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04/03/21

Retweeted From National Careers

Have you been looking for a job through LinkedIn? Our top tip today will help you with your search. You could also get in touch with one of our careers advisers for personalised support https://t.co/3cTMFTfRVt https://t.co/xigh3jXBb6

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03/03/21

Retweeted From National Careers

Our top tip today will help you to prepare for a job interview. If you'd like personalised advice from a professional careers adviser then get in touch https://t.co/3cTMFTfRVt https://t.co/7p7ZdAuSw3

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02/03/21

Retweeted From National Careers

Todays top tip will help you know what to do once you've completed your CV. If you'd like to discuss this or anything else career related with a professional careers adviser then get in touch! https://t.co/3cTMFTfRVt https://t.co/MQPaSKibFp

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01/03/21

Retweeted From National Careers

Today's top tip will help you to create or improve your CV. If you'd like to discuss your CV with a professional careers adviser then get in touch! https://t.co/3cTMFTfRVt https://t.co/7BN4ir4lt5

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01/03/21

Retweeted From National Careers Week

National Careers Week 2021 starts today. The Virtual Careers Fair, along with all our existing resources are available now. There are plenty providers to have a look at for inspiration, and activities for each specific sponsored day. https://t.co/F6LD8bjeXo https://t.co/QXv5yQn3BW

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01/03/21

Retweeted From National Careers Week

*** 𝙊𝙋𝙀𝙉 *** The 𝙑𝙞𝙧𝙩𝙪𝙖𝙡 𝘾𝙖𝙧𝙚𝙚𝙧𝙨 𝙁𝙖𝙞𝙧 is open 𝘕𝘖𝘞! https://t.co/ZOZn9OEkTQ 𝗧𝗶𝗺𝗲 𝘁𝗼 𝗲𝘅𝗽𝗹𝗼𝗿𝗲. https://t.co/iT2TXOLncN

12/02/21

Do please take a look at this week's Glyn Newsletter - our staff and students are very much staying engaged during remote learning! https://t.co/SkSj6Y4eKQ

11/02/21

Retweeted From National Careers Week

Absolutely brilliant thread here 👇 https://t.co/vMpa1KGzJY

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11/02/21

Retweeted From National Careers Week

𝗧𝗮𝗸𝗲 𝗽𝗮𝗿𝘁 𝗶𝗻 𝘁𝗵𝗲 𝗯𝗶𝗴𝗴𝗲𝘀𝘁 𝗰𝗲𝗹𝗲𝗯𝗿𝗮𝘁𝗶𝗼𝗻 𝗼𝗳 𝗰𝗮𝗿𝗲𝗲𝗿𝘀 𝗮𝗰𝗿𝗼𝘀𝘀 𝘁𝗵𝗲 𝗨𝗞 𝗼𝗻𝗹𝗶𝗻𝗲! 𝙉𝙖𝙩𝙞𝙤𝙣𝙖𝙡 𝘾𝙖𝙧𝙚𝙚𝙧𝙨 𝙒𝙚𝙚𝙠 2021👇 🗓 𝟭𝘀𝘁 - 𝟲𝘁𝗵 𝗠𝗮𝗿𝗰𝗵 𝟮𝟬𝟮𝟭. https://t.co/h9jXsAFQUI

08/02/21

Retweeted From Leisa Sleat

A wide ranging variety of opportunities available at GLF Schools, check out our job site and come and join an amazing family of schools 😊   https://t.co/3GTzx38695

05/02/21

To take a look at the Glyn School Newsletter dated Friday 5 February 2021: https://t.co/MWxCZh3YwL

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03/02/21

Retweeted From Captain Tom Moore

https://t.co/iIZXJ1qNOa

03/02/21

The countdown is on for and we're here to help!: https://t.co/GWAKh00FQa

03/02/21

Retweeted From Henry Mance

Just as Greta Thunberg showed that you're never too young to make a difference, Captain Tom showed that you're never too old either. He will live on as an example to us all.

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03/02/21

Retweeted From Captain Tom Moore

https://t.co/4QHUcwrHiH

22/01/21

Do take a look at this week's Glyn School Newsletter - our staff and students are keeping very busy! https://t.co/bax6XyTd9H

21/01/21

Update to technical issues during Year 10 Parents' and Carers' remote meetings - SchoolCloud tell us that they have now resolved the issue. If the problem should return, please refresh your browser.

21/01/21

Technical Issues - Year 10 Remote Parents' and Carers' Evening. Please accept our apologies for the disruption to these meetings. Please persevere and keep refreshing your browser until the issue has been rectified by SchoolCloud.

18/01/21

Do take a look at our latest Glyn Newsletter: https://t.co/JmNppdGPWD

21/12/20

For all those that might be struggling over the Christmas period, do not forget that there are many organisations out there to help you. Please use our Glyn SHARP page for a huge amount of links to different organisations. https://t.co/yyQm70aWhR . Stay Safe and Stay Well

French and Spanish

We look to promote love and passion for languages from all students through excellent teaching

Head of Faculty

Ms M Thompsett – M.thompsett@glynschool.org

Acting Deputy Head of Faculty

Mrs M Lindsay, m.lindsay@glynschool.org

Why study this subject?

Studying GCSE French or Spanish is exciting!  It will help you continue to develop confident, effective communication skills in the language and a good understanding of the culture of countries and communities where French or Spanish is spoken. It will develop your interest in, and enthusiasm for, language learning.  It will encourage you to consider the study of the language in a broader context and develop the skills that are sought after by both universities and employers alike.

Is it right for me?

Languages are an integral part of day-to-day life.  In a multilingual global society, there is everything to be gained from learning and speaking another language.

No one ever regrets the time spent learning to speak another language and you will often hear adults say that they wish they could speak a second language.

 

Year 7 sequence of lessons

Half Term 1 - Pronunciation (phonics, alphabet, accents), classroom language, personal information (name, age, family, countries)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Essential classroom language and personal information - questions and answers- introduced and practised so that these become automised

Introduction to longer text to be broken down and exploited during the  year. Section 1) - personal information (name, age, family, countries) - implicit focus on grammar - possessive adjectives, prepositions, gender/sing./plural agreement, subordinate clauses.

 

Half Term 2 - Freetime, likes and dislikes (present and imperfect tense)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Section 2) and 3) of text exploited - Travel, activities on holidays and transport (present tense and preterite [past] tense)

Section 1) revisited.

 

Half Term 3 - Geography, likes & dislikes, more holiday activities and weather

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Section 4) of text exploited - Geography, likes & dislikes, more holiday activities and weather

Travel (perfect and future tense) and adjectival agreement.

Section 1), 2) & 3) revisited.

 

Half Term 4 - Spanish/French food and drink.  Healthy foods, shopping for food and drink,  colours, opinions on Spanish/French food (placement of adjectives and agreement).

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Section 5) of text exploited - Spanish/French food and drink.  Healthy foods, shopping for food and drink, colours, opinions on Spanish/French food (placement of adjectives and agreement)

Section 1), 2), 3), 4) revisited.

 

Half Term 5 - Spanish/French culture - famous painters 

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Section 6) of text exploited - 

Spanish culture/French - famous painters 

Section 1), 2), 3), 4), 5) revisited.

Adaptation of original text

“Speaking workout” added to classroom routines.

 

Half Term 6 - Cultural and film studies 

To show a French/Spanish film that is popular, relatable and funny.

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Writing and speaking on the to incorporate all the structures and vocabulary from original text {sections 1) - 6)}

“Speaking workout” as classroom routine.

 

 

Year 8 sequence of lessons

Half Term 1 - Pronunciation (phonics, alphabet, accents), classroom language, personal information (name, age, family, numbers, countries). Travel, activities on holidays and transport (present tense and preterite [past] tense.

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English and Spanish through literal vs “accurate” translation.

Essential classroom language and

 personal information - questions and answers- introduced and practised so that these become automised.

Introduction to longer text to be broken down and exploited during the  year. Section 1) - personal information (name, age, family, countries) - implicit focus on grammar - possessive adjectives, prepositions, gender/sing./plural agreement, subordinate clauses.

Travel, activities on holidays and transport (present tense and preterite [past] tense)

 

Half Term 2 - Geography, likes & dislikes, more holiday activities and weather. Spanish/French Food and drink. Healthy foods, shopping for food and drink,  colours, opinions on Spanish/French food (placement of adjectives and agreement).

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Geography of Spain, likes & dislikes, more holiday activities and weather

Spanish/French food and drink. Healthy foods, shopping for food and drink,  colours, opinions on Spanish/French food (placement of adjectives and agreement) Sections 1), 2) & 3) revisited.

 

Half Term 3 - Spanish food and drink.  Healthy foods, shopping for food and drink,  colours, opinions on Spanish food (placement of adjectives and agreement).

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Spanish/French food and drink.  Healthy foods, shopping for food and drink,  colours, opinions on Spanish/French food (placement of adjectives and agreement)

Section 1), 2), 3), 4), & 5) revisited.

Adaptation of original text

“Speaking workout” added to classroom routines

Shopping role plays - buying food and souvenirs.

 

Half Term 4 - Spanish culture - famous painters 

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Learn about Spanish/French culture - famous painters 

Section 1), 2), 3), 4), 5) revisited.

Writing - based on original text.

 

Half Term 5 - Holidays and tourism in various other Spanish/French speaking countries (present, past and future tenses)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Comparison of English through literal vs “accurate” translation.

Learn about other Spanish/French speaking countries, their cultures, foods.  Holiday and tourist activities, transport and weather in francophone countries using present, past and future tense.

Writing incorporating holiday and original text vocabulary and grammar.

 

Half Term 6 - Cultural and film studies

To show a Spanish/French film that is popular, relatable and moving.

Learn about Spanish/French customs and to consider opinions on traditions and customs in Spain/France.

 

Year 9 sequence of lessons

Half Term 1 - Travel and tourism, family and relationships

GCSE topic - “holidays” already familiar to year 9 as taught at end of year 8 and “family” covered in year 7.  Facilitates retrieval practice and some confidence when starting GCSE option. Focus on pronunciation to develop confidence in reading familiar and unfamiliar French language.

Lots of listening and speaking to support this development.

Study text focused on “1st group” of verbs (regular -ar verb)  in various tenses (present, imperfect, future, subjunctive) and together with “complex structures”.

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

 

Half Term 2 - Travel and tourism, family and relationships

Focus on pronunciation to develop confidence in reading familiar and unfamiliar French language.

Lots of listening and speaking to support this development.

Study text focused on “1st group” of verbs (regular -ar verb) in various tenses (present, imperfect, future, subjunctive) and together with “complex structures”

Comparison of English through literal vs “accurate” translation.

Text adapted using similar verbs in various tenses and with “complex structures”

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

 

Half Term 3 - Mobile technology, social media and hobbies

GCSE topic - tends to “interest” students and is easily relatable.  Vocabulary is generally well-remembered, increasing confidence and motivation.

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Study text focused on “2nd group” of verbs (regular -er and -ir verbs) and in various tenses (present, imperfect, future, subjunctive, past tense - passe compose) and together with “complex structures”

Comparison of English through literal vs “accurate” translation.

Text adapted using similar verbs in various tenses and with “complex structures”

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

 

Half Term 4 - Mobile technology, social media and hobbies

Focus on pronunciation to develop confidence in reading familiar and unfamiliar French language.

Lots of listening and speaking to support this development.

Study text focused on “2nd group” of verbs (regular -er and -ir verbs) in various tenses (present, imperfect, future, subjunctive, past tense - passe compose) and together with “complex structures”

Text adapted using similar verbs in various tenses and with “complex structures”

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

 

Half Term 5 - Home, neighbourhood and region, customs and festivals

GCSE Topic.

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Study text focused on “3rd group” of verbs (irregular verbs) in various tenses (present, imperfect, future, subjunctive, past tense - passe compose) and together with “complex structures”

Text adapted using similar verbs in various tenses and with “complex structures”

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

 

Half Term 6 - Home, neighbourhood and region customs and festivals and exam preparation and revision.

Year 10 sequence of lessons

 

Half Term 1 - Home, neighbourhood and region, customs and festivals

GCSE topic - “holidays” already familiar to year 9 as taught at end of year 8 and “familiy” covered in year 7.  Facilitates retrieval practice and some confidence when starting GCSE option. Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text focused on “1st group” of verbs (regular -ar verb)  in various tenses (present, imperfect, future, subjunctive) and together with “complex structures”.

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity and aims to avoid cognitive overload.

 

Half Term 2 - Home, neighbourhood and region, customs and festivals

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Home, neighbourhood and region, customs and festivals and environment focused on “3rd group” of verbs (irregular verbs) in various tenses (present, imperfect, future, subjunctive, past tense - preterite) and together with “complex structures”

Text adapted using similar verbs in various tenses and with “complex structures”

Comparison of English through literal vs “accurate” translation.

Repeated practice in all 4 skills enables focus on accuracy, fluency and development of automaticity.

 

Half Term 3 - My studies, life at school and education post 16, family and relationships

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Study text on My studies, life at school and education post 16, family and relationships focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

 

Half Term 4 - Education post-16, jobs, career choices and ambitions

Focus on pronunciation to develop confidence in reading familiar and unfamiliar language.

Lots of listening and speaking to support this development.

Study text on Education post-16, jobs, career choices and ambitions,  focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

 

Half Term 5 - Jobs, career choices and ambitions, charity work, poverty and homelessness.  Marriage and partnerships

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Jobs, career choices and ambitions, charity work, poverty and homelessness, marriage and partnerships focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs)

 

Half Term 6 - Exam preparation and revision

 

Year 11 sequence of lessons

Half Term 1 - Sport, food, healthy and unhealthy living, hobbies (shopping, eating out)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Sport, food, healthy and unhealthy living, hobbies (shopping, eating out) focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

 

Half Term 2 - Sport, food, healthy and unhealthy living, hobbies (shopping, eating out)

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Sport, food, healthy and unhealthy living, hobbies (shopping, eating out) focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

 

Half Term 3 - Travel and tourism, customs and festivals, home, neighbourhood, region and environment

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Travel and tourism, customs and festivals, home, neighbourhood, region and environment focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

 

Half Term 4 - Travel and tourism, customs and festivals, home, neighbourhood, region and environment, charity work, poverty and homelessness

Focus on pronunciation to develop confidence in reading familiar and unfamiliar Spanish language.

Lots of listening and speaking to support this development.

Study text on Travel and tourism, customs and festivals, home, neighbourhood, region and environment, charity work, poverty and homelessness focused on various tenses (structured as previous texts in year 9 and 10).  This text incorporates significant increase in “complex structures” (modal verbs, all subjects of verbs).

 

Half Term 5&6 - Exam preparation and revision