Spanish 8
TEACHERS:
Marisa Battilana
Stephanie Jansen
DESCRIPTION OF COURSE
The Spanish curriculum endorses what is commonly referred to as the communicativeexperiential approach. In this approach, the focus of instruction is the purposeful use of
the language to perform real-life tasks, share ideas, acquire information, and get things
done. Grammar instruction plays a supportive role – to provide useful strategies to
facilitate communication and comprehension.
The aims of the teaching and study of MYP Language B (Spanish) are to encourage and enable the student to:
 develop the student’s communication skills necessary for study, work and leisure in a range of different,
authentic contexts and for a range of audiences and purposes
 enable the student to develop multi-literacy skills through the use of a range of learning tools, such as
multimedia, in the various modes of communication
 enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop
critical and creative techniques for comprehension and construction of meaning
 enable the student to recognize and use language as a vehicle of thought, reflection and self-expression, of
learning in other subjects, and as a tool for enhancing literacy
 enable the student to understand the nature of language and the process of language learning, which
comprises the integration of linguistic, cultural and social components
 offer insight into the cultural characteristics of the communities where the language is spoken
 encourage an awareness and understanding of the perspectives of people from one’s own and other
cultures, leading to involvement and action in one’s own and other communities
 foster curiosity, inquiry and a lifelong interest and enjoyment in language learning
FUNDEMENTAL IB CONCEPTS
This course addresses the fundamental IB concepts in the following ways.
Intercultural Awareness: In all of our readings, viewings and discussions we aim to consider alternative perspectives
and build understanding of our own cultures and those of others.
Communication: We work to articulate ourselves through writing, reading, and oral language.
Holistic Learning: In many texts we consider issues dealing with emotional and social wellness.
COURSE UNITS
Unit Statement of inquiry / Question
¿Quién soy yo? ¿Quién eres tú?
Yo soy lo que hago.
¿Cómo es mi escuela un reflejo de mi comunidad?
¿Tengo yo una vida saludable y equilibrada?
¿Quién forma parte de mi familia?
¿Cómo puedo formar una historia en español?
Rockridge Secondary School: http://go45.sd45.bc.ca/schools/rockridge/Pages/default.aspx Rockridge
Secondary School is a candidate school for the International Baccalaureate (IB) Middle Years Programme
and is pursuing authorization as an IB World School.
Note: This course outline may change. However, the teacher will ensure that all components of the Spanish 8 curriculum are covered.
METHODOLOGY and ASSESSMENT
This course will incorporate multiple ways of learning including discussion, lecture, project-based work, cooperative
learning, reflection, group inquiry and individual inquiry.
Throughout the year, students will complete a variety of assessments, including at least
 one recording of an interactive oral task conducted under supervision in class (this can be digitally recorded)
 one visual interpretation task completed under supervision in class
 one reading comprehension task completed under supervision in class
 one writing task produced under supervision in class
Please go to the school website to view the criteria which will be used to assess students’ achievement in this course.
The assessment process reveals what a student understands, knows and can do. The evaluation process indicates the
quality of performance based on learner outcomes (curriculum). Assessment and evaluation provide ongoing
feedback to teachers, students and parents in order to enhance student learning. Assessment and evaluation are
employed when teachers gather information (diagnostic), monitor student progress (formative), and evaluate
achievement of learning outcomes for the purpose of report card marks (summative).
Assessment in the MYP aims to:
 support and encourage student learning by providing feedback on the learning process
 promote positive student attitudes towards learning
 promote a deep understanding of subject content by supporting students in their inquiries set in real world
contexts using the areas of interaction
 promote the development of higher-order cognitive skills by providing rigorous final objectives that value
these skills
 reflect the international-mindedness of the programme by allowing for assessments to be set in a variety of
cultural and linguistic contexts
 support the holistic nature of the programme by including in its model principles that take account of the
development of the whole student.
INSTRUCTIONAL MATERIALS / RESOURCES
 Textbook : Realidades 1
The accompanying workbooks will be used during class time.
Website: http://www.phschool.com
 Multimedia Resources to support themes: videos, images, music, internet, etc.

Various readers
Materials
Each student must bring the following items: A binder with dividers for Spanish, loose-leaf paper, pens, pencils,
eraser, highlighters, and a small Spanish/English dictionary.
Assessment Criteria
In order to measure a student’s progress and achievement in each phase of the course, criteria have been
established corresponding to four objectives.
Assessment will be based on a balanced consideration of the four objectives:
Rockridge Secondary School: http://go45.sd45.bc.ca/schools/rockridge/Pages/default.aspx Rockridge
Secondary School is a candidate school for the International Baccalaureate (IB) Middle Years Programme
and is pursuing authorization as an IB World School.
A:
B:
C:
D:
Oral communication – to measure the student’s development as a speaker of the target language
Visual interpretation – to measure the student’s ability to interpret visual text presented with spoken and written text
Reading comprehension – to measure the student’s ability to comprehend written text
Writing– to measure the student’s development as a writer of the target language
There will be a comprehensive year end exam which will include the objectives listed above.
Work Habits and Academic Conduct
A work habit mark of G (good), S (satisfactory), or N (needs improvement) given on the report card.
Work Habits Criteria
 Attendance and Punctuality
 Academic Integrity
 Homework Completion
 Preparedness for class



On-task during class activities
Contribution and participation to the positive learning environment
of the class
Assignments completed on time in good copy format
Attendance: Attendance and punctuality are mandatory.
Attendance and Assignment: Please refer to page 12 of the student agenda.
Academic Misconduct: All work submitted by a student should be his/her own work. Please refer to page 13 of the
student agenda.
Translators: The extensive use of a translator will result in a failing grade on the given assignment. Translators may be
used as one would use a Spanish/English dictionary.
If you have any questions, please contact us via E-mail.
Ms. Marisa Battilana
Ms. Stephanie Jansen
[email protected]
[email protected]
For information regarding homework and assessments, please visit our websites.
Ms. Marisa Battilana
Ms. Stephanie Jansen
http://mbattilana.weebly.com/
http://sajansen.weebly.com
Rockridge Secondary School: http://go45.sd45.bc.ca/schools/rockridge/Pages/default.aspx Rockridge
Secondary School is a candidate school for the International Baccalaureate (IB) Middle Years Programme
and is pursuing authorization as an IB World School.