Year 8 Spanish

Curriculum Intents

At Philip Morant School and College, we aspire to expose our students to an ambitious Modern Languages curriculum with coherently planned and sequenced lessons, adapted and designed for all pupils. It is rich in skills and knowledge, develops curiosity and promotes diversity and tolerance of other cultures.

Why

We challenge our students to think, act and speak like those working in the field would with the aim to create the very best linguists. Our framework introduces them to a wide range of knowledge which goes beyond their own cultural experiences and sets them up as intercultural citizens. We do this by teaching language contextually within topic areas using target language to model and encourage students to communicate in the foreign language.

How

Students start in Year 7 with either French or Spanish and work through to Year 11 with that language gaining systematic knowledge of key vocabulary and structures, grammar and phonics of the language. Our curriculum gives students the opportunity to use language skills receptively and productively, for communication in the real world, for practical purposes and for their immediate needs and interests.

The Modern Foreign Languages curriculum allows students to maximise their attainment by providing opportunities to master the four skill areas of Listening, Reading, Writing and Speaking to ensure they are fully prepared for the demands of the GCSE course.

Autumn Term 1

My Family and Friends

Grammar

Students will learn to describe families. They will start by giving physical descriptions such as hair and eyes colour. Students will describe themselves and others. They will use verbs such as ser (to be), estar (to be) and tener (to have). Students will be able to say where they live and where it is.

Dialectic

Students are progressing by using possessive adjectives in their spoken and written work. They are encouraged to use descriptions for 1st person as well as 3rd person singular. Students will understand how to use dictionaries to find words they need. They will construct longer paragraphs including opinions, justifications, qualifiers and variety of connectives and adjectives.

Rhetoric

Students are given opportunity to work on pronunciation by conducting pair and group speaking. They will write longer texts and read it aloud. Students will use online resources to improve their listening and reading skills. They will be assessed by conducting Writing mid-term test and a Listening assessment at the end of the Unit.

In school...
How can I support this unit at home...

In this Unit students will learn vocabulary for family members. They will incorporate the possessive adjectives so they can talk about their and other’s families. Students will learn to use irregular verbs when describing hair and eyes colours. We will be reinforcing the positions of adjectives (after the noun) as well as the adjectival agreement. We will read aloud, taking care of pronunciation of diphthongs and use writing creatively in order to say what other people look like using the verbs in the third person.
When students learn how to describe where they live we will work in developing Speaking coherently and confidently. Students will develop dictionary skills by looking up nouns, adjectives and verbs.

Revision Resources
Creating revision resources can be a fun way of learning without even realising it. Students can make colourful and personalised flashcards to help them retain and recall important vocabulary and can be used in many games such as snap to help test each other. Test your child the vocabulary weekly.

Research a Spanish city
Look at a Spanish city such as Cadiz and discuss with your child the similarities and differences between that city and Colchester. Look at the buildings, the nature and the weather. This will help you to discuss cultural differences.

Apps
Sign up for accounts on apps such as Duolingo (they are free) to help encourage consistency and learning outside of the classroom as languages are easier to master through short and frequent practice. Students also have access to many online resources, Active Learn and Seneca.

Autumn Term 2

My City

Grammar

In this Unit student will learn to describe their town or village They will list what is there in their town, such as bank, library, shop, restaurants etc. Following on, student will be saying what they like to do in their town using the verb ir (to go). They will learn to say the time in Spanish. Students will then talk about ordering food and drink in the café. Next students will use the near future tense to say what they are going to do at the weekend.

Dialectic

Student are given opportunities to create dialogues and longer writings including present and near future tenses. They extend their work by including tenses, opinions, justifications, qualifiers, connectives, using 1st and 3rd person, etc. Students use online resources such as Active Learn and Seneca as well as audio texts in lessons in order to develop their listening skills. They read aloud longer more complex texts.

Rhetoric

Students are given opportunity to work on pronunciation by conducting pair and group speaking. They will write longer texts and read it aloud. Students will use online resources to improve their listening and reading skills. They will be assessed by conducting Writing mid-term test and a Speaking assessment at the end of the Unit.

In school...
How can I support this unit at home...

In this Unit student will learn to describe their town or village using ‘a’, ‘some’ and ‘many’ in Spanish. They will list what is there in their town, such as bank, library, shop, restaurants etc. Following on, student will be saying what they like to do in their town using the verb ir (to go). They will learn to say the time in Spanish and incorporate this into writing longer sentences saying when, where and why they go to town.

Students will then talk about ordering food and drink in the café. Students will use stem-changing verbs and range of expressions using the verb querer (to want). Next students will use the near future tense to say what they are going to do at the weekend. With the introduction of another tense students will have conversations including present and near future tenses, they will conduct translations into English and develop listening skills by listening for details when people describing their towns.

Revision Resources
Creating revision resources can be a fun way of learning without even realising it. Students can make colourful and personalised flashcards to help them retain and recall important vocabulary and can be used in many games such as snap to help test each other. Test your child the vocabulary weekly.

Research a Spanish city
Look at a Spanish city such as Cadiz and discuss with your child the similarities and differences between that city and Colchester. Look at the buildings, the nature and the weather. This will help you to discuss cultural differences.

Apps
Sign up for accounts on apps such as Duolingo (they are free) to help encourage consistency and learning outside of the classroom as languages are easier to master through short and frequent practice. Students also have access to many online resources, Active Learn and Seneca.

Spring Term 1

My Holidays

Grammar

Students will gain knowledge on expressing opinions in the past using frequent verbs like ir (to go) hacer (to do) etc. They will gain knowledge and vocabulary describing what they did on their holidays and how their last day went.

Dialectic

Students will be building complex sentences including present and past tenses. They will be improving their spoken Spanish by constructing dialogues with their partners. The focus will be improving their speaking skills by working with others in the classroom.

Rhetoric

Students will have the opportunity to give a presentation about their holiday, making sure their sentences are long and interesting. Students will be assessed through frequent vocabulary tests, Mid-term writing and Reading assessment at the end of the Unit. Students will also be provided with the opportunity to communicate and ask questions to each other in the target language.

In school...
How can I support this unit at home...

On the topic of My Holidays, at school students will work on:

Listening to a dialogue about holidays
Discern whether opinions on holidays are positive or negative. Listen to and understand two descriptions of what people did and didn’t do on holiday
Listen to descriptions of the last day of holidays
Listen to and sing along with a song describing a holiday
Listen to an account of a holiday in Mexico
Read short texts describing holidays, and analyse the language. Read two texts in which contrasting characters describe what they did on holiday. Write sets of sentences describing holidays
Invent an interview with a celebrity about a summer holiday
Ask and answer the question ¿Qué hiciste en tus vacaciones de verano?
Match a list of sentences about holiday activities to the corresponding photos
Write a description of holiday activities
Describing the last day on holiday
Decode and translate sentences in mirror writing
Write an account of fictional character’s last day on holiday
Match descriptions to words/symbols/images
Create dialogues expressing positive and negative opinions
Write a song about a positive holiday experience
Rehearse, deliver and give feedback on a presentation about summer holidays
Read an account of a holiday in Mexico and discuss language.

Revision Resources
Creating revision resources can be a fun way of learning without even realising it. Students can make colourful and personalised flashcards to help them retain and recall important vocabulary and can be used in many games such as snap to help test each other.

Discuss with your child different types of holidays.
Discuss what people usually do on holiday in the summer and winter. Discuss and research holiday destinations. Ask your child what would they like to do if they go on holiday?

Apps
Sign up for accounts on apps such as Duolingo to help encourage consistency and learning outside of the classroom as languages are easier to master through short and frequent practice.

Spring Term 2

All About My Life

Grammar

Students will be learning to describe and give opinions about what type of music they like, saying what they use their mobile for, talking about TV and saying what they did yesterday. The focus will be improving their Reading skill by understanding authentic text and reading about how young people live in another Spanish speaking countries.

Dialectic

Students will be revising present tense with preterite and incorporate he/she form using the two tenses. They will begin to use comparatives in their language. Students will develop their knowledge about Hispanic singers and music.

Rhetoric

Students will be given opportunity to demonstrate the progress of their reading skills by understanding TV guides and tackling other authentic texts. Students will be assessed through frequent vocabulary tests, Mid-term Writing and Listening Assessment. Students will also be provided with the opportunity to communicate and ask questions to each other in the target language.

In school...
How can I support this unit at home...

In school students will begin this topic by revising present tense conjugation. They will then talk about technology and how and why they use mobile phones, iPads and laptops. They will research Spanish speaking singers and write a text about what type of music they like/dislike using a range of opinions. This will be followed by learning how to use comparatives in a sentence. Next, students will discuss Spanish and English TV. They will prepare a classroom conversation about television using comparatives.

The verb hacer in past tense will be included when the students are constructing sentences saying what they did yesterday. The use of past and present tense will be focus when trying to tackle authentic text and understanding TV guides. Some of the cultural aspect will include learning and discussing young people’s lives in Spanish speaking countries.

Revision Resources
Creating revision resources can be a fun way of learning without even realising it. Students can make colourful and personalised flashcards to help them retain and recall important vocabulary and can be used in many games such as snap to help test each other.

Apps
Sign up to apps such as Duolingo to help encourage consistency and learning outside of the classroom as languages are easier to master through short and frequent practice. Students also have access to Active Learn and Seneca – school’s subscribed websites.

Summer Term 1

Food

Grammar

In this topic students will be learning food vocabulary. They will express opinions of their likes and dislikes. Students will describe mealtimes using positives and negatives. They will learn how to order meal using formal language. They will know how to buy food from stores. Discussing staple foods in Spanish speaking countries will take place as well as discussing meal times in Spain/ other Spanish speaking countries.

Dialectic

Students will write longer sentences using a wider range of opinions. They will be including negatives and formal/informal language in their preparations for speaking and writing. They will demonstrate using two/three tenses which adds variety to their writing and raises their working levels. When buying food they will be practising near future tense.

Rhetoric

Students are given opportunity to work on pronunciation by conducting pair and group speaking. They will write longer texts and read it aloud. Students will use online resources to improve their listening and reading skills. They will be assessed by conducting Writing mid-term test and a Speaking assessment at the end of the Unit.

In school...
How can I support this unit at home...

In this topic students will be learning vocabulary of food items. They will be able to express opinions about food they like/dislike and why. They will be able to ask questions using a wider range of expressions and agreeing/disagreeing with someone. Meal times will be discussed with emphasis on similarities and differences between British and Spanish traditions. Students will learn to understand and create their own menus in a restaurant. They will learn about different types of Spanish dishes and their ingredients.

From grammatical point of view, students will focus on using present and preterite tenses together, use of negatives, use the near future, using present, preterite and near future together. The formal and informal way of speaking will be discussed with usted/ustedes. Students will have opportunities to cook dishes at home from Spanish recipes and recognise what Spanish foods are available in English supermarkets.

Food Research
Discuss with your child what are the English traditions for meal times.
When in the supermarket, look up foods that have been imported from Spain or Latin America.

Revision Resources
Creating revision resources can be a fun way of learning without even realising it. Students can make colourful and personalised flashcards to help them retain and recall important vocabulary and can be used in many games such as snap to help test each other.

Apps
Sign up to apps such as Duolingo to help encourage consistency and learning outside of the classroom as languages are easier to master through short and frequent practice. Students also have access to Active Learn and Seneca – school’s subscribed websites.

Summer Term 2

Making Plans to Go Out

Grammar

In this Module students will learn vocabulary about arranging to go out and making excuses not to. Students will learn to tell the time in Spanish and will be discussing getting ready to go out using reflexive verbs. Students will learn clothes vocabulary and describing a fancy-dress party. They will be talking about sporting events using three tenses.

Dialectic

Students will work on improving writing skills using three time frames. They will express and justify their opinions when writing and speaking. They will practise the conditional form of the verb to like. Students will be encouraged to listen on Active Learn and Seneca online resources to authentic materials in order to improve their listening skills. In pairs and groups they will read aloud and discuss comprehension on large texts including conducting accurate translations.

Rhetoric

Students will be assessed through frequent vocabulary tests and Speaking Assessment. Students will be provided with the opportunity to communicate and ask questions to each other in the target language. They will be assessed through mid-term writing assessment and End of Units Reading Assessment.

In school...
How can I support this unit at home...

In this Module students will learn vocabulary about arranging to go out using me gustaría+infinitive, making excuses using querer (to want) and poder (to be able to). We will revise correct pronunciation using the letters h,j,c,g.

Students will learn to tell the time in Spanish and work on making their translation sound as natural es possible, paying close attention to the verb endings. Students will be discussing getting ready to go out using reflexive verbs. They will practise using expressions of frequency and sequencers to make their sentences more interesting. Students will learn clothes vocabulary including saying this/these in Spanish and describe a fancy-dress outfit. We will discuss sporting events and talk about what sports are most popular in Spanish speaking world.

Revision resources
Creating revision resources can be a fun way of learning without even realising it. Students can make colourful and personalised flashcards to help them retain and recall important vocabulary and can be used in many games such as snap to help test each other.

Discuss
Test your child’s clothes vocabulary when they are getting ready to go out. Ask them to describe what they are wearing.

Apps
Sign up to apps such as Duolingo to help encourage consistency and learning outside of the classroom as languages are easier to master through short and frequent practice. Students also have access to Active Learn and Seneca – school’s subscribed websites. Encourage your child to practise little and often.

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