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Spanish

 

Spanish at Deira International School

Learning a foreign language provides an opening to other cultures. A high-quality languages education fosters students’ curiosity and deepens their understanding of the world. The teaching enables students to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It also provides opportunities for them to communicate for practical purposes, learn new ways of thinking and read in the original language. Language teaching provides the foundation for learning further languages, equipping pupils to study and work in other countries. It is also a way to foster community and understanding between people of all nationalities. It is a concrete action that all of us can take to move towards a more just and open-minded mentality which is essential in an international school.  

The learning of a foreign language provides indeed a valuable educational, social and cultural experience for students. It helps them to develop communication skills including key skills of speaking, listening, reading and writing and extends their knowledge of how language works. It gives students a new perspective on the world, encouraging them to understand their own cultures and those of others.  

We have designed our Key Stage 3 curriculum in order to give students the best foundation and tools to be able to converse in a different language. Being in an international setting, students are exposed to different languages and cultures, which is an advantage for language learning. 

Please click on the arrow for a detailed breakdown:

Curriculum Intention  

Students are taught how to: 

1. Read and pronounce the Spanish alphabet

2. Use personal pronouns 

3. Give simple opinions

4. Describe 

5. Use the present tense regular verbs 

6. Use the immediate future tense

7. Negate verbs

By the end of Year 9, students will be able to: 

1. Read and write in Spanish

2. Conjugate all regular and key irregular verbs in the present

3. Give information about themselves, their families and school

These are the foundation skills of Spanish – at this stage, students need to be able to construct simple accurate sentences and reflect on syntax making links with English or their native language and with the French they learnt in Year 7 (both are derived from Latin). We offer an accelerated course for students in Year 8 who wish to start a new language. They use their knowledge of French to cope with the challenges of Spanish.  

Students are developing their communication skills at KS3. This is a Life Skill that students will take beyond DIS giving them the ability to communicate in a foreign language. From KS3, students are exposed to the IB Learner Profile – displayed in MFL classroom in French / Spanish – teachers support students developing these qualities.   

Some examples of IB profile approaches: 

Reflective: reflection done after each written assessment with a clear individual target to act upon. 

Communicator: a variety of speaking / conversations / role-plays undertaken in lessons. 

Open-minded: discovering French and French-speaking culture and traditions. 

Curriculum Implementation  

1. Redraftingtoimprovewriting– using teacher’s feedback and successcriteria to improve writing and speaking skills.  

2. Authentic project – students draw + describe their family and classroom – digital learning.

3. Flipped learning – use of Education Perfect for independent learning of topic vocabulary.  

4. Investigating links between romance languages – students have learnt French at KS2 and in Year 7 – how are the two languages linked? What are their similarities and differences?

5. Researching- usingreferencematerials – online and offline reference materials to apply learnt grammar rules to new language. 

Grammar is the most challenging element of language learning. It is taught through the enquiry based approached along with questioning. 

Assessment  

At the end of Term 1, students are assessed on their productive skills of speaking and writing. At the end of Term 2 and Term 3, students are assessed on all 4 skills of listening, speaking, reading and writing. 

Listening: students complete the listening assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in the Term.  

Speaking: students independently prepare a presentation on questions given by the teacher and record it on Flipgrid. They are not allowed to read from a script. 

Reading: students complete the reading assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in the Term. 

Writing:  Students respond to a range of questions on the topics covered in the Term. The assessment is handwritten and uploaded on OneNote. 

Wider Curriculum 

Outdoor opportunity:  

Cervantes Institute: watching a Spanish movie in the original version. 

Cross-curricular link: 

Maths: counting, mental arithmetic, telling the time, using money, calculating change 

Drama: role play conversation: introductions 

Geography: European countries and capital / cardinal points.  

Curriculum Impact  

Term 1:  

1. To give a basic personal information about themselves, including their names, age and birthdays 

2. To use a range of different regular verbs in the present tense accurately to describe what they do immediately after school and adapt this in various contexts. They will develop a sound knowledge of singular pronouns making links with English and their own native language.

3. To enquire about the formation of negative sentences to describe what they and others do not have in their school bags.

4. Students will be able to pronounce phonics accurately understanding and applying the rules around pronunciation and therefore would be understood by a Spanish native speaker. 

5. To ask and give information about the contents of their school bags using the key verb tener

Term 2:  

1. Students will reinforce the description skills seen in Term 1 to accurately describe their town and will learn how to justify opinions. 

2. Students will be able to use the main irregular verbs tenerand ser to give information about their timetables and teachers. 

3. Students be able to conjugate regular verbs in the present tense, transferring patterns to newly encountered verbs.

4. Students will use their knowledge of numbers and use of quererto ask and pay for food at the canteen. 

5. Students will reinforce their knowledge on how to give opinions and how to justify them in different contexts, school subjects, teachers and timetable. 

Term 3:  

1. Students will be able to describe themselves and their family members.

2. To accurately and fluently conjugate tenerand ser in the present tense. 

3. Conjugate regular AR, IR and ER verbs in the present tense.

4. To understand and apply the rules of adjectival agreements.

Curriculum Intention  

Students are taught how to: 

1. Make links between personal pronouns and more complex subjects of the sentence

2. Use present, past and future tenses

3. Use complex opinions followed by a variety of justifications

4. Use irregular verbs for 3 tenses

By the end of Year 9, students will be able to: 

1. Use negative structures and idiomatic expressions

2. Talk about a range of topics including 4 tenses

3. Develop spontaneous speech

At this stage, students are building up skills over the last year that would enable to achieve a strong grade B low grade A at IGCSE. They are working on developing all four languages skills of speaking, reading, listening, and writing.   

Students are developing their communication skills at KS3. This is a Life Skill that students will take beyond DIS giving them the ability to communicate in a foreign language. From KS3, students are exposed to the IB Learner Profile – displayed in MFL classroom in French / Spanish – teachers support students developing these qualities.    

Some examples of IB profile approaches: 

Reflective: reflection done after each written assessment with a clear individual target to act upon. 

Communicator: a variety of speaking / conversations / role-plays undertaken in lessons. 

Open-minded: discovering French and French-speaking culture and tradition. 

Curriculum Implementation  

1. Presenting– usecreativity to describe a recent visit to the cinema. 

2. Reasoningand deducting- use of existing knowledge of the present tense of reflexive verbs and the preterite tense to work out how to describe daily routine in the past.  

3. Modelling- making links with English to reflect on how Direct Object Pronouns are used in Spanish. 

4. Debating about the importance of learning languages.

5. Redrafttoimprovewriting– using teacher’s feedback and SuccessCriteria to improve writing and speaking skills. 

Grammar is the most challenging element of language learning. It is taught through the enquiry based approached along with questioning. 

Assessment  

At the end of Term 1, students are assessed on the productive skills of speaking and writing. At the end of Term 2 and Term 3, students are assessed on all 4 skills of listening, speaking, reading and writing. 

Listening: students complete the listening assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in the Term.  

Speaking: students independently prepare a presentation on questions given by the teacher and record it on Flipgrid. They are not allowed to read from a script. 

Reading: students complete the reading assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in the Term. 

Writing:  Students respond to a range of questions on the topics covered in the Term. The assessment is handwritten and uploaded on OneNote. 

Wider Curriculum 

Outdoor opportunity: 

Cervantes Institute: watching a Spanish movie in the original version. 

Cross-curricular link: 

Science: describing injuries, symptoms, debating on the importance of keeping healthy.  

Drama: role play conversation: at the doctor’s office 

Curriculum Impact  

Term 1:  

1. To reinforce their knowledge of the near future tense to talk about when they are going to go to the cinema and what they are going to watch.

2. To learn the conditional tense so they can talk about where they would like to do at the weekend.  

3. To accurately use a wider range of structures such as comparative and superlative to describe what they or others like to watch on TV. 

4. To compare movies and TV programmesjustifying their opinions. 

Term 2:  

1. To learn how to use the preterit tense with regular and irregular verbs to describe past holidays, where they went, stayed and who they went with.

2. To talk about the importance of learning about Spanish speaking countries using complex connectives to develop ideas. 

Term 3:  

1. To describe symptoms and talk about illness; to take part in role play conversation at the doctor’s office using ser and estarexpressions accurately.  

2. To reinforce their knowledge of the preterit tense to describe past injuries accurately. 

3. To describe their lifestyle and to use a range of complex negative sentences to discuss / give advice on what to do to keep healthy and why it is important to lead a healthy lifestyle. 

At the end of KS3, students would say that they find learning a language challenging as it is often quite different from their native language. A challenge that is rewarding. They would take pride on their ability to communicate in French or Spanish.  

Term

Overarching Topics

Assessment

Learning Resources

Term 1

 

 

 

Presentaciones

Introducing oneself

Giving personal details (name, age, birthday)

Asking questions

Numbers

El Abecedario

Reading and writing the Spanish alphabet

Authentic pronunciation of Spanish

El mundo hispanohablante

Exploring the Spanish-speaking world

En mi mochila

Conjugation of key verb tener

Negation in Spanish

End of Term 1 Assessments:

Writing:  Students respond to a range of questions on the topics covered in Term 1. The assessment is handwritten and uploaded on OneNote.

Speaking: students independently prepare a presentation on questions given by the teacher and record it on Flipgrid. They are not allowed to read from a script.

Students have multiple short grammar and vocabulary quizzes throughout the term. Results are logged by teachers on Go4Schools.

Mira Express 1 textbook – Pearsons
www.languagesonline.org.uk

www.educationperfect.com

www.linguascope.com

All PowerPoint and resources are available on Teams.

Term 2

 

 

 

 

Mis asignaturas

School subjects

Giving opinions

Justifying opinions

Conjugation of -AR verbs (estudiar)

Adjectival agreement

Mis profes

Describing others

Conjugation of key verbs (ser)

Mi horario

Asking and telling the time

A la cantina

Food and drinks

Asking for services

Use of money

Conjugation of -ER verbs (comer, beber)

Cultural knowledge of Spanish foods

End of Term 2 Assessments:

Listening: students complete the listening assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in Term 2.

Speaking: students independently prepare a presentation on questions given by the teacher and record it on Flipgrid. They are not allowed to read from a script.

Reading: students complete the reading assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in Term 2.

Writing:  Students respond to a range of questions on the topics covered in Term 2. The assessment is handwritten and uploaded on OneNote.

Students have multiple short grammar and vocabulary quizzes throughout the term. Results are logged by teachers on Go4Schools.

Mira Express 1 textbook – Pearsons
www.languagesonline.org.uk

www.educationperfect.com

www.linguascope.com

All PowerPoint and resources are available on Teams.

Term 3

 

 

 

 

 

Mi familia

Talking about one’s family

Conjugation of key verb tener

Negation

Mis mascotas

Animals and pets

Colours

Description

El pelo y los ojos

Adjectival agreements

El carácter

Personalities

Conjugation of key verb ser

End of Year Assessments:

Listening: students complete the listening assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in Term 3.

Speaking: students independently prepare a presentation on questions given by the teacher and record it on Flipgrid. They are not allowed to read from a script.

Reading: students complete the reading assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in Term 3.

Writing:  Students respond to a range of questions on the topics covered in Term 3. The assessment is handwritten and uploaded on OneNote.

Students have multiple short grammar and vocabulary quizzes throughout the term. Results are logged by teachers on Go4Schools.

 

Mira Express 1 textbook – Pearsons
www.languagesonline.org.uk

www.educationperfect.com

www.linguascope.com

All PowerPoint and resources are available on Teams.

Term

Overarching Topics

Assessment

Learning Resources

Term 1

 

 

 

Diviertete

Discussing what is on television 

Describing films and TV programme preferences

Talking about films 

Describing a recent visit to the cinema

Describing daily routine 

Talking about what you do at the weekend 

Describing book preferences 

Describing where you would like to go next weekend

 

Applying grammar / identifying patterns / making links with English 

Using comparatives and superlatives 

The near future tense : ir + a + infinitive

The conditional tense

End of Term 1 Assessments:

Writing:  Students respond to a range of questions on the topics covered in Term 1. The assessment is handwritten and uploaded on OneNote.

Speaking: students independently prepare a presentation on questions given by the teacher and record it on Flipgrid. They are not allowed to read from a script.

Students have multiple short grammar and vocabulary quizzes throughout the term. Results are logged by teachers on Go4Schools.

Mira Express 2 Rojo textbook – Pearsons
www.languagesonline.org.uk

www.educationperfect.com

www.linguascope.com

All PowerPoint and resources are available on Teams.

Term 2

 

 

 

 

Mis vacaciones

Describing a holiday

Talking about holiday destinations and forms of transportation

Describing your ideal holiday

Describing the hotel

Booking a room online and / or the phone

Applying grammar / identifying patterns / making links with English 

Using the preterit to talk about a past holiday

Time phrases for present, past and future tenses

End of Term 2 Assessments:

Listening: students complete the listening assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in Term 2.

Speaking: students independently prepare a presentation on questions given by the teacher and record it on Flipgrid. They are not allowed to read from a script.

Reading: students complete the reading assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in Term 2.

Writing:  Students respond to a range of questions on the topics covered in Term 2. The assessment is handwritten and uploaded on OneNote.

Students have multiple short grammar and vocabulary quizzes throughout the term. Results are logged by teachers on Go4Schools.

Mira Express 2 Rojo textbook – Pearsons
www.languagesonline.org.uk

www.educationperfect.com

www.linguascope.com

All PowerPoint and resources are available on Teams.

Term 3

 

 

 

 

 

Salud y bienestar

Describing injuries 

Talking about disastrous past holidays  

Talking about healthy living  

Talking about what you do or do not do to keep healthy 

Understanding and giving advice to lead a healthier lifestyle

Applying grammar  / identifying patterns / making links with English 

Using irregular verbs that follow the same patter as gustar

Using prepositions : al, a la, a los, a las 

Revising the preterite tense 

More complex negatives 

Present perfect

Extending and linking sentences using connectives.

End of Year Assessments:

Listening: students complete the listening assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in Term 3.

Speaking: students independently prepare a presentation on questions given by the teacher and record it on Flipgrid. They are not allowed to read from a script.

Reading: students complete the reading assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in Term 3.

Writing:  Students respond to a range of questions on the topics covered in Term 3. The assessment is handwritten and uploaded on OneNote.

Students have multiple short grammar and vocabulary quizzes throughout the term. Results are logged by teachers on Go4Schools.

Mira Express 2 Rojo textbook – Pearsons
www.languagesonline.org.uk

www.educationperfect.com

www.linguascope.com

All PowerPoint and resources are available on Teams.