Theme 3 Unit 7 “The positive impact of immigration in Spain”
Students understand and give information about the origins of immigrants in Spain, the needs of the job market in Spain and the Moorish influence on food and art, in Spain. Students practise using “ser” and “estar”, direct and indirect object pronouns and the passive voice. Students have to learn around 20 words from the A Level vocab list every week and they are tested on these in class every week. They also get an A Level homework task such as listening, reading or writing, to prepare them effectively. By the end of Theme3 Unit 7 “The positive impact of immigration in Spain“, students have been assessed in listening, reading and writing (preparation of task 1 speaking questions).
Theme 3 Unit 8 “The challenges of immigration and integration in Spain”
Students understand and give information about the effects of immigration on schools and local communities, the housing conditions of immigrants and the marginalisation and alienation that the latter suffer. They practise radical and orthographic changes in verbs, expressions of time and the subjunctive. Students have to learn around 20 words from the A Level vocab list every week and they are tested on these in class every week. They also get an A Level homework task such as listening, reading or writing, to prepare them effectively. By the end of Theme 3 Unit 8 “The challenges of immigration and integration in Spain”, students have been assessed in listening, reading and Speaking (task 1 speaking question).
Theme 3 Unit 9 “Public reaction to immigration and its social impact”
Students understand and give information about immigration policies, public opinion on immigration and the future impact of immigration Spanish society. They practise using comparative and superlative adjectives, how to use the past participle, cardinal and ordinal numbers and subordinating conjunctions. Students have to learn around 20 words from the A Level vocab list every week and they are tested on these in class every week. They also get an A Level homework task such as listening, reading or writing, to prepare them effectively. By the end of Theme 3 Unit 9 “Public reaction to immigration and its social impact”, students have been assessed in listening, reading and Writing (task 1 speaking questions preparation).
Independent research project
Students prepare for task 2 in the oral examination, by selecting, researching, presenting and discussing a topic of their own choice. They learn to make notes, develop content right up to the conclusion, and make reference to a range of written texts in Spanish. Students’ work towards the IRP is monitored by the teacher, who can guide students throughout their research. While the teacher cannot mark students’ written work, Students’ progress in their IRP is monitored every week, following a clear schedule.
Theme 4 Unit 10 “The Spanish Civil War and the rise of Francoism”
Students understand and give information about the reasons for Franco’s rise to power, Franco’s victory in the Civil War. They practise using the perfect tense, a range of tenses in the subjunctive and conditional sentences. Students have to learn around 20 words from the A Level vocab list every week and they are tested on these in class every week. They also get an A Level homework task such as listening, reading or writing, to prepare them effectively. By the end of Theme 4 Unit 10 “The Spanish Civil War and the rise of Francoism”, students have been assessed in listening, reading and Writing (task 1 speaking questions preparation).
Theme 4 Unit 11 “The Franco Dictatorship”
Students understand and give information about the living conditions during the Franco Regime, the impact of restrictions and censorship and the division in Spanish society during the dictatorship. They practise using adverbs, indefinite articles and pronouns, and Spanish word order. Students have to learn around 20 words from the A Level vocab list every week and they are tested on these in class every week. They also get an A Level homework task such as listening, reading or writing, to prepare them effectively.
By the end of Theme4 Unit 11 “The Franco Dictatorship”, students have been assessed in listening, reading and speaking (task 1 speaking questions preparation).
Theme 4 Unit 12 “The transition from dictatorship to democracy”
Students understand and give information about the key moments of the transition, the role of Adolfo Suarez in creating a liberal democracy in Spain, and the impact of the transition on Spanish society. They practise using impersonal verbs, the compound tenses (pluperfect, future perfect, conditional perfect), and the subjunctive in main clauses. Students have to learn around 20 words from the A Level vocab list every week and they are tested on these in class every week. They also get an A Level homework task such as listening, reading or writing, to prepare them effectively.
By the end of Theme 4 Unit 12 “The transition from dictatorship to democracy”, students have been assessed in listening, reading and speaking (task 1 speaking questions preparation).
Literature Studies
Students develop a range of critical and analytical skills used in relation to a Literary text (a novel or a play). They prepare for the 300-word essay on their studied text, by exploring its context, its form and the meanings and responses created. They analyse the importance of language registers, representations and literary techniques when answering typical essay questions. Students get assessed on 3 essay-type questions (300 words), which are set throughout the study of Literary text over the course of y13. The work is marked, graded by the teacher and re-drafted by students.