Subject Information

Our aim is to develop passionate, confident and successful language learners. We aim to encourage pupils to embrace the opportunity to learn another language to the best of their ability, and appreciate the target culture of Hispanic countries.

Pupils are encouraged to use the four skills: listening, speaking, reading and writing as often as possible, with a focus on grammar structures and translation skills. Pupils of all abilities are encouraged to draw on their prior knowledge and develop their linguistic skills to their full potential. We aim to build passion and enthusiasm so that pupils use their language knowledge at home and take every opportunity to progress independently.

GCSE Examination Board:

Exam Board: AQA

Specification code: Spanish 8698

Suggested support at home

–  Ensure that your child is spending at least 20-30 minutes completing their homework and encourage them to learn vocabulary on a regular basis.

–  Offer to test them on their vocabulary. Even if you do not know the language, you can say it in English and they can write/say it in Spanish.

–  If your son / daughter is absent, reinforce the need to catch up on any work missed – especially new vocabulary and grammar structures.

–  Encourage them to look at corrections to written work so that they learn from them and avoid making the same mistakes again.

–  Encourage them to listen to any Spanish available on the radio / television / internet.

–  If you are going to a Spanish speaking country, do encourage them to use their language.


Linguascope (ask your teacher for the login/password)

Recommended online dictionary

Grammar practice:

BBC bitesize

Sam learning:

Centre ID: CR9AL2

Languages online

Spanish revision

Vocabulary building

Quizlet (online flashcards)

Memrise (online learning tool)


Exercise books are marked regularly to monitor progress. Teachers mark in red ink, correcting spelling, punctuation and grammatical features. Students are expected to address areas for development by responding to the teacher’s advice in green writing. This may be with a commitment, a task to correct errors or what to do next steps to progress further. Students are also encouraged to reflect upon their work to identify their own strengths and areas for development.

Assessment opportunities

Students will undertake regular vocabulary tests and an end of unit assessment following a period of study on a specific topic. These will be graded according to the MFL Stages for each skill (listening, speaking, reading and writing).


Year 7

 The Y7 curriculum is planned around 4 themed blocks. The aim is to focus on the thinking skills that we believe lead to success and to develop meta-cognition: Analysis, Problem-solving, Evaluation and Creativity. These skills will be assessed by drawing on content from all of the subject areas to show how these skills work across the school. This structure will also help to make clear to teachers and students the links between their different subjects. Subjects will keep a record of their progress but reporting to parents will be based on attitude to learning across subjects and progress in the metacognitive skills outlined above.


Students will also be encourage to complete a Preview by looking at vocabulary prior to the lessons. Completing the Preview will give students a learning advantage and teachers will expect students to complete their Preview before the lesson.

Topic 1 – Identity

  • Introduction to Spanish sounds and grammar (masculine/feminine, adjective placement);
  • Basic vocabulary (alphabet, numbers, colours, days of the week, months, etc.)
  • Talking about myself: appearance, personality, family, pets, hobbies, free time, etc.
  • Expressing opinions with justifications;
  • Talking about plans for the near future.

Topic 2 – Change

  • Recap of near future tense with the topic of new year’s resolutions (going to + infinitive);
  • Life at school: opinions about subjects, teachers, rules, uniform;
  • Introducing the conditional tense – my ideal school (I would change… it would have).
  • Jobs, career choices and ambitions (I am going to be/ I would like to be….)

Topic 3 – Community

  • Hispanic world (Countries)
  • Customs and festivals ( La Tomatina, San Fermín, El Encierro, el carnaval, etc)
  • Food and shopping
  • Music/dance
  • Famous artists (Frida Kahlo, Picasso, Dali, Miró)

Topic 4 – Space

  • Where I live (types of house; rooms in the house)
  • Places in town; what there’s to do; what you’d like to see
  • Holidays (transport, activities)
  • Holidays (present, near future and some conditional set-phrases)

Year 8

Autumn Term

  • Talking about activities and expressing opinions
  • Describing and comparing people
  • Daily routine
  • Nationalities
  • Places in town
  • Inviting people out
  • Making excuses
  • Grammatical aspects: reflexive verbs, frequency words, sequencing words, present and future tenses, infinitives

Spring Term

  • Holiday destinations
  • Leisure activities
  • Means of transportation
  • Talking about mealtimes
  • Shopping for food
  • Ordering food in a restaurant
  • Grammatical aspects: preterite of regular and irregular verbs, time expressions, formal/informal address.

Summer Term

  • Talking about clothes and school uniform
  • Describing clothes and shopping
  • Saying what there is to see in town
  • Talking about different shops
  • Asking and giving directions
  • Grammatical aspects: agreement, comparative and superlative, using 3 tenses together.


GCSE Spanish has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students study all of the following themes on which the assessments are based:

  1. Identity and culture
  2. Local, national, international and global areas of interest
  3. Current and future study and employment

Listening – 25% of GCSE

Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier)
40 marks (Foundation Tier), 50 marks (Higher Tier)

(Each exam includes 5 minutes’ reading time of the question paper before the listening stimulus is played.)

Section A – questions in English, to be answered in English or non-verbally

Section B – questions in Spanish, to be answered in Spanish or non-verbally

Speaking – 25% of GCSE

Non-exam assessment
7–9 minutes (Foundation Tier) + preparation time
10–12 minutes (Higher Tier) + preparation time
60 marks (for each of Foundation Tier and Higher Tier)

The format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the Photo card and different stimulus materials for the Role-play. The timings are different too:

Role-play – 15 marks (2 minutes at Foundation Tier; 2 minutes at Higher Tier)
Photo card – 15 marks (2 minutes at Foundation Tier; 3 minutes at Higher Tier)
General conversation – 30 marks (3–5 minutes at Foundation Tier; 5–7 minutes at Higher Tier)

Reading – 25% of GCSE

Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier)
60 marks (for each of Foundation Tier and Higher Tier)

Section A – questions in English, to be answered in English or non-verbally
Section B – questions in Spanish, to be answered in Spanish or non-verbally
Section C – translation from Spanish into English (a minimum of 35 words at Foundation Tier and 50 words at Higher Tier)

Writing – 25% of GCSE

Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)
50 marks at Foundation Tier and 60 marks at Higher Tier

Foundation Tier

Question 1 – message (student produces four sentences in response to a photo) – 8 marks

Question 2 – short passage (student writes a piece of continuous text in response to four brief bullet points, approximately 40 words in total) – 16 marks

Question 3 – translation from English into Spanish (minimum 35 words) – 10 marks

Question 4 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks

Higher Tier

Question 1 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks

Question 2 – open-ended writing task (student responds to two compulsory detailed bullet points, producing approximately 150 words in total) – there is a choice from two questions – 32 marks

Question 3 – translation from English into Spanish (minimum 50 words) – 12 mark

Year 9

Autumn Term

  • Talking about things you like
  • How you organise your week
  • Talking about films
  • Talking about plans for a day out
  • Jobs and job descriptions
  • Saying what job you’d like to do in the future
  • Describing a typical day
  • Focus: listening, writing and translation skills

Spring Term

  • Talking about diet and lifestyle
  • Daily routine and getting fit
  • Talking about illnesses
  • Talking about children’s rights
  • Fairtrade and recycling
  • Changes in your local area
  • World issues
  • Focus: speaking and reading skills

Summer Term

  • Meeting and greeting people
  • Organizing a day trip
  • Going shopping
  • Group project (presentation)
  • Exam skills (Foundation paper)
  • Focus: all four skills.


Autumn Term

  • Holiday destinations and accommodations
  • Local area
  • Leisure activities
  • School life
  • Extracurricular activities and achievements

Spring Term

  • Family and friends
  • Relationships
  • Media and culture
  • Sports and entertainment

Summer Term

  • Places in town
  • Shopping and day trips
  • Problems in a town
  • Exam skills (mixture of foundation and higher questions)


Autumn Term

  • Food and drinks
  • Illnesses and injuries
  • Daily routines
  • Jobs and careers
  • Future aspirations
  • Preparing students for Mock Examinations.

Spring Term

  • Healthy eating and exercise
  • Environment
  • Global issues
  • Natural disasters
  • Preparation and recording of the Speaking Exam

Summer Term

  • Revision of all modules’ key vocabulary and grammatical structures

Exam practice and techniques to improve their writing, reading and listening skills prior to these examinations.