Accredited Programme Outline
PROGRAMME TITLE:
UNIT NO:
Hampshire County Council - MODERN
FOREIGN LANGUAGES – Spanish LEVEL 1
3
UNIT TITLE:
GETTING AROUND
LEVEL:
1
ELEMENT NO:
3.1 Obtain tourist information
Learning Outcomes:
No
What the candidate must do:
3.1.1
Take part in simple, predictable dialogues, using a limited range of
commonly-used question forms, responses and courtesies to obtain simple,
specific tourist information, including where places are, distance, location
and opening/closing times.
3.1.2
Understand a limited range of simple, specific tourist information given
orally and in writing,, including where places are, distance, location and
opening/closing times.
3.1.3
Record simple information relating to obtaining tourist
information, combining set phrases and familiar terms, writing and spelling
clearly enough so that the reader understands.
What the candidate must know:
No
3.1.4
Formal and informal simple question forms, terms and responses
for obtaining a limited range of simple, specific tourist information.
3.1.5
Terms for a limited range of common places of tourist interest.
3.1.6
A limited range of simple expressions to describe distance of tourist
places.
3.1.7
A limited range of simple expressions to describe location of tourist
places.
3.1.8
Simple higher cardinal numbers to express distance.
3.1.9
A limited range of simple expressions of time in relation to
opening/closing hours of tourist places, using 12-hour clock.
Range (explanation of terms used in the learning outcomes):
In addition to the range given in Unit 1, elements 1.1, 1.2 and 1.3, and Unit 2,
elements 2.1, 2.2 and 2.3:
Formal and informal simple question forms, terms and responses – e.g.
‘Excuse me, is there a/are there any … near here?’, ‘Is it far?’, ‘No, it’s not far’, ‘It’s
nearby’, ‘It’s … away’, ‘It’s over there’, ‘I’m sorry, I don’t understand’, ‘Could you
repeat that?’, ‘Could you speak more slowly?’
Common places of tourist interest – e.g. tourist office, museum, cathedral,
castle, station, shops, theatre, bank, chemist, post office
Expressions to describe distance – ‘It’s … minutes (away) on foot/by car/by
bus/by train/on the underground (from here)’, ‘It’s … metres/kilometres (away)
(from here)’
Expressions to describe location – e.g. here, there, over there, opposite, next
to, in front of, near, in … Street, on the Main Square, etc.
Simple higher cardinal numbers to express distance – e.g. 100, 200, 250, 500
metres/kilometres, etc.
Expressions of time in relation to opening/closing hours using 12-hour
clock – ‘At what time does it open/close?’, ‘It opens/closes at 9.00 am, 10.30 pm,
1.00 pm (on the hour and half hour only)
Record simple information relating to obtaining tourist information – e.g.
writing tasks could be a simple advertising article, leaflet or poster, etc; e.g.
listening/reading task could be marking on a plan/map selected tourist places or gap
fill tasks, etc.
Assessment Guidance for the Unit:
Learning
Outcome
No
All
Evidence Requirements
Can include (against clear criteria):
Tutor-marked tasks/assignments
Tutor record/checklist/comments
Tutor observation/witness statements
Audio/video record
Learners’ notes
Learners’ oral responses in English or
the target language
Learners’ written responses in English
or the target language
Additional Information
All four skills of speaking,
listening, reading and
writing should be assessed
for every topic area in
each element. The skills’
assessments can be
combined in one
assignment task per topic
area or in separate tasks.
Topic areas within
elements and units do not
have to be assessed in the
suggested order but it may
be more logical to do so.
Accredited Programme Outline
PROGRAMME TITLE:
UNIT NO:
Hampshire County Council - MODERN
FOREIGN LANGUAGES – Spanish LEVEL 1
3
UNIT TITLE:
GETTING AROUND
LEVEL:
1
ELEMENT NO:
3.2 Ask for/give directions
Learning Outcomes:
No
What the candidate must do:
3.2.1
Take part in simple, predictable dialogues, using a limited range of
commonly-used question forms, responses and courtesies to ask for/give
directions to common places of tourist interest.
3.2.2
Understand a limited range of commonly-used directions to places of tourist
interest, spoken slowly and clearly orally and given in writing.
3.2.3
Record simple information relating to asking for/giving directions
to a limited range of common places of tourist interest, combining set
phrases and familiar terms, writing and spelling clearly enough so that the
reader understands.
No
What the candidate must know:
3.2.4
Formal and informal simple question forms, terms and responses
for asking for/giving directions to a limited range of common places of
tourist interest.
3.2.5
A limited range of simple commonly-used expressions to describe
locations.
Range (explanation of terms used in the learning outcomes):
In addition to the range given in Unit 1, elements 1.1, 1.2 and 1.3, Unit 2, elements
2.1, 2.2 and 2.3 and Unit 3, element 3.1:
Formal and informal simple question forms, terms and responses – e.g.
‘Excuse me, how do I get to …?’, ‘Where is/are …?’, ‘Go straight on’, ‘Carry straight
on’, ‘’… up to the traffic lights/roundabout/junction/crossroads, etc’, ‘Turn right/left’,
‘Take the first/second/third/fourth etc on the right/left’, ‘Take the first/second etc
exit’
Commonly-used expressions to describe locations – e.g. right, left, straight
on, road, street, crossroads, roundabout, corner, junction, traffic lights, pedestrian
crossing
Record simple information relating to obtaining tourist information – e.g.
writing task could be giving written directions to a location(s); e.g. listening/reading
task could be marking on a plan/map selected tourist places given orally or in
writing., etc.
Assessment Guidance for the Unit:
Learning
Outcome
No
All
Evidence Requirements
Can include (against clear criteria):
Tutor-marked tasks/assignments
Tutor record/checklist/comments
Tutor observation/witness statements
Audio/video record
Learners’ notes
Learners’ oral responses in English or
the target language
Learners’ written responses in English
or the target language
Additional Information
All four skills of speaking,
listening, reading and
writing should be assessed
for every topic area in
each element. The skills’
assessments can be
combined in one
assignment task per topic
area or in separate tasks.
Topic areas within
elements and units do not
have to be assessed in the
suggested order but it may
be more logical to do so.
Accredited Programme Outline
PROGRAMME TITLE:
UNIT NO:
Hampshire County Council - MODERN
FOREIGN LANGUAGES – Spanish LEVEL 1
3
UNIT TITLE:
GETTING AROUND
LEVEL:
1
ELEMENT NO:
3.3 Understand timetables and buy travel
tickets
Learning Outcomes:
No
What the candidate must do:
3.3.1
Take part in simple, predictable dialogues, using a limited range of
commonly-used question forms, responses and courtesies to ask about
travel times and other travel information and buy travel tickets for train and
bus.
3.3.2
Understand a limited range of specific travel information given orally and in
writing, including best means of transport, direct or need to change, travel
times using 24-hour clock, ticket types, arrival/departure locations.
3.3.3
Record simple information relating to travel times/ information
and buying tickets, combining set phrases and familiar terms, writing and
spelling clearly enough so that the reader understands.
No
What the candidate must know:
3.3.4
Formal and informal simple question forms, terms and responses
for asking about travel times and other travel information and buying travel
tickets for train and bus.
3.3.5
A limited range of simple expressions of time in relation to travel timetables,
using 24-hour clock.
3.3.6
A limited range of simple expressions related to travel information
and types of travel ticket.
Range (explanation of terms used in the learning outcomes):
In addition to the range given in Unit 1, elements 1.1, 1.2 and 1.3, Unit 2, elements
2.1, 2.2 and 2.3 and Unit 3, elements 3.1 and 3.2:
Formal and informal simple question forms, terms and responses – e.g. ‘At
what time does the next train/bus leave?’, ‘At what time does the bus from …
arrive?’, ‘Which platform is it?’, ‘I’d like a ticket to/for …”, ‘I’d like to book a ticket’,
‘I’d like to reserve a seat’, ‘Is it a direct/through train?’, ‘Do I have to change?’,
‘Where do I get off?’, ‘When for?’, ‘For today’, ‘For tomorrow’, ‘For 1st September’.
24-hour clock – e.g. 0100h, 1300h, 1030h, 2210h
Expressions related to travel information and types of travel ticket – e.g.
single, return, first class, second class, smoking, non-smoking
Record simple information relating to travel times/information and
buying tickets – e.g. writing tasks could be a simple advertising article, leaflet,
poster or timetable related to travel, etc; e.g. listening/reading task could be
completing a travel ticket, timetable, leaflet or poster related to travel or gap fill
tasks, etc.
Assessment Guidance for the Unit:
Learning
Outcome
No
All
Evidence Requirements
Can include (against clear criteria):
Tutor-marked tasks/assignments
Tutor record/checklist/comments
Tutor observation/witness statements
Audio/video record
Learners’ notes
Learners’ oral responses in English or
the target language
Learners’ written responses in English
or the target language
Additional Information
All four skills of speaking,
listening, reading and
writing should be assessed
for every topic area in
each element. The skills’
assessments can be
combined in one
assignment task per topic
area or in separate tasks.
Topic areas within
elements and units do not
have to be assessed in the
suggested order but it may
be more logical to do so.