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Spanish
¡Bienvenidos! At Lampton we are proud to offer Spanish as 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 a pen pal exchange with Colegio Tacoronte in Tenerife, Spain.
PROGRAMMES OF STUDY
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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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 |
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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. |
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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: Theme 1: Identity. Talking about family, friends and relations |
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YEAR 10 Exam Board: AQA |
Technology: Discussing advantages and disadvantages of new technologies. |
Free time: Talking and writing about hobbies and sports. |
Festivals: Describing customs and traditions in the Hispanic world. |
Our local area: Describing home, town and region. |
Health: Talking about health issues and healthy living. |
Social issues: Talking about charities and voluntary work |
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YEAR 11 Exam Board: AQA (New spec) |
The environment: Describing environment issues and suggesting ideas of how to protect it |
Global issues: Discussing poverty and homelessness |
Holidays: Talking about holidays, accommodation and destinations |
School: Talking about school life (facilities, teachers, subjects, etc) |
Further education and work: Talking about future education, career choices and ambitions |
EXAMS |
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YEAR 12 Exam Board: AQA |
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 |
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FILM STUDIED: El laberinto del fauno by Guillermo del Toro: A feature film (2006) Descriptive, narrative and analytical approach in preparation for the AS Essay Writing exam. |
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YEAR 13 Exam Board: AQA |
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 |
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LITERARY WORK STUDIED: Como agua para chocolate by Laura Esquivel- A novel (1989) to engage critically, developing an appreciation of sophisticated and creative uses of the language and understanding, within their cultural and social context. Independent Research Project: on a chosen topic to present and debate |
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EXAMS and RESOURCES:
GCSE exam board & specification: AQA
- Textbook(s): AQA GCSE Spanish (Foundation or Higher tiers) textbook, available for all students electronically through Kerboodle (username and password provided by each class teacher).
- Viva! AQA GCSE Spanish Grammar and Translation Workbook.
A level exam board & specification: AQA
- Textbook(s): AQA AS and A Level Spanish textbook, available for all students electronically through Kerboodle (username and password provided by each class teacher).
HOW TO SUPPORT YOUR CHILD
- Your child has to practise and learn all new vocabulary on a regular basis by using Quizlet and by using their notes in books where teachers regularly feed back on how to improve work even further.
- It is important parents monitor their child completes homework on a regular basis - all homework is shared with students by the use of “show my homework” for KS3 and KS4 and through “Google classrooms” for KS5.
For further information, contact:
Mr Lewis Rees
Head of Spanish
lrees@lampton.org.uk