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A full lesson which introduces six different Latin American festivals: El Día de los Muertos, Inti Raymi, El Carnaval de Oruro, La Feria de las Flores, La Semana Santa and El Mundial de Tango. The lesson provides a basic introduction to each festival and also covers the differences between ser/estar and por/porque. There are a range of activities including choral repetition, find the vocab, match-ups, scaffolded speaking activities and written translations. There is also some key festival-related vocab provided to help students express their opinions (culture/ history/ scenery/ costumes etc.)

A full lesson to teach students how to use pasarlo + adjective in the preterite tense. The lesson focuses on Latin American festivals (La Feria de Las Flores, Inti Raymi, El Mundial de Tango and El Día de Los Muertos are featured but these can be adapted). By the end of the lesson, students should be able to state where they went and use “lo pasé ______” to describe how they found it. The lesson begins with exposure of the new language, a scaffolded writing frame, verb conjugation tables, a P/N/P+N reading activity and a translation activity.

A full lesson that encourages learners to discuss their opinions on different styles of music in Spanish. The lesson utilises topic-specific vocabulary such as sound, voice, lyrics, rhythms etc. and facilitates the use of indirect object pronoun phrases such as “it makes me feel”, “it makes me cry” etc. to express opinions. There are match up activities, pair work and differentiated translations. This lesson adheres to the new AQA GCSE Spanish specification, for exams taken in 2026 onwards.

Match up activity with clothes followed by three writing prompts in past, present and future. This vocabulary aligns with the AQA GCSE Spanish specification.

Match up activity with places around town followed by three writing prompts in past, present and future. This vocabulary aligns with the AQA GCSE Spanish specification.

Match up activity with jobs followed by three writing prompts in past, present and future. This vocabulary aligns with the AQA GCSE Spanish specification.

Match up activity with food followed by three writing prompts in past, present and future. This vocabulary aligns with the AQA GCSE Spanish specification.

Match up activity with travel/ tourism vocab followed by a writing task based on a holiday in the past (includes success criteria). This vocabulary aligns with the AQA GCSE Spanish specification.

Match up activity with school-related vocab followed by three writing prompts in past, present and future. This vocabulary aligns with the AQA GCSE Spanish specification.

A full lesson to teach students how to use set phrases in the imperfect subjunctive with opinion phrases in the conditional tense. By the end of the lesson, students should be able to state what they would like/ love to do if it were possible/ if they had the opportunity. There is a scaffolded introduction to the new language, a match up, a speaking activity to drill the structures, a grammar explanation, trap door activities, tangled translations and a free writing exercise.