hij Teacher Resource Bank GCE Spanish A2 Suggested Schemes of Work Copyright 2008 AQA and its licensors. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX. Dr Michael Cresswell, Director General.
It is important to have a Scheme of Work in place in order to guarantee that the specification is covered fully by the teacher or teachers charged with the delivery of the course. Heads of Department and their teachers will choose what approach to take; they know the nature of their institution, the strengths and enthusiasms of their teachers and the levels of ability and knowledge of their students. What follows is one possible approach. Year 13 Spanish Scheme of Work Overview AQA specification topic areas Term 1 weeks 1-12 (two teachers) or 1-6 (one teacher) ENVIRONMENT Pollution Types, causes and effects of pollution Measures to reduce pollution Individual action/ responsibility versus collective action/ responsibility Transport issues Energy Coal, oil and gas Nuclear Alternative energy sources Changing attitudes to energy consumption Protecting the planet Ways of minimising environmental damage The role of pressure groups Initiatives to improve awareness and change behaviour Responsibilities towards other nations, especially developing countries Suggested grammar: Revision of common indicative tenses; present, imperfect, preterite, future, etc Revision of present subjunctive Pronouns Hace + expressions of time Skills Listening how to listen to a recorded text building on skills learned in Year 12 Oral expounding an argument Translation from Spanish-English klm Copyright 2008 AQA and its licensors. All rights reserved. 1
Suggested activities Environmental survey of local activities & comparison with other localities. Film - Diarios de motocicleta Newspaper project local press report on environment in 2030 Debate is it worth doing anything personally to help save the Planet? Term 1 weeks 7-12 (one teacher) or weeks 1-12 (two teachers) THE MULTICULTURAL SOCIETY Immigration Reasons for immigration Benefits and problems of immigration for immigrants and for country of destination Migration within the enlarged EU Curbs on immigration Integration Factors making integration difficult Factors facilitating integration To which culture should immigrants show loyalty? Experiences of individual immigrants Racism Victims of racism Reasons for racism Measures to eliminate racism and their effectiveness Experiences of individuals, including those of 2nd and 3rd generation immigrants Grammar Subjunctive all common uses Passive voice all tenses Reflexive constructions Skills Reading comprehensions how to approach an advanced text Reading longer texts Translation from English to Spanish Suggested activities Survey of impact of immigration locally Film El Norte impact of Hispanic immigration into US Parliamentary debate the pros and cons of immigration A look at Spanish pop songs relating to immigration 2 Copyright 2008 AQA and its licensors. All rights reserved. klm
Term 2 One teacher to do both cultural topics, or colleagues take one each. Cultural topic one and two A target language-speaking region/community OR Its geography and how its geography has influenced/influences/will influence the region Its history and how its history has influenced/influences/will influence the region Its industries and how these have changed in the last 20 years. What about the future? Its population and how it has changed in last 20 years. What about the future? Its economy and how important this is/was A personal perspective: Would I like to live/work in this region? A period of 20th century history from a target language-speaking country/community Main events of the period Causes of these events The importance/influence/effects of these events The ideas and influences of at least two individuals who made a significant impact during the period Specific actions of these individuals plus an appraisal of the importance of these actions A personal perspective: Would I have liked to live in that period? OR The work of an author from a target language-speaking country/community The context of the author s work The themes/ideas/messages of the author How these themes/ideas/messages are expressed What/who influences/inspires the author? Why does he/she feel as he/she does? A detailed study of at least one novel/collection of short stories plus personal appraisal A personal evaluation of the author s work: Why do I enjoy reading the work of this author? klm Copyright 2008 AQA and its licensors. All rights reserved. 3
OR The work of a dramatist or poet from a target language-speaking country/community The context of the dramatist s/poet s work The themes/ideas/messages of the dramatist/poet How these themes/ideas/messages are expressed What/who influences/inspires the dramatist/poet? Why does he/she feel as he/she does? A detailed study of at least one play/collection of poems plus personal appraisal A personal evaluation of the dramatist s/poet s work: Why do I enjoy the work of this dramatist/poet? OR The work of a director, architect, musician or painter from a target languagespeaking country/community The context of the artist s work The influences on the artist, events and people The ideas/techniques of the artist plus personal appraisal The importance/influences of the artist both in his/her own lifetime and later A detailed study of at least one work of the artist plus a personal appraisal A personal evaluation: Why do I find this artist so interesting? 4 Copyright 2008 AQA and its licensors. All rights reserved. klm
Weeks 13-20 CONTEMPORARY SOCIAL ISSUES Wealth and poverty Causes of poverty in Europe and developing countries Work of charitable organisations and governments Attitudes to wealth and poverty Link between wealth and health Law and order Examples of crime, especially committed by or affecting young people Reasons for criminal and anti-social behaviour Measures to reduce crime and their effectiveness Alternatives to imprisonment, their appropriateness and effectiveness Impact of scientific and technological progress Technology in the home and workplace, including IT Space and satellite technology Medical research Ethical issues linked to scientific and technological progress Grammar Compound tenses Overview of tenses Prepositions Conjunctions Revision of adjectives Weeks 21-24 REVISION (or completion of cultural topics) klm Copyright 2008 AQA and its licensors. All rights reserved. 5
MFL GCE A2 Scheme 1 (please see also the notes at the bottom of page 7) L6 postexams ENVIRONMENT THE MULTICULTURAL SOCIETY CONTEMPORARY SOCIAL ISSUES CULTURAL TOPICS Pollution Introduction to aspects of target languagespeaking culture weeks 1-3 Immigration Topic 1 weeks 4-6 Wealth and poverty Topic 1 weeks 7-9 Energy Topic 1 weeks 10-12 Integration Topic 1 weeks 13-15 Law and order Topic 2 weeks 16-18 Protecting the planet Topic 2 weeks 19-21 Racism Topic 2 weeks 22-24 Impact of scientific and technological progress Topic 2 6 Copyright 2008 AQA and its licensors. All rights reserved. klm
MFL GCE A2 Scheme 2 ENVIRONMENT L6 post-exams Pollution: types, causes, effects; transport issues THE MULTICULTURAL SOCIETY weeks 1-2 Pollution: reduction measures; individual/collective action weeks 3-4 Immigration: reasons for immigration; migration within the enlarged EU weeks 5-6 Immigration: benefits and problems of immigration; curbs on immigration weeks 7-8 Energy: coal, oil, gas, nuclear and alternative energy sources weeks 9-10 Energy: changing attitudes to energy consumption weeks 11-12 Integration: factors facilitating integration; factors making integration difficult CONTEMPORARY SOCIAL ISSUES Wealth and poverty: causes of poverty; work of charities and governments Wealth and poverty: attitudes to wealth and poverty; links between wealth and health Law and order: examples of crime; reasons for criminal and anti-social behaviour Law and order: measures to reduce crime; alternatives to imprisonment weeks 13-14 Integration: experiences of individual immigrants; divided loyalties of immigrants weeks 15-16 Protecting the planet: ways of minimising environmental damage weeks 17-18 Protecting the planet: role of pressure groups; initiatives to improve awareness weeks 19-20 Protecting the planet: responsibilities towards other nations weeks 21-22 Racism: victims of racism; reasons for racism Impact of scientific and technological progress: technology at home and work; medical research weeks 23-24 Racism: measures to eliminate racism; experiences of individuals Impact of scientific and technological progress: ethical issues linked to progress CULTURAL TOPICS Introduction to aspects of target languagespeaking culture Topic 1 Topic 1 Topic 1 Topic 2 Topic 2 Topic 2 Both schemes assume that the A2 course starts in the post-exam period of Year 12 and continues for 24 weeks in Year 13. The remaining time after that is used for revision and for practising examination skills. Scheme 1 assumes a single teacher, while Scheme 2 assumes that the course is shared equally between two teachers, highlighted in italics and normal type respectively. In Scheme 1 the teaching of the two cultural topics is spread thinly across the whole course, taking up approximately 20% of the teaching time each week. In Scheme 2 the teaching of the two cultural topics takes place in two six-week blocks, taking up approximately 50% of the teaching time during those blocks. klm Copyright 2008 AQA and its licensors. All rights reserved. 7