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KS3: German

Statement of Inquiry

Correct pronunciation is required to communicate my identity.

Key Concepts

Communication

Assessment Criteria

Term 1: Criterion D (Writing)
Term 2: Criterion A & C (Listening & Speaking)
Term 3: Criterion B (Reading)

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Listen actively to other perspectives and ideas
  • What phrases do I need to introduce myself?
  • What skills do we need to learn a foreign language?

Links to Prior Learning

Dependent on feeder primary.
Pupils will have learnt some basic phrases at least in the language chosen by feeder primary. 

Statement of Inquiry

Correct pronunciation is required to communicate my identity.

Key Concepts

Communication

Assessment Criteria

Term 1: Criterion D (Writing)
Term 2: Criterion A & C (Listening & Speaking)
Term 3: Criterion B (Reading)

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Listen actively to other perspectives and ideas
  • What phrases do I need to introduce myself?
  • What skills do we need to learn a foreign language?

Links to Prior Learning

Dependent on feeder primary.
Pupils will have learnt some basic phrases at least in the language chosen by feeder primary. 

Statement of Inquiry

Correct pronunciation is required to communicate my identity.

Key Concepts

Communication

Assessment Criteria

Term 1: Criterion D (Writing)
Term 2: Criterion A & C (Listening & Speaking)
Term 3: Criterion B (Reading)

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Listen actively to other perspectives and ideas
  • What phrases do I need to introduce myself?
  • What skills do we need to learn a foreign language?

Links to Prior Learning

Dependent on feeder primary.
Pupils will have learnt some basic phrases at least in the language chosen by feeder primary. 

Statement of Inquiry

School context is influenced by different ways of life.

Key Concepts

Culture

Assessment Criteria

Criterion D (Writing)

ATLs

  • Give and receive meaningful feedback
  • Write for different purposes
  • What phrases do I need to say what I study?
  • What phrases do I need to describe my teachers?
  • What phrases do I need to express opinions?

Links to Prior Learning

Using verbs (Languages carousel Y7 T1-3)
Basic phonics (Y7 T1-3)
Opinions (Y7 T1-3)

Statement of Inquiry

Recognising patterns in verbs helps me talk about my identity and familial connections.

Key Concepts

Connections

Assessment Criteria

Criterion C (Speaking)
Criterion D (Writing)

ATLs

  • Give and receive meaningful feedback
  • Use appropriate forms of writing for different purposes and audiences
  • What phrases do I need to describe myself?
  • What phrases do I need to talk about my family?

Links to Prior Learning

Basic family members (Y7 T1-3).
Expressing ages (Y7 T1-3)
Using -ar verbs (Y7 T4)
Expressing birthdays (Y7 T1-3)
Using adjectives (Y7 T4)

Statement of Inquiry

Making connections and understanding sentence structure helps me talk about health and wellbeing.

Key Concepts

Connections

Assessment Criteria

Criterion A (Listening)
Criterion B (Reading)

ATLs

  • Read critically and for comprehension
  • Make inferences and draw conclusions
  • What phrases do I need to talk about my hobbies?
  • How do I talk about sports?
  • What is the most popular sport in Germany?

Links to Prior Learning

Opinions (Y7 T2)
Using and adapting verbs (Y7 T4 & 5)
Using adjectives to give reasons (Y7 T4)

Statement of Inquiry

Word choice helps me to communicate about where I live.

Key Concepts

Communication

Assessment Criteria

D – Writing

ATLs

  • Write for different purposes
  • Give and receive meaningful feedback

Links to Prior Learning

Use of ‘hay’ from family topic. (Y7 T5)
Present tense activities from free time. (Y7 T6)
Time (O’clock from describing school timetable – Y7 T4)
Opinion + infinitive (Y7 T5)
Indefinite articles used with pets. (Y7 T5)

Statement of Inquiry

Creativity helps me to communicate purposefully about home life.

Key Concepts

Creativity

Assessment Criteria

A, C – Listening & Speaking

ATLs

  • Make inferences and draw conclusions
  • Use appropriate forms of writing for different purposes and audiences

Links to Prior Learning

Use of ‘hay’. (Y7 T5 & Y8 T1)
Present tense verbs. (Y7 T6 & Y8 T1)
Time. (Y8 T1)
Activities. (Y7 T6 & Y8 T1)

Statement of Inquiry

Making connections in verb patterns helps me talk about holidays in the past.

Key Concepts

Connections

Assessment Criteria

B – Reading

ATLs

  • Read critically and for comprehension
  • Make inferences and draw conclusions

Links to Prior Learning

Family members (to talk about who you go with) Y8 T1
Places to visit (Y8 T2)
Weather (Y7 T6)

Statement of Inquiry

Evolution in communication has improved the way we exchange messages.

Key Concepts

Communication

Assessment Criteria

D – Writing

ATLs

  • Write for different purposes
  • Apply skills and knowledge in unfamiliar situations

Links to Prior Learning

Present tense regular verbs.
Opinion phrases (Y7 T4)

Statement of Inquiry

Lifestyle choices are an expression of cultural context and identity.

Key Concepts

Culture

Assessment Criteria

C, D – Speaking & Writing

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Write for different purposes

Links to Prior Learning

Time (Y8 T2)
Preterite tense.

Statement of Inquiry

Making connections between words help me to work out meaning.

Key Concepts

Connections

Assessment Criteria

A, B – Listening & Reading

ATLs

  • Read critically and for comprehension
  • Make inferences and draw conclusions

Links to Prior Learning

Revising places in town (Y8 T2)
Time (Y8 T2)

Statement of Inquiry

The function of TV and film is to express creativity.

Key Concepts

Creativity

Assessment Criteria

Criterion A – Listening & Criterion B – Reading

ATLs

  • Make inferences and draw conclusions
  • Preview and skim texts to build understanding

Links to Prior Learning

Technology activities (phone use) Y8 T4
Adjectives to describe activities Y7 T6, Y8 T6
Preterite tense Y8 T6, Y8 T3

Statement of Inquiry

Word Choice is an expression of both our culture and heritage.

Key Concepts

Culture

Assessment Criteria

Criterion D – Writing

ATLs

  • Write for different purposes
  • Give and receive meaningful feedback

Links to Prior Learning

Food Y8 T5
Using infinitives Y8 T6

Statement of Inquiry

Accurate pronunciation helps me to communicate effectively about jobs.

Key Concepts

Communication

Assessment Criteria

Criterion C – Speaking

ATLs

  • Use a variety of speaking techniques to communicate with a variety of audiences
  • Listen actively to other perspectives and ideas

Links to Prior Learning

School subjects Y7 T6
Adjectives to describe Y7 T6
Opinions

Statement of Inquiry

The meaning of our connections and relationships evolves over time.

Key Concepts

Connections

Assessment Criteria

Criterion B & D

ATLs

  • Paraphrase accurately and concisely
  • Use appropriate forms of writing for different purposes and audiences

Links to Prior Learning

Family members Y7 T4
Personality adjectives Y7 T4/T5

Statement of Inquiry

Communication about Health and Wellbeing varies according to audience

Key Concepts

Communication

Assessment Criteria

Criterion C & D

ATLs

  • Use a variety of speaking techniques to communicate with a variety of audiences
  • Write for different purposes

Links to Prior Learning

Food Y8 T5

Statement of Inquiry

Connections between human conventions and impact on the environment.

Key Concepts

Connections

Assessment Criteria

Criterion A & B

ATLs

  • Preview and skim texts to build understanding
  • Listen actively to other perspectives and ideas

Links to Prior Learning

Places in the town Y8 T3
Activities in town Y8 T3

KS3: Spanish

Statement of Inquiry

Correct pronunciation is required to communicate my identity.

Key Concepts

Communication

Assessment Criteria

Term 1: Criterion D (Writing)
Term 2: Criterion A & C (Listening & Speaking)
Term 3: Criterion B (Reading)

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Listen actively to other perspectives and ideas
  • What phrases do I need to introduce myself?
  • What skills do we need to learn a foreign language?

Links to Prior Learning

Dependent on feeder primary.
Pupils will have learnt some basic phrases at least in the language chosen by feeder primary. Those from Hundred of Hoo Primary will have a very good grasp of Spanish due to all-through teaching.

Statement of Inquiry

Correct pronunciation is required to communicate my identity.

Key Concepts

Communication

Assessment Criteria

Term 1: Criterion D (Writing)
Term 2: Criterion A & C (Listening & Speaking)
Term 3: Criterion B (Reading)

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Listen actively to other perspectives and ideas
  • What phrases do I need to introduce myself?
  • What skills do we need to learn a foreign language?

Links to Prior Learning

Dependent on feeder primary.
Pupils will have learnt some basic phrases at least in the language chosen by feeder primary. Those from Hundred of Hoo Primary will have a very good grasp of Spanish due to all-through teaching.

Statement of Inquiry

Correct pronunciation is required to communicate my identity.

Key Concepts

Communication

Assessment Criteria

Term 1: Criterion D (Writing)
Term 2: Criterion A & C (Listening & Speaking)
Term 3: Criterion B (Reading)

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Listen actively to other perspectives and ideas
  • What phrases do I need to introduce myself?
  • What skills do we need to learn a foreign language?

Links to Prior Learning

Dependent on feeder primary.
Pupils will have learnt some basic phrases at least in the language chosen by feeder primary. Those from Hundred of Hoo Primary will have a very good grasp of Spanish due to all-through teaching.

Statement of Inquiry

School context is influenced by different ways of life.

Key Concepts

Culture

Assessment Criteria

Criterion D (Writing)

ATLs

  • Give and receive meaningful feedback
  • Write for different purposes
  • What phrases do I need to say what I study?
  • What phrases do I need to describe my teachers?
  • What phrases do I need to express opinions?

Links to Prior Learning

Using verbs (Languages carousel Y7 T1-3)
Basic phonics (Y7 T1-3)
Opinions (Y7 T1-3)

Statement of Inquiry

Recognising patterns in verbs helps me talk about my identity and familial connections.

Key Concepts

Connections

Assessment Criteria

Criterion C (Speaking)
Criterion D (Writing)

ATLs

  • Give and receive meaningful feedback
  • Use appropriate forms of writing for different purposes and audiences
  • What phrases do I need to describe myself?
  • What phrases do I need to talk about my family?

Links to Prior Learning

Basic family members (Y7 T1-3).
Expressing ages (Y7 T1-3)
Using -ar verbs (Y7 T4)
Expressing birthdays (Y7 T1-3)
Using adjectives (Y7 T4)

Statement of Inquiry

Making connections and understanding sentence structure helps me talk about health and wellbeing.

Key Concepts

Connections

Assessment Criteria

Criterion A (Listening)
Criterion B (Reading)

ATLs

  • Read critically and for comprehension
  • Make inferences and draw conclusions
  • What phrases do I need to talk about my hobbies?
  • How do I talk about sports?
  • What is the most popular sport in Spain?

Links to Prior Learning

Opinions (Y7 T2)
Using and adapting verbs (Y7 T4 & 5)
Using adjectives to give reasons (Y7 T4)

Statement of Inquiry

Word choice helps me to communicate about where I live.

Key Concepts

Communication

Assessment Criteria

D – Writing

ATLs

  • Write for different purposes
  • Give and receive meaningful feedback

Links to Prior Learning

Use of ‘hay’ from family topic. (Y7 T5)
Present tense activities from free time. (Y7 T6)
Time (O’clock from describing school timetable – Y7 T4)
Opinion + infinitive (Y7 T5)
Indefinite articles used with pets. (Y7 T5)

Statement of Inquiry

Creativity helps me to communicate purposefully about home life.

Key Concepts

Creativity

Assessment Criteria

A, C – Listening & Speaking

ATLs

  • Make inferences and draw conclusions
  • Use appropriate forms of writing for different purposes and audiences

Links to Prior Learning

Use of ‘hay’. (Y7 T5 & Y8 T1)
Present tense verbs. (Y7 T6 & Y8 T1)
Time. (Y8 T1)
Activities. (Y7 T6 & Y8 T1)

Statement of Inquiry

Making connections in verb patterns helps me talk about holidays in the past.

Key Concepts

Connections

Assessment Criteria

B – Reading

ATLs

  • Read critically and for comprehension
  • Make inferences and draw conclusions

Links to Prior Learning

Family members (to talk about who you go with) Y8 T1
Places to visit (Y8 T2)
Weather (Y7 T6)

Statement of Inquiry

Evolution in communication has improved the way we exchange messages.

Key Concepts

Communication

Assessment Criteria

D – Writing

ATLs

  • Write for different purposes
  • Apply skills and knowledge in unfamiliar situations

Links to Prior Learning

Present tense regular verbs.
Opinion phrases (Y7 T4)

Statement of Inquiry

Lifestyle choices are an expression of cultural context and identity.

Key Concepts

Culture

Assessment Criteria

C, D – Speaking & Writing

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Write for different purposes

Links to Prior Learning

Time (Y8 T2)
Preterite tense.

Statement of Inquiry

Making connections between words help me to work out meaning.

Key Concepts

Connections

Assessment Criteria

A, B – Listening & Reading

ATLs

  • Read critically and for comprehension
  • Make inferences and draw conclusions

Links to Prior Learning

Revising places in town (Y8 T2)
Time (Y8 T2)

Statement of Inquiry

The function of TV and film is to express creativity.

Key Concepts

Creativity

Assessment Criteria

Criterion A – Listening & Criterion B – Reading

ATLs

  • Make inferences and draw conclusions
  • Preview and skim texts to build understanding

Links to Prior Learning

Technology activities (phone use) Y8 T4
Adjectives to describe activities Y7 T6, Y8 T6
Preterite tense Y8 T6, Y8 T3

Statement of Inquiry

Word Choice is an expression of both our culture and heritage.

Key Concepts

Culture

Assessment Criteria

Criterion D – Writing

ATLs

  • Write for different purposes
  • Give and receive meaningful feedback

Links to Prior Learning

Food Y8 T5
Using infinitives Y8 T6

Statement of Inquiry

Accurate pronunciation helps me to communicate effectively about jobs.

Key Concepts

Communication

Assessment Criteria

Criterion C – Speaking

ATLs

  • Use a variety of speaking techniques to communicate with a variety of audiences
  • Listen actively to other perspectives and ideas

Links to Prior Learning

School subjects Y7 T6
Adjectives to describe Y7 T6
Opinions

Statement of Inquiry

The meaning of our connections and relationships evolves over time.

Key Concepts

Connections

Assessment Criteria

Criterion B & D

ATLs

  • Paraphrase accurately and concisely
  • Use appropriate forms of writing for different purposes and audiences

Links to Prior Learning

Family members Y7 T4
Personality adjectives Y7 T4/T5

Statement of Inquiry

Communication about Health and Wellbeing varies according to audience

Key Concepts

Communication

Assessment Criteria

Criterion C & D

ATLs

  • Use a variety of speaking techniques to communicate with a variety of audiences
  • Write for different purposes

Links to Prior Learning

Food Y8 T5

Statement of Inquiry

Connections between human conventions and impact on the environment.

Key Concepts

Connections

Assessment Criteria

Criterion A & B

ATLs

  • Preview and skim texts to build understanding
  • Listen actively to other perspectives and ideas

Links to Prior Learning

Places in the town Y8 T3
Activities in town Y8 T3

KS3: French

Statement of Inquiry

Correct pronunciation is required to communicate my identity.

Key Concepts

Communication

Assessment Criteria

Term 1: Criterion D (Writing)
Term 2: Criterion A & C (Listening & Speaking)
Term 3: Criterion B (Reading)

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Listen actively to other perspectives and ideas
  • What phrases do I need to introduce myself?
  • What skills do we need to learn a foreign language?

Links to Prior Learning

Dependent on feeder primary.
Pupils will have learnt some basic phrases at least in the language chosen by feeder primary. Those from Hundred of Hoo Primary will have a very good grasp of French due to all-through teaching.

Statement of Inquiry

Correct pronunciation is required to communicate my identity.

Key Concepts

Communication

Assessment Criteria

Term 1: Criterion D (Writing)
Term 2: Criterion A & C (Listening & Speaking)
Term 3: Criterion B (Reading)

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Listen actively to other perspectives and ideas
  • What phrases do I need to introduce myself?
  • What skills do we need to learn a foreign language?

Links to Prior Learning

Dependent on feeder primary.
Pupils will have learnt some basic phrases at least in the language chosen by feeder primary. Those from Hundred of Hoo Primary will have a very good grasp of French due to all-through teaching.

Statement of Inquiry

Correct pronunciation is required to communicate my identity.

Key Concepts

Communication

Assessment Criteria

Term 1: Criterion D (Writing)
Term 2: Criterion A & C (Listening & Speaking)
Term 3: Criterion B (Reading)

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Listen actively to other perspectives and ideas
  • What phrases do I need to introduce myself?
  • What skills do we need to learn a foreign language?

Links to Prior Learning

Dependent on feeder primary.
Pupils will have learnt some basic phrases at least in the language chosen by feeder primary. Those from Hundred of Hoo Primary will have a very good grasp of French due to all-through teaching.

Statement of Inquiry

School context is influenced by different ways of life.

Key Concepts

Culture

Assessment Criteria

Criterion D (Writing)

ATLs

  • Give and receive meaningful feedback
  • Write for different purposes
  • What phrases do I need to say what I study?
  • What phrases do I need to describe my teachers?
  • What phrases do I need to express opinions?

Links to Prior Learning

Using verbs (Languages carousel Y7 T1-3)
Basic phonics (Y7 T1-3)
Opinions (Y7 T1-3)

Statement of Inquiry

Recognising patterns in verbs helps me talk about my identity and familial connections.

Key Concepts

Connections

Assessment Criteria

Criterion C (Speaking)
Criterion D (Writing)

ATLs

  • Give and receive meaningful feedback
  • Use appropriate forms of writing for different purposes and audiences
  • What phrases do I need to describe myself?
  • What phrases do I need to talk about my family?

Links to Prior Learning

Basic family members (Y7 T1-3).
Expressing ages (Y7 T1-3)
Using -ar verbs (Y7 T4)
Expressing birthdays (Y7 T1-3)
Using adjectives (Y7 T4)

Statement of Inquiry

Making connections and understanding sentence structure helps me talk about health and wellbeing.

Key Concepts

Connections

Assessment Criteria

Criterion A (Listening)
Criterion B (Reading)

ATLs

  • Read critically and for comprehension
  • Make inferences and draw conclusions
  • What phrases do I need to talk about my hobbies?
  • How do I talk about sports?
  • What is the most popular sport in France?

Links to Prior Learning

Opinions (Y7 T2)
Using and adapting verbs (Y7 T4 & 5)
Using adjectives to give reasons (Y7 T4)

Statement of Inquiry

Word choice helps me to communicate about where I live.

Key Concepts

Communication

Assessment Criteria

D – Writing

ATLs

  • Write for different purposes
  • Give and receive meaningful feedback

Links to Prior Learning

Use of ‘hay’ from family topic. (Y7 T5)
Present tense activities from free time. (Y7 T6)
Time (O’clock from describing school timetable – Y7 T4)
Opinion + infinitive (Y7 T5)
Indefinite articles used with pets. (Y7 T5)

Statement of Inquiry

Creativity helps me to communicate purposefully about home life.

Key Concepts

Creativity

Assessment Criteria

A, C – Listening & Speaking

ATLs

  • Make inferences and draw conclusions
  • Use appropriate forms of writing for different purposes and audiences

Links to Prior Learning

Use of ‘hay’. (Y7 T5 & Y8 T1)
Present tense verbs. (Y7 T6 & Y8 T1)
Time. (Y8 T1)
Activities. (Y7 T6 & Y8 T1)

Statement of Inquiry

Making connections in verb patterns helps me talk about holidays in the past.

Key Concepts

Connections

Assessment Criteria

B – Reading

ATLs

  • Read critically and for comprehension
  • Make inferences and draw conclusions

Links to Prior Learning

Family members (to talk about who you go with) Y8 T1
Places to visit (Y8 T2)
Weather (Y7 T6)

Statement of Inquiry

Evolution in communication has improved the way we exchange messages.

Key Concepts

Communication

Assessment Criteria

D – Writing

ATLs

  • Write for different purposes
  • Apply skills and knowledge in unfamiliar situations

Links to Prior Learning

Present tense regular verbs.
Opinion phrases (Y7 T4)

Statement of Inquiry

Lifestyle choices are an expression of cultural context and identity.

Key Concepts

Culture

Assessment Criteria

C, D – Speaking & Writing

ATLs

  • Use appropriate forms of writing for different purposes and audiences
  • Write for different purposes

Links to Prior Learning

Time (Y8 T2)
Preterite tense.

Statement of Inquiry

Making connections between words help me to work out meaning.

Key Concepts

Connections

Assessment Criteria

A, B – Listening & Reading

ATLs

  • Read critically and for comprehension
  • Make inferences and draw conclusions

Links to Prior Learning

Revising places in town (Y8 T2)
Time (Y8 T2)

Statement of Inquiry

The function of TV and film is to express creativity.

Key Concepts

Creativity

Assessment Criteria

Criterion A – Listening & Criterion B – Reading

ATLs

  • Make inferences and draw conclusions
  • Preview and skim texts to build understanding

Links to Prior Learning

Technology activities (phone use) Y8 T4
Adjectives to describe activities Y7 T6, Y8 T6
Preterite tense Y8 T6, Y8 T3

Statement of Inquiry

Word Choice is an expression of both our culture and heritage.

Key Concepts

Culture

Assessment Criteria

Criterion D – Writing

ATLs

  • Write for different purposes
  • Give and receive meaningful feedback

Links to Prior Learning

Food Y8 T5
Using infinitives Y8 T6

Statement of Inquiry

Accurate pronunciation helps me to communicate effectively about jobs.

Key Concepts

Communication

Assessment Criteria

Criterion C – Speaking

ATLs

  • Use a variety of speaking techniques to communicate with a variety of audiences
  • Listen actively to other perspectives and ideas

Links to Prior Learning

School subjects Y7 T6
Adjectives to describe Y7 T6
Opinions

Statement of Inquiry

The meaning of our connections and relationships evolves over time.

Key Concepts

Connections

Assessment Criteria

Criterion B & D

ATLs

  • Paraphrase accurately and concisely
  • Use appropriate forms of writing for different purposes and audiences

Links to Prior Learning

Family members Y7 T4
Personality adjectives Y7 T4/T5

Statement of Inquiry

Communication about Health and Wellbeing varies according to audience

Key Concepts

Communication

Assessment Criteria

Criterion C & D

ATLs

  • Use a variety of speaking techniques to communicate with a variety of audiences
  • Write for different purposes

Links to Prior Learning

Food Y8 T5

Statement of Inquiry

Connections between human conventions and impact on the environment.

Key Concepts

Connections

Assessment Criteria

Criterion A & B

ATLs

  • Preview and skim texts to build understanding
  • Listen actively to other perspectives and ideas

Links to Prior Learning

Places in the town Y8 T3
Activities in town Y8 T3

KS4: GCSE MFL (French, Spanish, German)

Vision Statement

At The Hundred of Hoo Academy, pupils will have an exciting opportunity to study French or Spanish or perhaps even two languages. French or Spanish is a course which opens doors to a wide range of  career choices, and we actively encourage every pupil at Hoo to opt for at least one language.

This exciting new GCSE course is designed to build upon the programme of study that pupils have already followed in Year 7 and 8.

Pupils will study in a stimulating, interactive, fun environment, and will be supported throughout by highly motivated and dedicated staff who are passionate about their subject. In order to facilitate learning, pupils will be offered at least one major trip each year, which might be Barcelona or perhaps Costa Rica for Spanish or Marrakech in Morocco or Quebec in Canada for French. These educational trips will allow pupils to practise their language skills, as well as allowing them to see language in real-life context, its usage and its value in the real world.

Course Outline/Assessment Methods

The EDEXCEL course is comprised of four examinations:

Exam 1 - 25%

Listening and understanding

Foundation – 35 minutes

Higher – 45 minutes

Speaking

Foundation – 7-9 minute conversation

Higher – 10-12 minute conversation

Reading and understanding

Foundation – 45 minutes

Higher – 1 hour

Writing

Foundation – 1 hour 10 minutes

Higher – 1 hour 20 minutes

Linked Sixth Form Courses:

  • Spanish
  • French
  • German
  • Modern Languages

Future Course/ Career Opportunities:

  • Tour Operators
  • Lawyers
  • Doctors
  • Personal Assistants
  • Au Pairs

Departmental Performance:

 

 

French:

  • 2022/23: 9-4 = 55%
  • 2021/22: 9-4 = 60%

German:

First results due summer 2024.

Spanish:

  • 2022/23: 9-4 = 60%
  • 2021/22: 9-4 = 50%

KS5: A Level Spanish

Vision Statement

With the increase of globalisation, the world is becoming a smaller place, and people travelling more widely than ever before, an A Level in a foreign language has become a vital option for anyone who would expect to travel or work abroad. Journalism, Politics, the Travel Industry, Psychology, Teaching & Education, Medicine and Child care are all job sectors where potential staff would greatly benefit from a qualification in a modern foreign language. It is no longer acceptable to assume that English is the language of choice across the world, when Spanish is now spoken by over 500 million people every day in countries outside of Spain, such as Mexico, Cuba, Guatemala and almost the entire South American Peninsula. In North America it is likely that every third citizen of the Unit-ed States will speak Spanish as a first language. Languages are vital to our daily communication, they are our link to the world around us and make us a more valuable commodity in an ever-changing international job market. The A Level course will enable pupils to unlock your potential developing your linguistics, cultural understanding and value as an employee. 

Given its rich artistic and literary history, studying Spanish at A-Level will enhance your knowledge in subjects like History, English Literature and Art.

Course Outline/Assessment Methods

Duration: 2 hours 30 minutes; total raw mark: 100 

  • Students will listen to spoken passages from a range of contexts and sources, covering different registers and types. 
  • Students will have individual control of the recording.
  • Students will read a range of stimulus texts adapted from authentic sources, including online sources. 
  • Students will translate a passage of at least 100 words from Spanish into English. 

Duration: 2 hours; total raw mark: 80 

  • Students will answer an essay question in Spanish for each of the two works they have studied

Duration: 21–23 minutes (including 5 minutes supervised preparation time); total raw mark: 60 

  • The test will be in two parts. Part 1 will be the discussion of one sub-theme from those in this specification, lasting 5–6 minutes, and Part 2 will be the presentation and discussion of the student’s individual research project.

Skills for Success:

  • Lasting appreciation of language and learning 
  • Ability to comprehend Spanish in a wide range of contexts 
  • Ability to communicate Spanish for a variety of purposes 
  • Useful knowledge of and insights into Spanish-speaking cultures, both con-temporary and historic 
  • Valuable skills for foreign travel, fur-ther education and employment. 

Future Course/ Career Opportunities:

Studying a language at A Level opens opportunities for a variety of university courses in joint honours with Spanish: 

  • Spanish and History 
  • Spanish and English Literature 
  • Spanish and Art History 
  • Spanish and Business 
  • Spanish and Law 
  • Spanish and Politics 
  • Spanish and Film 

Possible careers include:

  • Linguistics 
  • Law 
  • Education 
  • Journalism 
  • Politics 
  • Travel and Tourism 
  • Business and Commerce

Departmental Performance:

This is a new course with first results due summer 2026.