51����

A set of 26 Photo Cards covering the whole of Theme 3 (Current and future study and employment) of the new GCSE course: 3.a. My studies (8 cards) 3.b. Life at school / college (6 cards) 3.c. Education post-16 (4 cards) 3.d. Jobs, career choices and ambitions (8 cards) Each card includes five foundation questions (in red) and five higher question (in blue), the first of which is always '¿Qué hay en la foto?. If you like this resource, Photo Cards for theme one and theme two, as well as a booklet covering all three themes, are also available in my shop. UPDATED: I have modified this resource to better resemble the photo cards on the AQA exam: there are now five foundation and five higher questions on each card (instead of four). At foundation level one of the first three questions (what in the exam would be the printed questions) requires the use of a tense other than the present. At higher level references to three time frames are needed, with one time frame other than the present required in one of the first three questions and the remaining time frame in one of the other two questions.

This booklet contains twenty four questions that follow the format of the 90-word questions in the new Spanish GCSE writing exam. They cover all three themes of the AQA specification, but can be easily adapted to other exam boards. There are eight questions for each theme, and they can be used in lessons, but also as an easy way to set useful homework activities for the students. All questions include four bullet points that the students are prompted to cover, and they explicitly require them to include references to three time frames and opinions (as per the AQA mark scheme). When possible, one of the bullet points starts with ‘qué hiciste’, a question which appears in many of the AQA samples and that some students often fail to understand. UPDATE: A similar resource, focusing on the 150 word questions (higher paper) can be found in this link: /teaching-resource/spanish-gcse-higher-writing-practice-150-word-questions-12082077

A booklet with eight 90 word questions to revise the theme of Identity and culture of the new Spanish GCSE exam. There are two questions for each of the topics in Theme one (Me, my family and friends, Technology in everyday life, Free-time activities and Customs and festivals in Spanish-speaking countries). Each of the questions contains four bullet points that the students are expected to cover; one of the bullet points refers to the past and, when possible, it starts with "qué hiciste", as many of the AQA sample questions do; another bullet point requires the students to use either the future or the conditional, and another one prompts them to say their opinion. Finally, the booklet also contains a copy of the mark scheme for the 90 word question, which is the same at foundation and at higher level. A similar booklet including questions for themes 1, 2 and 3 can be found in this link: /teaching-resource/new-spanish-gcse-writing-exam-practice-90-word-questions-11820179

This resource includes a series of reading and writing activities (including two essay questions) to explore the topic of violence in Guillermo del Toro’s film Pan’s Labyrinth (El laberinto del fauno). The resource also includes a list of useful vocabulary and an essay-writing checklist. PLEASE NOTE: this resource is part of a much more comprehensive and more detailed resource, the Pan’s Labyrinth Student Support Guide that can be found on this link: /teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 The guide is over 70 pages long, and a free sample can be found here: /teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

A booklet with eight 90 word questions to revise the theme of Identity and culture of the new French GCSE exam. There are two questions for each of the topics in Theme one (Me, my family and friends, Technology in everyday life, Free-time activities and Customs and festivals in TL countries). Each of the questions contains four bullet points that the students are expected to cover; one of the bullet points refers to the past, another bullet point requires the students to use either the future or the conditional, and another one prompts them to say their opinion. Finally, the booklet also contains a copy of the mark scheme for the 90 word question, which is the same at foundation and at higher level. A booklet with 24 questions covering all three themes can be found here: /teaching-resource/new-french-gcse-writing-exam-90-word-questions-11822119

This resource contains a lot of factual information about Hispanic society, focusing on the three topics that cover the sub-theme Multiculturalism in Hispanic society in the new Spanish A Level course (La inmigración, El racismo and La convivencia). I wrote this resource to help my students revise for their upcoming speaking exam (Paper 3), specifically to ensure that they include enough information to score well in AO4 of the paper. The file also includes a detailed overview of the course and of Paper 3.

This resource includes activities based on the topic of Artistic Heritage in the Hispanic World of the new Spanish A Level course. The first page includes a lot of factual information (taken from this resource: /teaching-resource/new-spanish-a-level-year-1-fact-file-aspects-of-hispanic-society-artistic-culture-hispanic-world-11883717). The following pages exploit the information on page one with a variety of speaking, reading and wrting activities: first, a Discussion card about Frida Kahlo that uses the information on page one. It is followed by a translation activity about Velázquez (again, based on the information from page one) and a reading activity (write a 90-word summary) about Goya and Velázquez. Finally, activity five is a creative writing task about Las Meninas.

This document includes a lot of factual information about Spain and other Spanish speaking countries, covering all the themes and sub themes of the new Spanish A level course (AQA specification). The 48-page file (I’ve uploaded a PDF and a Word version) includes three or more pages per sub theme with a lot of figures, statistics, data and examples relevant to that sub theme. Most of the information refers to Spain, as it is the country I know best, but other Spanish speaking countries are also referred to. I first started writing this resource in the weeks leading to the year 13 speaking exam with the objective of providing the students with a single document where they could find a lot of relevant information that they could refer to when discussing the topics in the first part of their exam. I believe that they found it very useful. The information here can also be easily adapted and used in other activities, such as reading activities or translations.

This is a reduced, simplified and printing-budget friendly of this resource: /teaching-resource/spanish-gcse-grammar-booklet-cuaderno-de-gram-tica-11939611 The content of the booklets is very similar and they both provide a very detailed overview of the grammar needed for the new GCSE course, divided into three parts (Theme 1, Theme 2 and Theme 3). Each part has two sections, one devoted to verbs and the other one to other lexical categories. Both books contain a lot of examples and activities for the students. This version of the booklet takes into account that printing budget can be tight, so I have re formated the original, 62-page booklet, and taken out a few examples, so it is now 37 pages (the last three being verb tables that can be printed separately), but it still contains detailed explanations of a variety of grammatical structures, a lot of examples and a lot of activities. Content: THEME 1 Part 1 – Articles, nouns, adjectives, prepositions, adverbs and pronouns Nouns Articles Contractions Adjectives Comparatives and superlatives Por and para Negatives Questions Possessive adjectives Direct object pronouns Part 2 – Verbs Ser and estar Conjugating verbs The present tense 13a. Regular verbs 13b. Irregular verbs 13c. Reflexive verbs 13d. Gustar The Preterite The Imperfect Opinions in different tenses THEME 2 Part 1 – Adjectives and pronouns Demonstrative adjectives and pronouns Possessive Pronouns Part 2 – Verbs The Future Simple The Conditional The Preterite v. The Imperfect The Present Subjunctive Uses of the Subjunctive The Imperative (Commands) The Infinitive THEME 3 Part 1 – Adverbs and prepositions 26. Personal a 27. Quantifiers Part 2 – Verbs 28. Present continuous 29. Present Perfect 30. If clauses 31. The Subjunctive – Further practice 32. Verb tables N.B. - Please ignore the Word preview of the resource - it does not look like that! To get a good idea of what the resource actually looks like, have a look at the PDF version or the screen captures (for some reason previews of word files alter the format of the resource, but this is only the preview).

This resource consists of a booklet with ninety photo cards covering in a lot of detail all three themes of the new Spanish GCSE course: Identity and culture (40 cards), Local, national, international and global areas of interest (24 cards) and Current and future study and employment ( 26 cards). Each of the cards contains five foundation and five higher questions (colour-coded, using red for foundation and blue for higher), the firsts of which is always “¿Qué hay en la foto?”. One of the first three questions in the foundation set always requires the use of a tense other than the present (past, future or conditional), whereas the others elicit opinions and additional information from the students. In the higher set, all three time frames are covered, with one of the first three questions requiring the use of a tense other than the present and one of the final two questions requiring references to the other time frame. The booklet also includes a student-friendly explanation of the requirements of the new speaking exam and a copy of the mark scheme for the photo card.

This booklet contains 59 role plays to provide Spanish GCSE students with plenty of practice to prepare for their speaking exam. They are on foundation and higher tier and they cover all three themes of the new course (AQA specification). Each role play includes the candidate’s role and the teacher’s role, and both the ‘tú’ and ‘usted’ forms are used. The file also includes a student-friendly summary of the specification for the new speaking exam and the mark scheme for the role play. I have also included files with the mark schemes (foundation and higher) for the speaking test to provide the students with instant, personalised feedback as they complete practice speaking papers.

This resource contains twenty-four 150-word questions to revise the three themes of the new GCSE course (AQA specification). The 150-word question is part of the higher writing exam. There are eight questions for each of the three themes of the course (Identity and culture, Local, national, international and global areas of interest and Current and future study and employment), and two questions for each of the topics in each theme. Each of the questions contains two bullet points that the students are expected to cover; the bullet points are written to resemble the ones found in the 2018 paper and those in the sample questions provided by AQA. At least one of the bullet points in each question prompts the students to refer to either the past or the future, and several questions ask the students to write their “recommendations”. Finally, the booklet also contains a copy of the mark scheme for the 150 word question and an overview of the themes and topics. This resource can be used as part of everyday teaching, as end of unit assessment, for revision purposes and it is an easy way of setting useful homework. This resource is a follow-up to my 90-Word questions booklet, which has proved to be very popular since I uploaded it about a year ago an which can be found here: /teaching-resources/dashboard/resource-management/uploads

This resource contains two booklets, one of them including twenty-four 150-word questions to revise the three themes of the new GCSE course (AQA specification), and a similar one consisting of twenty-four 90-word questions. In each booklet there are eight questions for each of the three themes of the course (Identity and culture, Local, national, international and global areas of interest and Current and future study and employment), and two questions for each of the topics in each theme. The 150-word question is part of the higher writing exam, and each question contains two bullet points that the students are expected to cover; the bullet points are written to resemble the ones found in the 2018 paper and those in the sample questions provided by AQA. At least one of the bullet points in each question prompts the students to refer to either the past or the future, and several questions ask the students to write their “recommendations”. The booklet also contains a copy of the mark scheme for the 150 word question and an overview of the themes and topics. The 90-word questions include four bullet points that the students are prompted to cover, and they explicitly require them to include references to three time frames and opinions (as per the AQA mark scheme). When possible, one of the bullet points starts with ‘qué hiciste’, a question which appears in many of the AQA samples and that some students often fail to understand. The booklet also contains a copy of the mark scheme. This resource can be used as part of everyday teaching, as end of unit assessment, for revision purposes and as an easy way of setting useful homework.

This resource is a version of the popular board-game Trivial Pursuit based around the topics and themes of the new GCSE course. The different topics have been divided into the following six categories: Familia y relaciones (red) Tiempo libre y tecnología (yellow) Mi ciudad y mi región (purple) Problemas sociales y globales (blue) Vacaciones, turismo y festivales (orange) Educación y trabajo (green) The resource includes a printable board (better printed in colour and enlarged to A3) and 24 question cards (with one question for each category, so a total of 192 questions). Additionally, there is a file with six counters and six “score cards”, with a “pie” for the students to colour the different sections as they achieve them. This resource can be used as a whole class activity if displayed on the board, but it can also be printed (in colour!) for students to work in groups of up to six.

This worksheet contains 50 “thunk” questions in Spanish. A “thunk” question is a seemingly trivial question about everyday life, more or less sensible, that makes you stop and think. There are no right or wrong answers, that is not the point. The idea is to make the students think, encourage them to speak and be creative. They are not theme-specific, they don’t relate to the topics in the A Level course, so everyone will have the “knowledge” required to answer them. I have used this as a starter activity (often by giving each student two randomly selected questions and giving them a bit of time to think of their answer) and I found that some students loved it, some were incredibly frustrated by it, but they all tried and the lessons were always “fun”. It also provided a great insight into the students personality, as some of the students answer the questions in a very analytical way, whereas others take advantage of the “no right or wrong answers” rule to really let their creativity flow.

Lesson resources based on the trailers of well-known Spanish movies to prepare students to write and speak about films in Spanish (with links to those trailers). It includes a translation about El laberinto del fauno.

Support booklet to prepare students for the new GCSE speaking exam. The booklet includes a detailed summary of the requirements of the new speaking exam (role play, photo card and general conversation), both at foundation and higher levels, explained in a student-friendly way, as well as the mark schemes for each element of the test, examples of role plays (foundation and higher) and photo cards (with foundation and higher questions), and a very comprehensive list of questions for the general conversation. All the questions have been translated to allow the teachers to use them in the classroom, set them as homework or tell the students to work independently on them . Additionally, the resource includes a foundation and higher check-list to provide the students with immediate, personalised feedback.

Two lessons on the topic of technology, focusing on being able to express opinions about technology in different tenses and talking about what the students use technology for in different tenses. The second lesson includes a series of GCSE exam-like activities, including photo cards, translation and 90 word question. Finally, a writing mat has been added to this resource to support students of all abilities with their written work. Update: I have now included a PowerPoint version of the main file, converted from the original Notebook file. I recommend whenever possible to use the original version, as the file conversion has changed the layout of some slides and some features work less effectively on Power Point.

I find this the single more useful worksheet I have written. It is a simple template to write an extended sentence about how opinons havechanged (When I was little I liked... because it was..., but now...). I have been using it with all my Spanish groups (7-11) in the last couple of years, insisting that they always use the structure in their written and oral work, and by doing this they automatically include two tenses, a variety of connectives and adjectives and opinions in all their work. I have also included two further resources as examples of how I've been using it.

Nine worksheets to help teachers provide their students with an overview of the new Spanish GCSE course, an overview of the speaking and the writing exams (both at foundation and higher level) and four sheets to provide the students with immediate, personalised feedback for their mock or practice speaking and writing papers. UPDATE: the feedback sheets now include the 2018 grade boundaries, to make it easier for teachers to estimate a grade.