financial and cultural awareness of foreign countries.  

 

Pupils will all have been exposed to: 

  • Foreign festivals, traditions and cultural events  

  • Discussing healthy lifestyles 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This will enhance cultural capital because they will have a better understanding of what it means to be a British and global citizen. It will also raise awareness of the responsibilities of being a citizen of the world. It will raise aspiration, which will in turn improve social mobility. 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed on: 

  • How to describe family and friends and your relationship with them 

  • How to talk about daily routine and free-time activities, including reading preferences, TV programmes and films, social networks and sports 

  • How to talk about role-models 

  • How to make plans and invite someone out 

  • How to describe your town and local area and give directions 

  • How to shop for clothes 

  • How to talk about parts of the body, illnesses and injuries 

  • How to describe a special day 

 

By completing assessments on the four skills: listening, speaking, reading and writing  

Pupils will have been assessed on: 

  • How to talk about job preferences  

  • How to talk about plans, hopes and wishes  

  • How to talk about earning money  

  • How to describe work experience and volunteering  

  • How to apply for a job 

  • How to talk about healthy lifestyles 

  • How to talk about what concerns them  

  • How to talk about protecting the environment  

  • How to talk about international sporting events  

  • How to talk about the importance of languages 

 

 

 

 

 

 

 

 

 

By completing assessments on the four skills: listening, speaking, reading and writing  

 

 

YEAR GROUP PLANS 

Year 7 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Greetings 

  • Numbers, days, months and numbers 0-31 

  • School subjects 

  • Opinion phrases 

  • Day-to-day actions 

  • Snacks and drinks 

 

Pupils will be able to: 

  • Introduce themselves, give personal information and greet others 

  • Count 0-100 

  • Give opinions on school subjects and teachers 

  • Talk about what they do in lessons, what they eat and drink 

 

Pupils will all have been exposed to sharing personal information with others and to others’ opinions of school. They will understand the concepts of justifying an idea and will begin to be exposed to grammatical concepts.  

 

Pupils will complete a translation and a reading assessment, as well as a speaking peer-assessment task. 

Pupils will know: 

  • Family members 

  • Numbers 0-100 

  • Pets 

  • Colours  

  • Appearance and personality adjectives 

 

 

 

 

Pupils will be able to: 

  • Describe their physical appearance and personality, as well as others’ 

  • Introduce their families  

  • Describe their pets 

 

 

 

 

 

 

Pupils will all have been exposed to the concept of family. They will also continue to be exposed to grammatical concepts such as adjectival agreement. 

 

 

 

 

 

 

Pupils will complete a writing and a listening assessment, as well as a speaking peer-assessment task. 

Pupils will know: 

  • Hobbies 

  • Sports  

  • Frequency adverbs 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Talk about hobbies and sports 

  • Give opinions on hobbies and sports 

  • Tell the time using a 24 hour clock 

  • Identify the near future tense 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to knowledge about sports and hobbies in Spanish speaking countries, and will have an awareness of cultural differences in these areas. They will  understand the concept of European time and will be exposed to the contrast between present and near future tenses..  

 

 

 

 

 

Pupils will complete a translation and a reading assessment, as well as a speaking peer-assessment task. 

 

Pupils will know: 

  • Countries 

  • Types of houses and locations 

  • Rooms in the house 

  • Furniture  

  • Prepositions  

  • Day-to-day activities 

 

 

 

 

 

Pupils will be able to: 

  • Describe their area 

  • Describe rooms and furniture in their house/flat 

  • Talk about what they do in their room 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed the concept of local and to the relevance of understanding where something is using prepositions. 

 

 

 

 

 

 

 

 

 

Pupils will be assessed on the 4 skills. 

Literacy 

Key terms:   

C1 Nouns, verbs, stem, endings, present tense, definite and indefinite articles, adjectives, intensifiers, infinitive, to conjugate, to translate, personal pronouns, connectives, accents. C2 Adjectival agreement, possessive adjectives, singular, plural. C3 Frequency adverbs, time phrases, fluency, infinitive constructions, irregular verbs, near future tense. C4 Prepositions, stem-changing verbs, to locate 

 

Reading Strategies: 

• Anticipate the content  

• Identify the cognates 

• Recognise false friends 

• Use topic vocabulary to understand the context 

• Apply derivations 

• Use phonics 

• Skim or scan 

• Infer meanings 

• Make guesses 

• Identify the key components of the sentence 

 

Reading opportunities: 

Online research on cultural aspects of Spanish speaking countries. 

The Fable Cottage (bilingual tales for language learners). 

Mary Glasgow Magazines. 

Writing strategies:  

• Consider spelling and orthography 

• Think of word families 

• Use derivations 

• Build sentences in the MFL mode 

• Grammatical components 

• Not translating literally 

• Being aware of syntax 

• Using the right tense 

• Using what they know 

• Transfer skills and vocabulary/grammar  

• Proof-reading 

  

Thinking strategies:  

• Use tier 3 vocabulary 

• Use phonics-sounding words out in their head 

• Think of verb tense and formation  

• Transfer skills, vocabulary and grammar 

• Consider gender and number 

• Being creative about working out the meanings  

• Consider synonyms and antonyms 

 

 

 

Connections 

We have identified these connections to other subject areas:  

 

Maths – adding, subtracting, multiplying and dividing units and 10s, currency – Y7 C1 

 

RE – Christmas, Epiphany – Y7 T1 

Connections 

 

Connections 

We have identified these connections to other subject areas: 

 

Maths – telling the time – KS2 

Connections 

 

 

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabular tests and preparing for the 2 major assessments per cycle.      

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for the 2 major assessments per cycle.    

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for the 2 major assessments per cycle.      

 

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for an assessment in the 4 skills. 

 

Sequencing 

We have chosen this method of sequencing in Year 7 because this should follow on from what they have learnt in primary schools.  The structure allows for logical progression.  

 

It leads to the work that will be done in Year 8 because pupils will be able to use and further enhance their grammatical skills to explore new topics.  

 

YEAR GROUP PLANS 

Year 8 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Phonics 

  • Places in town 

  • Free time activities 

  • Days of the week 

  • Sequencers 

  • Prepositions 

 

Pupils will be able to: 

  • Say where they are going and what they are going to do  

  • Invite someone out in town 

  • Give excuses 

   

 

 

 

Pupils will be exposed to activities that Spanish children to in their free time with their friends, and problems they may face.  

 

 

 

 

 

Pupils will complete a translation and a reading assessment, as well as a speaking peer-assessment task. 

Pupils will know: 

  • Countries 

  • Ways of transport 

  • Holiday activities 

 

 

 

 

 

Pupils will be able to: 

  • Give details about a past holiday: where they went, how it was, who they went with, how they got there, what they did and how long they spent there 

 

Pupils will be exposed to a basic understanding of travel and holiday in a Spanish speaking country. They will also understand the difference between the past and present tenses. 

 

Pupils will complete a writing and a listening assessment, as well as a speaking peer-assessment task. 

Pupils will know: 

  • Food items 

  • Quantities 

  • Currencies and prices 

  • Vocabulary in a restaurant 

  • Barcelona landmarks and activities 

  • Directions 

  • Types of shops 

 

 

Pupils will be able to: 

  • Talk about what they have for the different meals 

  • Say what time they eat 

  • Order at the market 

  • Order at the restaurant 

  • Talk about what can be done in Barcelona 

  • Talk about what can be bought in a variety of shops 

 

 

 

 

Pupils will be exposed to a variety of Spanish food and drinks, and to the concept of register depending on the formality of a situation. They will also understand the difference between the mealtimes in Spain and the United Kingdom.  

 

 

 

 

Pupils will complete a translation and a reading assessment, as well as a speaking peer-assessment task. 

 

Pupils will know: 

  • Clothes 

  • Colours 

  • Comparative and superlative adjectives 

 

 

 

 

 

Pupils will be able to: 

  • Describe their uniform 

  • Describe clothes in general 

  • Compare clothes 

  • Say what they wear/wore/are going to wear in different occasions  

 

 

 

 

Pupils will be exposed to the concept of urban tribes and fashion styles. They will also the difference between Spanish and English schools regarding uniforms. 

 

 

 

 

 

Pupils will be assessed in the four skills. 

 

 

 

 

Literacy 

Key terms:  

On-going revision and practice of Year 7 literacy terms. C1 near future tense, sequencing words, connectives, infinitive structures. C2 regular and irregular verbs, preterit tense, question words, time phrases. C3 regular and irregular verbs, formal and informal register, present, near future and preterit tenses, frequency adverbs, infinitive structures. C4 regular and irregular verbs, genre and number, adjectival agreement, present, near future tense and preterit tenses, frequency adverbs, comparative, superlative. 

 

Reading Strategies: 

• Anticipate the content  

• Identify the cognates 

• Recognise false friends 

• Use topic vocabulary to understand the context 

• Apply derivations 

• Use phonics 

• Skim or scan 

• Infer meanings 

• Make guesses 

• Identify the key components of the sentence 

 

Reading opportunities:  

Online research on cultural aspects of Spanish speaking countries. 

The Fable Cottage (bilingual tales for language learners). 

Mary Glasgow magazines. 

Writing strategies:  

• Consider spelling and orthography 

• Think of word families 

• Use derivations 

• Build sentences in the MFL mode 

• Grammatical components 

• Not translating literally 

• Being aware of syntax 

• Using the right tense 

• Using what they know 

• Transfer skills and vocabulary/grammar  

• Proof-reading 

  

Thinking strategies:  

• Use tier 3 vocabulary 

• Use phonics-sounding words out in their head 

• Think of verb tense and formation  

• Transfer skills, vocabulary and grammar 

• Consider gender and number 

• Being creative about working out the meanings  

• Consider synonyms and antonyms 

 

Connections 

We have identified these connections to other subject areas:  

 

RE – Christmas – Y7 T1 

 

 

Connections 

We have identified these connections to other subject areas: 

 

Geography – location of countries - Y7 T3 & T5  

 

History – Spanish speaking countries, exploration of the Americas – Y8 C2 

Connections 

We have identified these connections to other subject areas: 

 

Maths – 100s – Y7 C1, fractions – Y7 C1 & Y8 C2, notation in decimals and thousands, currency – Y7 C1 

 

Art – Picasso – Y8 C3-C4 

Connections 

 

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabular tests and preparing for the 2 major assessments per cycle.    

 

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabular tests and preparing for the 2 major assessments per cycle.    

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for the 2 major assessments per cycle.     

 

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for an assessment in the 4 skills. 

 

 

Sequencing 

We have chosen this method of sequencing because the topics are well suited to this age group and we feel that it is important to build on their cultural knowledge.  Besides, the topics lead to more advanced grammar content such as the use of the three tenses:  Past, present and future. 

 

We also use the Mira textbooks and largely follow its structure.   

 

 

YEAR GROUP PLANS 

Year 9 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Phonics 

  • Holiday activities  

  • Weather phrases 

  • Types of accommodation 

  • Hotel facilities 

 

 

 

 

 

Pupils will be able to: 

  • Talk about what they do in the summer in different types of weather 

  • Talk about holiday preferences 

  • Talk about a past holiday 

  • Describe accommodation and accommodation facilities 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be exposed to a deeper understanding of travel and holiday and to the concept of inference in listening and reading activities.  

 

 

 

 

 

 

 

 

 

 

 

Pupils will complete a translation and a reading assessment, as well as a speaking peer-assessment task. 

 

Pupils will know: 

  • Disastrous holiday activities 

  • Numbers 1-999 

  • Hotel room facilities 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Book accommodation 

  • Deal with problems at holiday accommodation 

  • Talk about a disastrous holiday in the past 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be exposed to an understanding of booking accommodation and the different types of rooms and meal options. They will also continue to explore the difference between the past and present tenses. 

 

 

 

 

 

 

 

 

 

Pupils will complete a writing and a listening assessment, as well as a speaking peer-assessment task 

 

Pupils will know: 

  • School subjects 

  • Opinion phrases 

  • Clothes 

  • Colours 

  • Facilities 

  • Rules  

  • Problems and pressures 

  • Actions in lessons 

 

Pupils will be able to: 

  • Give their opinion on and compare their subjects 

  • Describe their uniform now and their ideal uniform 

  • Describe their school facilities now and in their primary school 

  • Agree and disagree with the school rules 

  • Talk about problems and pressures in school 

  • Talk about what they did the day before in lessons 

  • How Easter is celebrated in Spain 

 

Pupils will be exposed to the differences between schools in Spain and the United Kingdom.  They will be aware of what a school exchange means. They will also understand how school systems work in other Spanish speaking countries. 

 

 

Pupils will complete a translation and a reading assessment, as well as a speaking peer-assessment task. 

Pupils will know: 

  • Day-to-day school exchange actions 

  • Extra-curricular activities 

  • Achievements  

  • Food  

  • Spanish dishes 

  • Shops  

  • Spanish festivals and celebrations 

 

 

 

Pupils will be able to: 

  • Talk about what they are going to do in a school exchange 

  • Talk about the extra-curricular activities they do 

  • Talk about achievements and successes in and out of school 

  • Buy food at a (super)market and order it at a restaurant 

  • Talk about Spanish dishes 

  • Buy items in different shops 

  • Give their opinion on Spanish festivals and celebrations 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be exposed to the concept of school exchange and the aspiration to be successful in and outside of school. They will be exposed to the concepts of Mediterranean diet and Spanish cuisine. They will understand the importance of food, festivals and religious celebrations in Spain. 

 

 

 

 

Pupils will be assessed on the 4 skills. 

 

Literacy 

Key terms:   

On-going revision and practice of Years 7 and 8 literacy terms. C1 

Imperfect tense, narration, inference. C2 Formal register. C3 Negatives, distractors, infinitive phrases. C4 Object pronouns, quantity expressions. 

 

Reading Strategies: 

• Anticipate the content  

• Identify the cognates 

• Recognise false friends 

• Use topic vocabulary to understand the context 

• Apply derivations 

• Use phonics 

• Skim or scan 

• Infer meanings 

• Make guesses 

• Identify the key components of the sentence 

 

Reading opportunities:  

Online research on cultural aspects of Spanis speaking countries. 

The Fable Cottage (bilingual tales for language learners). 

Mary Glasgow magazines. 

Writing strategies:  

• Consider spelling and orthography 

• Think of word families 

• Use derivations 

• Build sentences in the MFL mode 

• Grammatical components 

• Not translating literally 

• Being aware of syntax 

• Using the right tense 

• Using what they know 

• Transfer skills and vocabulary/grammar  

• Proof-reading 

  

Thinking strategies:  

• Use tier 3 vocabulary 

• Use phonics-sounding words out in their head 

• Think of verb tense and formation  

• Transfer skills, vocabulary and grammar 

• Consider gender and number 

• Being creative about working out the meanings  

• Consider synonyms and antonyms 

Connections 

We have identified these connections to other subject areas:  

 

RE – Christmas – Y7 T1 

 

History – Spanish speaking countries, exploration of the Americas – Y8 C2 

 

Geography – location of countries – Y7 T3 & T5, climate and weather – Y7 T2, Y9 T5 

 

Art – Sagrada Familia (stained glass windows) – Y10 C2-C3, museums – Y7-Y11, Picasso – Y8 C3-C4 

Connections

We have identified these connections to other subject areas: 

 

Maths – 100s, adding subtracting, multiplying and dividing units and 10s, currency – Y7 C1 

Connections

We have identified these connections to other subject areas: 

 

RE – Easter – Y7 T4, life after death + Day of the Dead– Y7 T6, Y8 T4 & T6, Y9 T1, Fallas – Y7 T1 

 

RSE – School rules, Bullying – Y7 T3 & T4 

 

English – re-birth story – Dickens –Y8 C2 

 

Art – Christian afterlife – Y7 C3 

Connections

We have identified these connections to other subject areas: 

 

PE – achievements in school, extra-curricular activities – Y7-11 

Learning at home

Consolidation of learning will take place at home by completing weekly vocabular tests and preparing for the 2 major assessments per cycle.    

 

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabular tests and preparing for the 2 major assessments per cycle.    

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for the 2 major assessments per cycle.     

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for an assessment in the 4 skills. 

  

Sequencing 

We have chosen this method of sequencing in Year 9 because we have decided to build on and expand the knowledge of two topics previously taught that are relevant to our students. This allows us to revise grammatical structures and build on use of tenses with topics they have encountered at a more basic level.   

 

 

 

YEAR GROUP PLANS 

Year 10 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Phonics 

  • Family terms 

  • Descriptions of positive and negative family relationships 

  • More advanced adjectives and phrases to describe appearance and personality 

  • Social networks’ purposes, advantages and disadvantages 

  • More advanced free time activities 

  • Reading genres 

 

Pupils will be able to:

  • Describe their family and themselves including personality and physical description 

  • Talk about friends and what makes a good friend 

  • Talk about family relationships 

  • Make arrangements to go out 

  • Talk about what they use apps for, their advantages and disadvantages 

  • Talk about their reading preferences 

 

 

Pupils will be exposed to the concept of family in today’s society and what makes for positive and negative relationships. They will explore friendship and young people’s going out habits in a foreign country. 

 

 

Pupils will complete a Listening, Reading and Writing assessment.  A Speaking assessment will take place in the form of a peer-assessment task. 

Pupils will know: 

  • More advanced and structured free time activities and sports 

  • TV programmes and films genres 

  • What’s trending in Spanish speaking countries 

  • Role-models 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to:

  • Talk about hobbies in the past and now 

  • Talk about films, TV programmes and videogames that are trending 

  • Discuss different types of entertainment, including their pros and contras 

  • Buy tickets for a show 

  • Discuss role models 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be exposed to world and Spanish personalities who contribute significantly to society.  They will also be exposed to films, programmes and videogames that are trending in Spanish speaking countries. 

 

 

 

 

 

Pupils will complete a Listening, Reading and Writing assessment.  A Speaking assessment will take place in the form of a peer-assessment task. 

 

Pupils will know:  

  • Places in the town 

  • Directions 

  • Geographical terms to describe your neighbourhood and region 

  • Touristic activities 

  • Weather terms 

  • Problems in a town 

  • Clothes and presents 

 

 

 

 

 

 

 

Pupils will be able to:

  • Describe their area and region and compare them to others in a more advanced way   

  • Talk about the pros and cons of their towns 

  • Ask for directions, ask questions to be able to get around a place and ask questions at the tourist office  

  • Describe plans according to the weather   

  • Shop for clothes and souvenirs, including returning items 

  • Describe improvements to be made in their towns 

 

Pupils will be exposed to the geography and climate of different Spanish speaking countries and Spanish towns.  They will understand how the geography of a place has a big impact on their culture and customs, and the activities that can be done in that place.  

 

Pupils will complete a Listening, Reading and Writing assessment.  A Speaking assessment will take place in the form of a peer-assessment task. 

 

Pupils will know: 

  • Food, traditional dishes and Spanish/Mediterranean diet 

  • Daily routine 

  • Parts of the body 

  • Illnesses and injuries 

  • Special days 

  • Restaurant vocabulary 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Describe food, drink and traditional dishes  

  • Describe their daily life 

  • Talk about illnesses and injuries 

  • Ask for help at the pharmacy 

  • Describe festivals and traditions 

  • Order at a restaurant and explain what is wrong 

 

Pupils will be exposed to daily routine of Spanish pupils at school and on special days. 

They will understand the importance of food and traditions in Spain. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be assessed in all four skills in preparation for their GCSEs.  

 

 

Literacy 

Key terms:   

On-going revision and practice of Year 7-9 literacy terms. C1 Possessive adjectives, stem-changing verbs, simile, present continuous, reflexive verbs. C2 Cognates, indefinite and definite articles, infinitive phrases, expressions of frequency, imperfect tense, perfect tense. C3 Negatives, simple future tense conditional clauses, demonstrative adjectives, direct object, synonyms and antonyms. C4 Reflexive verbs, quantity expressions, the superlative form 
 

Reading Strategies: 

• Anticipate the content  

• Identify the cognates 

• Recognise false friends 

• Use topic vocabulary to understand the context 

• Apply derivations 

• Use phonics 

• Skim or scan 

• Infer meanings 

• Make guesses 

• Identify the key components of the sentence 

 

Reading opportunities:  

Mary Glasgow magazines. 

Writing strategies:  

• Consider spelling and orthography 

• Think of word families 

• Use derivations 

• Build sentences in the MFL mode 

• Grammatical components 

• Not translating literally 

• Being aware of syntax 

• Using the right tense 

• Using what they know 

• Transfer skills and vocabulary/grammar  

• Proof-reading 

  

Thinking strategies:  

• Use tier 3 vocabulary 

• Use phonics-sounding words out in their head 

• Think of verb tense and formation  

• Transfer skills, vocabulary and grammar 

• Consider gender and number 

• Being creative about working out the meanings  

 

Connections

We have identified these connections to other subject areas:  

 

RSE – advantages and disadvantages on the use of technology and the internet – Y7 T3 & T4, relationships – Y7 T3 & T4, Y9 T3 & T4, family and marriage – Y7 T3 & T4, Y9 T3 & T4 what makes a good friend – Y7 T3 & T4, Y9 T3 & T4 

 

English – literary texts – Y7-Y11 

 

Music – music genres – Y7 C4 & Y8 C3 

 

PA – role-plays – Y7 C1 & Y8 C1  

Connections

We have identified these connections to other subject areas: 

 

English – literary texts – Y7-Y11 

 

Music – role-models: musicians – Y8 C3 

 

PE – types of sports, role-models: sportspeople  - Y10 C1 & C2, Y11 C1 & C3 

 

PA – role-plays – Y7 C1 & Y8 C1  

 

Connections 

We have identified these connections to other subject areas: 

 

Maths – currency – Y7 C1, Y9 C1, Y11 C1, notation in decimals - Y7 C1 

 

English – literary texts – Y7-Y11 

 

Geography – urban issues – Y8 T4 & T6, Y10 T2, describing the features of the local area (volcanoes, lakes, etc.) - Y9 T1 

 

PA – role-plays – Y7 C1 & Y8 C1  

 

Connections 

We have identified these connections to other subject areas: 

 

English – literary texts – Y7-Y11 

 

PA – role-plays – Y7 C1 & Y8 C1  

 

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for assessments in Listening, Reading and Writing.  A Speaking assessment will take place in the form of a peer-assessment task. 

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for assessments in Listening, Reading and Writing.  A Speaking assessment will take place in the form of a peer-assessment task. 

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for assessments in Listening, Reading and Writing.  A Speaking assessment will take place in the form of a peer-assessment task. 

Learning at home 

 Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for formal assessments in the four skills. 

 

Sequencing 

We have chosen this method of sequencing in Year 10 because we have decided to complete the more familiar themes of the GCSE course which have been covered to different extents during KS3. 

This allows us to revise vocabulary and grammatical structures previously taught, at the same that we build on complexity of vocabulary and grammar and we include a variety of new and more advanced tenses. It will lead on to Themes 4 (Future aspirations, study and work) and 5 (International and global dimension) of the GCSE course, which will include new content and will require a more mature approach from the students. 

 

YEAR GROUP PLANS 

Year 11 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Phonics 

  • Jobs  

  • Chores and work responsibilities  

 

 

 

Pupils will be able to: 

  • Talk about job preferences, plans, hopes and wishes for the future 

  • Talk about how to earn money  

  • Describe work experience and volunteering  

  • Apply for a job 

  • Talk about the importance of languages 

 

Pupils will all have been exposed to a variety of jobs and future careers. They will also understand the requirements to apply for a job. 

 

Pupils will complete a Listening, Reading and Writing assessment.  Speaking will be continuously tested in class. 

 

 

Pupils will know: 

  • Food  

  • Nutrients  

  • Drugs 

  • Environmental problems 

  • Social problems 

  • International events 

 

Pupils will be able to: 

  • Talk about healthy lifestyles 

  • Talk about what concerns them  

  • Talk about protecting the environment  

  • Talk about international sporting events 

 

 

 

 

 

 

Pupils will all have been exposed to the concept of healthy lifestyles. They will also gain a deeper understanding of nowadays world problems and how to help solve them. 

 

Pupils will complete their PPEs in the four skills. 

 

Pupils will know: 

  • The structure of the speaking paper 

 

 

 

 

 

Pupils will be able to: 

  • Revise the GCSE content 

  • Speak with increase confidence about a variety of topics 

  • Improve their skills through exam practice 

 

 

 

 

 

 

 

Pupils will all have been exposed to different types of and purposes for writing and speaking. 

 

 

 

 

Pupils will be assessed on all four skills in preparation for their GCSEs, focusing especially on the speaking skills, that will be assessed both by the teachers and by their peers.  

 

Pupils will know: 

  • The structure of the writing, reading and listening papers 

 

 

 

Pupils will be able to: 

  • Identify distractors in their listening and reading papers 

  • Improve their skills through exam practice 

  • Make predictions on what they are reading or listening to 

 

Pupils will all have been exposed to different types of and purposes for writing. 

 

 

 

Pupils will be assessed on listening, reading and writing, in preparation for their remaining GCSE papers, focusing especially on their writing.  

Literacy 

Key terms: 

On-going revision and practice of Year 7-10 literacy terms.  

Regular and irregular verbs. 

Genres. Preterite tense. Near future tense. Possessive adjectives. Conditional. Subjunctive. Infinitive structures.  

 

Reading Strategies: 

• Anticipate the content  

• Identify the cognates 

• Recognise false friends 

• Use topic vocabulary to understand the context 

• Apply derivations 

• Use phonics 

• Skim or scan 

• Infer meanings 

• Make guesses 

• Identify the key components of the sentence 

 

Reading opportunities: 

Mary Glasgow magazines. 

Writing strategies:  

• Consider spelling and orthography 

• Think of word families 

• Use derivations 

• Build sentences in the MFL mode 

• Grammatical components 

• Not translating literally 

• Being aware of syntax 

• Using the right tense 

• Using what they know 

• Transfer skills and vocabulary/grammar  

• Proof-reading 

  

Thinking strategies:  

• Use tier 3 vocabulary 

• Use phonics-sounding words out in their head 

• Think of verb tense and formation  

• Transfer skills, vocabulary and grammar 

• Consider gender and number 

• Being creative about working out the meanings  

 

Connections 

We have identified these connections to other subject areas:  

 

RE – Christmas – Y7 T1 

 

English – literary texts – Y7-Y11 

 

PA – jobs and careers – Y10 C1, role-plays – Y7 C1 & Y8 C1  

 

PE – work experience: sports/gyms – Y7 T4 

 

 

Connections 

We have identified these connections to other subject areas: 

 

RSE – drugs and healthy lifestyles – Y7 T5-T6 

 

Science – drugs/doping – Y8 C1, Y10 C2, healthy eating and balance diet – Y8 C1, saving energy and energy efficient houses (materials) – Y9 C4, environmental issues – Y9 C4 & Y11 C1, recycling materials – Y11 C1, renewable energies – Y7 C2, climate change & natural disasters – Y11 C1 

 

English – literary texts – Y7-Y11, inequality/wealth in An Inspector Calls – Y10 C1 

 

Geography – renewable energies – Y9 T4, Y11 T2, climate change – Y9 T5, Y10 T1, and natural disasters – Y10 T1, environmental issues – Y8 T6, Y10 T2-T4, Y11 – T1-4, fair trade – Y10 T4 

 

PE – healthy and active lifestyles, sports events – Y7-Y11 

 

Art – post-modernism, personal and conceptual art (environment) – Y9 C4, Y10 C3 

 

PA – role-plays – Y7 C1 & Y8 C1  

Connections 

We have identified these connections to other subject areas: 

 

Maths – percentages – Y10 C2 

 

English – literary texts – Y7-Y11 

 

PA – role-plays – Y7 C1 & Y8 C1  

 

 

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for assessments in Listening, Reading and Writing.  A Speaking assessment will take place in the form of a peer-assessment task. 

Learning at home  

Consolidation of learning will take place at home by completing weekly vocabulary tests and  completing PPEs.  They will also practise their writing, translating, reading and listening skills through a variety of written tasks.        

 

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabulary tests and preparing for the major assessments per cycle. They will also practise their writing, translating, reading and listening skills through a variety of written tasks.        

Learning at home 

Consolidation of learning will take place at home by completing weekly vocabulary tests and sitting GCSE papers in the four skills. 

 

Sequencing 

We have chosen this method of sequencing in Year 11 because during cycle 1 students start thinking about their post-16 education and therefore the content will be more engaging. We then follow on in cycle 2 with a topic where they can apply grammar previously taught. Besides, they require a higher level of maturity in order to approach the more serious topics, such as social and environmental issues, and for this reason we leave this topic until the very end.  

 

It builds on the work done in Year 10 by revisiting the grammar points previously taught, which will give them the opportunity to express themselves confidently and in a more sophisticated way, which will in turn enhance their chances of success. Besides, in cycles 3 and 4 students will be revisiting all the content taught since year 9.  

 

It leads to the work that will be done in Year 12 by giving them a good foundation of the language in terms of vocabulary, grammar and skills to approach the A-level course of the language studied.  

Our Mission and Values

“Therefore learn as if to live forever; live as if to die tomorrow” (St Edmund of Abingdon)

Read Our Values & Ethos Statement

Trust Information

St Edmund's Catholic School is an academy, and part of the Kent Catholic Schools’ Partnership. The Kent Catholic Schools’ Partnership is an exempt charity and a company limited by guarantee registered in England and Wales under company registration number 08176019 at registered address: Barham Court, Teston, Maidstone, Kent, ME18 5BZ. St Edmund's Catholic School is a business name of Kent Catholic Schools’ Partnership.

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