← All subjects · AQA 8692 · Higher

GCSE Spanish

578 days to the exam

2028-06-01

Spec conquered

10 weeks under the aimline · progress and forecast →

Lower-tier secure

1/73

topics secure or better

Practice the whole board → · play the vocabulary app →

Total games

all time

Best score

140

all time

Accuracy

87.1%

last 10 runs, pooled

Top speed

8.4

all time

Strands

Grammar

0/65

Phonics

0/7

Exam skills

0/16

Themes & vocabulary

1/12

Not started Gap Developing Secure Exam-ready

Every topic

Loose ends

Secure means it held up independently, not that it is finished. Feed these into starters rather than reteaching.

T01 Identity and relationships

divorciarse as a verb in a sentence still owed; whole Set 3 round not before 2 Nov.

G06 Possessive adjectives

Owed: a short teach of mi/mis, tu/tus, su/sus with one teaching question, two hinted items, then two fresh unaided. mi and mis were right unaided on 6 Oct.

G21 Present tense regular

Only she/they forms of -ar verbs evidenced. Owed: I, you and we forms on -ar, then -er/-ir endings taught as a new thing.

G37 Personal a and possessive de

Possessive de not taught. Next check of personal a: a sentence with a thing as object beside one with a person, to see she does not add a to both.

P04 ll, ch and enye

ch and enye never asked - one cold word each before any secure claim.

P05 v and silent h

Silent h in a fresh word (not hermano/hermana) on a later day; qu in a third word.

Resources

For the whole subject

practice AQA 8692 planning resources — interactive vocabulary list — AQA's interactive vocabulary list for the prescribed 8692 vocabulary, sortable by theme, topic, required grammar or part of speech. Login required. Use this as the authoritative source when checking whether a word is on the defined list.

book AQA 8692 specification (full PDF) — REFERENCE, not a lesson. The authoritative spec: themes, grammar list, assessment structure. Consult when checking whether something is examinable.

other AQA 8692 support and resources hub — Parent page linking the sound bank, sample assessment materials, commentary booklets and vocabulary spreadsheet. Use as the gateway when hunting for a new AQA document.

notes AQA: summary of changes to GCSE MFL specifications — Explains what is new in 8692 versus the old 8698 spec. Read this before using ANY pre-2024 Spanish resource, so old-spec material is not mistaken for current.

P01 · Vowels a e i o u

notes AQA: Appendix 1 - Sound Symbol Correspondences — PHONICS STEP 1. The definitive list of sounds tested in Reading Aloud and Dictation. Work down it sound by sound, saying each example word aloud.

practice AQA: subject specific vocabulary sound bank (MP3s) — PHONICS STEP 2. Native-speaker MP3s built for the new Dictation and Reading Aloud tasks. NOTE: download links are JavaScript-rendered, so open in a browser rather than expecting a direct file link.

S01 · Listening comprehension

paper AQA 8692/LH Paper 1 Listening Higher - question paper — 50 marks, 45 min. Section A comprehension (Q1-26) themed on lifestyle, jobs, house, celebrity, technology, neighbourhood, festivals, school, TV. Section B dictation, 5 sentences, 10 marks. Do Section A items singly as topic practice - do NOT sit whole until Easter 2027.

paper AQA 8692/LH Paper 1 Listening Higher - mark scheme — Answers for Paper 1 Listening Higher, both Section A and the dictation. Shows accepted spelling tolerance on dictation - use to see how strictly accents are judged.

notes AQA 8692/LH Paper 1 Listening Higher - item commentary booklet — AQA's own question-by-question explanation of the Higher Listening paper - why each item is set as it is, including the dictation. Read BEFORE attempting the listening paper. Search-confirmed, open once to check.

S02 · Listening dictation

paper AQA 8692/LH Listening Higher - Section B dictation task — DICTATION STEP 1. Section B, final pages. 5 sentences, 10 marks, each heard three times: full, then in short sections, then full again. Written in Spanish. Pairs with the phonics strand - start this early, it needs sound knowledge more than vocabulary breadth.

S03 · Speaking role-play

paper AQA 8692/SH Paper 2 Speaking Higher - question paper — SPEAKING STEP 1. Contains the role-play, reading aloud task and photo card stimulus material for Higher. Critical for a private candidate - the Speaking test must be arranged with AQA in advance via mfl@aqa.org.uk.

S04 · Reading aloud pronunciation

paper AQA 8692/SH Speaking Higher - reading aloud task — The reading aloud stimulus at Higher tier, plus follow-up questions. Pairs directly with Appendix 1 sound-symbol correspondences and the sound bank MP3s.

S06 · Photo card description

paper AQA 8692/SH Speaking Higher - photo card task — The photo card stimulus and prompts at Higher tier. Note AQA reduced the card banks from 9 to 6 of each type under this spec.

S07 · Unprepared conversation

paper AQA 8692/SH Paper 2 Speaking Higher - mark scheme — How Speaking is assessed across role-play, reading aloud, photo card and unprepared conversation. Essential reading for whoever conducts the oral - relevant given the tutor-conducted Speaking arrangement.

S08 · Reading comprehension

paper AQA 8692/RH Paper 3 Reading Higher - question paper — The paper matching the RH mark scheme already stored. Q1-39 comprehension then Section B translation. Read the mark scheme first as a format tour, then attempt questions in small batches by theme.

notes AQA 8692/RH Paper 3 Reading Higher - item commentary booklet — AQA's question-by-question rationale for Reading Higher. Explains why each item is set as it is and what skill it targets. Read before attempting the paper.

paper AQA 8692/RH Paper 3 Reading Higher - sample mark scheme — VERIFIED in full. Higher Reading: Q1-39 comprehension (1 mark each, letter/P-N-F and short English answers), then Section B translation into English. Use the mark scheme FIRST as a format tour before ever attempting the paper.

S10 · Translation Spanish to English

paper AQA 8692/RH Reading Higher - translation into English section — Section B only. Shows exactly how translation marks are split across sentence chunks and which near-misses are rejected. Excellent for teaching precision - e.g. 'desde hace tres anos' must be 'has been living for three years', not 'lives'.

S14 · Translation English to Spanish

paper AQA 8692/WH Writing Higher - Section A translation into Spanish — GRAMMAR GOLDMINE. The 5 sentences target exactly: preterite (G29), ir a + infinitive (G33), direct object pronoun (G13), imperfect (G31), acabar de (G55). Use these as the worked target sentences when teaching each of those five topics.

S15 · Writing 90-word task

paper AQA 8692/WH Paper 4 Writing Higher - question paper — VERIFIED in full. 50 marks, 1h15. Section A translation into Spanish (10). Section B 90 words, choice of two (15). Section C 150 words, choice of two (25). All answers in Spanish, no dictionary.

paper AQA 8692/WH Paper 4 Writing Higher - mark scheme — The assessment criteria for the 90-word and 150-word tasks and the translation. Read the criteria BEFORE writing anything, so she writes to the mark scheme rather than being marked against it afterwards.

S16 · Writing 150-word task

paper AQA 8692/WH Writing Higher - Section C 150-word task — Section C, 25 marks - the single biggest question on the Writing paper. Sample tasks: friendship, and technology plus career plans. Attempt only once several tenses are secure.

notes AQA 8692/WH Paper 4 Writing Higher - item commentary booklet — AQA's rationale for the Writing paper, including how the translation sentences and extended tasks were designed. Useful for understanding what examiners reward in the 150-word answer.

Papers & checks

Nothing logged yet.

Sessions, by week

2026-W44 · week of 2026-10-26

2026-11-01

Extra Sunday maintenance slot (no block today), 14:12-14:28 by the clock, agreed end 14:27, ended by the clock. App: Set 3 (Free Time & Preferences) gallery 44/51, 86% (run 110), second 80%+ game 7 days after run 103 (90%, 25 Oct). Chat: opened on session 132's unfinished retry, 'we visit' -> 'Nosotras visitamos' right (the a restored). Then -er present taught as the one new thing (G21, owed since 8 Oct): teaching question 'we eat' guessed from the -ar pattern with only the stem given -> 'Nosotras comemos' 1/1; table shown (-ar vs -er, I/you/he/we); hinted 'you drink' -> 'tu bebes' (verb right, accent on tú missing, told tu = your) and 'he eats' -> 'él come' (accent unprompted) 2/2; unaided with table covered 'I drink' -> 'yo bebo' 1/1. 5 items set, 5 attempted, 0 blank, no 'I don't know'. Replies 2-4 min. Said-aloud asked each item; not confirmed in her replies. Not run: second unaided -er item, -ir endings, tu/su in a fresh sentence, ch/enye, silent h, divorciarse in a sentence, T01 Set 3 round.

G21 Developing → Developing — 1 Nov: 'visitamos' right on retry with 22 Oct hint. -er taught (principle 13): teaching Q 'comemos' 1/1 from stem alone; hinted bebes and come 2/2; unaided 'yo bebo' 1/1 table covered. One unaided -er item, bar is two; -ir not taught. Status kept developing.

G06 Developing → Developing — 1 Nov: wrote 'tu bebes' for 'you drink' - accent on tú missing; told tu without accent = your. él accented unprompted. tu/su still not asked in a fresh sentence. Status kept developing.

T04 Developing → Developing — 1 Nov: Set 3 gallery 44/51 (86%, run 110), 7 days after 90% on 25 Oct (run 103) - recognition bar met on Set 3. No Set 3 production in chat today. Status kept developing.

Next: Open cold, no table: 'they eat'/'she drinks' (-er second unaided item, G21), say aloud. Then -ir as the one new thing (vivir/escribir: same as -er except we -imos). Then tú vs tu: one sentence with both, accents asked up front (G06). Then produce 3 Set 3 words in sentences (games done, production owed). If time: ch or ñ in a fresh word; silent h in a fresh word. Still owed: divorciarse in a sentence; T01 Set 3 round now allowed. Ask for 'said it aloud' as a yes each item - not confirmed 1 Nov. Pace: 5 items in 16 min.

2026-W43 · week of 2026-10-19

2026-10-22 unfinished · closed

Maintenance slot in the Thursday 11:30 block, opened 11:33, stopped by her 'log it' at 11:44 as the block ended (12 min by the clock). No app game today: Set 1 was played 20 Oct, so its next game is not due until 23 Oct; the chat did the retrieval (run 99). Opened on session 124's unfinished item: 'My brother plays football.' retried with the standing hint -> 'Mi hermano juega al fútbol.' fully right at 11:39 (he-ending -a, al, fútbol spelling all fixed; capital and full stop kept), read aloud twice and confirmed 'done'. Then cold sound checks, each its own message, answered within a minute: qu in queso -> hard k, 1/1 (first fresh word where qu holds; quince 0/1 on 21 Oct); ll in lluvia -> 'y', 1/1 (second fresh word after caballo 21 Oct). Then G21: 'we visit' from visitar, no pattern shown -> 'visitmos' at 11:44: -mos ending and stem retrieved right, the a dropped; one hint given (what sits between visit and mos in an -ar verb), retry not answered at the stop. 4 items set, 4 attempted, 0 blank, no 'I don't know': 2 right first go, 1 right on the standing retry, 1 wrong with retry pending. Replies under a minute except the football retry (5 min). Not run: the -er/-ir teach (owed since 8 Oct, now squeezed out 16, 20, 21, 22 Oct); tu/su in a fresh sentence; divorciarse in a sentence; ch and ñ. No new content taught.

T04 Developing → Developing — 22 Oct: 'Mi hermano juega al fútbol.' fully right on the retry with 21 Oct's hint (juega al and fútbol both fixed), read aloud twice. Set 1 words now used right in a sentence she made; the game's recognition stands at 79% (run 96). Status kept at developing: retry, not cold.

G21 Developing → Developing — 22 Oct: he-form juega right on the hinted retry. 'we visit' unaided, no pattern: 'visitmos' - -mos ending and stem retrieved right, the a dropped, 0/1 first go, retry pending. A vowel slip with the ending right, not the infinitive-plus-ending wobble of 6 and 15 Oct. Status kept at developing; -er/-ir teach still not reached.

P05 Gap → Developing — gap -> developing (touched means moved, principle 13): three unaided sound items right cold in fresh words on different days - silent h in hermanos 9 Oct, v in ventana 21 Oct, qu as hard k in queso 22 Oct (quince 0/1 on 21 Oct, so the rule now transfers). Never taught as a point, only corrected. Loose end: silent h not re-asked in a fresh word since 9 Oct.

P04 Gap → Developing — gap -> developing (principle 13, two unaided items): ll as 'y' cold in two fresh words on different days - caballo 21 Oct 1/1, lluvia 22 Oct 1/1 - after ella 0/1 on 20 Oct. ll holds; ch and enye never asked. Loose end: ch and enye each need a cold item.

G06 Developing → Developing — 22 Oct: mi unaided in 'Mi hermano' again (retry sentence). tu/su still not asked in a fresh sentence since 20 Oct. Status kept at developing.

Next: FRIDAY 13:45 BLOCK. FIRST the app: Set 1 is due a Shooting Gallery game (last 20 Oct, 79%) - one game, 80%+ gives it two stars and opens Set 2. Then in the chat, cold, 1 min: finish 'we visit' with the hint already given (the a before -mos), say it aloud. Then, BY MINUTE 6 and before anything else: -er/-ir present endings as the one new thing (G21, owed since 8 Oct, squeezed out 16, 20, 21, 22 Oct - one teaching question, two hinted, two unaided on a verb she retrieves; comer/vivir are on the list). Then tu or su in a fresh sentence, capital and full stop asked up front (G06). If time: ch or enye in one fresh word, its own message (P04 developing on ll only); silent h in a fresh word (P05). Still owed: divorciarse in a sentence; T01 Set 3 round not before 2 Nov. Sound questions in their own message: answered within a minute every time, 21 and 22 Oct. Pace today: 4 items in 12 min; plan 5-6 for a 15-min slot.

Unfinished: Retry of 'we visit' (visitar) set at 11:44 with the hint (the a between visit- and -mos) not answered at the 11:45 stop. Not run: -er/-ir teach (G21), tu/su in a fresh sentence (G06). (G21, G06) — closed 2026-11-01 by session 137: completed in session 137

2026-10-21 unfinished · closed

Maintenance slot 13:57-14:15 (18 min by the clock), run between blocks against the morning Spanish block that the app's Set 1 game (run 96, 34/43, 79%) had ticked but short; agreed end 14:12, stopped by her 'times up' at 14:15 with the timed paper at 14:30. Opened on session 123's plan. Cold sound checks, each its own message, answered within a minute: ll in caballo -> 'y', 1/1 (first fresh-word ll right; ella was j on 20 Oct); v in ventana -> 'b', 1/1 cold in a fresh word (vivir right 20 Oct); qu in quince -> 'kw', 0/1, told hard k with silent u (same rule as tranquila 20 Oct) and re-said. Then production of the two words the game missed, capital and full stop asked for up front: 'My brother plays football.' -> 'Mi hermano juegas fútbal.' at 14:09, 5 min after set. Right: Mi hermano (mi unaided first go), capital, full stop, verb stem juega-. Wrong: -s (you-ending) for he-form -a, al missing, fútbol misspelt (accent right). One hint given at 14:09 (-s is the tú ending; game said juega al; check the last letter); retry not answered at the stop. 4 items set, 4 attempted, 0 blank, no 'I don't know': 2 right first go, 1 wrong then corrected, 1 wrong with retry pending. Not run: -ar I/you/we form retrieved unaided; -er/-ir teach (owed since 8 Oct, not reached again); tu/su in a fresh sentence; divorciarse in a sentence; ch and ñ; no read-aloud of a full sentence (sounds were said aloud). No new content taught. Practice run 97 logged alongside.

P04 Gap → Gap — 21 Oct: ll in caballo, a fresh word asked alone, cold -> 'y', 1/1 within a minute (ella 0/1 on 20 Oct, llama 1/1 on 13 Oct). First unaided item on a new word; ch and enye still never asked. Status kept at gap: one unaided item, bar is two (principle 13).

P05 Gap → Gap — 21 Oct: v in ventana -> b, 1/1 cold in a fresh word on a later day (vivir 20 Oct, vive 0/1 16 Oct). qu in quince -> 'kw', 0/1 (silent u right in tranquila 20 Oct, 0/1 16 Oct); told again, re-said. Silent h not asked. Status kept at gap: v now holds in a fresh word, qu/silent u does not transfer yet.

T04 Developing → Developing — 21 Oct: Set 1 gallery 34/43 (79%, run 96) in the morning; in the chat juega al and fútbol used in a sentence she made: 'juegas fútbal' - stem right, al dropped, last vowel of fútbol wrong, accent right. Hint given, retry not answered at the stop. Status kept at developing.

G21 Developing → Developing — 21 Oct: he-form of jugar (form given by the game as juega) written as 'juegas', the you-ending learnt 20 Oct, 0/1 unaided; stem right. A person-ending slip the day after -ar I/you/we was taught, not the infinitive-plus-ending wobble of 6 and 15 Oct. Status kept at developing; retry owed, then the unaided I/you/we form and the -er/-ir teach still not reached.

G06 Developing → Developing — 21 Oct: 'Mi hermano' with mi unaided, first go, capital and full stop asked for up front and both right (20 Oct first go had neither). tu/su not asked in a fresh sentence yet. Status kept at developing.

Next: FIRST, cold, 2 min: finish 'My brother plays football.' with the hint already given (he-ending -a, al after juega, fútbol spelling), then read it aloud twice and confirm. Then qu in a different fresh word, its own message (kw on 21 Oct, rule told twice now - if wrong again, teach it properly with say-back). Then ll in one more new word (caballo right 21 Oct; a second fresh word meets the developing bar). Then G21: one -ar I/you/we form retrieved unaided, no pattern shown, then -er/-ir as the one new thing (owed since 8 Oct, squeezed out 16, 20, 21 Oct - put it by minute 6). Then tu or su in a fresh sentence, capital and full stop asked up front. Still owed: divorciarse in a sentence; T01 Set 3 not before 2 Nov; ch and ñ. Sound questions in their own message - answered within a minute every time today. Pace: 4 items in 18 min, replies 1-5 min; plan 6 items.

Unfinished: Retry of 'My brother plays football.' set at 14:09 with the hint (he-ending -a not -s, 'al' after juega, last letter of fútbol) not answered at the 14:15 stop. Not run: -ar I/you/we unaided form, -er/-ir teach, tu/su fresh sentence. (T04, G21, G06) — closed 2026-10-22 by session 132: completed in session 132

2026-10-20

Maintenance slot 15:30-15:57. Cold sound checks: v in vivir -> b (right, was 0/1 on 16 Oct); u in tranquila silent (right, was 0/1); ll in ella said as English j (wrong; taught y, said aloud). Then the -ar I/you/we teach owed since 8 Oct (G21): teaching question 1/1; hinted hablamos and escucho 2/2 (pattern on screen); unaided escuchas and nosotros estudiamos 2/2. Then own sentence with an -ar form and mi/tu/su: first go 'tú escuchas música' (no possessive, no capital or full stop), second go 'Tú escuchas tu música.' fully right. 9 items, 0 blank: 5 first go, 3 after a hint or retry, 1 not got. Not run: divorciarse in a sentence; -er/-ir endings. Practice run 95 logged alongside.

P05 Gap → Gap — 20 Oct: v in vivir -> b and u silent in tranquila, both right cold (both 0/1 on 16 Oct). Same words as before; stays gap until right in a fresh word on a later day.

P04 Gap → Gap — 20 Oct: ll in ella said as English j, 0/1; taught y, said aloud, confirmed. Second miss after 13 Oct; stays gap, ll in a new word owed first.

G21 Developing → Developing — 20 Oct: -ar I/you/we taught: teaching question 1/1, hinted hablamos and escucho 2/2, unaided escuchas and nosotros estudiamos 2/2 (new verb). Status unchanged; owed one retrieved with no pattern on a later day, then -er/-ir.

G06 Developing → Developing — 20 Oct day-after check: first-go sentence had no mi/tu/su and no capital or full stop; after a prompt 'Tú escuchas tu música.' fully right. Stays developing; needs a first-go possessive unprompted on a later day.

Next: FIRST, cold, one per message: ll in a new word (not ella/llama; j on 20 Oct); then v and qu in fresh words to see if they hold on a later day. Then G21: -ar I/you/we with one form retrieved unaided and no pattern shown; then -er/-ir as the next new thing. Then mi/tu/su in a fresh sentence with capital and full stop asked for up front. Still owed: divorciarse in a sentence; T01 Set 3 not before 2 Nov; ch and ñ. Sound questions in their own message. Plan 8 items, not 10.

2026-W42 · week of 2026-10-12

2026-10-16

Maintenance slot in the Friday 13:45 block, opened 13:45 on time, closed 14:01 (16 min by the clock); stopped early by choice with the weekly review next. Opened on session 110's plan and ran all of it. 15 Oct's sentence finished cold with the standing hint: 'pelea' in 2 min, 'Mi hermana se pelea con mi hermano.' read aloud twice, confirmed 'done' (the bundled silent-h question not answered). Then the teach owed since 9 Oct: mi/tu/su (G06). Teaching question 'tu hermano' -> 'your brother' 1/1; hinted 'su madre' and 'su tía' (accent typed) 2/2; unaided, no table shown, capital and full stop asked for: 'Tu hermana se llama Ana.' and 'Su hermano se parece a su madre.' both fully right first go, a after parecerse unprompted. Reverse check 'tu tía' -> 'your aunt' 1/1. Reading: no stored short text exists, so a four-line text built only from met words (llamarse, pelearse, entenderse, tranquila, mi/tu/su) read aloud twice, comprehension 'who does Luis's sister fight with?' -> 'her mother' 1/1. Sounds: qu in tranquila -> 'qu as in quick', 0/1, told hard k with silent u; v in vive -> 'v', 0/1, told soft b; both corrected and re-said. The v question bundled with 'done' was not answered, then answered alone within a minute (same pattern as 12-13 Oct). 10 items set, 10 attempted, 0 blank, no 'I don't know': 7 first go, 1 after the standing hint, 2 not got. Replies 1-3 min each. Capitals and full stops right on 2 of 2 sentences. Not run: ll in a word other than llama; -ar endings teach (G21). Practice run 92 logged alongside.

G06 Gap → Developing — 16 Oct: gap -> developing (taught + confirmed + 2 unaided, principle 13). Teaching question 1/1, hinted 2/2 (su madre, su tía), unaided no table 2/2 ('Tu hermana se llama Ana.', 'Su hermano se parece a su madre.'), reverse 'tu tía' 1/1. Both his and her covered by su; mi/mis already unaided across 6-15 Oct.

G25 Developing → Developing — 16 Oct, status kept at developing: the owed fresh unaided check done twice. 'Mi hermana se pelea con mi hermano.' completed with 15 Oct's hint (retry); 'Su hermano se parece a su madre.' he-form reflexive never seen before, no pattern shown, 1/1 fully right. Loose end (one fresh unaided reflexive, not llamarse) now cleared.

G21 Developing → Developing — 16 Oct: she-form of pelear produced as 'pelea' with the standing hint (drop -se, ends like llama), retry not cold, 1 min. Not a third wobble: the hint stood. Status kept at developing; the -ar I/you/we endings teach is still owed and was not reached (G06 was the one new thing).

T01 Secure → Secure — 16 Oct, status kept at secure: parecerse a retrieved cold inside a sentence with a present, 1/1 (missed 9 and 12 Oct, right 13 and 16 Oct). pelearse used in a sentence, llamarse and entenderse read and understood in the reading text. divorciarse as a verb still owed. Next Set 3 round not before 2 Nov.

P05 Gap → Gap — 16 Oct: v in vive asked alone - 'v', 0/1; told the Spanish v is a soft b and re-said. Silent h in hermana/hermano asked bundled with the read-aloud, not answered (right alone on 9 Oct). Status kept at gap: taught one sound by correction only, no confirm step.

Next: FIRST, cold, one per message, 30 sec each: v in a word (vive/vivir) - b or v? (0/1 on 16 Oct); u in tranquila said or silent? (0/1 on 16 Oct); then ll in a word that is not llama (owed since 13 Oct). Then the one new thing owed since 8 Oct and now the longest-standing: -ar present endings I/you/we taught properly (G21: one teaching question, two hinted, two unaided on a verb she has to retrieve). Then mi/tu/su again in one fresh sentence as the day-after check (developing 16 Oct on sentences set that day). Still owed: divorciarse as a verb in a sentence; T01 Set 3 round not before 2 Nov. Friday reading: no stored short text exists - either store one (add via tracker_add_resource) or keep building a 4-line text from met words. Pattern to keep: never bundle a sound question with 'say done' - she answers 'done' only; ask it in its own message, answered within a minute every time. Pace 16 Oct: 1-3 min per item, 10 items in 16 min.

2026-10-15

Maintenance slot in the Thursday 11:30 block, opened 11:32 (2 min into the block); block ended 11:45, 13 min by the clock. Opened on session 103's plan: the one cold item before the mi/tu/su teach. One sentence, cold, no pattern or hint shown, capital and full stop asked for up front, a she-form reflexive on a verb other than llamarse: 'My sister fights with my brother.' -> 'Mi hermana se pelearsa con mi hermano.' at 11:43, 11 min after it was set. Right: Mi hermana, se moved in front of the verb, con mi hermano, capital and full stop. Wrong: the verb left as the infinitive with -a stuck on ('pelearsa') instead of the she-form 'pelea'. Hint given at 11:43 (the -se is already out as se, so what is left is pelear; she-form ends like se llama) with 2 min left in the block; no reply came. 'Log it' arrived at 15:14. 1 sentence set, 1 attempted, 0 blank, no 'I don't know': 4 of 5 elements right, verb form not got. Not run: the retry, the mi/tu/su teach (G06, owed since 9 Oct, now not reached 12, 13 or 15 Oct), ll in a different word, a v word, any read-aloud, any reading. No spoken Spanish this slot. No new content taught. Practice run logged alongside.

G25 Developing → Developing — 15 Oct, status kept at developing: the owed fresh unaided check, she-form on pelearse, never seen before, no pattern shown. The reflexive mechanic was right (se placed before the verb, no es, no -se left on the end: the error was the conjugation, not the reflexive) but the verb form was wrong ('pelearsa'), so 0/1 as a whole sentence. Not a demotion: one item, and the part this topic owns held. Retry owed.

G21 Developing → Developing — 15 Oct: she-form of an -ar verb not produced cold, 'pelearsa' (infinitive plus -a), 0/1. 9 Oct she-form 'ayuda' was right with the infinitive given. Second wobble on conjugating from an infinitive she had to retrieve herself (6 Oct 'criticesar'). Status kept at developing; a third would be a demotion. The planned teach of -ar endings (I, you, we) and -er/-ir is still owed.

G06 Gap → Gap — 15 Oct: mi right unaided twice inside the sentence (mi hermana, mi hermano). Still never taught as a point, tu/su never asked; status kept at gap. Teach owed since 9 Oct, not reached 12, 13 or 15 Oct.

T01 Secure → Secure — 15 Oct, status kept at secure: pelearse retrieved cold inside a sentence from 'fights', with -se, 1/1 (recalled as a word 8 and 12 Oct; first time in a sentence). divorciarse as a verb still owed. Next whole Set 3 round not before 2 Nov.

Next: FIRST, 1 min, cold: finish 15 Oct's sentence - 'Mi hermana se ___ con mi hermano.' with the hint already given (drop -se, she-form ends like se llama); verb only, then whole sentence read aloud twice and confirmed. Then by minute 4, before anything else, the teach owed since 9 Oct and squeezed out 12, 13, 15 Oct: mi/tu/su (G06: one teaching question, two hinted, two unaided) as the slot's one new thing - no cold item in front of it again. If time: ll in a word that is not llama, then a v word, each its own message. Still owed: -ar endings I/you/we taught (G21: two wobbles conjugating a retrieved infinitive, 6 and 15 Oct; a third is a demotion); divorciarse as a verb; T01 Set 3 round not before 2 Nov. Friday: no reading yet - pick a stored short text. Pace: 15 Oct's one reply came 11 min after the task; two or three items with a time on each.

2026-10-13

Maintenance slot in the Tuesday 15:00 block, opened 15:09 (9 min into the block), closed 15:29: 20 min by the clock. Opened on session 98's plan. Maths homework 8 (overdue) named once at the open. Two sentences, cold, one per message, no pattern or hint shown, capital and full stop asked for up front: 'I look like my mother.' -> 'Me parezco a mi madre.' fully right first go at 15:12 (a present; it was missing on 9 and 12 Oct). 'I get on with my brother.' -> 'Me entiendo con mi hermano.' fully right first go, entenderse retrieved with no cue, ie and con hers (12 Oct: 'Me congeniar mis amigos', right only after three hints). That reply arrived at 15:27, 15 minutes after the task was set: not known whether she was away or working. Capitals and full stops right on 2 of 2. Read-aloud of both sentences twice confirmed 'done' at 15:28. ll question asked as its own message (l or y in llama?): 'y', right, answered within a minute. 3 scored items set, 3 attempted, 0 blank, no 'I don't know': 3 right first go. Not run: a reflexive sentence she has never seen before, the mi/tu/su teach (G06, owed since 9 Oct), a v word, any reading. No new content taught. Proposed updates shown at 15:29; she said 'log it'. Practice run 86 logged alongside.

T01 Secure → Secure — 13 Oct, status kept at secure: both open loose ends retrieved inside a sentence, cold, first go, 2/2 - 'Me parezco a mi madre.' (a present; missed 9 and 12 Oct) and 'Me entiendo con mi hermano.' (entenderse with no cue; 'congeniar' used 8 and 12 Oct). Still owed: divorciarse as a verb in a sentence (noun on 12 Oct). Next whole Set 3 round not before 2 Nov.

G25 Gap → Developing — 13 Oct: gap -> developing (taught + confirmed + 2 unaided). Taught 5 Oct 1/1; hinted 5 and 9 Oct 2/2. Unaided, no pattern shown: 12 Oct 'Mi hermano se llama Luis.' 1/1; 13 Oct 2/2, 'Me parezco a mi madre.' and 'Me entiendo con mi hermano.' (ie right a day after told). Three verbs, two days. Caveat: both of today's are I-forms she had met before (9 and 12 Oct) and the second reply took 15 min. Owed: a never-seen reflexive sentence, she-form, not llamarse.

G06 Gap → Gap — 13 Oct: mi right unaided inside two sentences (mi madre, mi hermano). Still never taught as a point, tu/su never asked; status kept at gap. Teach of mi/tu/su owed since 9 Oct, not reached 12 or 13 Oct.

P04 Gap → Gap — 13 Oct: ll in llama asked as its own message - 'y', 1/1, within a minute (12 Oct: not answered when bundled with the read-aloud). Same word as 6 Oct, so ll in a different word is still owed, with ch and enye; never taught. Read-aloud of two sentences twice confirmed 'done'. Status kept at gap.

Next: FIRST, by minute 5, the new thing owed since 9 Oct and squeezed out on 12 and 13 Oct: mi/tu/su taught properly (G06: one teaching question, two hinted, two unaided). Before it, one cold item only: a reflexive sentence she has NOT seen before, no pattern shown, a she-form on a verb other than llamarse (e.g. pelearse) - G25 went developing 13 Oct on sentences she had met before, so this is the honest check. Read-aloud: ll sound in a different word (not llama), then a v word, each as its own message (asked alone 13 Oct: answered within a minute). Keep stating capital and full stop: 5 of 5 across 12-13 Oct. Pace: replies took 3 and 15 min on 13 Oct, so plan three or four items with a time on each. Still owed: divorciarse as a verb in a sentence. T01 whole Set 3 round not before 2 Nov. No reading yet in the Friday block: pick a stored short text.

2026-10-12

Maintenance slot in the Monday 15:00 block, 15:02-15:30 (28 min by the clock), opened on session 93's plan. Whole 8-word Set 3 recall round, one word per message, mixed directions, cold: pelearse (with -se), criticar, entenderse (with -se), el familiar, and the meanings of discutir, llamarse and divorciarse ('a divorse': meaning right, given as a noun) right first go; 'to look like (someone)', told it needs two words -> 'parecerse' without a (as 9 Oct), 'parecerse a' after a hint. Round 7/8 first go (87.5%) in 12 min, most replies under a minute. Then two reflexive sentences, no pattern shown, capital and full stop asked for up front: 'Mi hermano se llama Luis.' fully right first go. 'I get on with my friends.' -> 'Me congeniar mis amigos.' (off-list verb as on 8 Oct, unconjugated, no con). Asked for the list word she typed 8 min earlier: 'i don't know because i don't have the list'. Narrowed with 'starts ent, ends -se': 'entenderse'; I-form: 'me entendo' (-o hers, untaught); told e becomes ie; then 'Me entiendo con mis amigos.' right, con unprompted. Capitals and full stops right on 3 of 3 sentences (1 of 4 on 9 Oct). Read-aloud of 'Mi hermano se llama Luis.' twice confirmed 'done' at 15:29; bundled ll sound question not answered. 10 items set, 10 attempted, 0 blank at close, 1 'i don't know' answered once narrowed: 8 first go, 2 after hints. Not run: mi/tu/su teach (G06), any reading. Updates shown at 15:30; she said 'log it'. Practice run 83 logged alongside. Topic updates (T01, G25, G06, G21, P04) follow in separate calls because the single call returned Bad Gateway twice.

Next: FIRST, cold, one per message: 'I look like my mother' as a whole sentence (a after parecerse missed 9 and 12 Oct); then 'I get on with my brother' with no hint (12 Oct: entenderse recalled alone but 'congeniar' used in the sentence; e to ie was told, not taught). Then one fresh unaided reflexive sentence, not llamarse or entenderse: the second unaided item G25 needs. Then the new thing owed since 9 Oct: mi/tu/su taught properly (G06: one teaching question, two hinted, two unaided). Read-aloud: re-ask the ll question (l or y?) as its own message - bundled with 'say done' she answered only 'done'; then a v word. Keep stating capital and full stop in the task: 3 of 3 on 12 Oct. T01 secure 12 Oct: whole Set 3 round not before 2 Nov. Name a word by its meaning, not 'word 5'. No reading yet in the Friday block: pick a stored short text.

2026-W41 · week of 2026-10-05

2026-10-09

Maintenance slot in the Friday 13:45 block, 13:50-14:15 (25 min by the clock), opened on session 89's unfinished work and finished all of it. Recall round, second half, one word per message, mixed directions: 'to get on with someone' -> 'entenderse' cold with -se and no hint (not recalled 8 Oct); 'discutir' -> 'to discuss' (argue added); 'to look like' -> 'parecerse', a missing, supplied in the gap 'Me parezco a mi madre' typed whole; 'el familiar' -> 'relitive' (meaning right); 'to be called' -> 'llamarse'. 5 asked: 4 right first go, 1 after a nudge. Then personal a: hinted 'visito a mi tía' right, accent on tía typed; two unaided, no cue: 'mi madre ayuda a mi tía' and 'mis hermanos visitan a mi madre', both fully right, verb endings hers. Read-aloud of the last sentence confirmed said twice, with the sound question answered (h in hermanos silent). Last, hinted with the frame 'me entiendo con': 'Me entiendo con mi tía' right first go. 10 items set, 10 attempted, 0 blank, no 'I don't know': 9 right first go, 1 after a hint. Replies took 1-5 minutes, most 1-3: faster than 8 Oct. Capitals and full stops missing on 3 of 4 sentences, once after being asked for. Not run: pelearse/criticar next-day check, two unaided reflexive sentences, any reading (block is named vocab + short reading). No new content taught. She said 'log it' at 14:15 after the proposed updates were shown. Practice run 81 logged alongside. Topic updates (T01, G37, G21, G25, G06, P05) follow in separate calls because the single call returned Bad Gateway twice.

Next: FIRST, cold, one per message, mixed directions: pelearse and criticar (not checked since 8 Oct), then parecerse a asked so the a is needed. Then two reflexive sentences with NO pattern shown: 'My brother is called Luis' and 'I get on with my friends' (me entiendo con was hinted 9 Oct) - these are the two unaided items G25 needs. Every sentence: ask for capital letter and full stop before marking it right (missed 3 of 4 on 9 Oct, once after being asked). Then the one new thing: possessives mi/tu/su taught properly (G06: one teaching question, two hinted, two unaided). Read-aloud with a sound question bundled in the same message worked - do it again with a v or ll word. On or after 12 Oct: the whole 8-word Set 3 round again; 80%+ there is the second slot T01 needs for secure. No reading has been done in the Friday 'vocab + short reading' block yet - pick a stored short text for next Friday. Pace today: 1-3 min per item, 10 items in 25 min, with a time stated on each.

2026-10-08 unfinished · closed

Maintenance slot 15:19-15:40 (21 min by the clock), run in the afternoon against the missed Thursday 11:30 block. Opened on the read-aloud left unconfirmed on 7 Oct: 'Mis amigos critican a mi hermano' said aloud twice, confirmed 'done' at 15:24 (she did not answer which word was hardest, so no sound check). Then the recall round not run since 30 Sep, one word per message, mixed directions, first 4 of 8: 'to fight' -> 'pelearse' with -se and no hint; 'to criticise' -> 'criticar' spelt right cold; 'divorciarse' -> 'to divorse' (meaning right); 'to get on' -> 'congeniar' - a real Spanish word with that meaning but not on the AQA list, so entenderse not recalled. Hint given (built from 'to understand' plus an ending). Time up at 15:35 by the clock; offered five more minutes or a log at 15:37, she said log it. 4 recall items set, 4 attempted, 0 blank, no 'I don't know': 3 right first go, 1 not got. Replies took 2-6 minutes per one-word item. Not asked: llamarse, discutir, parecerse a, el familiar. Not run: personal a items, reflexive items, tia with accent, -ar verb forms. No new content taught. Practice run logged alongside.

T01 Developing → Developing — 8 Oct recall round, first 4 of 8 Set 3 words, 3/4 unaided first go (75%), 8 days after last round (30 Sep): pelearse with -se and no hint (was dropped 23-30 Sep), criticar spelt right cold (was 'criticesar' 6 Oct), divorciarse meaning right; entenderse not recalled ('congeniar' offered - real Spanish, off-list). Read-aloud of the 7 Oct sentence confirmed. Status kept at developing: 75% on 4 items is under the 80% secure bar and half the round is unrun.

Next: FIRST: entenderse again ('to get on with someone') - she was told it is built from 'to understand' plus an ending; ask for it, no further hint first. Then the four words not asked, mixed directions: llamarse, discutir, parecerse a, el familiar; slip pelearse and criticar in once as a next-day check. Then personal a: one more hinted item, two fresh unaided sentences with a person as object (visitar, ayudar, conocer are on the list). If time: reflexives (one hinted, two unaided, one with entenderse), tia typed with its accent, and two unaided forms on other -ar verbs. Read-aloud: follow 'done' with one sound question (she skipped 'which word was hardest'). Pace: 2-6 min per one-word reply, so plan 4-5 items per 15-minute slot. She produced 'congeniar' unprompted - she has some Spanish from outside the list; steer to the list word without marking the attempt down.

Unfinished: Recall round half run: entenderse not recalled (hint given, retry not taken); llamarse, discutir, parecerse a, el familiar not asked. Not run: entenderse in a sentence, second hinted reflexive item, tia typed with accent, personal a second hinted + two unaided items. (T01, G25, G37) — closed 2026-10-09 by session 93: completed in session 93

2026-10-07 unfinished · closed

Maintenance slot in the Wednesday 09:45 block, opened 09:46 on the sentence left unfinished on 6 Oct. Hint that criticesar had an extra chunk (critic- plus a two-letter ending): she wrote 'Mis amigos critican' - spelling fixed and they-ending added unprompted, untaught. Personal a taught with one teaching question ('Ana visita a Luis'): 'a', right at once. Whole sentence with the cue that a person is being criticised: 'Mis amigos critican a mi hermano', every word right. In-block replies at about 09:52 and 09:54; the full sentence arrived at 14:11, after the block - not known whether she was away or working. Closed there: timed paper at 14:30. Read-aloud set, not confirmed. 4 elements, 4 attempted, 0 blank, no 'I don't know'. Practice run 76: 3 first go, 1 after a hint, 0 not got. Session 80's sentence done; its other items carried into this session's unfinished.

T01 Developing → Developing — 7 Oct: criticar spelt right inside 'critican' after one hint; hermano and amigos recalled unaided in the full sentence. Status kept at developing: no recall round, so no retrieval score for the secure bar.

G21 Gap → Gap — 7 Oct: they-form 'critican' unaided 1/1, before the ending was asked for or taught. Stays gap: one item on one verb; bar is taught + 2 unaided.

G37 Not started → Gap — Opened 7 Oct (touched means moved): personal a, teaching question 1/1, hinted item 1/1 ('Mis amigos critican a mi hermano'), 0 unaided - gap not developing.

G06 Gap → Gap — 7 Oct: 'mi hermano' (singular mi) right unaided inside the full sentence. No teach run; status unchanged, mi/tu/su teach still owed.

Next: FIRST: ask her to say 'Mis amigos critican a mi hermano' aloud and confirm she did (set 7 Oct, not confirmed). Then the recall round not run since 30 Sep, mixed directions: pelearse first with no hint, criticar cold, divorciarse, entenderse, llamarse, discutir, parecerse a, el familiar. Then personal a: one more hinted item, two fresh unaided sentences with a person as object (visitar, ayudar, conocer are on the list). If time: reflexives (one hinted, two unaided, one with entenderse) and tia typed with its accent. G21: 'critican' came unprompted, so go straight to two unaided forms on other -ar verbs. One small instruction with a minute on it worked: replies in about 2 minutes.

Unfinished: Read-aloud of 'Mis amigos critican a mi hermano' not confirmed. Not run: the 8-word recall round, entenderse in a sentence, second hinted reflexive item, tia typed with accent, personal a second hinted + two unaided items. (T01, G25, G37) — closed 2026-10-08 by session 89: completed in session 89

2026-10-06 unfinished · closed

Maintenance slot 15:05-15:30 (25 min) in the Tuesday 15:00 block. Opened on the sentence left unfinished on 5 Oct. Asked to put 'My aunt' in front of her 'se llama Ana': 'mi tia se llama ana' at first go - every word and the order right, mi (was me on 5 Oct), se kept, no es; accent and capitals missing. Told only that one fix was capitals and one a missing mark: she located the accent ('on the i in tia', not typed), then retyped 'Mi tia se llama Ana' with both capitals. Read-aloud set (twice) with a check question: the ll in llama sounds like 'y' - right; she did not separately say she had read it aloud. Second sentence, unaided, 'My friends criticise my brother': first reply 'i don't know' after 4 minutes. Narrowed to 'my friends': 'Mis amigos' right at once, plural mis unprompted. Verb, with the cue that who does it decides the ending: 'Mis amigos criticesar' - verb misspelt and left unconjugated. Time up at 15:30 by the clock; offered five more minutes or a log, she said log it. 3 tasks set, 3 attempted, 0 blank at close, 1 initial 'i don't know' answered once narrowed. Practice run 72 counts 5 elements: 3 right first go, 1 right after a hint, 1 not got. Not run: finishing the criticise sentence ('my brother', personal a), the 8-word recall round, entenderse in a sentence, the second hinted reflexive item. Session 75's sentence is done; its other items are carried into this session's unfinished.

T01 Developing → Developing — 6 Oct: 'Mi tia se llama Ana' produced whole, words and order right first go; accent on tía located after one hint (not typed), capitals added on retype. criticar not recalled: 'criticesar', unconjugated, 0/1. No recall round ran, so no retrieval score to set against the secure bar; status kept at developing.

G25 Gap → Gap — 6 Oct: 'se llama' kept and no 'es' added in the full sentence, first go, no pattern shown, 1/1. It is the same sentence as the 5 Oct hinted item one day on, so a next-day recall, not a fresh unaided item. Developing bar not met (second hinted item and two fresh unaided sentences still owed); status kept at gap.

G06 Not started → Gap — Touched means moved (principle 13), 6 Oct: answered on possessive adjectives inside two sentences, 2/2 unaided - 'mi tia' (was 'me tia' on 5 Oct) and 'mis amigos' with the plural unprompted. Never taught as a point, no teach or confirm step ran, so below the developing bar despite both being right.

G21 Not started → Gap — Touched means moved (principle 13), 6 Oct: asked for 'My friends criticise' with the cue that who does it decides the ending; wrote 'Mis amigos criticesar' - infinitive-style form, no they-ending, 0/1. Not taught on the record yet.

P04 Not started → Gap — Touched means moved (principle 13), 6 Oct: after being set 'Mi tía se llama Ana' to say aloud twice, asked what sound the ll in llama makes - 'y', 1/1. One item only, ch and ñ not asked, and the read-aloud itself was not confirmed, so below the developing bar.

Next: FIRST, unfinished from 6 Oct: she has 'Mis amigos' and wrote 'criticesar' for the verb. Ask her to take the extra bit out of the middle (critic + ar), then change the ending for 'they'. If the ending stalls, make the -ar present they-ending the slot's one new thing (one teaching question, two hinted, two unaided) before finishing. Then 'my brother' with the personal a (not taught yet: one teaching question first), and the whole sentence read aloud and confirmed. Then the recall round, mixed directions, pelearse first with no hint, then criticar, divorciarse, entenderse, llamarse, discutir, parecerse a, el familiar. Then reflexives: one hinted item ('you are called...'), then two fresh unaided reflexive sentences, one with entenderse. Ask for the accent on tía typed, not just located. Replies took 1-4 minutes today; after 'i don't know', narrowing to two words worked at once - build sentences in pieces with a time on each.

Unfinished: 'My friends criticise my brother' reached 'Mis amigos criticesar': verb spelling and they-ending not fixed, 'my brother' with personal a not reached. Still not run: the 8-word recall round, entenderse in a sentence, the second hinted reflexive item. (T01, G21, G25) — closed 2026-10-07 by session 81: completed in session 81

2026-10-05 unfinished · closed

Maintenance slot 16:37-16:56 (19 min), run after the optional 15:00 block and logged against it. Opened on the sentence left unfinished on 30 Sep, asked fresh: 'My aunt is called Ana'. Unaided attempt 'me tia llama es ana': llama now spelt with ll (fixed since 30 Sep), but se dropped and es put back (both were right in her second attempt on 30 Sep), me for mi, no accent on tía. Teaching question 'I'm called Paige' -> 'me llamo paige', right first time. With the pattern shown (me becomes se, verb ends -a) 'She is called Ana' -> 'se llama ana', right at first go. Capital letters on names missed twice. Her first reply arrived 13 minutes after the task was set, so the slot covered this one sentence only. Time was up at 16:55 by the clock; offered five more minutes or a log, she chose to stop. 3 items set, 3 attempted, 0 blank: 1 right unaided, 1 right with the pattern shown, 1 not completed. Not run: adding 'Mi tía' to finish the sentence, 'My friends criticise my brother', the 8-word recall round, entenderse in a sentence, any read-aloud. No spoken Spanish this slot. Practice run 69.

T01 Developing → Developing — 5 Oct: llamarse in a sentence, 0/1 unaided ('me tia llama es ana'), then 'se llama Ana' right with the pattern shown; llama spelling now correct. No recall round ran, so criticar, divorciarse, entenderse and pelearse were not retrieved. Status kept at developing: no retrieval score today to set against the secure bar.

G25 Not started → Gap — Touched means moved (principle 13), 5 Oct: answered on reflexive verbs for the first time on the record. Teaching question 'me llamo Paige' 1/1; one hinted item 'se llama Ana' 1/1 with the me-to-se pattern shown; unaided 0/1 (se dropped and es added in 'me tia llama es ana'). Only one confirm item ran and no unaided item was right, so below the developing bar.

Next: FIRST, unfinished from 5 Oct: she has 'se llama Ana' - ask her to put 'My aunt' in front (mi not me, accent on tía, capital A), then say the whole sentence aloud and confirm she did. Then 'My friends criticise my brother' unaided (personal a). Then the recall round, mixed directions, pelearse first with no hint, then criticar, divorciarse, entenderse, llamarse, discutir, parecerse a, el familiar. Then reflexives: one more hinted item ('you are called...'), then two unaided reflexive sentences, one with entenderse. Plan on slow replies: her first answer took 13 minutes today, so set three or four items with a time stated on each, not ten, and close this session's unfinished item with resolves when the sentence is done.

Unfinished: 'Mi tía se llama Ana' reached 'se llama Ana' only (Mi tía not yet added); 'My friends criticise my brother', the 8-word recall round, entenderse in a sentence and all read-aloud not run. (T01, G25) — closed 2026-10-06 by session 80: completed in session 80

2026-W37 · week of 2026-09-07

2026-09-09

Vocabulary app, Set 1 "Family and people" (16 words from AQA Unit 1 Foundation and Higher). Tested English to Spanish, so words were produced from scratch rather than recognised. 14/16 (88%) unaided, 1 accent slip. Missed el familiar (Higher) and el marido. Promoting T01 from notstarted to developing: the score is strong but it is a first producing run, and Set 1 is only about a third of the Unit 1 vocabulary, so this is evidence the topic is underway rather than evidence it is secure.

T01 Not started → Developing — Vocabulary test, English to Spanish (produced), 14/16 (88%), 1 accent slip, unaided, 2026-09-09. Set 1 of 3 covering this topic.

Next: Repeat Set 1 in the producing direction on a later day to test whether 88% holds; that is what would justify secure. Then move on to Set 2 (Describing people) and Set 3 (Relationships verbs), which are the other two thirds of T01's vocabulary.

2026-W36 · week of 2026-08-31

2026-09-04

Independent practice on the Spanish vocabulary app, session started 15:11. 40/50 correct overall (80%) across 1 set(s). Set 1 Sports - Juego al — 40/50 correct (80%), top speed 8.2x, 10 flashcards reviewed, kept missing: juega al, criquet, juegas al, tenis de mesa, fútbol, juego al tenis de mesa juega tenis.

G22 Not started → Developing — Spanish app, 2026-09-04: Set 1 Sports - Juego al. 40/50 correct (80%) at up to 8.2x speed. 10 flashcards reviewed. Missed: juega al, criquet, juegas al, tenis de mesa, fútbol, juego al tenis de mesa juega tenis.

T04 Not started → Developing — Spanish app, 2026-09-04: Set 1 Sports - Juego al. 40/50 correct (80%) at up to 8.2x speed. 10 flashcards reviewed. Missed: juega al, criquet, juegas al, tenis de mesa, fútbol, juego al tenis de mesa juega tenis.

Next: Re-drill the words she kept missing: juega al, criquet, juegas al, tenis de mesa, fútbol, juego al tenis de mesa juega tenis.

2026-09-03

Seed correction, not a teaching session. During seeding I put spec reference detail (mark tariffs, named irregular verb forms, minimum word counts, AQA's full topic wording) into the per-topic watch field. The tracker reads watch as an unresolved loose end, so the review queue was reporting 23 false loose ends on topics that have not been started. Clearing all 23. The same detail is retained in manifest.csv and will be attached properly as topic sheets and resources in later phases. No status changed: all 100 topics remain notstarted, since no evidence of the student's ability exists yet.

T07 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

T11 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

T12 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

G22 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

G23 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

G29 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

G31 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

G34 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

G35 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

G36 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

G40 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

G53 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

G54 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

S02 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

S03 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

S04 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

S05 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

S06 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

S07 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

S10 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

S14 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

S15 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

S16 Not started → Not started — Seed correction: reference note, not a loose end. Detail kept in manifest.csv.

Next: Obtain AQA's KS4 vocabulary by unit and tier plus the interactive Foundation/Higher vocabulary XLSX to populate the T rows, then sit a sample paper to convert coverage into an actual baseline.