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CCEA Planning Framework for GCSE Spanish

CCEA Planning Framework for GCSE Spanish

GCSE Spanish

Contents Page

Introduction 1

Unit 1: Listening 6

Unit 2: Speaking 18

Unit 3: Reading 32

Unit 4: Writing 46
CCEA Planning Framework for GCSE Spanish

Introduction
The purpose of this Planning Framework is to support the teaching and
learning of GCSE Spanish. The Planning Framework is based on
specification content but should not be used as a replacement for the
specification. It provides suggestions for a range of teaching and
learning activities which provide opportunities for students to develop
their:
Knowledge and understanding
Subject specific skills
The Cross-Curricular Skills
Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive.


Teachers are encouraged to adapt and develop it to best meet the needs
of their students.

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CCEA Planning Framework for GCSE Spanish

Subject Skills Assessed through Spanish:


The following skills are assessed in GCSE Spanish:
Listening [AO1]
Speaking [AO2]
Reading [AO3]
Writing [AO4]

Supporting the Development of Statutory Key Stage 4 Cross-


Curricular Skills and Thinking Skills and Personal Capabilities
This specification builds on the learning experiences from Key Stage 3 as
required for the statutory Northern Ireland Curriculum. It also offers
opportunities for students to contribute to the aim and objectives of the
Curriculum at Key Stage 4, and to continue to develop the Cross-
Curricular Skills and the Thinking Skills and Personal Capabilities. The
extent of the development of these skills and capabilities will be
dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4


Communication:

Students should be able to:


communicate meaning, feelings and viewpoints in a logical and
coherent manner, for example organise the structure and content of
their written response to present ideas effectively;
make oral and written summaries, reports and presentations, taking
account of audience and purpose, for example convey complex
information clearly, showing sensitivity to register to achieve effects;
participate in discussions, debates and interviews, for example work as
a pair or in a group and make valid contributions by asking relevant
questions;
interpret, analyse and present information in oral, written and ICT
formats, for example use technology such as a PowerPoint presentation
to communicate information in an original way; and
explore and respond, both imaginatively and critically, to a variety of
texts, for example evaluate information from different sources and
draw conclusions.

Using Mathematics

Students should be able to:


use mathematical language and notation with confidence, for example
recognise
patterns for numbers and understand mathematical data in the target
language;

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CCEA Planning Framework for GCSE Spanish

use mental computation to calculate, estimate and make predictions in


a range of simulated and real-life contexts, for example interpret
diagrams and timetables;
select and apply mathematical concepts and problem-solving strategies
in a range of simulated and real-life contexts, for example obtain,
process and interpret mathematical data to justify their conclusions;
interpret and analyse a wide range of mathematical data, for example
use statistical data from a range of sources to draw conclusions;
assess probability and risk in a range of simulated and real-life
contexts, for example analyse mathematical data to evaluate the
consequences of risk-taking behaviour; and
present mathematical data in a variety of formats which take account
of audience and purpose, for example use appropriate mathematical
language to communicate ideas effectively.

Using ICT

Students should be able to make effective use of information and


communications technology in a wide range of contexts to access,
manage, select and present information, including mathematical
information, for example research a topic online and present the
information using a PowerPoint presentation to create an impact.

Thinking Skills and Personal Capabilities at Key Stage 4


Self-Management
Students should be able to:
plan work, for example select a learning strategy such as mind maps
for revision;
set personal learning goals and targets to meet deadlines, for example
identify strengths and weaknesses and organise tasks according to
priority;
monitor, review and evaluate their progress and improve their
learning, for example respond positively to feedback to prioritise a
specific area for improvement; and
effectively manage their time, for example focus on the task to
complete their work on time.

Working with Others

Students should be able to:


learn with and from others through co-operation, for example listen to
others and value contributions from other groups;
participate in effective teams and accept responsibility for achieving
collective goals, for example contribute constructively in group
activities by asking appropriate questions; and
listen actively to others and influence group thinking and decision-
making, taking account of others opinions, for example explore

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CCEA Planning Framework for GCSE Spanish

differences in opinion to consider pros and cons and reach a


conclusion.

Problem Solving

Students should be able to:


identify and analyse relationships and patterns, for example recognise,
compare and contrast information and data;
propose justified explanations, for example present reasons and
rationales;
reason, form opinions and justify their views, for example give reasons
for likes/dislikes or preferences;
analyse critically and assess evidence to understand how information
or evidence can be used to serve different purposes or agendas, for
example use appropriate registers to convey information with a
recognition of audience and purpose;
analyse and evaluate multiple perspectives, for example consider and
compare different points of view;
explore unfamiliar views without prejudice, for example objectively
take on board various viewpoints;
weigh up options and justify decisions, for example compare
alternatives, come to a personal conclusion and justify opinions; and
apply and evaluate a range of approaches to solve problems in familiar
and novel contexts, for example use a range of strategies to tackle
problems and resolve familiar and unfamiliar scenarios and situations.

Although not statutory at Key Stage 4 this specification also allows


opportunities for further development of the Thinking Skills and Personal
Capabilities of Managing Information and Creativity.
Students should feel confident when:
applying grammatical rules [Managing Information];
presenting a balanced text in Spanish [Managing Information]; and
writing from the perspective of another [Being Creative].

Key Stage 4 Statutory Skills and Personal Capabilities


Communication Skills Comm - T&L (Talking & Listening) W
(Writing) R (Reading)
Using Mathematics UM
Using ICT UICT
Problem solving PS
Working with Others WO
Self-Management SM

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CCEA Planning Framework for GCSE Spanish

Key Features
The Planning Framework:
Includes suggestions for a range of teaching and learning activities
which are aligned to the GCSE Spanish specification content.
Highlights opportunities for inquiry-based learning.
Indicates opportunities to develop subject knowledge and
understanding and specific skills
Indicates opportunities to develop the Cross-Curricular Skills and
Thinking Skills and Personal Capabilities.
Provides relevant, interesting, motivating and enjoyable teaching and
learning activities which will enhance the students learning
experience.
Makes reference to supporting resources.

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CCEA Planning Framework for GCSE Spanish

Unit 1: Listening

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Listening Students should be Myself, my family, relationships and choices
able to:
Context 1: Listen to information about someone and their Comm T & L
demonstrate family and complete gap fill and pairing up
Identity, understanding of exercise. Use of chosen text book.
Lifestyle and different types of Play Guess Who in Spanish, using third person
Culture spoken language; singular of the verb.
Speed dating, students move every one or two
Students lives, follow and minute(s) describing the type of person they are in
families, understand clear target language and what they look for in an ideal
homes and speech using partner. Most should aim to use the conditional Comm T & L
interests, and familiar language; tense.
those of others
in Spanish- identify the overall Social media and new technology
speaking message, key
countries/ points, details and Students access podcast 136 on espaolextra.com
communities opinions in a and complete the worksheet. This is aimed at
variety of spoken higher level.
passages; Listen to young people describing the
advantages/disadvantages of social media and
complete exercises. To be pre-recorded by the
teacher or make use of chosen course text book.

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Identity,
Lifestyle and
Culture deduce meaning Song and gap fill activity, can be found on tes.com
(cont.) from a variety of No te metas a mi Facebook by Esteman. This is
spoken texts; and probably for abler candidates but is a fun exercise.
Teachers can provide extra support if needed.
recognise and
respond to key Free time, leisure and daily routine
information, SM
important themes Students make a video diary describing their daily UICT
and ideas in routine in target language. These may be Comm
extended spoken presented to the class.
text (including Students listen to someone describing what they
authentic sources, do in their free time and note down as much
which may be information as possible.
adapted as Chore game: students work in pairs describing an
appropriate) by activity that they do every day, their partner must
being able to guess what this activity is and vice versa.
answer questions,
extract
information,
evaluate and draw
conclusions.

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Identity, Culture, customs, festivals and celebrations
Lifestyle and
Culture Students spend time researching a Spanish
(cont.) festival of their choice, from any region or Spanish
speaking country. They create a presentation on Comm R
this in the target language and present it to the
class. This can be done in pairs or independently.
Teachers guide students with language.
PowerPoint on Spanish festivals
www.languagesresources.co.uk/SpanishXmas.html
teachers
pre-record the information. Students note down
as many details as possible. Teachers give out a
map of Spain and students label where each
festival takes place. PowerPoint is then presented
to the class
Teachers read a description of Easter in Spain and
students answer the questions that follow
Resources www.bbc.co.uk/schools/gcsebitesize/audio/spanish/
www.languagesresources.co.uk/SpanishDailyRoutine.html
spanish-resources.com/skill/listening
www.languagesresources.co.uk/SpanishXmas.html
www.tes.com/teaching-resources/hub/secondary/languages/spanish/culture/festivals/

iPads

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Recording device

Interactive whiteboard

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Listening Students should be My local area and the wider environment
able to:
Context 2: Students access BBC Bitesize and complete the UICT
demonstrate listening exercises on My Region. WO
Local, understanding of Students complete role play scenarios in pairs
National, different types of describing where they live, what there is to do and
International spoken language; give opinions. Teacher devises roleplay cards.
and Global Listen to recordings/videos of people describing
Areas of follow and their region and do oral or written summaries of PS
Interest understand clear these passages.
speech using
Students familiar language; Community involvement
lifestyles and
attitudes to identify the overall Listen to a recording about voluntary work done
environmental, message, key by different people and answer questions. Limited
social and points, details and resources available on line for this topic area.
global issues, opinions in a Please refer to chosen text book.
and those of variety of spoken
others in passages;
Spanish-
speaking
countries/
communities

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Local, Social and global issues
National,
International deduce meaning Song Clandestino by Manu Chao is a song that PS
and Global from a variety of focuses on immigration. Students listen as many
Areas of spoken texts; and times as necessary and complete gap fill.
Interest Various exercises on spanish-resources.com based Comm T & L
(cont.) recognise and on climate change and environment. Students
respond to key watch a video, listen to a report on climate change
information, and choose the correct answer out of four. This is PS
important themes a Higher Level exercise; students may need to
and ideas in listen several times.
extended spoken
text (including Travel and Tourism
authentic sources,
which may be Use of linguascope.com to revise countries and
adapted as modes of travel. Students listen and match up PS
appropriate) by vocabulary. Various types of listening exercise
being able to based on the topic of holidays are available. WO
answer questions, Roleplay cards, students work in pairs. They each PS
extract have a card with four or five statements in English
information, (images can also replace words). They must
evaluate and draw convey the correct information in Spanish and
conclusions. their partner reiterates what they have said in
English. This can use any time frame and can
include as many opinions and complex structures
as the teacher thinks is appropriate for the class.

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Local, Teacher reads an extract about a past/future
National, holiday to the class as many times that is
International necessary. Students then answer a series of
and Global questions on what they have heard. Extracts in
Areas of past and future tenses with questions on the
Interest espaol extra website.
(cont.)

Resources www.espaolextra.com
www.linguascope.com

interactive white board

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Listening Students should be My studies and school life
able to:
Context 3: Students watch a video A day in a Spanish PS
demonstrate secondary school on bbc.co.uk. This is an
School Life, understanding of authentic resource that allows students to revise
Studies and different types of time and subjects. Teachers can create exercises
the World of spoken language; appropriate to the level of their class. UICT
Work Students make a story board describing their Comm
follow and school day, once finished and marked they record
Education and understand clear themselves. Their final product should be a
employment speech using detailed spoken piece on school with opinions
issues in familiar language; which can be presented to the class.
students own
country/ identify the overall Extra-curricular activities WO
community message, key
and in points, details and Free time Snakes and Ladders, this could be a
Spanish- opinions in a revision session or a starter activity for students to
speaking variety of spoken revise sports and basic opinions. Teachers will
countries/ passages; need to provide each pair/group with a template, a
communities dice and perhaps small prizes for the winners.
deduce meaning Students are using oral and listening skills and
from a variety of should not have had any previous support
spoken texts; and beforehand, just what they can remember from
key stage 3. Template available from tes.com.

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities

School Life, Students listen to what sport/activities Spanish UICT


Studies and young people like to do in their free time. They
the World of recognise and list what the sport is, how many times a week they
Work (cont.) respond to key do this activity and their opinion of it. Teacher can
information, read this to the class (various texts can be found
important themes on espaolextra.com or make use of their chosen
and ideas in text book).
extended spoken BBC Bitesize listening activities on Free time
text (including students complete both foundation and higher
authentic sources, level exercises.
which may be UICT
adapted as Part-time jobs and money management
appropriate) by
being able to Students watch video on YouTube to revise jobs
answer questions, (see link below).
extract Foundation and higher listening audio on jobs
information, available on BBC Bitesize with activities.
evaluate and draw Students access espaolextra.com and complete
conclusions. listening activity Podcast 89 based on finding a
Summer job. This is a higher level activity.

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
School Life, Future plans and career
Studies and
the World of Students receive sentences that have been cut up PS
Work (cont.) into single words. E.g. En el futuro tengo ganas de WO
ser mdico y tendr que sacar buenas notas en
mis examenes. They work in pairs or
independently making the sentences. Once they
have completed at least two to three, they have a
conversation with one another stating which job
they want to do in the future and why. They must WO
note down in English their partners job and Comm T & L
reason.
Telephone conversation role play in pairs, teachers
may allow students to use their own mobile phone
as prop. One student makes a statement about
the future e.g. I want to live in Spain, the line
reception is bad and the other cannot hear. They
must then rephrase using another structure e.g. I
hope to live in Spain, they must use at least three
structures before they are understood. Teachers
may want to provide a slide on the board for
support depending on students level.

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Resources www.youtube.com (www.youtube.com/watch?v=X3VvtymNybo)
www.bbc.co.uk/education
www.bbc.com/mundo/media/video

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CCEA Planning Framework for GCSE Spanish

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CCEA Planning Framework for GCSE Spanish

Unit 2: Speaking

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Speaking Students should be Myself, my family, relationships and choices
able to:
Context 1: Use of language mats to encourage spontaneous Comm T & L
communicate and responses (question words/rephrasing questions).
Identity, interact effectively Interviews to find out personal details.
Lifestyle and in speech for a Physical descriptions: give your students
Culture variety of purposes; photographs (or other visual aids) and ask them to UICT
describe them orally.
Students lives, take part in short PowerPoint presentation of their family: students
families, conversations, will orally introduce their family describing different
homes and asking and slides.
interests, and answering This is my life comic students will create a short
those of others questions, comic about their lives (personal details/family and
in Spanish- exchanging opinions pets/friends) which can be read aloud to the class.
speaking and producing
countries/ extended sequences
communities of speech;

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Identity, Social media and new technology
Lifestyle and
Culture speak Class discussion about the positive and negative Comm T & L
(cont.) spontaneously, aspects of social media.
responding to Against the clock Students talk for a full minute
questions, points about their use of their mobile phone.
of view or
situations and
sustaining
communication, as
appropriate;

Free time, leisure and daily routine


express
information and Surveys to find out details about the daily routine of Comm
narrate events others. The findings can be later orally presented to WO
coherently and the class (using charts and percentages).
confidently, using Join my club: in groups, students will create a
and adapting brochure about their local leisure centre, including
language for new the facilities and sports it offers and will present it
purposes; orally to the class.
Role plays at the department store/at the cinema
make appropriate ticket office/ phoning your friend to arrange to go
and accurate use out, etc.
of a variety of Against the clock students talk for one minute
vocabulary and about their pastimes (what they do/where they

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
grammatical go/who they go with/when they go).
structures;

Identity, Culture, customs, festivals and celebrations


Lifestyle and
Culture make creative use PowerPoint presentation of a popular festival in
(cont.) of the language, as Spain or Latin America: in pairs, after Comm
appropriate, to researching key details of their chosen festival, UICT
express and justify students will orally present their findings
their own thoughts describing different slides.
and points of view; PowerPoint presentation to reflect different
and aspects of Spanish culture: in pairs, after
researching key details, students will orally
use accurate present their findings describing different slides. WO
pronunciation and Two minutes oral presentations on the topic of
intonation that Christmas in my country: in groups students
would be research and present to their peers how Christmas
understood by a is celebrated in their country/traditions/
native speaker. decorations/typical products/how it differs from WO
Christmas in Spain, etc.
Role plays birthday celebrations/attending a
festival or celebration in Spain/describing and
comparing customs of native country and Spain.

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CCEA Planning Framework for GCSE Spanish

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CCEA Planning Framework for GCSE Spanish

Resources Boardworks

Interactive whiteboard

Cameras and voice recorders

Computers and access to Internet

Relevant photographs and cue cards

Magazines from state agencies

www.bbc.co.uk/schools/gcsebitesize
www.teachitlanguages.co.uk
www.linguascope.com
www.languagesresources.co.uk
www.tes.com
www.espanol-extra.co.uk
www.lightbulblanguages.co.uk/resources
https://neiljones.org/category/span
www.cvc.cervantes.es/aula/pasatiempos

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Speaking Students should be My local area and the wider environment
able to:
Context 2: The weather forecast: students will create a UICT
communicate and podcast to present the weather forecast for that WO
Local, interact effectively week in their city.
National, in speech for a Selling my house: in pairs, students will take
International variety of the role of estate agents and will describe a house
and Global purposes; for sell. This can take the form of a video
Areas of recording exercise with their comments as a voice-
Interest take part in short over.
conversations, Description of their city/neighbourhood: this can
Students asking and take the form of a video recording exercise with
lifestyles and answering their comments as a voice-over.
attitudes to questions, Working in pairs and using a town map, ask for
environmental, exchanging and give directions to different places.
social and opinions and Listen to recordings/videos of people describing
global issues, producing their region and do oral summaries of these
and those of extended passages.
others in sequences of Role plays: shopping in my city/countryside or
Spanish- speech; city/asking and giving directions/arranging a visit
speaking to the city centre, etc.
countries/ speak
communities spontaneously,
responding to
questions, points
of view or
situations and

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CCEA Planning Framework for GCSE Spanish

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Local, Community involvement
National,
International express Role play: my work in a charity shop. Comm T & L
and Global information and Read a text/listen to a recording about voluntary UM
Areas of narrate events work done by different people and answer orally to
Interest coherently and some questions.
(cont.) confidently, using Surveys to find out details about the voluntary
and adapting work people at school do. The findings can be
language for new later orally presented to the class (using charts
purposes; and percentages).

Social and global issues

In groups, create a PowerPoint presentation about UICT


make creative use a particular environmental problem, its
of the language, as consequences and possible solutions. After Comm R, T & L
appropriate, to researching key details of their chosen
express and justify environmental problem, students will orally
their own thoughts present their findings describing different slides.
and points of view;
and

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Local,
National,
International use accurate Class discussion about the main social issues in PS
and Global pronunciation and their city or the main global issues (hunger/drug
Areas of intonation that addiction/poverty/
Interest would be deforestation/obesity/unemployment/alcoholism/ho
(cont.) understood by a melessness, etc.) and possible solutions to these.
native speaker. The news: working in groups, students will
choose a piece of news occurred locally or globally
that week and will present it to the class in the TL
as if they were TV/radio presenters. This could be UCIT
previously recorded using podcasting or
webcasting.
As an extension to this activity, students should
make their own podcast/webcast/news report.

Travel and Tourism

Against the clock students talk for a full minute Comm T & L
about their holidays (what they do/where they WO
go/who they go with/when they go). PS
Dialogues in pairs about what students generally
do in the summer.
Surveys to find out details about what way people
prefer to travel. The findings can be later
presented to the class (using charts and
percentages).

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CCEA Planning Framework for GCSE Spanish

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Local, The travel agency: in groups students will UICT
National, create a brochure about a holiday destination,
International including what holidaymakers can do there, the
and Global facilities the destination offers, etc. and will
Areas of present it orally to the class. SM
Interest Role play: booking a room in a hotel/asking for
(cont.) information at the train station/shopping for
souvenirs/at the tourist office, etc.

Resources Boardworks

Interactive whiteboard

Cameras and voice recorders

Computers and access to Internet

Relevant photographs and cue cards

Maps, postcards and holiday brochures

www.bbc.co.uk/schools/gcsebitesize
www.teachitlanguages.co.uk
www.linguascope.com
www.languagesresources.co.uk
www.tes.com
www.espanol-extra.co.uk

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CCEA Planning Framework for GCSE Spanish

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Speaking Students should be My studies and school life
able to:
School Life, Dialogues in pairs about their school day. Comm T & L
Studies and communicate and This is my school: in groups students will make UM
the World of interact effectively video recording exercise with their comments over
Work in speech for a describing the different parts/ rooms of the school
variety of or in groups, students produce a digital UICT
Education and purposes; presentation for Open Night a short
employment film/mockumentary on the school.
issues in take part in short Surveys to find out what are the most/least
students own conversations, favourite subjects and why. These findings can be
country/ asking and later presented to the class (using charts and
community answering percentages).
and in questions, Using a photograph from their primary school,
Spanish- exchanging students can describe their former school uniform. WO
speaking opinions and Class discussion about school rules. UICT
countries/ producing
communities extended Extra-curricular activities
sequences of
speech; In pairs, create a poster and orally advertise one
of the
speak extra-curricular activities offered at their school.
spontaneously, Power point presentation about what extra-
responding to curricular activities they do.
questions, points
of view or
situations and

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CCEA Planning Framework for GCSE Spanish

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
School Life, Part-time jobs and money management
Studies and
the World of Using photographs of different professions, Comm T & L
Work (cont.) express students will have to describe what they are and PS
information and what they do. WO
narrate events What do I work as?: the teacher will have a card
coherently and with a profession and the students, using different
confidently, using questions in the TL, will need to find out what
and adapting profession it is.
language for new In pairs or groups, students have to prepare a job
purposes; interview Comm T & L, WO
Role plays: their part time job/what they do with PS
make appropriate their money/ their work experience week.
and accurate use
of a variety of Future plans and career
vocabulary and
grammatical Interview other students around the class to find
structures; out what they want to do after they finish school.
My future job: students will research relevant
make creative use information about the profession/career they
of the language, as would like to pursue in the future (what they need
appropriate, to to study/how long/where they can do it/
express and justify A-Level grades needed, etc.) and present it to the
their own thoughts rest of the class.
and points of view; General conversation about advantages and
and disadvantages of going to university.

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CCEA Planning Framework for GCSE Spanish

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CCEA Planning Framework for GCSE Spanish

Resources Boardworks

Interactive whiteboard

Cameras and voice recorders

Computers and access to Internet

Relevant photographs and cue cards

School timetable

Job advertisements

www.bbc.co.uk/schools/gcsebitesize
www.teachitlanguages.co.uk
www.linguascope.com
languagesresources.co.uk
www.tes.com
www.espanol-extra.co.uk
www.lightbulblanguages.co.uk/resources
neiljones.org/category/span
www.cvc.cervantes.es/aula/pasatiempos
www.teachingideas.co.uk/ict/podcasting.htm
recap.ltd.uk/podcasting/

35
CCEA Planning Framework for GCSE Spanish

31
CCEA Planning Framework for GCSE Spanish

Unit 3: Reading

32
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Reading Students should be Teaching and Learning activities for Reading
able to:
Context 1: Use of authentic Spanish texts (with appropriate Comm
understand and support)
Identity, respond to different Gap-filling
Lifestyle and types of written Sentence completion
Culture language; True/false questions
Open-ended questions/answers in English
Students lives, understand details Open-ended questions/answers in Spanish PS
families, within texts using Matching activities
homes and high frequency Crosswords
interests, and familiar language;
Translation of Spanish to English
those of others
in Spanish- Use of CCEA GCSE Bespoke materials
identify the overall
speaking message, key points,
countries/ Myself, my family, relationships and choices
details and opinions
communities in a variety of
Resources and ideas for languages teachers website
written passages;
La Pareja Ideal suite of resources and Life in
Modern Britain/RELATIONSHIPS PowerPoint.
deduce meaning
from a variety of Comm
Students deduce meaning from a literary text about
written texts (from a
personal descriptions on Camilo Jos Cela from
range of specified
lightbulblanguages.co.uk.
contexts including
short narratives,
authentic material

33
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
and unfamiliar
material);

Identity, BBC GCSE Spanish Bitesize reading comprehension


Lifestyle and text with questions - Personal and social life:
Culture recognise and Describing someone.
(cont.) respond to key
information, Lightbulb Languages worksheets on self, family and
important themes friends. PS
and ideas in
extended written Write descriptions of famous peoples families,
text and authentic students guess who the person describes.
sources;
Use of teachitlanguages translation resource on
demonstrate family and friends.
understanding by
being able to scan Social media and new technology
for particular
information, Resources and ideas for languages teachers website WO
organise and present La tecnologa opiniones suite of resources.
relevant details, Comm/PS
draw conclusions in Class questionnaire on their use of social media and
context and new technology.
recognise implicit

34
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
meaning where Vocabulary investigation game using cognates or
appropriate; and near cognates.

Translation exercise from tes.co.uk on new


technology focusing on use of the imperfect tense.

Reading comprehension available tes.co.uk.

Identity, Use of teachitlanguages translation resource on


Lifestyle and technology.
Culture translate sentences
(cont.) from Spanish into
English.
Free time, leisure and daily routine

Categorise free time activities into indoor, outdoor SM


and sports using Venn diagram.

Using daily routine vocabulary cards, students apply


knowledge by organising them in chronological WO
order (there may be some variation of order).

Consolidate clothes vocabulary by using la ropa


PowerPoint on frenchteacher.net/Spanish.

35
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Use of suite of resources on free time and social
activities on oye.com.

Translate (Spanish-English) a shopping list


(foundation) and/or translate a note from a parent SM
including a shopping list (higher tier).

36
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Identity, Culture, customs, festivals and celebrations
Lifestyle and
Culture Introduction of vocabulary using quizlet. Comm/PS
(cont.)
Using teachitlanguges website there is PowerPoint
which introduces some key vocabulary on Christmas
in Spain. There is also a gap fill exercise and some UICT
true or false reading sentences on different festive
traditions in Spain.

Use and adaptation of a suite of resources on culture


from spanish4teachers.org.
SM
Distribute an A3 year planner with blank spaces for
relevant festivals. Students will have a bank of
important festivals vocabulary cards and place them
on the appropriate date.

Suite of resources available on festivals from various


websites shown in resources.

37
CCEA Planning Framework for GCSE Spanish

Resources Myself, my family, relationships and choices

https://neiljones.org/2015/03/01/la-pareja-ideal/#comments
http://lightbulblanguages.co.uk/resources-sp-ks4-txt.htm
https://neiljones.org/2015/02/08/life-in-modern-britain/#comments
www.bbc.co.uk/schools/gcsebitesize/spanish/readingh/describingsomeonerev1.shtml
www.lightbulblanguages.co.uk/resources-sp-ks4-wks.htm
www.teachitlanguages.co.uk/resources/ks4/translation/spanish/spanish-translation-family-and-
friends/26495

Social media and new technology

https://neiljones.org/2014/12/13/la-tecnologia-opiniones/#comments
www.tes.com/teaching-resource/reading-comprehension-using-the-imperfect-tense-which-describes-
what-people-do-in-their-free-time-11358717
www.tes.com/teaching-resource/ks4-spanish-technology-internet-6389276
www.teachitlanguages.co.uk/resources/ks4/translation/spanish/spanish-translation-technology/26331

Free time, leisure and daily routine

www.frenchteacher.net/free-resources/spanish/
http://oye.languageskills.co.uk/intermediate/year10/12818.html

Culture, customs, festivals and celebrations

https://quizlet.com/88847285/gcse-spanish-costumbres-y-fiestas-customs-and-festivals-flash-cards/
www.teachitlanguages.co.uk/resources/ks3/culture-history-and-traditions/vocabulary/qu-sab-is-de-las-
navidades-en-espa-a/22152
http://spanish4teachers.org/hispanicculture/
https://neiljones.org/2013/07/07/viva-san-fermin-gora-san-fermin/#comments

38
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Reading Students should be My local area and the wider environment
able to:
Context 2: Introductory PowerPoints available from Comm T & L
understand and frenchteacher.net/Spanish such as Cmo es tu
Local, respond to different casa?, Dnde vives? and Describe tu pas. These
National, types of written resources will revisit Key Stage 3 vocabulary and
International language; will allow for progression to Key Stage 4.
and Global
Areas of understand details Provide students with an adapted transcript and Comm W
Interest within texts using translation of a conversation about My region from
high frequency BBC Bitesize, with gaps in the Spanish to be filled.
Students familiar language;
lifestyles and Teacher fills in a sample Where I live placemat from PS
attitudes to identify the overall teachitlanguages.co.uk. Students answer questions
environmental, message, key points, on the information provided in Spanish or English.
social and details and opinions Comm R, W
global issues, in a variety of Reading resource available from
and those of written passages; teachitlanguages.co.uk comparing two cities in
others in Spain. Activities follow the reading resource. WO
Spanish- deduce meaning
speaking from a variety of Reading resource available from
countries/ written texts (from a teachitlanguages.co.uk on young peoples new
communities range of specified houses. Using different coloured highlighters, PS
contexts including students find positive/negative/neutral vocabulary.
short narratives,
authentic material Spanish translation exercises from
and unfamiliar teachitlanguages.co.uk on home and local area.

39
CCEA Planning Framework for GCSE Spanish

40
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Local, Community involvement
National,
International recognise and Use of quizlet flashcards to introduce vocabulary Comm
and Global respond to key relating to volunteering.
Areas of information,
Interest important themes Teacher provides role play scripts in Spanish on WO/PS
(cont.) and ideas in Community involvement. Students translate the
extended written scripts into English, working in groups or pairs.
text and authentic
sources; Social and global issues SM

demonstrate Using a starter activity from teachitlanguages.co.uk


understanding by on Global Issues, students work out the meanings of
being able to scan new words and categorise them into groups of their
for particular choice. This activity introduces new vocabulary
information, which encourages students to think about a more
organise and present complex topic and explain their decisions. PS
relevant details,
draw conclusions in Translation practice on health and social issues from
context and teachitlanguages, offering both Foundation and
recognise implicit Higher tasks.
meaning where
appropriate; and Provide students with cards displaying a variety of
local, national or global issues. Students place them PS
translate sentences in order from the least problematic to the most
from Spanish into problematic. Students should be encouraged to
English. explain/justify their decisions.

41
CCEA Planning Framework for GCSE Spanish

42
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Local, Travel and Tourism
National,
International Introductory PowerPoint presentations available on
and Global frenchteacher.net/Spanish. These can be used for PS
Areas of students to deduce meaning of new vocabulary.
Interest
(cont.) Use of Travel and Tourism booklet available on
tes.com. It is intended for the preparation of a Comm W
writing task but there are many activities that will
aid practice in reading skills.

Translation task on holidays available on


teachitlanguages offering both Foundation and
Higher tasks.

Resources My local area and the wider environment

www.frenchteacher.net/free-resources/spanish/
www.bbc.co.uk/schools/gcsebitesize/spanish/speakingf/05_conv_myregion_rev4.shtml
www.teachitlanguages.co.uk/resources/ks3/home-and-local-area/all-languages/where-i-live-
placemat/16145
www.teachitlanguages.co.uk/resources/ks4/culture-history-and-traditions/spanish/dos-ciudades-espa-
olas/18452
www.teachitlanguages.co.uk/resources/ks4/home-and-local-area/reading/nuevas-casas/17066
www.teachitlanguages.co.uk/resources/ks4/translation/spanish/spanish-translation-home-and-local-
area/26494

43
CCEA Planning Framework for GCSE Spanish

44
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Reading Students should be My studies and school life
able to:
Context 3: Use of linguascope.com to revise and develop Comm/UICT
understand and vocabulary relating to school.
School Life, respond to different Reading Comprehension available on
Studies and types of written teachitlanguages on La Vida Escolar which
the World of language; encourages students to pick out key points by filling
Work in a grid of information on the email.
understand details Provide students with a paragraph in Spanish about PS
Education and within texts using school, students highlight all the subjects, adjectives
employment high frequency and names of rooms/areas in school.
issues in familiar language; In groups, students produce an oral presentation in Comm T
students own Spanish on their school.
country/ identify the overall Translate elements of the school prospectus into
community message, key points, Spanish, students try to find the English from the
and in details and opinions prospectus.
Spanish- in a variety of
speaking written passages; Extra-curricular activities
countries/
communities deduce meaning Use of linguascope.com to revise and develop
from a variety of vocabulary relating to extra-curricular activities. SM
written texts (from a Translate elements of the school prospectus into
range of specified Spanish, students try to find the English.
contexts including PS
Students categorise a list of extra-curricular
short narratives, activities into sports, indoor activities, musical
authentic material activities, summer/winter activities etc. The class
and unfamiliar discuss the outcomes and where overlaps may occur.

45
CCEA Planning Framework for GCSE Spanish

46
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
School Life, Part-time jobs and money management
Studies and
the World of recognise and Use of linguascope.com to revise and develop SM
Work (cont.) respond to key vocabulary relating to part-time jobs and money
information, management.
important themes PS
and ideas in There are some phrases for translation available on
extended written www.spanishdict.com.
text and authentic UM
sources; Distribute scenario cards to students, in which they
have a part-time job and they are provided with their
demonstrate hourly wage, the hours that they work and a list in
understanding by Spanish of items that they may want/need to buy.
being able to scan Students can work out which items they can or
for particular should buy and how many more hours they would
information, need to work to buy a more expensive item.
organise and present
relevant details, Foundation level reading comprehension on part-
draw conclusions in time job adverts available on BBC Bitesize for
context and Spanish.
recognise implicit SM
meaning where Future plans and career
appropriate; and
Use of linguascope.com to revise and develop
translate sentences vocabulary relating to future plans and career. SM
from Spanish into
English. Vocabulary builder resource available on tes.com,

47
CCEA Planning Framework for GCSE Spanish

48
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
School Life, Students create a mind map to develop vocabulary SM
Studies and relating to this topic and there is one available on
the World of getrevising.co.uk which could be used and/or
Work (cont.) adapted.

Resources My studies and school life

www.linguascope.com/
www.teachitlanguages.co.uk/resources/ks3/school-and-daily-routine/spanish/la-vida-escolar/17984

Extra-curricular activities

www.linguascope.com/

Part-time jobs and money management

www.linguascope.com/
www.spanishdict.com/translate/part-time
www.bbc.co.uk/schools/gcsebitesize/spanish/readingf/parttimejobsrev1.shtml

Future plans and career

www.linguascope.com/
www.tes.com/teaching-resource/gcse-spanish-future-plans-vocab-builder-6324682
https://getrevising.co.uk/diagrams/future_plans_reguarding_marriage_partnerships

49
CCEA Planning Framework for GCSE Spanish

50
CCEA Planning Framework for GCSE Spanish

45
CCEA Planning Framework for GCSE Spanish

Unit 4: Writing

46
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Writing Students should be Myself, my family, relationships and choices
able to:
Context 1: Write an ID card giving your personal details such as UICT
communicate in surname, date and place of birth, age, family,
Identity, writing for a variety physical description, character, hobbies and dislikes.
Lifestyle and of purposes; Students could present this to the rest of the class
Culture by PowerPoint or similar package.
write short texts, Conduct an interview in Spanish with one other WO
Students lives, using simple student. A summary could be written in Spanish
families, sentences and about their family using the correct verbs and
homes and familiar language to tenses. Students could record the initial interview
interests, and convey meaning and using the free app Dictaphone-Audio Recorder
those of others exchange available for apple and android.
in Spanish- information; Write a paragraph in Spanish how you get along
speaking with your best friend and activities you like to do
countries/ translate sentences together. Swap this with another student and
communities from English into change the verbs into the third person. Teacher
Spanish to convey could put a list of common verbs in the third person
key messages on the board.
accurately and to
apply grammatical
knowledge of
language and
structures in
context;

47
CCEA Planning Framework for GCSE Spanish

48
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Identity, Social media and new technology
Lifestyle and
Culture produce clear and Students divide into groups of four. Students Comm T & L
(cont.) coherent extended discuss in English the advantages and disadvantages
text to present facts of the Internet and mobile phones. With the use of a
and express ideas dictionary groups aim to write four bullet points in
and opinions for Spanish for each area. WO
different purposes Teacher shows a PowerPoint or holds up cards
and in different showing different ways students use technology such
settings; as e-mail, text messages, laptop, contract phone,
broadband and apps. Students must write in
make accurate use Spanish how the word/phrase is spelt. Students can
of a variety of then show their board to other members of the class
vocabulary and and complete peer assessment on spelling/stress
grammatical marks/correct use of el/la etc.
structures; From www.teachitlanguages.co.uk complete task
entitled la tecnologa. Students must complete a
comprehension task followed by three activities on
grammar, vocabulary and extended writing.

49
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Identity, Free time, leisure and daily routine
Lifestyle and
Culture manipulate the Translate a paragraph on hobbies into Spanish.
(cont.) language, using and Teacher composes 10 sentences on hobbies in WO
adapting a variety of English including time words, linking words and
structures and different tenses. Once the task is complete students Comm T & L
vocabulary with could mark each others work and give feedback
accuracy and fluency under headings grammar, spelling and vocabulary.
for new purposes The teacher could also give them a target for
(including using improvement. Students could complete this task
appropriate style using the app Pages if they had access to iPads. PS
and register); and Group hobbies into sections under titles team
sport/individual sport/martial art/other. The
make independent teacher gives out a worksheet with the column titles Comm W, R
and creative use of and a word box in English. Students must translate
the language to the word into Spanish and insert into correct place.
identify key points, From www.rachelhawkes.com complete worksheet
express and justify on cinema from week 4 which is a writing activity
their thoughts and based on going to the cinema. It has a gap-fill
points of view. activity followed by translating sentences from
English into Spanish.

50
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Identity, Culture, customs, festivals and celebrations
Lifestyle and
Culture Teacher creates a document of a description of a PS
(cont.) past birthday celebration. Students must find the 10
errors listed. These should be tenses/irregular
verbs/pronouns/common spelling errors/plurals/
missing stress marks etc. UICT
From website www.linguascope.com students
complete written worksheet on Christmas. The task
is a gap fill and also students must match the start
and end of sentences. Comm T & L, W
From website www.maryglasgowplus.com students
read article on la Merc festival in Barcelona and
must adapt the language to write information about
a festival in their local area (there are other
activities based on speaking and reading included
with the task).

Resources www.rachelhawkes.com
www.teachitlanguages.co.uk
www.maryglasgowplus.com
www.linguascope.com

Pages App

Dictaphone-Audio Recorder App

51
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities

52
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Writing Students should be My local area and the wider environment
able to:
Context 2: Students are provided with a picture of a house. WO
communicate in They are divided up into groups of three and
Local, writing for a variety provided with a dictionary. Students must decide
National, of purposes; roles such as researcher, writer and presenter.
International Researcher uses the dictionary, writer makes a note
and Global write short texts, of all the sentences and the presenter can read
Areas of using simple aloud the answers to the rest of the class. The
Interest sentences and group must work together to write as many
familiar language to sentences as they can to describe the house.
Students convey meaning and From website www.linguascope.com, students
lifestyles and exchange access sample resources on places in the town.
attitudes to information; Access section entitled worksheet and complete both
environmental, written tasks.
social and translate sentences Students access website
global issues, from English into www.teachitlanguages.co.uk and enter new GCSE
and those of Spanish to convey translation section. Students complete translation
others in key messages activity entitled environment. Students must first
Spanish- accurately and to match up key vocabulary, unjumble the Spanish
speaking apply grammatical words to give the correct translation and finally
countries/ knowledge of complete two translation activities, one from
communities language and Spanish to English and the other from English to
structures in Spanish.
context;

53
CCEA Planning Framework for GCSE Spanish

54
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Local, Community involvement
National,
International produce clear and Students first complete a reading task which details
and Global coherent extended how a young person volunteers their time in a
Areas of text to present facts charity shop at the weekend. They must use the Comm T & L
Interest and express ideas language and structure provided to create their own
(cont.) and opinions for paragraph about their voluntary work.
different purposes Teacher designs an assisted translation activity
and in different about a neighbourhood watch scheme. Students are
settings; given a worksheet with a word wall at the top; each PS
brick represents one word or phrase needed for the
make accurate use task. Students use the words and add in extra
of a variety of vocabulary to complete the translation from Spanish
vocabulary and to English.
grammatical Teacher composes a poster on a new supermarket to
structures; be built in the local area. Students must assume the
roles of different people in the community such as Comm T & L
manipulate the housewife, unemployed person, environmentalist,
language, using and local business owner and write a speech bubble
adapting a variety of about their opinion on the proposed development.
structures and This could be presented on PowerPoint or could
vocabulary with extend into a class debate with two opposing sides.
accuracy and fluency
for new purposes
(including using
appropriate style

55
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
and register); and

56
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Local, Social and global issues
National,
International make independent Using mini-whiteboards students do a thought SM
and Global and creative use of shower of all the words they have learned regarding
Areas of the language to the environment and note them down. WO
Interest identify key points, Students should work in groups of three or four. The
(cont.) express and justify teacher places a paragraph on healthy living in
their thoughts and Spanish on a shared table. Students take it in turns
points of view. to look at the paragraph placed on the table (they
have one minute each to study it) and then must
return to their group and write as accurately as
possible what they saw. The winning group is the
one who has best replicated the teachers
paragraph.
Students access website www.linguascope.com and
complete written activity on environment. Students
must translate sentences into Spanish.

Travel and Tourism

Write an essay detailing a past/present/future PS


holiday. Students can then be given out a copy of
GCSE Spanish writing skills by ajsanzcaro available
from www.tes.co.uk and they have to improve their
essay by including appropriate linking words and
time frames.

57
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities

58
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Local, From website www.espanol-extra.co.uk students UICT
National, access interactive role-play and e-learning module.
International Enter tasks entitled holidays and students should
and Global match up the question with the answer on present
Areas of tense holidays.
Interest
(cont.)

Resources www.espanol-extra.co.uk
CCEA GCSE Spanish Specimen assessment materials and mark scheme
www.tes.co.uk
www.linguascope.com
www.teachitlanguages.co.uk

59
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Listening Students should be My studies and school life
able to:
Context 3: Students are given a list of 10 questions about their
communicate in school which they must answer in Spanish.
School Life, writing for a variety Questions could be divided into Higher (Cmo es tu PS
Studies and of purposes; colegio?) or Foundation tier (Cmo se llama tu
the World of colegio?) and teachers could make use of the
Work write short texts, suggested oral questions provided in the CCEA
using simple GCSE SAMs for ideas on suitable questions. SM
Education and sentences and Students write a paragraph on their opinions of
employment familiar language to subjects using a wide variety of ideas such as me PS
issues in convey meaning and gusta/lo que menos me gusta es/mi asignatura
students own exchange preferida es.
country/ information; Order subjects in Spanish in order of preference and
community write reasons for these opinions.
and in translate sentences
Spanish- from English into
speaking Spanish to convey
countries/ key messages
communities accurately and to
apply grammatical
knowledge of
language and
structures in
context;

60
CCEA Planning Framework for GCSE Spanish

61
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
School Life, Extra-curricular activities
Studies and
the World of produce clear and Conduct a class interview, students ask a serious of UM
Work (cont.) coherent extended directed questions and write down their answers in
text to present facts Spanish. They must then design a bar chart and
and express ideas label in Spanish which shows the number of people
and opinions for who attend extra-curricular activities and what they
different purposes do and day/time etc. Comm W
and in different Students write up their findings in Spanish about
settings; which activity is most/least popular. Suggest
reasons for this using the conditional tense.
make accurate use Students write a paragraph on extra-curricular
of a variety of activities in their ideal school and be as creative and
vocabulary and forward thinking as possible.
grammatical
structures; Part-time jobs and money management UICT

From website www.spanishrevision.co.uk students



complete written task on part-time jobs. Students
manipulate the must write the correct job by understanding the job
language, using and description which is also written in Spanish
adapting a variety of From website
structures and www.bbc.co.uk/schools/gcsebitesize/spanish/
vocabulary with Students complete written activity on part-time jobs.
accuracy and fluency Students must complete a paragraph with the
for new purposes missing words in order for the sentences to make

62
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
(including using sense. Students will be required to draw upon their
appropriate style knowledge of grammar and structures to complete
and register); and the task

63
CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
School Life,
Studies and
the World of make independent Students write sentences on how they spend their WO
Work (cont.) and creative use of pocket money on mini-whiteboards. Students model
the language to their answer on the white board. Students complete
identify key points, peer assessment on what has been written and point
express and justify out any errors or good practice.
their thoughts and
points of view. Future plans and career
Comm
Teacher creates a list of the most common jobs
taken from the CCEA GCSE Spanish specification
and jumbles up the word. Students must identify the WO
job and write the correct Spanish spelling
Students play Four in a row in groups of two.
Teacher designs a sheet with different sentences on
future plans. Students must be able to accurately SM
translate four sentences in a row to win. A dice and
counters could also be used.
Students complete a mind map in Spanish with
teacher giving headings or a template for example
career choices, future study, future tense verbs or
useful infinitives. This could also be completed
using the Inspirational Maps tm app available on
android and Apple.

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CCEA Planning Framework for GCSE Spanish

Unit/Option Learning Outcomes Suggestions for Teaching and Learning Activities Supporting Cross
content or Elaboration of Curricular Skills,
Content Thinking Skills
and Personal
Capabilities
Resources www.bbc.co.uk/schools/gcsebitesize/spanish./
www.spanishrevision.co.uk

Inspirational maps App

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