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.

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;

· 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 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

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 student’s learning experience.

· Makes reference to supporting resources.

CCEA Planning Framework for GCSE Spanish

Unit 1: Listening

CCEA Planning Framework for GCSE Spanish

Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Listening
Context 1:
Identity, Lifestyle and Culture
Students’ lives, families, homes and interests, and those of others in Spanish-speaking countries/ communities / Students should be able to:
· demonstrate understanding of different types of spoken language;
· follow and understand clear speech using familiar language;
· identify the overall message, key points, details and opinions in a variety of spoken passages; / Myself, my family, relationships and choices
· Listen to information about someone and their family and complete gap fill and pairing up exercise. Use of chosen text book.
· Play Guess Who in Spanish, using third person singular of the verb.
· Speed dating, students move every one or two minute(s) describing the type of person they are in target language and what they look for in an ideal partner. Most should aim to use the conditional tense.
Social media and new technology
· Students access podcast 136 on españolextra.com and complete the worksheet. This is aimed at higher level.
· 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. / Comm – T L
Comm – T L
Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Identity, Lifestyle and Culture (cont.) / · deduce meaning from a variety of spoken texts; and
· recognise and respond to key information, important themes and ideas in extended spoken text (including authentic sources, which may be adapted as appropriate) by being able to answer questions, extract information, evaluate and draw conclusions. / · Song and gap fill activity, can be found on tes.com No te metas a mi Facebook by Esteman. This is probably for abler candidates but is a fun exercise. Teachers can provide extra support if needed.
Free time, leisure and daily routine
· Students make a video diary describing their daily routine in target language. These may be presented to the class.
· Students listen to someone describing what they do in their free time and note down as much information as possible.
· Chore game: students work in pairs describing an activity that they do every day, their partner must guess what this activity is and vice versa. / SM
UICT
Comm
Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Identity, Lifestyle and Culture (cont.) / Culture, customs, festivals and celebrations
· Students spend time researching a Spanish festival of their choice, from any region or Spanish speaking country. They create a presentation on 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 / Comm – R
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
Recording device
Interactive whiteboard
Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Listening
Context 2:
Local, National, International and Global Areas of Interest
Students’ lifestyles and attitudes to environmental, social and global issues, and those of others in Spanish-speaking countries/ communities / Students should be able to:
· demonstrate understanding of different types of spoken language;
· follow and understand clear speech using familiar language;
· identify the overall message, key points, details and opinions in a variety of spoken passages; / My local area and the wider environment
· Students access BBC Bitesize and complete the listening exercises on My Region.
· Students complete role play scenarios in pairs describing where they live, what there is to do and give opinions. Teacher devises roleplay cards.
· Listen to recordings/videos of people describing their region and do oral or written summaries of these passages.
Community involvement
· Listen to a recording about voluntary work done by different people and answer questions. Limited resources available on line for this topic area. Please refer to chosen text book. / UICT
WO
PS
Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Local, National, International and Global Areas of Interest (cont.) / · deduce meaning from a variety of spoken texts; and
· recognise and respond to key information, important themes and ideas in extended spoken text (including authentic sources, which may be adapted as appropriate) by being able to answer questions, extract information, evaluate and draw conclusions. / Social and global issues
· Song Clandestino by Manu Chao is a song that focuses on immigration. Students listen as many times as necessary and complete gap fill.
· Various exercises on spanish-resources.com based on climate change and environment. Students watch a video, listen to a report on climate change and choose the correct answer out of four. This is a Higher Level exercise; students may need to listen several times.
Travel and Tourism
· Use of linguascope.com to revise countries and modes of travel. Students listen and match up vocabulary. Various types of listening exercise based on the topic of holidays are available.
· Roleplay cards, students work in pairs. They each have a card with four or five statements in English (images can also replace words). They must convey the correct information in Spanish and 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. / PS
Comm – T & L
PS
PS
WO
PS
Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Local, National, International and Global Areas of Interest (cont.) / · Teacher reads an extract about a past/future holiday to the class as many times that is necessary. Students then answer a series of questions on what they have heard. Extracts in past and future tenses with questions on the español extra website.
Resources / www.españolextra.com
www.linguascope.com
interactive white board
Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Listening
Context 3:
School Life, Studies and the World of Work