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Spanish
¡Bienvenidos! At Lampton we are proud to offer Spanish as a subject. Spanish is the 2nd most spoken native language in the world (489 million speakers) after Mandarin and the most widely spoken language in the Americas. It is an official language in 21 countries and is the second most learnt language worldwide (after English).
Students at Lampton have access to a varied curriculum which is enriching both academically and culturally. At Lampton we also have a Modern Language Assistant, a native Spanish-speaker to push students to become competent Spanish-speakers as well as offering trips to Spain.
Curriculum Intent
Students at Lampton have access to a varied curriculum which is enriching both academically and culturally.
Students develop their communicative competence in four key skills: Listening, Reading, Speaking and Writing.
Lessons are based on three main objectives:
- the learning of new items of vocabulary;
- understanding and applying a grammatical structure concept; and
- applying these in order to communicate something new.
We encourage a communicative approach in lessons where students are praised and made to feel comfortable when using the target language.
Curriculum Overview
At KS3, our intent is to create confident communicators who can talk and write about themselves and their immediate surroundings.
At KS4, our intent is to have students who can communicate about a wider context of topics and have an informed opinion about topical issues.
At KS5, Our students develop more analytical and evaluative competences by talking and writing about current affairs and history in Spanish-speaking countries, especially Spain. They also study a literary and cinematic piece of work relating to these.
Programme of study:
|
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
|
|
Year 7 |
My Family and I: Introducing family members and oneself. |
Describing area and town: Talking about where I live and who I live with. |
Describing my daily routine: Describing my daily routine and that of others. |
School life: Discussing one’s opinion on school life and studies. |
Town, amenities and directions: Talking about going out in your local area. |
Free time: Talking about leisure activities |
|
Year 8 |
My life: Talking about myself and friends |
Entertainment: Describing film and TV, inviting people to do activities. |
Holidays: Narrating present, past and future experiences about holidays |
Food: Talking and comparing meals/ mealtimes in the Hispanic world |
Fashion; Describing a shopping experience. |
Health: Describing health issues and suggesting ideas to keep healthy. |
|
Year 9 |
Madrid: Learning about Spain's capital and what activities you can do there and how to purchase items. Writing about a trip to the city in three tenses. Students also recap the weather and giving directions |
Somos así: Using more advanced vocabulary to describe our free time activities. Students will also be able to talk about their birthday in the past and talk about a famous Hispanic celebrity and write a profile about them |
Jóvenes en acción: Learning about issues such as poverty and discrimination in the Spanish-speaking world and how to tackle these issues. Students also learn about fair trade and to describe how their own city used to be using the imperfect tense |
El mundo de trabajo: Students learn about the world of work and explaining job roles in Spanish. Students also learn how to talk about their ideal future job and what a typical working day looks like. |
Festivals: Discussing traditions and customs in the Hispanic world: New Year's Eve and making resolutions, talking about a visit to a Spanish festival in the past (Tomatina and Fallas), to recap the imperfect tense to describe a Latin American festival. |
Start of GCSE. Free time: Talking and writing about hobbies and sports. |
|
Year 10 |
Holidays: Talking about holidays, accommodation and destinations |
Identity. Talking about family, friends and relations |
Health: Talking about health issues and healthy living. |
School: Talking about school life (facilities, teachers, subjects, etc) |
Our local area: Describing home, town and region. |
Social and environmental issues |
|
Year 11 |
Further education and work: Talking about future education, career choices and ambitions |
Technology: Discussing advantages and disadvantages of new technologies. |
Celebrity culture: talking about famous people and role models. |
Revision |
Exams |
|
|
Year 12 |
Traditional and modern values: Family, marriage, divorce and the influence of the catholic Church
|
Discussing pros and cons of new technology and social media |
Discussing human rights: equality in sex, race, etc |
Debating about the influence of idols in young people |
Spanish cultural identity and legacy applied to a chosen film, book |
Reading “like water for chocolate” by Laura Esquivel |
|
Year 13 |
Discussing the positive and negative aspects of immigration |
Describing and discussing racist and xenophobic attitudes in the Spanish speaking world |
Understanding and describing the different ways cultures integrate in the Hispanic society |
Understanding the impact of the Civil war and discussing life under Franco’s dictatorship. |
Discussing whether Spain is coming to terms with the past |
Exams |
|
Film studies: El Laberinto del Fauno (Pan’s Labyrinth). Literature text studies: Como agua para chocolate by Laura Esquivel. |
||||||
Knowledge Organisers
Our Knowledge Organisers – containing all key information for KS3 – can be found here:
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Year 7 - Module 1; Module 2; Module 3; Module 4; Module 5; Module 6
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Year 8 - Module 1; Module 2; Module 3; Module 4; Module 5; Module 6
Exam Boards
We follow the AQA course for both GCSE and A-levels.
How to help your child
Luckily you do not need to speak Spanish in order to help your child excel.
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Ensure your child completes their homework on time and fully – students are given Quizlet sets based on our Knowledge Organisers to provide a thorough understanding of the course content. Typically, these are set every week.
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Encourage your child to learn bit by bit rather than cramming. Language learning is about spacing and practising. A little and often is key to success.
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Discourage your child from using Google Translate or other online platforms which do not encourage them to manipulate language and verbs.
What enrichment opportunities are there in Spanish?
In recent years, the Spanish department has organised highly successful trips to Spain for Years 9 and 10. There are also regular trips to the British Film Institute in Southbank where students can practise their language skills through the study of film. Students have also participated in SOAS Capital L Summer Schools where they have learnt a range of languages.
Our team also includes a native Modern Language Assistant who works with students in developing their speaking skills in Spanish.
What careers can success in Spanish lead to?
Aside from the obvious careers in translation, interpreting, teaching or diplomacy, languages offer a range of enriching career opportunities. A degree in languages can lead to careers in law, finance and the arts. Success in languages shows that you are able to be analytical, communicate well and to understand and empathise with people from diverse countries. You will also be able to work in a Spanish-speaking country and explore opportunities outside of the UK.
For further information, please contact:
Mr L Rees
Head of Spanish