Led by an experienced course leader, this course will give you a range of strategies and ideas to enhance your teaching of Spanish Literature and Film at AS and A Level and take it to the next level, building on everything you have already done.

The course will focus on enhancement of the skills students need to develop to answer the questions AQA sets and how to teach evaluative essay writing better, as well as the management of the teaching phase. The day will also aim to equip you to lead in this area for your department or teaching team.


  • Gain key strategies on how to prepare your students ever more effectively for examination
  • Explore a range of strategies and approaches to study literature and a film
  • Reflect on the examination type questions and learn how to improve student outcomes
  • Acquire effective techniques to encourage evaluation and analysis
  • Discuss approaches to develop essay writing skills
  • Ready-to-use resources and teaching ideas


COURSE DATE London Tuesday 18 June 2019
  • Teachers of AS and A Level Spanish
  • Heads of MFL
IN-SCHOOL You can also book this as an In-School Course
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues


10.00 – 12.30pm
Teaching Artistic and Creative Purpose

Addressing the pedagogy of the following aspects:

  • What the feedback from 2018 told us about how students performed in this exam
  • Content, familiarity with the text or film, artistic purpose – how in-depth knowledge and appreciation of the work can lay the foundations for effective analysis and appropriate selection of evidence
  • Use of evidence to support responses: teaching students to select carefully, – use quotations and close reference to the works to good effect, and importantly the range and scope needed within what they produce using quotations and close reference to the works to good effect
  • Classroom activities to provide support: – separating the cognitive operations out to embed skills first and then add knowledge and understanding later.
  • Differentiated approaches to provide support to weaker students
  • How the development of technically appropriate language can lift the level of the work students produce

(with a break at 11.15 – 11.30am)

12.30 – 1.30pm
Lunch and informal discussion

1.30 – 2.45pm
What students need to produce: starting with the end in mind

This session will look at how to teach students to write effective and concise essays in the time allowed, so that they can showcase their understanding of the work and consciously target the mark scheme requirements:

  • The difference a well-planned and structured essay can make to outcomes and how we can teach and coach students to improve essay writing technique
  • The content of the essay – using the references to the text/film they have selected to best effect
  • The language of the essay – using complex language in context to demonstrate linguistic control, remembering that these essays also carry a lot of marks for the quality of the productive language they use
  • The exam questions – strategies and techniques to prepare the students to predict and generate possible questions
  • Strategies to improve student performance and grades through the effective use of formative assessment

2.45 – 3.00pm
Discussion and afternoon tea

3.00 – 3.30pm
What you need to plan: managing the process

  • Key considerations when planning your course, where you lead learning in this area or share teaching with another colleague
  • Reflective practice in finalising your schemes of work after the first round of teaching, when the unknown has become more known
  • What is next for me? Your key priorities and action planning for the next steps
  • Further support and guidance from Keynote Educational

3.30 – 3.45pm
Final discussion, questions and top tips

Tim Guilford

Tim is an experienced education professional who held the role of Deputy Head of a London School for a number of years until recently. He is currently working as a consultant and trainer providing professional development in teaching and learning for Modern Languages as well as leadership and management, coaching and mentoring, and revision skills workshops to students. Tim has significant experience as a senior examiner and as an Ofqual consultant for A level, and is co-authoring the new Hodder IGCSE Spanish textbook.

View all courses led by Tim Guilford >