Draft F-10 Australian Curriculum: Languages
Spanish
May 2013
http://consultation.australiancurriculum.edu.au
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1
AUSTRALIAN CURRICULUM: LANGUAGES - SPANISH
DRAFT CONTEXT STATEMENT
The place of the Spanish language and the cultures of Spanish-speaking
people in Australia and in the world
Spanish is a global language spoken by 500 million people across the world.
Spanish evolved from Latin on the Iberian Peninsula in around the ninth century and
travelled from Spain to the Caribbean and North Central and South America as a result of
the expeditions of the fifteenth and sixteenth centuries. The language was enriched by many
other languages, including Arabic, Basque, Greek, French, English and the indigenous
languages of the Americas. Today, most Spanish-speaking countries are plurilingual, and
the indigenous languages of these countries — such as the Guaraní language of Paraguay;
and Quechua, Aymara and over 30 other languages in Bolivia — are co-official with Spanish.
Spain also has other official languages besides Spanish, including Catalan, Galician and
Basque.
The migration of Spanish speakers to Australia began in the nineteenth century, and
increased during the twentieth century with people migrating from such countries as Spain,
Chile, Argentina, Uruguay, El Salvador, Nicaragua and Guatemala. Patterns of migration of
Spanish speakers to Australia during the twentieth century were influenced by a variety of
factors, including economic and political circumstances. Migration from Spanish-speaking
countries is currently being influenced by interest in tertiary education and employment
opportunities presented by trade agreements in many sectors, including mining, agriculture,
defence, technology and education. Due to this strong history of migration from Spanishspeaking countries to Australia, Spanish remains an important community language
throughout Australia.
The place of the Spanish language in Australian education
The universities were the first Australian educational institutions to seriously undertake the
teaching of Spanish. By the end of the twentieth century, most large Australian universities
had established Spanish language departments.
In the school education sector, Spanish programs are available in all states and territories
and at all levels of schooling. Many university and school Spanish programs provide
opportunities for Australian students to enrich their language learning through travel to
Spanish-speaking countries.
The work of Spanish-speaking artists, musicians, writers and scientists is studied in other
learning areas of the curriculum in Australian schools. The contexts and the conceptual
understandings that underpin these works are central to the selection of key text types and
processes that students encounter in the Spanish language curriculum. These crosscurricular links can be used to make language learning more meaningful for students.
The nature of Spanish language learning
As Spanish belongs to the family of Romance languages, derived from Latin, it has many
lexical and structural connections with English as well as other European languages. As a
Draft Australian Curriculum: Languages – Spanish – May 2013
2
result of this relationship, knowledge of Spanish can facilitate the learning of other languages
from the Romance family, such as Catalan, Galician, Italian, French, Portuguese and
Romanian.
Distinctive characteristics and features of the Spanish language are foundational to how the
language is taught and learnt in schools. The close correspondence between the written and
spoken forms of Spanish facilitates spelling and the development of literacy in general, as
well as speaking and listening skills.
Although the Spanish alphabet and writing system are similar to those of English, there are
significant differences in these features that present a challenge for Australian students.
These features include accents, inverted question and exclamation marks at the beginning
of questions and exclamations, and its distinctive letter ñ.
Word order in Spanish differs from English, most noticeably in the positioning of adjectives
after nouns. Pronouns are often omitted in Spanish where they would be required in
English, it is not necessary to invert the subject and the verb to form a question, or to use
auxiliary verbs in negative and interrogative constructions. Intonation and stress are
important for making meaning.
The diversity of learners of Spanish
The majority of learners of Spanish in Australia are studying it as a second or additional
language. There are also a number of background learners of Spanish, who have varying
degrees of prior knowledge of the language. Most students from Spanish-speaking
backgrounds are second or third generation, and in many cases several languages are
spoken in their home environment. Despite having some exposure to Spanish at home,
these students’ formal study of the language may be limited, resulting in a lack of skills in
written language.
The Foundation–Year 10 Australian Curriculum: Languages — Spanish has been developed
for second language learners but is flexible enough that teachers can adapt it to suit the
specific needs of the full range of other learners in the classroom.
Draft Australian Curriculum: Languages – Spanish – May 2013
3
Australian Curriculum: Languages
Spanish
Draft Foundation to Year 10 Sequence
May 2013
http://consultation.australiancurriculum.edu.au
4
Foundation to Year 2 (Level 1)
Foundation to Year 2 (Level 1) Band description
For most learners in these early years, the school language program is their first encounter
with the languages and cultures of the Spanish-speaking world. Learners enter school with
established oracy skills in one or more languages, and varying degrees of literacy
development. Spanish is learnt in parallel with English language and literacy, and each
supports and enriches the other.
As cognitive and social development at this level is exploratory and egocentric, in the early
years the curriculum builds on children’s interests, curiosity and sense of enjoyment, with an
emphasis on active learning and confidence building.
The main context of interaction is with peers and the teacher in the Spanish language
classroom; in addition, digital resources connect learners’ social worlds with those of
Spanish-speaking students and their communities. The initial focus is on listening to the
sounds, shapes and patterns of Spanish through language-rich activities such as rhymes,
songs, clapping and action games. Repetition and recycling help children to identify
frequently used words and simple phrases, and to recognise the purpose of simple texts.
Children identify and use non-verbal communication strategies employed by Spanish
speakers in greetings and other social interactions, and experiment with simple responses to
prompts and cues. As they progress to using Spanish for functions such as asking and
answering questions (for example, ¿qué tal?, contento, jugando), responding to directions,
singing songs, and taking turns in games and simple shared tasks, they begin to notice that
language can behave differently in different situations and that Spanish speakers
communicate in some ways that are different from their own. They practise and repeat
sounds (such as r, ll and j) which differ in Spanish from those in English. Creative play
provides opportunities for exploring these differences and for using Spanish for purposeful
interaction, for example, asking for help, challenging each other or expressing surprise.
The transition from spoken to written language is scaffolded through shared exploration of
simple texts and language features. Children progress from supported comprehension and
use of a small number of high-frequency and personally significant sight words to more
elaborated simple texts that take account of context, purpose and audience. Writing skills
progress from labelling pictures and copying words to constructing simple texts using familiar
vocabulary, language features and structures. As children learn to adjust language to suit
different purposes and situations, they begin to learn the important role of culture in shaping
language use.
Spanish is used for classroom routines, games and familiar activities, supported by the use
of concrete materials and resources, gestures and body language. At this stage, play and
imaginative activities, music, movement and familiar routines provide the essential
scaffolding for language development. Learning is supported through the provision of
experiences that are challenging but achievable with appropriate scaffolding and support.
This involves modelling and monitoring by the teacher; provision of varied sources of input;
opportunities for revisiting, recycling and reviewing; and continuous cues, feedback,
response and encouragement. While learners are encouraged to use Spanish whenever
possible, English may be used by both the teacher and learners for discussion, reflection,
questions and explanations.
Spanish – Draft Foundation to Year 10 Sequence – May 2013
5
Students discuss differences and similarities they notice between Spanish and their first
language(s) and culture(s), as well as how they feel when they hear or use Spanish and how
they view different languages and the people who speak them. They begin to notice and
interpret some differences in cultural approaches between Spanish speakers and speakers
of Australian English, for example, living in an extended family, and differences in the level of
physical contact and other aspects of body language. This allows learners to consider
different perspectives and ways of being and to become aware of themselves as
communicators in particular cultural contexts and communities.
Foundation to Year 2 (Level 1) Content descriptions and elaborations
Communicating
Socialising and taking action
1.1 Interact with teacher and peers to greet and farewell others, introduce self, express likes
and dislikes, and name and describe friends, family members, animals and objects. [Key
concepts: self, home, friends, belonging; Key process: expressing preferences]
•
using simple greetings and farewells appropriately according to the time of day
and their relationship with the other person, for example, ¡buenas tardes abuela!,
¡hasta mañana tía!
•
introducing themselves, for example, Me llamo Jorge. ¿Cómo te llamas? Tengo
un hermanito
•
expressing preferences, for example, me gusta Dora la exploradora or no me
gusta …
•
describing animals and objects using familiar expressions, for example, mi perro
es blanco y grande. Tengo una bicicleta roja. Mi mejor amigo se llama Pedro
•
sharing photos of their family members and introducing them to the class, for
example, este es mi papá, esta es mi mamá
1.2 Become familiar with classroom language by participating in classroom routines, games
and shared activities, and giving and following classroom instructions in Spanish. [Key
concepts: participation, negotiation]
•
naming the date each day in Spanish (for example, hoy es lunes 26 de julio) and
using classroom language for other routines, for example, vamos al recreo,
¿quién está ausente?, ¿quién cumple años esta semana?
•
imitating the speech patterns of Spanish speakers, including pronunciation,
stress and intonation
•
playing simple language games such as Amanda, manda (Simon says) and
Formando grupos de a cuatro
•
taking turns at being the leader in class games and giving commands such as
todos de pie, levanta la mano, toca la cabeza
•
responding to classroom instructions, for example, siéntense/sentaos, silencio,
escuchen/escuchad, recojan/recoged sus/vuestras cosas becoming familiar with
classroom activities in some Spanish-speaking countries and comparing them to
Spanish – Draft Foundation to Year 10 Sequence – May 2013
6
Australian classroom routines, for example, lunch orders, school dining rooms,
free breakfast at school, caring for school garden
1.3 Interact with peers in activities and transactions such as number games, performances,
and simple songs and rhymes, and using flash cards with simple, well-rehearsed Spanish
structures. [Key processes: performing, rehearsing, turn-taking]
•
playing number and time-telling games, for example, ¿Qué hora es señor Lobo?,
El escondite inglés
•
performing traditional fairy tales, rhymes and action songs, for example, ‘El gatito
Serafín’, ‘Debajo de un botón’, ‘Los pollitos’ or ‘Caperucita roja’
•
using simple gestures to accompany expressions, for example, así, así, ¡ojo!, no,
¡qué problema!
•
matching pictures to words and creating flash cards to use in games, for
example, bingo o lotería
Obtaining and using information
1.4 Use early literacy skills to locate specific words and expressions in texts relating to own
and Spanish-speaking contexts. [Key processes: making meaning, locating, interpreting]
•
identifying words in a text and guessing meaning, for example, Let’s listen for
information about Luisa’s parrot Robertico
•
matching words heard in a song about a piñata with appropriate pictures, and
comparing this to an Australian game, for example, Pin the tail on the donkey
•
showing comprehension of words and phrases in a simple text using a variety of
strategies, for example by labelling, using technology, drawing or miming the
meaning
1.5 Construct simple texts about personal experiences and present them in guided
situations. [Key concepts: relationships, affection]
•
sequencing a series of pictures to make a story and recounting it to the class
•
reading a text with the teacher and using the information obtained to describe
and draw characters
•
producing short digital and written texts to describe something familiar, for
example, a photo story about an excursion to the local park
•
labelling pictures of body language, such as greeting with hand gestures, hugging
and kissing
Responding to and expressing imaginative experience
1.6 Participate in and respond to the shared reading of short imaginative texts, through
mime, drawing, dance and role-play. [Key concepts: imagination, expression, culture]
•
understanding and sharing the meaning of cuentos de hadas and fábulas using
pictures, sounds and animation in story books and digital texts
•
participating in creating a shared class story and acting it out
Spanish – Draft Foundation to Year 10 Sequence – May 2013
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1.7 Respond to imaginative stories and experiences using a variety of communication
modes / in a variety of ways using drawing, mime, performances and rhymes. [Key
processes: expressing, performing]
•
using gestures and movement to improve performance, for example, a role-play
or clapping to the rhythm of a song
•
reciting and performing chants and rhymes, for example, ‘El Renacuajo
Paseador’ and ‘El lagarto y la lagarta’
•
inventing nonsense rhymes in Spanish and sharing them with the class
•
creating a puppet play, drawing the characters, explaining why it is entertaining
and comparing it with Pinocho and Punch and Judy
Moving between/translating
1.8 Translate frequently used words and simple phrases from Spanish into English. [Key
processes: translating, comparing, considering different meanings]
•
sharing words that look similar in Spanish and English but are pronounced
differently, for example, animal, tomate, fruta, violín, guitarra
•
designing greeting cards for celebrations such as Reyes and name days, and
comparing these occasions to Australian celebrations
1.9 Share with friends and family what they can say in Spanish and explain particular
expressions to them. [Key processes: modelling, explaining]
•
noticing similarities and differences between Spanish and English words, such as
words for family members, for example, mamá, papá, tío, tía
•
explaining simple Spanish expressions in a class presentation to parents, for
example, nos vemos, ven a jugar conmigo, ¡hasta pronto!
•
learning a simple song, singing it in class and explaining its meaning
1.10 Discuss elements of communication used by Spanish speakers, such as intonation and
gestures, which are different to those used in Australian English. [Key processes: mediating,
adapting, adjusting]
•
discussing the sound of a sentence (intonation) when you ask a question, for
example, ¿Dónde está Isabel? Isabel está en el patio
•
sharing ideas about how gestures and movement assist communication
•
comparing still or moving images of Spanish speakers using gestures, facial
expressions or body language while conversing
Expressing and performing identity
1.11 Recognise themselves as belonging to groups, for example, ‘my friends’, ‘my Spanish
language class’, ‘my school’, ‘my family’ and ‘my community’. [Key concepts: self, identity,
family, community]
•
drawing and labelling pictures of themselves and peers
•
creating a photo story about their family and labelling it
Spanish – Draft Foundation to Year 10 Sequence – May 2013
8
•
describing friends and favourite places, such as where they have lunch and
whom they eat and play with, for example, Me gusta el parque
1.12 Use new Spanish words and body language to demonstrate understanding of Spanish
language and some cultural details. [Key processes: performing, connecting, experimenting]
•
giving and responding to directions
•
participating in role-plays showing a student’s first day of school in
Mexico/Spain/Chile
•
viewing video clips of short role-plays between Spanish speakers and talking
about body language and cultural details observed
Reflecting on intercultural language use
1.13 Recognise what is different and new in songs, rhymes and pictures to identify
differences and similarities between the languages and cultures of Spanish-speaking
communities and those of Australia. [Key concepts: comparison, diversity]
•
noticing some similarities and differences between written and spoken Spanish
and English, for example, an extra letter in the alphabet, and some gestures used
in interactions
•
comparing pictures of classrooms, playgrounds and family meals in Spanishspeaking communities and Australian settings
1.14 Play Spanish-language games and notice aspects that are similar or different to
children’s games played in Australia. [Key processes: noticing, comparing]
•
copying teacher-modelled pronunciation and body language while playing games
•
using culturally appropriate language and gestures to take the role of leader in a
game, and comparing aspects of the game with some games they already know
•
responding to teacher prompts (for example, ‘What do you notice about … ?’)
when viewing television programs or picture books showing families or school
activities in Spanish-speaking communities, will this affect the way we
communicate with them?
Understanding
Systems of language
1.15 Reproduce the distinctive sounds and letters of the Spanish language. [Key concepts:
phonic awareness, pitch, stress, intonation, pronunciation]
•
noticing that spoken Spanish includes some sounds (for example, k, l, m) and
words (for example, banana, kilo, bravo, siesta, mango) that are similar to English
•
imitating Spanish sounds, intonation and stress
•
recognising that statements, commands, exclamations and questions have
different intonations, for example, Rosa va a la escuela; ¿Rosa va a la escuela?
¡vamos! ¡Ay,ay,ay!
Spanish – Draft Foundation to Year 10 Sequence – May 2013
9
1.16 Notice and apply rules for describing people, places and things and their relationships.
[Key concepts: syntax, word order]
•
understanding that word order in Spanish varies depending on purpose and at
times and differs from English word order, for example, simple statements: Gloria
come verduras (subject-verb-object); questions: ¿María tiene cinco años?
•
noticing that in Spanish, adjectives usually follow nouns and can be used to
describe the colour, size, shape and characteristics of a person, place or object,
for example, la casa grande, la hamaca amarilla
•
referring to people or objects using definite articles in singular and plural forms,
for example, el chico, los cocodrilos, la paella
•
understanding the use of gender in Spanish grammar, and that nouns are either
masculine or feminine, for example, el almuerzo, la canción, el paseo
•
giving instructions, for example, siéntate, vete a casa, cómete los churros
•
identifying people, animals and things using pronouns, for example, nosotros
vamos de excursion, ¿dónde está la gatita? Ella está en el patio
•
building vocabulary related to familiar environments that can be used for real
purposes, for example, prepositions (en, entre, debajo de) and ordinal numbers,
for example, Siéntate entre Carlos y Rosario
•
describing actions using common verbs, for example, comer, ir, hablar, correr,
caminar
1.17 Notice that Spanish language texts take many formsand each type has its own
structure. [Key concepts: conventions of text types, meaning-making, structure]
•
comparing photos of road signs in Australia and Spanish-speaking countries,
noticing similarities and differences, for example, hay llamas en la carretera, no
pisar el prado, derrumbes en la vía
•
noticing the features and structures of some common and familiar texts, such as
stories, rhymes, songs and fairy tales
Variability in language use
1.18 Recognise that in Spanish there are different words to address different people in
different situations. [Key concepts: language as social practice, context; Key processes:
noticing, comparing]
•
using appropriate pronouns and titles to address people, for example, tú, vos,
usted, vosotros, doctor García, doña Aura
•
discussing how terms of address change when conversing with peers during
playground games or speaking to the teacher in class
•
reproducing teacher-modelled use of culturally appropriate greetings, farewells
and commands, role-playing situations where different expressions are used and
noticing the differences in language according to the situations
Spanish – Draft Foundation to Year 10 Sequence – May 2013
10
Language awareness
1.19 Understand that Spanish is one of many languages spoken in Australia. [Key concepts:
world languages, language communities]
•
noticing that everyone speaks a language and that many people speak more than
one, and discussing why this is valuable
•
noticing that Spanish is used not only in Spanish-speaking countries but also in
other parts of the world, including Australia
•
discussing why different languages are spoken by different Australian families
1.20 Recognise that languages borrow words from each other, for example, los sandwiches,
la computadora are used in Spanish. [Key concepts: language change, interconnectedness
of languages]
•
recognising words in Spanish that are the same as English, for example, email,
chat, bravo, patio
•
noticing Spanish words and phrases used in everyday Australian English, for
example, taco, tango
Role of language and culture
1.21 Discuss some different cultural practices of Spanish speakers and speakers of
Australian English. [Key concepts: behaviours, cultural similarities and differences]
•
noticing different cultural practices of Spanish-speaking countries and Australia,
for example, drinking mate or horchata, having lunch in a school dining room
•
comparing the daily school routine of a child living in a Spanish-speaking country,
and noticing any similarities or differences from their own routine
1.22 Notice examples of the ways in which the cultures of Spanish speakers influence
everyday interactions such as greeting and polite expressions. [Key processes: noticing,
comparing]
•
viewing video clips and photos and observing that members of Spanish-speaking
communities may do some things differently from themselves, for example, types
of breakfast, school routines
•
responding to guiding questions which allow them to reflect on experiences such
as school activities or family life in a Spanish-speaking community, for example,
‘Can I imagine myself doing that?’ ‘How do I feel about …?’ ‘Is it the same or
different in Australia?’
Years 3 and 4 (Level 1)
Years 3 and 4 (Level 1) Band description
At this stage, children are developing awareness of their social worlds. They benefit from
varied, activity-based learning in the Spanish language that builds on their interests and
capabilities, and makes connections with other areas of learning.
Spanish – Draft Foundation to Year 10 Sequence – May 2013
11
The contexts in which learners interact are primarily local: the classroom, school, home and
community, with some access to wider communities of Spanish speakers and resources
through digital technology. The development of oral proficiency at this stage continues to rely
on rich language input in different modes, including awareness of different accents and
varieties of Spanish. Children engage in a lot of listening and responding by actions, building
active listening and comprehension skills. Language is authentic with some modification,
involving familiar vocabulary and simple structures. The balance between listening and
speaking gradually shifts as children are supported to expand their use of the language in
familiar contexts and situations, such as exchanging simple ideas and information;
negotiating predictable activities and interactions; and participating in shared tasks,
performances and play. They continue to build vocabulary which can be adapted for different
purposes, and to control simple grammatical forms with some accuracy.
Children develop literacy skills and textual knowledge through supported interaction with a
range of spoken, written, visual and multimodal texts. Imaginative and interactive texts (for
example, picture books, stories, puppet plays, songs, and games such as piñatas) engage
the expressive and cultural dimensions of language. A variety of texts (such as negotiated
classroom rules, lists of planned activities, and family and class profiles) show how language
is used to ‘get things done’. Attention is focused on grammar, vocabulary building,
pronunciation, and non-verbal and cultural dimensions of language use through purposeful,
communicative activities and experiences.
This stage of learning involves extensive support. Children are given a variety of
opportunities to apply their Spanish language knowledge in meaningful activities in order to
build communicative skills, confidence and fluency. Tasks are carefully scaffolded: teachers
provide models and examples; introduce language, concepts and resources needed to
manage and complete the task; make time for experimentation, drafting and redrafting; and
provide support for self-monitoring and reflection. Discussion in English as appropriate
supports learning and develops children’s conceptual frame for talking about language and
culture and reflecting on the experience of moving between languages and cultures.
As they encounter the varieties of the Spanish language and the cultures present in the
Spanish-speaking world, children make comparisons with their own language(s) and
culture(s) and consider their own ways of communicating. This leads to exploring concepts
of identity, commonality and difference, and to thinking about cultural and linguistic diversity
and about what it means to speak more than one language in the contemporary world.
Years 3 and 4 (Level 1) Content descriptions and elaborations
Communicating
Socialising and taking action
2.1 Interact with the teacher and peers to exchange personal information about self, school
and home, and describe people, places, things and everyday routines. [Key concepts:
communication, relationships]
•
asking questions and giving information about self, family, friends, school and
routines, for example, ¿Quién es él? Es mi padre. Mi mamá es trabajadora
social, Miguel juega al fútbol, ¿A qué hora vamos? A las dos
Spanish – Draft Foundation to Year 10 Sequence – May 2013
12
•
describing things and places, for example, mi celular es viejo, el auto de mi papá
es pequeño. La ciudad de México es gigante. ¿Dónde está tu casa? Está en el
centro
•
practising use of formal and informal titles and pronouns, for example, sí, señora.
¿cómo está don Luis? ¿está usted bien?
•
collaborating in song and dance performances related to personal life and school
activities
2.2 Participate in everyday classroom activities, such as asking permission, requesting help,
asking how to say or write something, asking for repetition or complimenting others. [Key
processes: questioning, requesting, making suggestions]
•
creating cartoons of children interacting in class and including speech bubbles
with an imagined conversation
•
designing invitations for a party, sending them to friends and parents, and
organising the menu and activities, for example, la sortija, la lleva, Pass the
Parcel, guessing games
•
asking how to say or write a word, for example, ¿Cómo se escribe …?, ¿Cómo
se dice …?
•
watching video clips of children responding to instructions, and imitating their
responses
•
visiting another classroom or using social media to connect with penpals and
introducing self and peers to the other students
•
participating in role-plays where children ask permission, ask for help or give
compliments to their friends, for example, muy bien, felicitaciones, bonito,
excelente
2.3 Use simple oral language to perform transactions and tasks and follow familiar written
instructions. [Key processes: participating, repeating, action learning]
•
participating in a shared lunch after preparing it together, for example, cooking
tortillas, pupusas, tacos or ensalada de frutas
•
making toys and crafts, and making and playing games, for example, indigenous
paper cutting, making maracas or un valero
Obtaining and using information
2.4 Gather information from peers relating to home, routines, responsibilities and interests.
[Key processes: listening, recording, questioning]
•
reading print and digital stories, fables or legends about the lives of children in
Spanish-speaking countries, and reflecting on life in those countries both now
and in the past
•
responding to simple questions about short songs and rhymes, and writing simple
sentences about them based on teacher modelling
•
using a picture dictionary to find the meaning of simple words used in class
Spanish – Draft Foundation to Year 10 Sequence – May 2013
13
2.5 Use simple descriptive language and supporting resources to present information
gathered about own and Spanish-speaking children’s lifestyles. [Key concepts: information,
representation, culture]
•
conducting a class survey about likes and dislikes, hobbies and family activities,
and presenting the results in different formats, for example, pie charts or tables
•
creating a leaflet about a community event to be held in a Spanish-speaking
community and inviting the school community to attend
•
integrating culturally appropriate gestures into their speech and comparing these
to own gestures when not speaking Spanish
Responding to and expressing imaginative experience
2.6 Listen to, read and view stories, children’s television programs and paintings, and
discuss messages, characters and impressions. [Key processes: interpreting, comparing,
responding]
•
viewing children’s television programs and sharing feelings and ideas about the
characters
•
commenting on culturally specific practices identified in stories, for example,
routines for family meals, types of food (sopa de pescado, arepas, chocolate con
churros), and street life
•
experiencing paintings and famous images and responding with simple words or
phrases in Spanish
2.7 Respond to imaginative texts by creating, modifying and completing own versions of
stories, paintings, plays, rhymes and songs. [Key processes: expressing, performing,
creating]
•
creating story books to share with younger students
•
using gestures, movements and facial expressions to improve performance of
plays
•
expressing own imaginative experience by contributing to shared writing activities
such as a class story
•
composing an alternative ending for a story read in class
•
creating own songs based on famous ones learnt in class, for example, ‘La vaca
loca’, ‘La serpiente de tierra caliente’
Moving between/translating
2.8 Share with peers, teachers and family what they know about aspects of the Spanish
language and the cultures of the Spanish-speaking world that are different from their own.
[Key concepts: culture, values, traditions]
•
sharing with peers what they have learnt about aspects of the cultures of the
Spanish-speaking world, such as the role of extended families, school routines,
popular food, geography and sports
Spanish – Draft Foundation to Year 10 Sequence – May 2013
14
•
making posters about cultural events in the Spanish-speaking world, for example,
las fallas de Valencia, masks for el día de los muertos, carnivals in Bolivia,
Argentina and Colombia, and candombe in Uruguay
2.9 Compare functions such as greeting and farewelling in Spanish and English, and discuss
how culture influences the expressions used. [Key concepts: protocols, courtesy,
equivalence]
•
comparing Spanish language sentences with English versions and identifying
structures that are used differently in Spanish, for example, ¿qué tal?/‘Hi!’,
chao/‘See you later’, ¡buen provecho!/‘Enjoy your lunch’
•
matching pictures of street signs and advertisements from the Spanish-speaking
world with those found in Australia
2.10 Explain to friends and family members ways to adjust speech and behaviour when
interacting with Spanish speakers. [Key concepts: intercultural awareness, flexibility]
•
sharing with parents the range of celebrations in Spanish-speaking cultures by
creating greeting cards with culturally appropriate language and pictures to wish
parents feliz día de la madre, feliz día de tu santo, feliz día de la mujer or feliz día
del maestro creating a picture dictionary of language used in class to be shared
with parents and other family members
•
filming themselves participating in conversations and using culturally specific
gestures, and sharing the video clips with class and family members
Expressing and performing identity
2.11 Discuss own membership of wider groups such as a club, a country or a languagespeaking community, including being a learner of Spanish. [Key concept: belonging; Key
processes: interconnecting, comparing]
•
writing simple profiles of themselves and two or three classmates and presenting
them using online internal school ‘vokis’ (online program that converts students
writing into spoken Spanish plus allow students to create a range of characters)
•
experimenting with different accents in spoken Spanish provided by free online
‘vokies’
•
sharing details of clubs or groups to which they belong (for example, basketball
team, school band or dance group) and discussing how it feels to be a
participating member
•
noticing what sorts of clubs and groups are common for children in the Spanishspeaking world
2.12 Participate in a class performance showing how a learner changes as they continue to
study a new language and culture, for example, rejecting stereotypes and understanding that
Spanish is spoken in a large number of countries. [Key concepts: language, culture, identity]
•
comparing and contrasting similar events in Australia and Spanish-speaking
cultures, for example, family party, national day, public holidays, sporting events
•
experimenting with interactive online maps in order to learn about the countries in
the world where Spanish is spoken
Spanish – Draft Foundation to Year 10 Sequence – May 2013
15
•
participating in a class play about racism in the playground and how to handle it
Reflecting on intercultural language use
2.13 Discuss different Spanish language texts such as children’s stories, songs and comics,
identifying images and words that reflect the culture of Spanish-speaking communities. [Key
processes: noticing, comparing, identifying]
•
reading comics such as Mafalda or Condorito and identifying culturally specific
behaviours or images
•
acting out scenes from Spanish language stories or children’s films and
discussing them to extend their understanding of different perspectives, for
example El ratoncito Pérez, Juan sin miedo, La ratica presumida
•
singing songs and noticing words that reflect cultural aspects, for example, Afro
Latin: such as La pollera colorada, indigenous music such as that of the
Mapuche, Aymara and Nahua peoples, and of the peoples of Spain such as
catalanes, gallegos and vascos
2.14 Identify ways in which languages and cultures of the Spanish-speaking world have had
an influence on Australia for example, la hamaca, los tacos, salsa lessons, tango, flamenco,
chocolate, street parties [Key processes: decentring from own culture, questioning
assumptions]
•
reflecting on school routines, subjects studied and mealtimes across several
cultures
•
discuss experiences at school, noticing how these are influenced by own culture
and observing whether or not it’s easy to express them in Spanish
•
collaborating to create and maintain a stimulating linguistic and cultural
environment in the classroom
Understanding
Systems of language
2.15 Experiment with Spanish pronunciation and intonation and use rules of spelling. [Key
concepts: alphabetic recognition, sound discrimination, word recognition]
•
extrapolating from familiar sounds and contexts to spell new words, for example,
guessing how to spell ‘Pablo’, having learnt the spelling of hablo
•
recognising variations in pronunciation and intonation, and noticing how these
relate to regions or countries of origin, for example, the sound of ll in Colombia
and Argentina
•
playing Word Bingo with more difficult sounds, for example, the letter c in
camino/coco compared to cero/cifra
2.16 Use key grammatical structures to form simple sentences and texts. [Key concepts:
grammatical rules, patterns of language]
•
describing quantity using cardinal and ordinal numbers, for example, el primero
de la clase, la segunda en la carrera
Spanish – Draft Foundation to Year 10 Sequence – May 2013
16
•
describing places (for example, el parque, la playa, el colegio) and movement in
relation to location using prepositions and prepositional phrases, for example, a,
dentro de, encima de, a la izquierda, a la derecha
•
constructing and responding to imperatives, for example, date prisa, colorea el
dibujo
•
seeking information using question words, for example, ¿cómo te llamas?,
¿dónde está tu casa?, ¿cuál es tu bolso?
•
linking ideas using conjunctions, for example, y, o, porque, pero
•
offering praise, recognition, gratitude and encouragement, for example, ¡te
felicito!, está muy bien, muchísimas gracias, ¡dale!
•
noticing personal pronouns (for example, yo, tú, vosotros/ustedes) and
possessive adjectives, for example, mi casa, vuestra escuela, tu bolso
2.17 Make comparisons and draw connections between some key features of written and
spoken texts in Spanish and their equivalents in English. [Key processes: noticing,
comparing]
•
comparing use of diminutives to express affection (for example, hermanita,
periquita, gatico/gatito) to some equivalents in English, for example, ‘dear little
sister’, ‘lovely little cat’
•
noticing similarities and differences in punctuation across languages, for
example, exclamation and question marks at the start of a sentence
•
reflecting on the use of accents in Spanish to mark stress and differentiate words
(for example, porque versus ¿por qué?) and their absence in English
Variability in language use
2.18 Understand that language use varies according to the age, gender and relationship of
participants. [Key concepts: register, status]
•
noticing that expressions such as ‘please’ and ‘thank you’ are used differently in
the Spanish language compared to Australian English
•
participating in a role-play in which children address an adult using appropriate
structures and level of formality
Language awareness
2.19 Recognise that Spanish is the national language of more than 20 countries and is
spoken in a variety of forms by many people around the world, including some people in
Australia. [Key concepts: language families, language origins]
•
recognising variations in language use and noticing that these may correspond to
particular regions or countries of origin, for example, the pronunciation of j in
Ecuador and northern Spain
•
visiting websites set up by a range of Spanish-speaking community groups in
Australia and guessing what kind of groups they are using images and familiar
words, for example, football club, dance group
Spanish – Draft Foundation to Year 10 Sequence – May 2013
17
2.20 Understand that languages change with use over time. [Key concept: living nature of
language]
•
observing expressions that have become popular in both Spanish and English
due to technological change and cross-cultural influences, for example, twitear,
correo electrónico, rapero, textear
•
listing cognates that assist with understanding of texts, for example, el café, la
radio, el bus, el sofá, el parque, el carro, el banco
Role of language and culture
2.21 Compare and reflect on different practices, behaviours and values and how they are an
important part of everyday communication. [Key concepts: cultural practices, beliefs, values]
•
noticing how many different words for dance exist in the Spanish language (for
example, el tango, la salsa, la cumbia, el flamenco, la cueca, la jota, el bambuco,
el cha cha cha, camdombe) and discussing why this is the case
•
observing how climate influences diet across the Spanish-speaking world and in
Australia), and how this influences language through idioms and proverbs, for
example, Más largo que un día sin pan/carne, La manzana podrida que pudre al
resto
2.22 Recognise and use culturally appropriate conventions in both formal and informal
interactions, for example, hand gestures, expressing respect. [Key concepts: comparing,
analysing, reflecting]
•
noticing how young people use titles and first names when addressing older
people in Spanish (for example, don José or doña Clara), whereas given names
are not used in this case in English
•
viewing video clips of Spanish speakers using the conventions of formal
language and discussing the different aspects of the interaction they observe
Foundation to Year 4 (Level 1) Achievement standard
By the end of Level 1, students ask and answer simple questions (for example, ¿cómo?, ¿de
quién?, ¿cuándo?, ¿dónde?), talk about self, family and friends, and express their own
preferences, for example, me gusta montar en bici. They reply to others in short spoken
responses accompanied by actions, movements and gestures (for example, hand gestures
meaning ‘Come here’ and ‘Don’t do that’). They start to reproduce correct pronunciation,
intonation and stress in spoken Spanish, for example, mi papá come papa. They respond to
imaginative texts through a variety of communication modes. Students create texts of a few
short sentences using familiar language and structures and demonstrating an awareness of
spelling and punctuation rules, for example, use of the letters ñ, b and v and capital letters.
They vary statements by choosing different items of vocabulary, using adjectives and
adverbs, and combining sentences, for example, Me gusta mucho jugar con mis amigos en
el recreo, pero el recreo es corto; Mi familia nada en el mar pero no en la piscina. They use
images to enhance the meaning of the texts they create, including the use of digital
technologies.
Students understand some familiar spoken texts, including classroom language (for
example, te toca a ti, ¡lo haces muy bien!), questions and statements (for example, ¿dónde
Spanish – Draft Foundation to Year 10 Sequence – May 2013
18
está tu hermano? en la tienda), and exchange information and opinions. When greeting and
interacting with others, they recognise the importance of using culturally appropriate
language depending on the context, such as informal/formal pronouns (for example, tú,
vosotros/usted, ustedes), body language, hand gestures and facial expressions (for
example, greeting friends by moving eyebrow or chin), and use of titles, for example, doña
Clara, don Pablo, profe, tío. Students begin to independently read and understand short
written texts, using visual cues and predictions to make meaning. They recognise meaning
in simple Spanish language texts and can retell key ideas and events. They notice
similarities and differences in patterns of the Spanish language and compare these with
English, for example, plural agreements, los ordenadores portátiles. They make connections
to personal experience when describing characters, main events, and culturally specific
practices and behaviours in texts. They notice that there are different ways of doing things
between cultures and can describe what is similar and different between their own and other
cultures, such as the use of nicknames and diminutives, for example, periquito, Paquito.
Years 5 and 6 (Level 2)
Years 5 and 6 (Level 2) Band description
Learners use Spanish with peers and the teacher for a widening range of purposes:
exchanging information, expressing ideas and feelings, performing, and responding to
experiences and resources from the Spanish-speaking world.. Learners’ ability to
communicate is developing in terms of fluency, accuracy and complexity, as they draw ona
growing range of vocabulary resources and grammatical structures, their pronunciation,
intonation and phrasing steadily improve and they use an increasing range of body language
such as hand gestures used by Spanish speakers. Shared tasks provide a context for
purposeful language experience and experimentation. Focused attention on language
structures and systems, literacy skills development and exploration of cultural elements of
communication are conducted at least in part in Spanish. Learners use digital media and
social networks to support their learning in increasingly independent ways, such as
exchanging resources and information with each other, with young people of their own age
in Spanish-speaking communities, and with students in other settings who are also learning
Spanish. In doing this, they access music and media resources, maintain blogs and web
pages and use online forums.
Oracy development at this level includes active listening to input from different sources
(including different varieties of Spanish), extending conversational and interactional skills.
This involves initiating and sustaining conversations, turn-taking, ‘reading’ language for
cultural and contextual meaning, building on others’ contributions, making appropriate
responses and adjustments, and engaging in debate and discussion. Individual and group
oral presentation and performance skills are developed through researching and organising
information, structuring and rehearsing the content of presentations, and selecting
appropriate language to engage particular audiences.
Literacy development involves more independent interaction with a wider range of texts.
Learners draw on their growing grammatical and lexical resources to compose and
comprehend more complex language. They use a range of cues and decoding strategies to
assist comprehension and to make connections between ideas, contexts and language
within and between texts. They write more accurately and fluently for a wider range of
purposes and audiences. While learners work more independently at this level, ongoing
Spanish – Draft Foundation to Year 10 Sequence – May 2013
19
support is incorporated into task activity, and systematic feedback and review assist the
interactive process of learning. The use of English, when appropriate, for reflection and
explanations ensures the continued development of learners’ knowledge base and
intercultural capability.
As they use Spanish to interact in different situations and to engage with different resources,
learners develop an understanding of how language and culture influence each other. They
begin to recognise how language features and expressions reflect cultural values and
experiences (for example, language variation relating to gender, generation or cultural
context), and how grammatical forms and vocabulary choices can affect the ‘meaning’ that is
made (for example, using informal or formal forms of address, and masculine plural forms
used to refer to groups of both men and women in Spanish). This offers the opportunity for
reflection on their own ways of communicating and using language, and also on personal
and community identities, stereotypes and perspectives. Learners begin to experience and
reflect on the challenges involved in moving between languages and different ways of
making meaning.
Years 5 and 6 (Level 2) Content descriptions and elaborations
Communicating
Socialising and taking action
3.1 Share with peers and Spanish-speaking contacts interests, leisure activities, special
celebrations, feelings and preferences. [Key concepts: cultural celebrations, emotions,
relationships]
•
creating short texts such as emails and text messages to exchange views with
others
•
participating in an online exchange with a class in another school, sharing
information such as birthdays, opinions and preferences, for example, their
favourite musician or book
•
making a class calendar of special celebrations, for example, name days,
birthdays, festivals
•
writing an advice column for a young people’s magazine
3.2 Work in teams to plan and complete practical tasks, such as making a class piñata or
producing a class performance of poems and plays. [Key processes: participating,
presenting, taking turns]
•
planning and participating in a class performance of a poem, song or play (for
example, ‘El Señor don Gato’, ‘Quisiera ser tan alta’) or excerpts from favourite
television programs
•
collaborating with peers to write and perform a short play, for example, about a
visitor who is lost in their town
•
collaborating in a shared event, for example, visiting a restaurant or designing
and making a class piñata relevant to a topic they are studying
Spanish – Draft Foundation to Year 10 Sequence – May 2013
20
3.3 Organise shared experiences involving the authentic language and culture of Spanishspeaking communities, including responding to instructions, asking for clarification and
offering advice. [Key concept: Spanish-speaking world; Key process: task-based learning]
•
creating a large class map of the world, highlighting Spanish-speaking countries
and discussing with teachers some of the main differences in language use
•
learning to play an online game by following spoken instructions from a partner
•
planning to host a Spanish-speaking guest, preparing class activities for the day
and devising a set of interview questions to ask them
•
collaborating to plan a class magazine and demonstrating their understanding of
different perspectives by including articles on different Spanish-speaking
communities
Obtaining and using information
3.4 Listen to, view and read texts in order to compare and contrast aspects of Spanishspeaking and Australian communities. [Key processes: comparing, noticing, reflecting]
•
viewing television and listening to radio news both in Spanish and English and
contrasting the choice of items across cultures
•
reading sections of graphic novels and discussing the characters, plot and key
cultural aspects
•
comparing travel brochures for several Spanish-speaking countries and Australia,
and identifying forms of transport, costs and geographical features
3.5 Present information about famous people, family celebrations (for example, Reyes),
events or places of interest in the Spanish-speaking world. [Key concepts: aesthetics,
information, discovery; Key process: presenting ideas and information appropriately for
diverse audiences]
•
creating texts such as a profile of a famous Spanish-speaking person, including
their birthplace, talents and achievements or guides to places of interest
•
summarising the main points in a text about a family celebration, identifying
cultural references
•
preparing class presentations to inform peers about an aspect of the Spanishspeaking world, for example, sport or food
Responding to and expressing imaginative experience
3.6 Share opinions about the ideas encountered in imaginative Spanish language texts such
as works of art, fables, performances and television programs. [Key concepts:
interconnections across texts, interpretation]
•
comparing different versions of the same story depicted in a painting and a
television show to consider how form affects meaning
•
viewing films and reading articles about a social issue and reflecting on the
different perspectives presented
•
writing reviews of performances they’ve viewed or stories they’ve read and
discussed
Spanish – Draft Foundation to Year 10 Sequence – May 2013
21
3.7 Produce a variety of texts such as scripted performances, raps and digital stories using
imaginary characters, places, ideas and events. [Key concept: imagination]
•
creating raps that reflect own views and some aspect of the culture of a Spanishspeaking community
•
generating for younger audiences digital stories, cartoons, big books or plays
about a famous Spanish-speaking person
•
noticing the language use, beliefs and values of characters in a traditional story
Moving between/translating
3.8 Compare simple texts in both Spanish and English, such as street signs, menus and
advertisements. [Key concepts: bilingualism, meaning-making]
•
recognising the difference between word-for-word meaning and intended
meaning, for example, saltarse la clase de español does not involve literally
jumping
•
exchanging with peers translations of a simple text, commenting on the
differences between versions and preparing a whole class version
•
collecting menus in English and Spanish and comparing their language use and
conventions
3.9 Create bilingual texts in both Spanish and English, such as signs, notices and labels for
the immediate environment, and consider what translates easily or with difficulty. [Key
concepts: intercultural awareness, flexibility]
•
creating bilingual signs for different areas of the school and discussing words and
images used for common signs, for example, comparing an Australian road sign
stating Kangaroos next 5 km to a Peruvian sign stating Llamas en la via or
comparing signs indicating a railway crossing in both Spanish and English
•
translating simple Australian stories into Spanish and noticing what translates
easily and what is more challenging
3.10 Explore, examine aspects of communication used by Spanish speakers,. [Key
processes: mediating, adapting, connecting]
•
explaining to others the behaviour to expect when interacting with Spanish
speakers, for example, hand gestures
•
writing a text such as a blog to explore non-verbal aspects of communication, for
example ‘talking’
•
observing a community event conducted in Spanish, and writing a blog about it to
explain terms used, ideas and behaviour
Spanish – Draft Foundation to Year 10 Sequence – May 2013
22
Expressing and performing identity
3.11 Create a class profile to exchange with a group of Spanish-speaking children, detailing
the range of cultural backgrounds and interests represented in the class. [Key processes:
presenting, noticing, categorising]
•
collaborating to prepare an online class profile, describing interests, preferences
and cultural backgrounds of class members, and sharing it with a group of
Spanish-speaking children or with a similar class also learning Spanish
•
noticing other languages spoken by class members in own school and exchange
school
3.12 Discuss with peers how it feels to speak and interact in a different language, and reflect
on what ‘identity’ is and whether learning Spanish has had any effect on own identity or
sense of self. [Key processes: analysing, decentring from own first culture]
•
viewing video clips of short role-plays between Spanish speakers and discussing
the experience of trying to emulate their speech, body language and gestures
•
sharing experiences of interacting with Spanish speakers, and reflecting on own
opinion of what ‘identity’ means
•
reflecting on self in interactions with others and how each person is perceived by
others, for example, own tone of voice and level of eye contact
Reflecting on intercultural language use
3.13 Compare language used in formal and informal contexts by Spanish speakers and
English speakers, noting similarities and differences between them and across different
Spanish-speaking countries. [Key processes: observing, reflecting, comparing]
•
noticing how Spanish and English are used differently to question others,
agree/disagree and apologise
•
comparing language used in two or more Spanish-speaking countries to show
deference to age and social authority
3.14 Investigate / explore cultural features common in Spanish-speaking communities [Key
concepts: interconnection of language and culture, values]
•
maintaining a journal for an extended period to permit reflection on cultural
features that they notice arising in class activities
•
sharing selected ideas and reactions from own journal with whole class
•
discussing with peers cultural conventions such as those for turn-taking and
personal space
Spanish – Draft Foundation to Year 10 Sequence – May 2013
23
Understanding
Systems of language
3.15 Attend to pronunciation and intonation of Spanish-specific sounds to distinguish
between questions, statements, exclamations and requests, and apply writing conventions
such as inverted question marks at the start of questions. [Key concepts: auditory
discrimination, accuracy, fluency]
•
noticing that intonation varies for questions, statements, exclamations and
requests, for example, ¿qué te pasa?; estoy bien
•
using correct writing conventions such as inverted question marks at the start of
questions and inverted exclamation marks at the start of exclamations, for
example, ¿qué tal?; ¡cuidado ve!; ¡qué onda!
•
reproducing Spanish sounds and word and sentence stress
•
applying phonic knowledge to spell unknown words, for example, estrella, llamar,
tortilla, taxi, México
•
understanding that accents in written Spanish indicate where the stress falls on a
word when it is pronounced, for example, mi mamá está en la fiesta
3.16 Extend grammatical knowledge of features such as tenses, pronouns, agreement and
variations to patterns, to show understanding and convey meaning. [Key concepts:
grammatical rules, patterns and irregularities]
•
describing present and past actions using correct forms of tenses
(hablas/hablaste), and periphrastic future using ir + a + infinitive, for example,
Manuel va a mirar su celular/móvil
•
using correct pronouns (yo/nosotras), agreement (las casas rojas) and adverbs
(rápidamente)
•
using interrogative words and correct word order to ask questions and make
requests, for example, ¿me das un vaso?
•
indicating frequency using adverbs, for example, siempre, a veces, de vez en
cuando
•
expressing reactions as exclamations, for example, ¡qué susto!; ¡qué hermoso!;
¡qué rico!
•
comparing and evaluating using comparatives, for example, tan grande como …,
más …. que …, menos … que
•
noticing the flexibility of the position of verbs and adverbs in sentences, for
example, voy a menudo a la playa/voy a la playa a menudo/a menudo voy a la
playa
•
noticing relationships between nouns and adjectives and how different word
endings indicate number and gender, for example, tengo dos libros nuevos
•
creating negative sentences using no before the verb, for example, no voy de
paseo, no comemos lentejas
Spanish – Draft Foundation to Year 10 Sequence – May 2013
24
3.17 Compare and contrast some features of Spanish and English grammar and sentence
structure using appropriate metalanguage. [Key concepts: text conventions, sequencing,
coherence]
•
discussing use of rules of capitalisation, punctuation and spelling in both English
and Spanish
•
comparing Spanish and English grammar and sentence structure using
appropriate metalanguage, for example, use of two verbs meaning ‘to be’ in
Spanish, omission of pronouns, use of reflexive verbs
•
noticing some common conventions of particular text types in Spanish, for
example, emails, text messages and letters
Variability in language use
3.18 Identify the variable linguistic features and register of texts studied and discuss why
linguistic forms vary in all language use, for example, expressions of authority and levels of
formality. [Key concepts: levels of formality, language, identity, variation]
•
observing that language use changes depending on age and level of social
authority of speaker and audience
•
comparing language use in similar situations in Spanish and English
•
discussing the variations in register when using language in different contexts, for
example, language used when speaking to school principal compared with that
used when playing basketball with friends
Language awareness
3.19 Understand the variety of languages represented in the local community and Australia.
[Key concepts: first language, official language, community language]
•
discussing the presence of Aboriginal and Torres Strait Islander languages as
part of the languages community in Australia and their presence in the school
community
•
observing the varieties of Spanish used in different Spanish-speaking countries
•
comparing the different meanings that are attached to the same word in different
Spanish-speaking countries, for example, la guagua, la crema
3.20 Recognise the dynamic nature of language and culture, and the power of language to
include and exclude. [Key concepts: dynamic nature of language, language as power]
•
explaining why the Spanish language borrows some words from English, for
example, tenis, golf
•
considering how language can be used to include and exclude, for example,
¡hola mi vida!, ¿eres gringo?, inglesita
•
investigating Spanish words absorbed into English, for example, ‘fiesta’, ‘rumba’,
‘tapas’
Spanish – Draft Foundation to Year 10 Sequence – May 2013
25
Role of language and culture
3.21 Compare and contrast linguistic and cultural systems in interculturally sensitive ways.
[Key concepts: stereotypes, identity]
•
discussing intercultural issues without using stereotypes, for example, Es común
…; Mucha gente en América Latina …
•
reflecting on own language use, including choice of words (such as slang or
technical terms), accent, and use of fillers (‘um’, ‘ah’)
•
Discussing how language use varies within communities, for example, the
language specific to a job or hobby
3.22 Reflect on own assumptions about values and beliefs of Spanish-speaking peoples as
compared to common assumptions about those of own culture. [Key concepts: norms,
stereotypes]
•
listing and comparing common assumptions about Spanish-speaking peoples
and Australians, and discussing possible reasons for these
•
identifying things they take for granted about communication, for example, shared
understanding of gestures and tone of voice
Years 5 and 6 (Level 2) Achievement standard
By the end of Level 2, students participate in social interaction using culturally appropriate
greetings and the correct levels of formality according to context, for example, ¡hola Iván
Andrés!, ¡buenas noches señora!, patting a friend on the back or shaking an elderly
neighbour’s hand. Students exchange personal information about self, family, friends, school
and the local environment. They gather information and present it to their peers in
informative and creative texts, for example, radio programs, profiles of famous people, multi
media presentations, raps or digital stories. There is clarity in their pronunciation, intonation
and stress in spoken Spanish, and some accuracy in their punctuation — such as the use of
inverted question and exclamation marks (¡ten cuidado!) and lower case initial letter for days
and months — and spelling in written texts. Students create written and digital texts on
familiar topics such as shared events, and class and family activities, using the present
tense of verbs, agreement of gender and number, adverbs and appropriate vocabulary, for
example, nosotros corremos rápidamente a la cafetería para ser los primeros.
Students understand the main points in a variety of simple spoken texts containing mostly
familiar language. They read and understand short written texts with a range of sentence
structures and some unfamiliar words. They read independently (for example, comics,
Mortadelo y Filemón, Condorito), using contextual clues and dictionaries to find the meaning
of unfamiliar language. They recognise some aspects of variation in language use and apply
these in their interactions , for example, ¿qué tal?, ¡buenas!, ¿vos tenés portátil?They notice
that patterns of language use, images and other features of texts reflect aspects of culture,
and they compare these aspects of written Spanish language texts with English, for
example, use of suffixes to modify meaning (casa, casona, casucha), the optional use of
pronouns (canto en un coro, toman mucha agua), and word order for questions, for example,
¿visitas a tu abuelo?
They compare aspects of their own lives to characters, main events, cultural practices and
behaviours they notice in texts, for example, El ratoncito Pérez (tooth fairy), el día del
Spanish – Draft Foundation to Year 10 Sequence – May 2013
26
ahijado (Godchildren’s day), and identify things they take for granted about communication,
for example, shared understanding of gestures and tone of voice.
Years 7 and 8 (Level 3)
Years 7 and 8 (Level 3) Band description
At this level, learners are usually adjusting to a new school culture, with greater division
between curriculum areas. Learners may find themselves in peer groups with a range of
previous experience of Spanish language learning. A differentiated approach to teaching
responds to this diversity of prior experience.
Spanish is used for classroom interactions and transactions, for creating and maintaining a
class dynamic, for explaining and practising language forms, and for developing cultural
understanding. Additional opportunities for interaction in Spanish are provided by purposeful
and integrated use of technologies and social networks. Learners work both collaboratively
and independently in Spanish, exploring a variety of texts including online chats, songs/raps,
debates and role-plays, with particular reference to their current social, cultural and
communicative interests. In small groups they share language knowledge and resources to
plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in
familiar and unfamiliar contexts and increasingly generate some original language. They
make cross-curricular connections and explore intercultural perspectives and experiences.
Learners make connections between texts and cultural approaches, identifying how cultural
values and perspectives are embedded in language and how language choices determine
how people, issues and circumstances are represented. They compose and present more
complex and varied texts, for example, media texts, shared stories, poetry, blogs,
advertisements, reports and journal entries. They plan, draft and present imaginative,
informative and persuasive texts; design interactive events and collaborative tasks; and
participate in discussions and games. They use vocabulary and grammar with increasing
accuracy, drafting and editing to improve structure and clarify meaning.
Opportunities to review and consolidate prior learning are balanced against provision of
engaging and relevant new experiences and connections. Learners are supported to
develop increasing autonomy as language learners and users, to self-monitor and adjust
language in response to their experiences in diverse contexts. Spanish is used in more
extended and elaborated ways, although some English may be used for explanation or
reflection.
Learners develop an awareness of the diversity of languages and cultures in the Spanishspeaking world and understand that a particular teacher will represent one of these varieties.
Learners analyse more critically and imaginatively the relationship between language and
culture. They identify cultural references in texts and consider how language reflects and
influences perspectives and values. They make comparisons between their own language(s)
and Spanish, and reflect on the complexities involved in moving between languages and
cultural systems. They monitor and reflect on their own intercultural experience and
capability as language learners, and identify their own personal and community practices
that reveal cultural influence.
Spanish – Draft Foundation to Year 10 Sequence – May 2013
27
Years 7 and 8 (Level 3) Content descriptions and elaborations
Communicating
Socialising and taking action
4.1 Initiate and sustain interactions with peers and Spanish-speaking adults by seeking and
offering ideas, thoughts and feelings about events and people, such as. [Key concepts:
social world, interpretation, cultural identity]
•
discussing ways to express affection in the Spanish-speaking world, for example,
personal space and use of diminutives
•
using appropriate forms of address, phrases and gestures to greet, welcome,
introduce, apologise, and give and receive thanks according to their relationship
with their interlocutor, for example, lo siento mucho, ¡le deseo mucha suerte!,
¡muchísimas gracias por tu ayuda!
•
sharing descriptions of their own daily environment, habits and routines and
comparing with those of others, for example, A mi amigo español le gusta el
chocolate con nata
•
exchanging personal information such as name, nationality, birthplace, interests,
and details of family and friends with students in another class or school, for
example, Me llamo Jorge. ¿Cómo te llamas? Tengo un hermanito
•
creating texts about favourite musicians or forms of entertainment and expressing
feelings and opinions, for example, me fascina la música de Kimbra , me encanta
bailar salsa
4.2 Express or reject points of view. [Key concepts: values, negotiation)
•
participating in the planning of a class event, for example, preparing a community
performance, or making a trip to a market to buy food for a lunch, negotiating
choices of food
•
participating in situations requiring the language of negotiation, for example,
when discussing a future visit from an online exchange class, shopping, or
returning damaged articles
•
arranging to host students from an exchange program and discussing how the
interaction will be organised
•
describing plans and arrangements, offering suggestions, explaining own
preferences, and negotiating outcomes, for example, prefiero no ir a la playa
contigo, tengo ganas de ir al cine
•
asking for, giving and following a range of instructions, including requesting
clarification or explanations
4.3 Engage in spoken and written transactions in person with peers, and online with
Spanish-speaking students; notice and reflect on different accents used across the Spanishspeaking world, and comment on own progress in learning. [Key concepts: social exchange,
language varieties; Key processes: reflecting, self-assessing]
•
using online ‘vokies’ and other digital resources to listen to and compare some of
the different accents used across the Spanish-speaking world
Spanish – Draft Foundation to Year 10 Sequence – May 2013
28
•
keeping an online or written record of progress made in Spanish and using it to
reflect on own learning
•
discussing own opinions about ways to request clarification, apologise or give
and receive thanks in Spanish, and implications for own expression
Obtaining and using information
4.4 Analyse, summarise and share key ideas and information from a variety of texts. [Key
processes: locating, classifying, analysing]
•
comparing online and print advertisements, identifying and analysing language
and strategies used for marketing
•
using a range of tools such as charts, tables, mind maps and graphs to organise
and present findings
•
summarising the main points of texts, deducing the meaning of some key
unknown words, and noticing cultural references and other content that contribute
to the overall meaning
4.5 Create texts to inform others about an educational or environmental issue including own
opinions and attempting to influence the actions of others. [Key processes: managing
information, creating resources]
•
Organise and present information gathered from different sources to create an
overview of an issue or aspect of lifestyle that is a challenge or of interest for their
peers example, celebrity, popular culture, school uniforms, endangered species
or conservation of the Amazon basin
•
composing a variety of texts (such as blogs, advertisements, websites, magazine
articles and live or printed interviews) to discuss both sides of an issue, for
example, acknowledging sources of information and the views of others by using
reported speech when sharing others’ perspectives, for example, como dijo
Rafael Nadal ‘hay que practicar mucho para ser destacado’
Responding to and expressing imaginative experience
4.6 Compare the ways in which people, places and experiences are represented in diverse
imaginative texts. [Key processes: comparing, responding, expressing]
•
presenting own version of an event or familiar story, for example, removing the
sound from a television show and replacing it with own invented dialogue
•
comparing several versions of the same news story (for example, radio,
newspaper and online news) to consider how medium affects meaning
4.7 Create texts that draw on past experiences or future possibilities, for the purpose of selfexpression. [Key processes: describing, expressing feelings]
•
creating cartoons, plays or short stories about an event in own life or a dream for
the future to share in a class session
•
creating and performing own texts that reflect cultural behaviour of a Spanishspeaking community
Spanish – Draft Foundation to Year 10 Sequence – May 2013
29
Moving between/translating
4.8 Translate texts on familiar topics, discussing different versions and reasons for variations
between them. [Key processes: evaluating, translating, comparing]
•
exchanging translations of chosen texts with classmates via wiki spaces or in
writing, and offering constructive feedback on others’ versions
•
creating and illustrating a bilingual children’s story for younger learners using own
imagination or based on a legend studied
4.9 Interpret for family or friends when attending a cultural event or viewing a media text
created by Spanish-speaking community members, explaining aspects of traditions and
values. [Key processes: comparing, explaining]
•
recording a community cultural event, and then presenting it to an audience,
explaining terms used, images and cultural details
•
assisting a visiting Spanish speaker to communicate with an audience of school
students and staff who have not studied Spanish, explaining aspects of his or
her language and culture
4.10 Examine the different elements of communication required in different contexts when
communicating in Spanish. [Key processes: comparing, reflecting, interpreting]
•
making a presentation to the class on the ways in which context can affect the
meaning of words
•
presenting video clips to the class and using them to explain Spanish speakers’
use of hand gestures to emphasise meaning and their conventions for leavetaking and apologising
•
reflecting on challenges involved in interpreting a person’s message effectively
Expressing and performing identity
4.11 Identify significant people, places, events and influences in own life and explain why
they are important to identity. [Key concept: construction of identity]
•
creating a blog of your life story including highlights of family life
•
reading about and reflecting on the experiences of Spanish speakers who have
become migrants or been displaced from their homes
4.12 express feelings and experiences related to the process of learning Spanish. [Key
processes: reflecting, connecting interculturally]
•
keeping a journal of experiences (humorous or challenging) undergone while
learning Spanish, and using it to express personal reactions and reflect on
feelings over time
•
interviewing a Spanish-speaking migrant about the process of learning English
Spanish – Draft Foundation to Year 10 Sequence – May 2013
30
Reflecting on intercultural language use
4.13 Participate in intercultural activities and create texts about similarities and differences in
language used and cultural approaches. [Key concepts: world view, interconnections,
values]
•
attending a Spanish-speaking community event and blogging about the
experience, comparing it to other community events attended
•
gathering authentic Spanish language texts such as menus, leaflets, theatre
programs and train tickets, and discussing the cultural practices they reflect
4.14 Explore cultural concepts such as family, respect and traditions, and discuss how they
are expressed by a variety of Spanish-speaking communities. [Key concept: interconnection
of language and culture]
•
collaborating to write and perform class play about a situation when someone
was not respectful of an older person, and discussing how this incident would be
viewed in another culture
•
demonstrating awareness of the language and cultural requirements of a range of
specific situations, for example, queuing up to buy cheese in Barcelona or getting
on a bus on a highway in the Peruvian Andes
Understanding
Systems of language
4.15 Develop an appreciation of the rhythms and intonation of the Spanish language and
apply this to new learning. [Key processes: deconstructing, decoding, identifying, making
meaning]
•
noticing the differences in pronunciation of some consonants according to vowel
combinations, for example, gente, agua and gas and also the double consonants
ll and rr
•
using the rhythms of the Spanish language, including intonation, tone and stress
to perform a role-play of an incident in a market in Zaragoza the for example, no
bailo en la fiesta versus no bailó en la fiesta
4.16 Understand and use more complex Spanish grammatical structures and patterns, such
as different forms of past tense. [Key concepts: parts of speech, tenses, moods]
•
using present, future and past tenses and some irregular and modal verbs, for
example, no pudo comer, debemos dormir bien
•
forming the present perfect tense, for example, he comido, hemos estudiado,
¿han llegado?
•
using adjectives to describe and compare people and some aspects of the
environment, for example, mi tía es generosa, los Andes son inmensos
•
using adverbs to modify the meaning of verbs and adjectives, for example, casi
nunca, demasiado
•
using subject-verb-object word order and comparing it to English structures, for
example, Simón busca la tarea en la red
Spanish – Draft Foundation to Year 10 Sequence – May 2013
31
•
expressing quantity, for example, miles de personas, mucha gente, varios libros,
tanto dinero, pocas ideas, bastante calor, algunos amigos
•
joining sentences with conjunctions, for example, y, pero, porque
•
accepting and declining invitations (for example, no puedo ir, con agrado, sin
falta, me gustaría), and offering people good wishes , for example,
¡enhorabuena!, ¡que le vaya bien!, ¡felicitaciones!
•
extending use of language of classroom interaction, for example, pienso que …,
no creo que …, es mejor
4.17 Understand how text structures and language features vary between text types, for
example, informative or persuasive texts. [Key concepts: register, comparison]
•
noticing the different conventions of a range of kinds of writing, for example,
descriptive, imaginative, informative or persuasive texts
•
observing that texts are constructed for different purposes, for example, to
instruct, to persuade or to describe
Variability in language use
4.18 Investigate how elements of communication such as gestures, facial expressions,
politeness or use of silence vary according to context, situation and relationships. [Key
concepts: constraints, status]
•
identifying and comparing features of spoken and written language (such as
types of gestures, greetings and facial expressions; or headings, length of text
and grammatical choices) that distinguish the purpose for which it is used, and
discussing how silence can be used effectively as an aspect of communication
Language awareness
4.19 Recognise the varieties of Spanish represented in the local community, and discuss the
interrelationship between Spanish, English and other languages, for example, cognates, and
borrowings such as siesta and medico. [Key concept: word borrowings]
•
reflecting on the impact of Spanish words on the English language , for example,
cannibal, lasso, alligator
•
researching words used in both Spanish and English that have been adopted
from other languages, for example, iluminar, via, agenda, telescopio
•
listing English cognates in the Spanish language, for example, fascinante,
teléfono, computadora
4.20 Recognise the impact of media and technology on Spanish as a language of local and
international communication. [Key concepts: globalisation, technological change]
•
discussing global and technological influences on language (for example,
mathematical symbols, letters replacing words in text messaging and acronyms),
and listing examples of this found on the web
•
investigating the influence of the media on the Spanish language by analysing
headlines, advertisements, film trailers and social media, for example, el referee
pitó un foul
Spanish – Draft Foundation to Year 10 Sequence – May 2013
32
Role of language and culture
4.21 Reflect on own attitudes, ideas and language use at home, at school and in the
community, considering how they might be ‘read’ by young Spanish speakers. [Key
concepts: norms, making the familiar strange, standpoints, perspectives]
•
imagining and describing different social situations where different cultural
conventions are required, for example, apologising, receiving gifts and leavetaking
•
reflecting on own language use and how to modify it for community members who
are not fluent English speakers
•
discussing different cultural practices common in Australia that Spanish speakers
may not find easy to understand
4.22 Discuss own and others’ assumptions about values and cultural norms of both Spanishspeaking communities and their own (for example, demonstrativeness, personal space), and
how learning a second language allows one to see oneself from others’ perspectives. [Key
processes: decentring, reflecting, analysing]
•
list ways to adapt own language and gestures appropriately for different contexts,
use the list to direct an improvised role play and have participants guess from
directions who and where they might be
•
exchanging with peers impressions of how values and cultural conventions
influence behaviour and communication
•
discussing own and others’ assumptions about the values and cultural norms of
Spanish-speaking communities and ways in which learning a different language
allows them to see themselves from others’ perspectives
Years 7 and 8 (Level 3) Achievement standard
By the end of Level 3, students participate in social interactions in which they present
informative texts, narratives and descriptions related to their own experiences in their
personal world, school and the local environment, for example, welcoming a Spanishspeaking guest to the school or giving presentations to younger students. They use
appropriate stress and intonation to make meaning, for example, ¿nos vamos?, ¡Nos
vamos!, pasó por aquí/paso por aquí. They produce clear, connected texts with coherent
sequencing, selecting language structures and vocabulary to communicate their message,
for example, cohesive devices such as y, o, porque, cuando, por eso, pero, pues. They
describe quantities and qualities using fractions (for example, la mitad, un cuarto), cardinal
numbers (for example, uno, dos, tres, veinte, cien) and some ordinal numbers (for example,
primero, segundo, quinto); and a range of colours (for example, marrón claro, azul oscuro,
verde, violeta) and adjectives , for example, generoso, simpático, listo, amistoso. Students
ask a range of questions (for example, using quién cómo, dónde, qué), and express
thoughts on familiar topics through the use of a variety of tenses — present (vivo), present
perfect (he vivido), preterite (viví), imperfect (vivía) and future (viviré) — as well as modals
(for example, ¿puedo ir a la calle?), gender and plural agreement (for example, los celulares
son nuevos), and adverbs, for example, solamente, normalmente, rápidamente.
Students understand most of the main ideas and some finer details in a variety of texts (for
example, emails, songs, detective stories, television dramas) containing some unfamiliar
Spanish – Draft Foundation to Year 10 Sequence – May 2013
33
language. They read a range of written texts (for example, poems, short stories, text
messages) and recognise that structures of texts vary according to purpose and audience.
They interpret and summarise texts using contextual clues and dictionaries to find the
meaning of unfamiliar language. They use metalanguage to identify various features of
written and spoken Spanish, for example, the subject-verb-object structure, adjectives,
nouns and verbs. They recognise that some features of texts reflect aspects of culture (for
example, the use of slang, and the increasing use of both masculine and feminine forms to
designate groups of both sexes instead of the traditional masculine form) and use this
knowledge when creating spoken and written texts. Students question their own
assumptions about the cultural norms of Spanish-speaking communities (for example,
demonstrativeness, personal space and punctuality) and where these may have come from.
They recognise that some words used in Spanish have been adopted from other languages
(for example, chofer and carnet from French, llama and caucho from Quechua, chau from
Italian, and tomate and aguacate from Nahuatl), and that some English words are borrowed
from other languages, such as ‘iguana’ from Arawak, and ‘mosquito’, ‘cafetería’ and
‘armadillo’ from Spanish. They understand descriptions of events and feelings and how to
express good wishes when interacting and corresponding with others.
Years 9 and 10 (Level 4)
Years 9 and 10 (Level 4) Band description
At this level, motivation and engagement with the Spanish language learning experience is
influenced by peer-group dynamics, personal interests and issues related to self-concept.
The unequal relationship between learners’ social maturity and their proficiency in Spanish
may be challenging, but an awareness of the relevance of language learning to personal
growth, intercultural understanding and career pathways provides focus and motivation.
Increased cognitive maturity enables students to work more deductively with language and
cultural systems, and to reflect productively on their learning.
Learners interact with peers, teachers and other Spanish speakers in immediate and local
contexts relating to their social and educational worlds. They interact with cultural resources
and Spanish-speaking communities in a variety of countries, through a range of online
environments. This is a period of language exploration and vocabulary expansion, and of
experimentation with a wider range of modes of communication, including digital media,
collaborative performance and group discussions. Greater control of language structures
and systems, and growing understanding of the many varieties of the Spanish language
increase confidence and interest in communicating in a widening range of contexts. Learners
use the Spanish language to communicate and interact, to access and exchange
information, to express feelings and opinions, to participate in imaginative and creative
experiences, and to design, interpret and analyse a wider range of texts and experiences.
They use the Spanish language more fluently, with a greater degree of self-correction and
repair, and manage their own records of new learning. They demonstrate understanding of
language variation and change, and of how intercultural experience, technology, media and
globalisation influence language use and forms of communication.
Learners are extending their grammatical knowledge and control in addition to their
familiarity with text types and language functions. Task characteristics and conditions are
more complex and challenging, providing opportunities for collaborative communication in
planning and performance, resource development, and strategic use of language and
Spanish – Draft Foundation to Year 10 Sequence – May 2013
34
cultural resources. Elements of tasks involve interpreting, creating and evaluating
communication strategies and performing more complex texts. Through their study of media
resources, fiction and nonfiction texts, performances and research projects, learners explore
themes of personal and contemporary relevance, such as global and environmental issues,
migration and refugee issues, identity and relationships, the rights of indigenous peoples,
diversity and inclusivity. Learners have a larger number of critical and analytical tools with
which to investigate texts. They identify how language choices shape perspectives and
meaning, and how those choices are in turn shaped by context and intention.
Learners reflect on their language development and intercultural capability through reflective
tasks and experiences such as a folio, journal entries and an intranet site for recording
observations. The reflective and reciprocal dimension of the process of learning Spanish
strengthens intellectual and personal flexibility. Experiencing and analysing different
viewpoints and actions encourage closer analysis of their own cultural stance and
behaviours. Students are supported to develop greater autonomy as language learners and
users, and to self-monitor and adjust language in response to their experience in diverse
contexts. Spanish is used in more extended and elaborated ways, although some English
may be needed to allow for further explanation and reflection.
Years 9 and 10 (Level 4) Content descriptions and elaborations
Communicating
Socialising and taking action
5.1 Participate in both short and extended interactions in order to build relationships, seek
and give advice, and share views on social issues. [Key concepts: social change, youth
culture, communication]
•
exchanging emails and participating in online chats with peers in a Spanishspeaking country, comparing aspects of youth lifestyles, school and environment
•
interviewing class members to elicit their opinions on events from their past and
aspects of daily life such as school experiences, and discussing as a class the
main themes that emerge
•
describing some of their personal views to a partner and comparing them with
those they held when they were younger
•
sharing opinions with peers about events such as a concert or television program,
using appropriate language to express emotions, opinions, appreciation or
boredom
5.2 Create texts expressing a point of view on social issues such as shanty towns or the
rights of indigenous Latin Americans, youth participation in collective action, youth voice in
politics. [Key concepts: solidarity, social justice; Key processes: debating, persuading,
justifying, explaining]
•
writing a short text presenting a view on a social issue such as access to water,
student housing, education and health care in some Latin American countries
and presenting it to the class
•
viewing a film on a social issue, identifying and extracting main ideas and
presenting them to the class
Spanish – Draft Foundation to Year 10 Sequence – May 2013
35
5.3 Explore and discuss issues relevant to Spanish-speaking communities (for example,
youth unemployment), and reflect on learning. [Key processes: planning, debating,
persuading]
•
collaborating to organise a public debate on the language rights of Australian
Aboriginal people and indigenous Latin Americans, for example, Should
endangered languages be preserved?
•
practising the use of persuasive language, for example, como sabemos … es
evidente que … nadie puede negar …
•
sustaining exchanges with others by acknowledging their view points, asking for
repetition or clarification, or questioning further, for example, ¿cómo?
•
contributing suggestions as part of a shared problem-solving task, for example,
creating a program for a visiting group of students
•
reflecting on how meaning can be misinterpreted, and preparing as a class a list
of strategies to improve communication skills
Obtaining and using information
5.4 Analyse, synthesise and evaluate ideas and information from multiple sources, on a
range of topical issues. [Key processes: identifying perspectives, synthesising]
•
gathering information from different sources on topics such as ecotourism or
machismo, and reporting on it to others,
•
creating texts to inform others, for example, a magazine article about the
Mapuche people in Chile
•
listening to, viewing and reading texts, and answering questions such as ‘Who is
the author?’, ‘Why have they created the text?’, ‘What are the key messages?’
and ‘What effect will it have?’
5.5 Analyse information from Spanish language internet or media sources, identifying
different perspectives on political, environmental or social issues. [Key concepts:
perspective, mediating cultures]
•
comparing different perspectives on the same event (such as a sports match or a
street party) by analysing online news reports and newspaper articles
•
researching the displaced people in Colombia, using a dictionary if necessary,
and identifying different perspectives by analysing language choices and use of
evidence
•
using a range of graphic organisers such as Venn diagrams to compile and
compare points of view on a an environmental or human rights issue taken from
internet and media sources
Spanish – Draft Foundation to Year 10 Sequence – May 2013
36
Responding to and expressing imaginative experience
5.6 Engage with and review creative texts and identify and explain key messages. [Key
concepts: relationships, perspectives, values]
•
reading texts such as blogs or song lyrics to explore aspects of life in Spanishspeaking communities
•
creating a review of a film or short story that discusses relationship issues
•
analysing/translating the lyrics of contemporary songs from the Spanish-speaking
world and explaining key messages
5.7 Produce a variety of texts that reflect the cultures of Spanish-speaking communities.
[Key processes: comparing perspectives, reflecting]
•
creating a poem or rap that contains a message about an issue that has caught
the attention of their peers, creating a script of a conversation in a marketplace
between a tourist and a local craft worker
•
composing a short story about a cross-cultural misunderstanding and discuss
how to express this experience sensitively
Moving between/translating
5.8 Translate both Spanish and English texts, and discuss cultural influences and different
aspects of the translation process. [Key processes: translating, comparing, reflecting]
•
collecting short translations, comparing them and commenting on similarities and
differences in interpretation
•
reflecting on the difficulty of achieving equivalence in translations of creative texts
such as poems and songs
•
comparing online translators and discussing the advantages and disadvantages
of using online translators
5.9 Create texts in Spanish that reveal aspects of Australian culture for Spanish-speaking
audiences. [Key processes: interpreting, explaining, reflecting]
•
creating bilingual texts about aspects of school life in Australia for Spanishspeaking parents, for example, a leaflet about school excursions
•
listing strategies that assist in maintaining the integrity of original texts when
translating, for example, explaining culture-specific concepts such as ‘the bush’ or
‘being a Wally with water’, and considering the use of register and idioms
5.10 Identify what it means to be bilingual and bicultural, explaining how languages and
cultures support and strengthen each other. [Key concepts: bilingualism, intercultural
understanding]
•
reflecting as a class on their own experiences of learning a second language
•
creating an online article about the value and challenges of bilingualism
•
viewing video clips of Spanish speakers from different countries and regions, and
reflecting on cultural and linguistic similarities and differences
Spanish – Draft Foundation to Year 10 Sequence – May 2013
37
Expressing and performing identity
5.11 Explore and discuss family and cultural traditions and experiences in both the Spanishspeaking world and Australia, considering how these have shaped and continue to shape
identity. [Key concepts: identity, interconnections, world view]
•
preparing a biographical account of an influential figure in own life, including
information such as why this person is significant, their values and influence
•
discussing whether or not they believe that the study of Spanish has influenced
own identity, and explaining their opinions to others
•
researching and creating a presentation to inform others about a cultural tradition
from the Spanish-speaking world (for example, extended families), comparing
their findings with the Australian approach
5.12 Discuss the process of developing a Spanish language ‘persona’, and compare this
persona with usual first language self. [Key concepts: cultural identity, bilingualism, bicultural
performance]
•
using Spanish in a real-life setting , for example, interviewing a Spanish-speaking
community member and discussing what it would be like to live in a Spanishspeaking country
•
acting as interpreter for an overseas guest and reflecting on how own behaviour
and gestures change when moving between Spanish and English
Reflecting on intercultural language use
5.13 Participate in intercultural experiences, accepting responsibility for contributing to
mutual understanding, including reflecting on own culture. [Key processes: making
connections, questioning assumptions, reflecting]
•
corresponding with peers from a school in a Spanish-speaking country,
mentioning aspects of own cultures and providing alternative explanations and
clarifications when aspects of Australian culture are unclear
•
reflecting on how own language choices, gestures or body language may be
perceived by Spanish speakers
5.14 Explore preconceptions, generalisations, and stereotypes common in Australia about a
range of Spanish speakers. [Key concepts: standpoint, stereotype, cultural frames]
•
exploring the diversity of Spanish speakers in the world and reflecting on the
huge cultural differences between them and things they have in common, for
example, the diverse locations where they live, including humid tropical areas, the
Pyrenees or snowy Andean regions, the Amazon basin and the green hills of the
Basque Country
•
interviewing students who are not studying Spanish to ascertain common
stereotypes about Spanish speakers, and reflecting on where these may have
come from
•
Exploring common stereotypes about Spanish speakers are portrayed in the
media
Spanish – Draft Foundation to Year 10 Sequence – May 2013
38
Understanding
Systems of language
5.15 Apply features and rules of Spanish pronunciation, stress and intonation to own
reading, listening and speaking in order to assist fluency, demonstrating awareness of
varieties of language across the Spanish-speaking world. [Key concepts: language variation,
register]
•
recognising that pronunciation, rhythm, word stress, tempo and tone of voice are
important in communicating, and applying this knowledge to own interactions
•
developing control of challenging sounds such as ll, rr, aero, soft t and d
•
reflecting on the equal value of all varieties of Spanish spoken around the world
and the varieties represented in own school and community
5.16 Use grammatical rules in relation to gender, number, person, tense and mood. [Key
concepts: functional grammar, language as social and cultural practice]
•
using cohesive devices to sequence ideas, for example, aunque, a pesar de, sin
embargo
•
describing events across time (past, present and future), choosing appropriate
tenses
•
developing metalanguage to extend discussion of such grammatical features as
word order, tenses and subjunctive mood, and using terms such as ‘verbs’,
‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’
•
describing people and things using:
o
comparatives and superlatives, for example, ella es la más inteligente de
la clase, este jardín es lindísimo, este jugo es el peor de todos
o
acronyms, for example, MERCOSUR, EEUU, ONU
o
diminutives, for example, gatito, mesita, negrito
•
indicating possession by using de followed by a pronoun (for example, de él) or
noun, for example, el carro de mi mamá, las camisas de mi hermano
•
using abbreviations (for example, Sr., apto, km/h), including texting abbreviations,
for example, a2 (adiós), pq (¿por qué), kntm (cuéntame), tqi (tengo que irme)
•
extending use of negative forms, for example, no voy nunca, en ningún
momento, no tengo nada, tú tampoco, no hay nadie
•
persuading, encouraging and advising others by using imperatives, for example,
vaya a la cancha, vamos al descanso, piénsalo bien, piénselo bien
•
using subjunctive mood to express doubt, uncertainty or emotion, for example,
dudo que vengas, siento que estés enferma, me alegra que hayas terminado tus
estudios
•
using idiomatic language such as proverbs (for example, Lo cortés no quita lo
valiente, El hábito no hace al monje) and idioms, for example, me puse las botas,
no pedir peras al olmo
Spanish – Draft Foundation to Year 10 Sequence – May 2013
39
5.17 Discuss linguistic and structural features of specific texts, such as radio advertisements,
telephone conversations, slogans and menus, commenting on ways in which these reflect
the cultural values and ideas of Spanish-speaking communities. [Key processes: cultural
‘reading’, text analysis. Key Concept: perspective]
•
examining a range of texts such as radio advertisements, slogans and menus,
and discussing aspects of culture reflected in them
•
analysing texts such as a television drama to understand how language is used
to create emotional impact and enjoyment
•
noticing the main conventions of several text types in Spanish, for example,
texting, social media, telephone conversations, greeting cards and menus
Variability in language use
5.18 Recognise how language use varies according to geographical location, of Spanishspeaking countries and communities,; share own opinions with Spanish-speaking community
members, varying their own language according to age and gender of interlocutors. [Key
processes: analysing language, comparing, explaining]
•
comparing texts created for different audiences in several Spanish-speaking
regions and countries, and for urban and rural communities, noticing how
language used reflects ideas and concerns that are important to specific
communities
•
investigate varieties of language used by members of different Spanish-speaking
communities , and how it has changed over time
Language awareness
5.19 Identify instances of Spanish linguistic and cultural influence on own lifestyle, interests
and cultural experience. [Key processes: reflecting, connecting, explaining]
•
identifying/researching where Spanish language is used in their local community
(for example, at markets, on television, in dance music) and discussing the
origins of this usage
•
discussing any changes they believe the study of Spanish has caused in their
own lives
5.20 Recognise the range of languages spoken in Spanish-speaking countries, and how
Spanish has evolved, as well as the nature of its varieties in a wide range of countries and
how they continue to change over time. [Key processes: analysing, explaining]
•
exploring the role of code switching in the language use of bilingual speakers, for
example, acronyms (IBM) and English words used in the speech of Spanish
speakers (Me voy de shopping al mall)
•
investigating the number of official languages spoken in one selected Spanishspeaking country or region
•
identifying words used by contemporary Spanish speakers that have been
borrowed from other languages
Spanish – Draft Foundation to Year 10 Sequence – May 2013
40
Role of language and culture
5.21 Analyse how language and culture shape and are shaped by the practices, values and
ideas of Spanish-speaking communities. [Key concept: context of culture]
•
exploring texts associated with particular Spanish-speaking regions or geographic
locations to understand how geography, climate and economic situation shape
practices
•
investigating the impact of media and technology on Spanish, for example, los
niños quieren chatear con su primo gallego and el dopaje, el escáner
5.22 Reflect on how meanings vary according to cultural assumptions that people, including
themselves, bring to interactions and experiences. [Key concepts: reciprocity, conscious
attention, interpretation]
•
analysing emails from Spanish-speaking peers to notice what questions were
asked about practices in Australia, and reflecting on own questions and
assumptions that may lie behind them
•
examining how a concept such as humour is conveyed in Spanish, and
discussing how this may be perceived by non-native Spanish speakers
Years 9 and 10 (Level 4) Achievement standard
By the end of Level 4, students present information about real or imaginary events in
narratives, descriptions, informative texts and creative writing. They interact using complex
sentence structures, including the use of such elements of grammar as subjunctive mood to
express emotion or doubt (for example, siento que no puedas ir a La Habana, es posible
que compre un reproductor MP3), (for example, no pienso que sea … siento que estés
enfermo …) and imperative moods (for example, hazlo bien, toma el jugo/zumo, escríbeme,
llámala …), reflexive verbs (for example, tenemos que irnos, levántate enseguida), relative
pronouns (for example, el amigo que visitamos), and imperfect (for example, cuando era
joven vivíamos en Bogotá, vivía en Granada cuando Pedro se graduó), future (for example,
comeremos en el restaurante el próximo domingo) and conditional tenses, for example,
valdría la pena ver los murales de Diego Rivera. They present their personal thoughts and
opinions and defend particular points of view, such as when participating in online
exchanges and community radio programs. They demonstrate awareness that languages
reflect the cultures of the people who speak them, for example, conventions regarding
personal space, social organisation, age and gender. They create clear, connected texts
with some degree of spontaneity on topics related to their own experiences and/or to social
issues, such as Latin American and Australian Indigenous rights, racism, youth
unemployment and the digital world.
Students demonstrate understanding of the grammar required to express ideas, for example,
the use of negative forms (for example, no hay nada, no vamos nunca, ni … ni ...) and
comparatives and superlatives (for example, soy más alto que tú, tu canción es la mejor de
todas) in a variety of informative, evaluative, persuasive and creative texts. They understand
the use of text features such as question words (for example, ¿quiénes? ¿adónde? ¿por
qué?) for an interview, cohesive devices (for example, sin embargo, por eso, pero) for
combining sentences, and time markers (for example, al día siguiente, después de …, más
tarde …) for sequencing events. They identify the main ideas and follow the sequencing of
complex texts on concrete and abstract topics. Students use evidence to support their
Spanish – Draft Foundation to Year 10 Sequence – May 2013
41
interpretations of texts, reflect on the writer’s point of view and make connections between
the language used and the cultural concepts presented, for example, analysing texts linked
to specific Spanish-speaking communities. Students understand that their own assumptions
are part of how they make meaning and that Spanish speakers may interpret the world from
a different perspective.
Spanish – Draft Foundation to Year 10 Sequence – May 2013
42
Australian Curriculum: Languages
Spanish
Draft F-10 Scope and Sequence
May 2013
http://consultation.australiancurriculum.edu.au
43
Communicating
Foundation to Year 2
(Level 1)
Years 3 and 4
(Level 1)
Years 5 and 6
(Level 2)
Years 7 and 8
(Level 3)
Years 9 and 10
(Level 4)
Initiate and sustain interactions
with peers and Spanishspeaking adults by seeking and
offering ideas, thoughts and
feelings about events and
people.
Participate in both short and
extended interactions in order to
build relationships, seek and
give advice, and share views on
social issues.
Socialising and taking action
Interact with teacher and peers
to greet and farewell others,
introduce self, express likes and
dislikes, and name and describe
friends, family members,
animals and objects.
Interact with the teacher and
peers to exchange personal
information about self, school
and home, and describe people,
places, things and everyday
routines.
[Key concepts: self, home,
friends, belonging; Key process:
expressing preferences]
[Key concepts: communication,
relationships]
Become familiar with classroom
language by participating in
classroom routines, games and
shared activities, and giving and
following classroom instructions
in Spanish.
Participate in everyday
classroom activities, such as by
asking permission, requesting
help, asking how to say or write
something, asking for repetition
or complimenting others.
[Key concepts: participation,
negotiation]
[Key processes: questioning,
requesting, making suggestions]
Spanish – Draft F-10 Scope and Sequence — May 2013
Share with peers and Spanishspeaking contacts interests,
leisure activities, special
celebrations, feelings and
preferences.
[Key concepts: cultural
celebrations, emotions,
relationships]
Work in teams to plan and
complete practical tasks, such
as making a class piñata or
producing a class performance
of poems and plays.
[Key processes: participating,
presenting, taking turns]
[Key concepts: social world,
interpretation, cultural identity]
Express or reject points of view.
[Key concepts: values,
negotiation]
[Key concepts: social change,
youth culture, communication]
Create texts expressing a point
of view on social issues such as
shanty towns or the rights of
indigenous Latin Americans,
youth participation in collective
action, youth voice in politics.
[Key concepts: solidarity, social
justice; Key processes:
debating, persuading, justifying,
explaining]
44
Foundation to Year 2
(Level 1)
Interact with peers in activities
and transactions such as
number games, performances,
and simple songs and rhymes,
and make flash cards with
simple, well-rehearsed Spanish
structures.
Years 3 and 4
(Level 1)
Use simple oral language to
perform transactions and tasks
and follow familiar written
instructions.
[Key processes: participating,
repeating, action learning]
[Key processes: performing,
rehearsing, turn-taking]
Years 5 and 6
(Level 2)
Years 7 and 8
(Level 3)
Years 9 and 10
(Level 4)
Organise shared experiences
involving the authentic language
and culture of Spanish-speaking
communities, including
responding to instructions,
asking for clarification and
offering advice.
Engage in spoken and written
transactions in person with
peers, and online with Spanishspeaking students; notice and
reflect on different accents used
across the Spanish-speaking
world, and comment on own
progress in learning.
Explore and discuss issues
relevant to Spanish-speaking
communities (for example, youth
unemployment), and reflect on
learning.
[Key concept: Spanish-speaking
world; Key process: task-based
learning]
[Key processes: planning,
debating, persuading]
[Key concepts: social exchange,
language varieties; Key
processes: reflecting, selfassessing]
Obtaining and using information
Use early literacy skills to locate
specific words and expressions
in texts relating to own and
Spanish-speaking contexts.
[Key processes: making
meaning, locating, interpreting]
Construct simple texts about
personal experiences and
present them in guided
situations.
[Key concepts: relationships,
affection]
Gather information from peers
relating to home, routines,
responsibilities and interests.
[Key processes: listening,
recording, questioning]
Use simple descriptive language
and supporting resources to
present information gathered
about own and Spanishspeaking children’s lifestyles.
[Key concepts: information,
representation, culture]
Spanish – Draft F-10 Scope and Sequence — May 2013
Listen to, view and read texts in
order to compare and contrast
aspects of Spanish-speaking
and Australian communities.
[Key processes: comparing,
noticing, reflecting]
Present information about
famous people, family
celebrations (for example,
Reyes), events or places of
interest in the Spanish-speaking
world.
[Key concepts: aesthetics,
information, discovery; Key
process: presenting ideas and
information appropriately for
diverse audiences]
Analyse, summarise and share
key ideas and information from a
variety of texts.
[Key processes: locating,
classifying, analysing]
Create texts to inform others
about an educational or
environmental issue including
own opinions and attempting to
influence the actions of others.
[Key processes: managing
information, creating resources]
Analyse, synthesise and
evaluate ideas and information
from multiple sources, on a
range of topical issues.
[Key processes: identifying
perspectives, synthesising]
Analyse information from
Spanish language internet or
media sources, identifying
different perspectives on
political, environmental or social
issues.
[Key concepts: perspective,
mediating cultures]
45
Foundation to Year 2
(Level 1)
Years 3 and 4
(Level 1)
Years 5 and 6
(Level 2)
Years 7 and 8
(Level 3)
Years 9 and 10
(Level 4)
Responding to and expressing imaginative experience
Participate in and respond to the
shared reading of short
imaginative texts, through mime,
drawing, dance and role-play.
[Key concepts: imagination,
expression, culture]
Respond to imaginative stories
and experiences using a variety
of communication modes / in a
variety of ways using drawing,
mime, performances and
rhymes.
[Key processes: expressing,
performing]
Listen to, read and view stories,
children’s television programs
and paintings, and discuss
messages, characters and
impressions.
[Key processes: interpreting,
comparing, responding]
Share opinions about the ideas
encountered in imaginative
Spanish language texts such as
works of art, fables,
performances and television
programs.
Compare the ways in which
people, places and experiences
are represented in diverse
imaginative texts.
[Key processes: comparing,
responding, expressing]
Engage with and review creative
texts and identify and explain
key messages.
[Key concepts: relationships,
perspectives, values]
[Key concepts: interconnections
across texts, interpretation]
Respond to imaginative texts by
creating, modifying and
completing own versions of
stories, paintings, plays, rhymes
and songs.
Produce a variety of texts such
as scripted performances, raps
and digital stories using
imaginary characters, places,
ideas and events.
[Key processes: expressing,
performing, creating]
[Key concept: imagination]
Create texts that draw on past
experiences or future
possibilities, for the purpose of
self-expression.
[Key processes: describing,
expressing feelings]
Produce a variety of texts that
reflect the cultures of Spanishspeaking communities.
[Key processes: comparing
perspectives, reflecting]
Moving between/translating
Translate frequently used words
and simple phrases from
Spanish into English.
[Key processes: translating,
comparing, considering different
meanings]
Share with peers, teachers and
family what they know about
aspects of the Spanish language
and the cultures of the Spanishspeaking world that are different
from their own.
[Key concepts: culture, values,
traditions]
Spanish – Draft F-10 Scope and Sequence — May 2013
Compare simple texts in both
Spanish and English, such as
street signs, menus and
advertisements.
Translate texts on familiar
topics, discussing different
versions and reasons for
variations between them.
[Key concepts: bilingualism,
meaning-making]
[Key processes: evaluating,
translating, comparing]
Translate both Spanish and
English texts, and discuss
cultural influences and different
aspects of the translation
process.
[Key processes: translating,
comparing, reflecting]
46
Foundation to Year 2
(Level 1)
Share with friends and family
what they can say in Spanish
and explain particular
expressions to them.
[Key processes: modelling,
explaining]
Discuss elements of
communication used by Spanish
speakers, such as intonation
and gestures, which are different
to those used in Australian
English.
Years 3 and 4
(Level 1)
Compare functions such as
greeting and farewelling in
Spanish and English, and
discuss how culture influences
the expressions used.
[Key concepts: protocols,
courtesy, equivalence]
Explain to friends and family
members ways to adjust speech
and behaviour when interacting
with Spanish speakers.
[Key concepts: intercultural
awareness, flexibility]
Years 5 and 6
(Level 2)
Years 7 and 8
(Level 3)
Create bilingual texts in both
Spanish and English, such as
signs, notices and labels for the
immediate environment, and
consider what translates easily
or with difficulty.
Interpret for family or friends
when attending a cultural event
or viewing a media text created
by Spanish-speaking community
members, explaining aspects of
traditions and values.
[Key concepts: intercultural
awareness, flexibility]
[Key processes: comparing,
explaining]
Explore, examine aspects of
communication used by Spanish
speakers.
Examine the different elements
of communication required in
different contexts when
communicating in Spanish.
[Key processes: mediating,
adapting, connecting]
[Key processes: comparing,
reflecting, interpreting]
[Key processes: mediating,
adapting, adjusting]
Years 9 and 10
(Level 4)
Create texts in Spanish that
reveal aspects of Australian
culture for Spanish-speaking
audiences.
[Key processes: interpreting,
explaining, reflecting]
Identify what it means to be
bilingual and bicultural,
explaining how languages and
cultures support and strengthen
each other.
[Key concepts: bilingualism,
intercultural understanding]
Expressing and performing identity
Recognise themselves as
belonging to groups, for
example, ‘my friends’, ‘my
Spanish language class’, ‘my
school’, ‘my family’ and ‘my
community’.
[Key concepts: self, identity,
family, community]
Discuss own membership of
wider groups such as a club, a
country or a language-speaking
community, including being a
learner of Spanish.
[Key concept: belonging; Key
processes: interconnecting,
comparing]
Spanish – Draft F-10 Scope and Sequence — May 2013
Create a class profile to
exchange with a group of
Spanish-speaking children,
detailing the range of cultural
backgrounds and interests
represented in the class.
[Key processes: presenting,
noticing, categorising]
Identify significant people,
places, events and influences in
own life and explain why they
are important to identity.
[Key concept: construction of
identity]
Explore and discuss family and
cultural traditions and
experiences in both the
Spanish-speaking world and
Australia, considering how these
have shaped and continue to
shape identity.
[Key concepts: identity,
interconnections, world view]
47
Foundation to Year 2
(Level 1)
Use new Spanish words and
body language in simple roleplays to demonstrate
understanding of Spanish
language and some cultural
details.
[Key processes: performing,
connecting, experimenting]
Years 3 and 4
(Level 1)
Years 5 and 6
(Level 2)
Participate in a class
performance showing how a
learner changes as they
continue to study a new
language and culture, for
example, rejecting stereotypes
and understanding that Spanish
is spoken in a large number of
countries.
Discuss with peers how it feels
to speak and interact in a
different language, and reflect
on what ‘identity’ is and whether
learning Spanish has had any
effect on own identity or sense
of self.
Years 7 and 8
(Level 3)
Express feelings and
experiences related to the
process of learning Spanish.
[Key processes: reflecting,
connecting interculturally]
Years 9 and 10
(Level 4)
Discuss the process of
developing a Spanish language
‘persona’, and compare this
persona with usual first
language self.
[Key concepts: cultural identity,
bilingualism, bicultural
performance]
[Key processes: analysing,
decentring from own first culture]
[Key concepts: language,
culture, identity]
Reflecting on intercultural language use
Recognise what is different and
new in songs, rhymes and
pictures to identify differences
and similarities between the
languages and cultures of
Spanish-speaking communities
and those of Australia. [Key
concepts: comparison, diversity]
Discuss different Spanish
language texts such as
children’s stories, songs and
comics, identifying images and
words that reflect the culture of
Spanish-speaking communities.
[Key processes: noticing,
comparing, identifying]
Spanish – Draft F-10 Scope and Sequence — May 2013
Compare language used in
formal and informal contexts by
Spanish speakers and English
speakers, noting similarities and
differences between them and
across different Spanishspeaking countries.
Participate in intercultural
activities and create texts
commenting on, suggesting
reasons for and expressing
feelings about similarities and
differences in language used
and cultural approaches.
[Key processes: observing,
reflecting, comparing]
[Key concepts: world view,
interconnections, values]
Participate in intercultural
experiences, accepting
responsibility for contributing to
mutual understanding, including
reflecting on own culture.
[Key processes: making
connections, questioning
assumptions, reflecting]
48
Foundation to Year 2
(Level 1)
Play Spanish-language games
and notice aspects that are
similar or different to children’s
games played in Australia.
[Key processes: noticing,
comparing]
Years 3 and 4
(Level 1)
Identify ways in which
languages and cultures of the
Spanish-speaking world have
had an influence on Australia for
example, la hamaca, los tacos,
salsa lessons, tango, flamenco,
chocolate, street parties.
Years 5 and 6
(Level 2)
Investigate / explore cultural
features common in Spanishspeaking communities.
[Key concepts: interconnection
of language and culture, values]
Years 7 and 8
(Level 3)
Years 9 and 10
(Level 4)
Explore cultural concepts such
as family, respect and traditions,
and discuss how they are
expressed by a variety of
Spanish-speaking communities.
Explore preconceptions,
generalisations, and stereotypes
common in Australia about a
range of Spanish speakers.
[Key concept: interconnection of
language and culture]
[Key concepts: standpoint,
stereotype, cultural frames]
[Key processes: decentring from
own culture, questioning
assumptions]
Spanish – Draft F-10 Scope and Sequence — May 2013
49
Understanding
Foundation to Year 2
(Level 1)
Years 3 and 4
(Level 1)
Years 5 and 6
(Level 2)
Years 7 and 8
(Level 3)
Years 9 and 10
(Level 4)
Develop an appreciation of the
rhythms and intonation of the
Spanish language and apply this
to new learning.
Apply features and rules of
Spanish pronunciation, stress
and intonation to own reading,
listening and speaking in order
to assist fluency, demonstrating
awareness of varieties of
language across the Spanishspeaking world.
Systems of language
Reproduce the distinctive
sounds and letters of the
Spanish language.
Experiment with Spanish
pronunciation and intonation and
use rules of spelling.
[Key concepts: phonic
awareness, pitch, stress,
intonation, pronunciation]
[Key concepts: alphabetic
recognition, sound
discrimination, word recognition]
Attend to pronunciation and
intonation of Spanish-specific
sounds to distinguish between
questions, statements,
exclamations and requests, and
apply writing conventions such
as inverted question marks at
the start of questions.
[Key processes: deconstructing,
decoding, identifying, making
meaning]
[Key concepts: auditory
discrimination, accuracy,
fluency]
Notice and apply rules for
describing people, places and
things and their relationships.
Use key grammatical structures
to form simple sentences and
texts.
[Key concepts: syntax, word
order]
[Key concepts: grammatical
rules, patterns of language]
Extend grammatical knowledge
of features such as tenses,
pronouns, agreement and
variations to patterns, to show
understanding and convey
meaning.
[Key concepts: language
variation, register]
Understand and use more
complex Spanish grammatical
structures and patterns, such as
different forms of past tense.
[Key concepts: parts of speech,
tenses, moods]
Use grammatical rules in
relation to gender, number,
person, tense and mood.
[Key concepts: functional
grammar, language as social
and cultural practice]
[Key concepts: grammatical
rules, patterns and irregularities]
Spanish – Draft F-10 Scope and Sequence — May 2013
50
Foundation to Year 2
(Level 1)
Years 3 and 4
(Level 1)
Years 5 and 6
(Level 2)
Years 7 and 8
(Level 3)
Years 9 and 10
(Level 4)
Notice that Spanish language
texts take many forms and each
type has its own structure.
Make comparisons and draw
connections between some key
features of written and spoken
texts in Spanish and their
equivalents in English.
Compare and contrast some
features of Spanish and English
grammar and sentence structure
using appropriate
metalanguage.
Understand how text structures
and language features vary
between text types, for example,
informative or persuasive texts.
[Key processes: noticing,
comparing]
[Key concepts: text conventions,
sequencing, coherence]
Discuss linguistic and structural
features of specific texts, such
as radio advertisements,
telephone conversations,
slogans and menus,
commenting on ways in which
these reflect the cultural values
and ideas of Spanish-speaking
communities.
[Key concepts: conventions of
text types, meaning-making,
structure]
[Key concepts: register,
comparison]
[Key processes: cultural
‘reading’, text analysis. Key
Concept: perspective]
Variability in language use
Recognise that in Spanish there
are different words to address
different people in different
situations.
Understand that language use
varies according to the age,
gender and relationship of
participants.
[Key concepts: language as
social practice, context; Key
processes: noticing, comparing]
[Key concepts: register, status]
Identify the variable linguistic
features and register of texts
studied and discuss why
linguistic forms vary in all
language use, for example,
expressions of authority and
levels of formality.
[Key concepts: levels of
formality, language, identity,
variation]
Spanish – Draft F-10 Scope and Sequence — May 2013
Investigate how elements of
communication such as
gestures, facial expressions,
politeness or use of silence vary
according to context, situation
and relationships.
[Key concepts: constraints,
status]
Recognise how language use
varies according to geographical
location, of Spanish-speaking
countries and communities,;
share own opinions with
Spanish-speaking community
members, varying their own
language according to age and
gender of interlocutors.
[Key processes: analysing
language, comparing,
explaining]
51
Foundation to Year 2
(Level 1)
Years 3 and 4
(Level 1)
Years 5 and 6
(Level 2)
Years 7 and 8
(Level 3)
Years 9 and 10
(Level 4)
Language awareness
Understand that Spanish is one
of many languages spoken in
Australia.
[Key concepts: world languages,
language communities]
Recognise that Spanish is the
national language of more than
20 countries and is spoken in a
variety of forms by many people
around the world, including
some people in Australia.
Understand the variety of
languages represented in the
local community and Australia.
[Key concepts: first language,
official language, community
language]
[Key concepts: language
families, language origins]
Recognise the varieties of
Spanish represented in the local
community, and discuss the
interrelationship between
Spanish, English and other
languages, for example,
cognates, and borrowings such
as siesta and medico.
Identify instances of Spanish
linguistic and cultural influence
on own lifestyle, interests and
cultural experience.
[Key processes: reflecting,
connecting, explaining]
[Key concept: word borrowings]
Recognise that languages
borrow words from each other,
for example, los sandwiches, la
computadora are used in
Spanish.
Understand that languages
change with use over time.
[Key concept: living nature of
language]
[Key concepts: language
change, interconnectedness of
languages]
Recognise the dynamic nature
of language and culture, and the
power of language to include
and exclude.
Recognise the impact of media
and technology on Spanish as a
language of local and
international communication.
[Key concepts: dynamic nature
of language, language as power]
[Key concepts: globalisation,
technological change]
Recognise the range of
languages spoken in Spanishspeaking countries, and how
Spanish has evolved, as well as
the nature of its varieties in a
wide range of countries and how
they continue to change over
time.
[Key processes: analysing,
explaining]
Spanish – Draft F-10 Scope and Sequence — May 2013
52
Foundation to Year 2
(Level 1)
Years 3 and 4
(Level 1)
Years 5 and 6
(Level 2)
Years 7 and 8
(Level 3)
Years 9 and 10
(Level 4)
Role of language and culture
Discuss some different cultural
practices of Spanish speakers
and speakers of Australian
English.
[Key concepts: behaviours,
cultural similarities and
differences]
Compare and reflect on different
practices, behaviours and
values and how they are an
important part of everyday
communication.
Compare and contrast linguistic
and cultural systems in
interculturally sensitive ways.
[Key concepts: stereotypes,
identity]
[Key concepts: cultural
practices, beliefs, values]
Notice examples of the ways in
which the cultures of Spanish
speakers influence everyday
interactions such as greeting
and polite expressions.
Recognise and use culturally
appropriate conventions in both
formal and informal interactions,
for example, hand gestures,
expressing respect.
[Key processes: noticing,
comparing]
[Key concepts: comparing,
analysing, reflecting]
Reflect on own attitudes, ideas
and language use at home, at
school and in the community,
considering how they might be
‘read’ by young Spanish
speakers.
Analyse how language and
culture shape and are shaped
by the practices, values and
ideas of Spanish-speaking
communities.
[Key concept: context of culture]
[Key concepts: norms, making
the familiar strange, standpoints,
perspectives]
Reflect on own assumptions
about values and beliefs of
Spanish-speaking peoples as
compared to common
assumptions about those of own
culture.
[Key concepts: norms,
stereotypes]
Discuss own and others’
assumptions about values and
cultural norms of both Spanishspeaking communities and their
own (for example,
demonstrativeness, personal
space), and how learning a
second language allows one to
see oneself from others’
perspectives.
Reflect on how meanings vary
according to cultural
assumptions that people,
including themselves, bring to
interactions and experiences.
[Key concepts: reciprocity,
conscious attention,
interpretation]
[Key processes: decentring,
reflecting, analysing]
Spanish – Draft F-10 Scope and Sequence — May 2013
53
Australian Curriculum: Languages
Spanish
Draft Years 7 to 10 (Year 7 Entry) Sequence
May 2013
http://consultation.australiancurriculum.edu.au
54
Years 7 and 8 (Level 1)
Years 7 and 8 (Level 1) Band description
Most students learning Spanish in Years 7 and 8 are commencing their learning of the
language on entry to secondary education. They are often adjusting to a new school culture,
with greater division between curriculum areas. Learners may find themselves in classes
with a range of previous experience of Spanish language learning. A differentiated approach
to teaching responds to this diversity of prior experience.
Students are encouraged to listen to, speak, read and write Spanish in a range of classroom
interactions. Spanish is increasingly used by the teacher to maximise student exposure to
the language. Learners work collaboratively and independently in Spanish, exploring a
variety of simple texts including songs/raps, online chats and role-plays with particular
reference to their current social, cultural and communicative interests. In small groups they
share language knowledge and resources to plan, problem-solve, monitor and reflect. They
use modelled and rehearsed language in familiar contexts and begin to use the language
learnt to express their own personal meaning. They reflect on intercultural perspectives and
their experience of interactions, and make cross-curricular connections. Opportunities for
interaction in Spanish are provided with members of local Spanish-speaking communities
and through integrated use of digital media and social networks.
Students read, view and interact with a widening range of texts created for a variety of
purposes (such as social, informational, transactional, imaginative and expressive). They
identify how cultural values and perspectives are embedded in language, and that language
choices determine how people, issues and circumstances are represented. They compose
and present simple texts (for example, media texts, shared stories, poems, emails, letters,
blogs, advertisements, reports and journal entries). They plan, draft and present simple
imaginative and informative texts, design interactive events and collaborative tasks, and
participate in discussions and games. They begin to use vocabulary and grammar
accurately, drafting and editing texts to improve structure and clarify meaning.
Opportunities to review and consolidate prior learning are balanced against provision of
engaging and relevant new experiences and connections. Students are supported to
develop increasing autonomy as language learners and users, and to self-monitor and adjust
language in response to experience in diverse contexts. Spanish is used in some extended
and elaborated ways, although some English may be used for explanation and reflection.
Students develop an awareness of the diversity of languages and cultures in the Spanishspeaking world and understand that a particular teacher will represent one of these varieties.
Learners make observations about the relationship between language and culture. They
identify cultural references in texts and consider how language influences perspectives and
values. They make comparisons between their own language(s) and Spanish, and reflect on
the complexities involved in moving between languages and cultural systems. They monitor
and reflect on their own intercultural experience and capability as language learners, and
identify their own personal and community practices that reflect cultural influence.
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
55
Years 7 and 8 (Level 1) Content descriptions and elaborations
Communicating
Socialising and taking action
1.1 Interact with peers and adults to exchange information about self, family, friends, leisure
activities, likes and dislikes using appropriate written and oral language and gestures. [Key
concepts: identity, friendship, family, home]
•
using appropriate greetings at different times of the day and noticing their
relationship with mealtimes and other daily routines in the Spanish-speaking
world
•
participating in the production of video clips to introduce the members of the class
to another class studying Spanish or to a sister school in a Spanish-speaking
country
•
exploring what ‘s in a name, for example, special features of names and
surnames in the Spanish-speaking world, importance of religion in names, special
celebrations such as the name day (el santo), and reasons why people have two
surnames
•
role playing a range of imaginary situations using appropriate greetings and
levels of politeness (for example, use of titles, register) for the context, including
the correct body language and gestures
1.2 Develop a classroom language for following classroom routines, greetings, politeness,
asking questions, requesting assistance, expressing opinions, and giving and following
instructions. [Key concepts: politeness, greetings; Key processes: questioning, negotiating]
•
working in teams to produce posters illustrating key expressions used in the
Spanish class, and using these as class reference materials, for example,
perdón, lo siento, gracias ¿puede/s repetir? ¿cómo se dice … ? ¿qué significa …
? ¿cómo se escribe ... ? no entiendo ¿cómo se llama esto en español? … yo
sí/yo no, de acuerdo/no estoy de acuerdo. ¿por qué … ?
•
becoming familiar with the imperative form of common verbs in set sentences, for
example, abrid/abran el cuaderno, lee/lea en voz alta
•
negotiating a set of class rules in Spanish, for example, en clase hablamos
español casi siempre, levanta la mano para pedir la palabra, respeta a los
compañeros
1.3 Negotiate and make plans with peers to engage in common interests, games, activities
and events. [Key concepts: social interaction, rules, leisure, celebrations, fiesta, popular
culture; Key processes: negotiating, playing, giving and following instructions]
•
plan, shop and prepare a traditional Spanish meal
•
organising a school community garden, growing plants such as corn and
tomatoes and using them to make tacos
•
planning a class fiesta to celebrate the end of term or carnaval, and inviting other
members of the community to attend
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
56
•
participating in popular board games, using the specific Spanish language
structures linked to the game, for example, de oca en oca … te toca a ti, es mi
turno, eso no vale, hemos ganado, ¡piedra, papel, tijeras!
1.4 Participate in real and simulated transactions in Spanish-speaking settings, including
asking permission and giving instructions. [Key processes: transacting, negotiating, regatear]
•
organising a Spanish birthday party within a given budget, researching Spanish
food and music online, using websites such as supermercados or online music
videos
•
role-playing transactions and negotiating the price of items in a market place, for
example, ¿cuánto cuesta? ¡qué caro! ¿tiene descuento? ¿acepta tarjeta de
crédito? ¿cuánto me da por esto?
•
using online map to prepare a presentation giving directions in Spanish, for
example, describing how to get to the beach from the school
Obtaining and using information
1.5 Obtain factual information from diverse sources in Spanish-speaking contexts, identifying
topics and key points in order to process, classify and summarise the data and present it to
others. [Key concepts: diversity, history, sport, arts, habitat; Key processes: researching,
selecting, summarising, blogging]
•
accessing texts in several types of media to obtain information on diverse aspects
of Spanish-speaking countries, and selecting key information to present to the
class, for example, el efecto del turismo en las tortugas de las islas Galápagos
•
role playing a meeting of the United Nations in which each student represents a
Spanish-speaking country and uses teacher-modelled language to introduce that
country
•
comparing travel brochures from several Spanish-speaking countries and
Australia, identifying forms of transport, cost and geographical features, and
presenting this data in a chart
1.6 Produce a variety of texts to share with a familiar audience information obtained from a
range of spoken, written and digital sources, including comparisons of viewpoints. [Key
processes: describing, informing, presenting]
•
comparing Spanish language and English language television programs,
identifying similarities and differences, for example, los Simpson, Rebelde Way
•
producing a brochure in Spanish about own school to inform Spanish-speaking
students of its main characteristics, emphasising the aspects that may be
unfamiliar for that audience
•
creating a presentation on information researched, for example, la música/la
comida de un país hispanohablante
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
57
Responding to and expressing imaginative experience
1.7 Participate in viewing, reading and listening to Spanish texts such as stories, poems,
songs, films and comics with familiar language, and respond by identifying and describing
characters, explaining messages and sharing opinions. [Key concepts: emotion, imagination,
beauty, popular culture; Key processes: describing, relating, recounting]
•
describing the characters and plot in a movie or story by answering a guided
questionnaire, for example, Manolito Gafotas ¿cómo se llama el chico de
verdad?; ¿por qué tiene ese mote?; ¿cuántos años tiene?; ¿cómo es su familia?;
¿quiénes son sus amigos?; ¿dónde quiere ir en vacaciones?; ¿dónde vive?
•
organising a music festival in Spanish with video clips, and producing a bilingual
class songbook containing the lyrics of each student’s favourite song which they
have translated and presented to the class
1.8 Create imaginative short texts to express own experiences and emotions. [Key concepts:
performance, sequence, expression, imagination, leyendas; Key processes: expressing,
connecting, imagining]
•
producing a photo story narrating a typical day in their lives (real or imaginary)
•
modifying a popular cartoon such as Mafalda, incorporating their own text in the
speech bubbles to create a short story
•
collaborating on writing and performing a skit based on a cultural
misunderstanding between a Spanish speaker and an English speaker
Moving between/translating
1.9 Compare simple texts in both Spanish and English, such as street signs, menus and
advertisements, noticing that it is not possible to translate word for word. [Key concepts:
equivalence, meaning; Key processes: translating, interpreting, comparing]
•
noticing the multiple cognates present in simple Spanish texts, and identifying
patterns that can be used to predict meaning
•
experimenting with using dictionaries (print and electronic) and being aware of
the difficulties in translation when a word has several meanings, for example,
cricket (sport or insect), or the six different ways of translating ‘you’ in Spanish
(tú, usted, ustedes, vosotros, vosotras, vos)
•
making a list of ‘false friends’ encountered when translating between English and
Spanish, for example, carpeta = ‘folder’ (not ‘carpet’), contestar = ‘answer’ (not
‘contest’), pie = ‘foot’ (not ‘pie’), molestar = ‘annoy’ (not ‘molest’), fatal = ‘very bad’
(not ‘fatal’)
•
noticing some expressions in both Spanish and English that do not make sense
when they are translated literally, for example, tomar el pelo = ‘to pull one’s leg’
(not ‘to take the hair’)
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
58
1.10 Compare functions such as greeting and farewelling in both spoken and written
Spanish and English, and discuss how culture influences the expressions used. [Key
processes: observing, noticing, reflecting]
•
viewing short videos without sounds of people greeting each other, observing the
range of gestures and body language used and trying to predict which language
they are using (Spanish or English) and their relationship
•
watching the same videos with sound, connecting the gestures with the spoken
language and reflecting on own interpretations/misinterpretations of the videos
•
researching the language used in Spanish for text messaging (for example, ‘How
do you say “LOL” in Spanish?’) and using it to send messages to each other
1.11 Create bilingual texts related to contexts in which Spanish and Australian approaches
might differ, such as the use of common polite words or giving instructions. [Key processes;
elaborating, comparing, reflecting]
•
drawing a plan of own house, noticing which parts of it may not have a
corresponding word in Spanish (for example, laundry, rumpus room, shed, shack,
backyard, driveway) and describing them in their own words in Spanish
•
creating bilingual signs for different areas of the school, discussing most accurate
translations
Expressing and performing identity
1.12 Compose texts about significant people and events in own life and explain why they are
important to identity. [Key concepts: construction of identity, performing, family]
•
writing a description of their pet or favourite animal, saying why they like it and
why it is important to them
•
creating a presentation of all the qualities they would like to have and the person
they admire for having these qualities, for example, quiero ser inteligente como
mi madre, generosa como mi padre, simpática como mi abuela y amistosa como
mi hermano
•
composing and performing role-plays about important events in their lives (for
example, their first Spanish lesson or meeting a new friend) and reflecting on why
these moments are important to identity
Reflecting on intercultural language use
1.13 Participate in intercultural activities and create texts discussing similarities and
differences between cultural approaches and language used in Australian English and some
varieties of Spanish. [Key concepts: world view, interconnections, values]
•
creating a bilingual dictionary with cartoons and including words that look similar
but are false friends, for example, invitar (in Spanish the person who invites must
pay whereas in English the person who offers an invitation may not pay for
others)
•
participating in bilingual class discussions 'the use of language in movies from
Spanish-speaking countries', for example, ¿cómo llama Manolito a su abuelo?
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
59
¿qué palabras usadas por Manolito para hablar a sus padres te parecen
extrañas?
1.14 Create texts about cultural concepts associated with family such as marriage, respect
and extended families, and discuss how these are expressed in some Spanish-speaking
communities. [Key concept: interconnection of language and culture]
•
performing role-plays of the conversations of a Spanish-speaking family,
reproducing the use of usted and tú in different contexts
•
reading a script of a conversation between the members of an extended family
and observing how they express respect and affection
Understanding
Systems of language
1.15 Notice pronunciation and intonation used in Spanish to distinguish between questions,
statements, exclamations and requests, and apply writing conventions such as inverted
question marks at the start of questions. [Key concepts: auditory discrimination, accuracy,
fluency]
•
reading aloud texts, noticing some of the rules of pronunciation (for example,
silent h) and the different sounds of a range of consonant–vowel combinations,
for example, gato, guerra, gente, girar, goma, guante, guitarra
•
understanding that there are different ways to pronounce certain syllables
depending on the variety of Spanish, for example, the pronunciation of ce and ci
in Spain compare with Bolivia (gracias, Cecilia)
•
recognising the variations in intonation required to form questions, statements
and exclamations, for example, ¿eres de Australia?; eres de Australia; ¡eres de
Australia!
•
understanding the rules regarding the use of inverted question and exclamation
marks and thinking about why they are used in Spanish
•
noticing the different rules of capitalisation in English and Spanish, and applying
them in own writing
1.16 Apply rules of Spanish sentence structure and word order that vary according to
purpose. [Key concepts: syntax, word order]
•
understanding the use of nouns, adjectives and articles, noticing agreements and
word order, for example, una clase pequeña, el almuerzo temprano, un libro
nuevo, los profesores simpáticos, las estudiantes inteligentes
•
acquiring the concept of verb conjugation by noticing changes in verb endings in
dialogue, for example, ¿Eres australiana? No, no soy australiana, soy china ¿y
tú?/¿qué idiomas hablas? — Hablo chino, inglés y español
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
60
1.17 Discuss and compare features of the Spanish and English systems of language and
sentence structure using appropriate metalanguage, such as ‘articles’, ‘gender’ and
‘agreement’. [Key concepts: text conventions, sequencing, coherence]
•
inferring the rules regarding the position of adjectives in relation to nouns by
comparing several examples, such as el zapato negro, el niño pequeño, la tía
generosa
•
noticing the use of singular and plural articles in Spanish (for example, el amigo
and los amigos) and discussing why this convention is useful
•
collaborating to formulate rules for adjective and noun agreement and word order
in Spanish compared with English, for example, en inglés el adjetivo va delante
del sustantivo. En español el adjetivo va detrás del sustantivo.
Variability in language use
1.18 Investigate how language use varies according to such factors as context, age, gender
and the relationship of participants. [Key concepts: register, status]
•
matching dialogues demonstrating formal and informal language with cartoons
showing people of different ages and/or status
•
using appropriate pronouns and titles to address a range of people, for example,
tú, vos, usted, vosotros, doctor López, doña Clementina
Language awareness
1.19 Recognise the relationships between the different varieties of Spanish in the Spanishspeaking world (including within countries), and reflect on the distinctive place of Spanish in
the ecology of languages used in Australia. [Key concepts: dynamic systems, ecology]
•
investigating the different Spanish words used in different places for common
foods such as, beans, avocadoes, peaches and potatoes
•
asking Spanish speakers in own community which English words they use when
speaking Spanish and which Spanish words they use when they speak English
(for example, ‘anyway’, voy contigo, Ask your abuelito), noting any hybrids(for
example, el market/la marketa, la farma, la fensa)
•
finding Spanish words used in Australian homes, for example, brand names,
advertisements, magazines, instructions
•
recognising variations in language use, noticing any connections with regions or
countries of origin, for example, the sound of j in El Salvador compared with
northern Spain
1.20 Reflect on the many languages that are co-official with Spanish in some Spanishspeaking countries, such as Guaraní, Catalan and Basque. [Key concepts: regional
variation, indigenous languages]
•
visiting a multilingual websites belonging to a Spanish-speaking country and
looking at the similarities and differences between the languages (for example,
Spanish, Catalan, Galician and Basque), noticing which languages look more or
less like Spanish and considering reasons for this. Are there languages that look
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
61
completely different to Spanish? Why? Which ones look more similar to Spanish?
Why?’
•
noticing that many Spanish speakers use more than one language, and
discussing why speaking more than one language is valuable
•
recognising that other languages are co-official with Spanish in many Spanishspeaking countries (for example, Guaraní in Paraguay, Basque in Spain and
Quiché in Guatemala), and discussing why this is the case
Role of language and culture
1.21 Reflect on own cultural practices and language use at home, at school and in the
community, considering how they might be ‘read’ by young Spanish speakers. [Key
concepts: norms, making the familiar strange, standpoints, perspectives]
•
noticing the Spanish equivalents of common expressions used in English by
young people (for example, ‘totally awesome!’, ‘cool!’, ‘whatever’) and
understanding that they cannot be translated literally
•
reflecting on examples of Spanish expressions that are not don’t have a common
equivalent in Australia, for example, ¡Que aproveche!
•
observing the diverse meanings that celebrations such as the Día de los Muertos
have in different cultures and reflecting on how other people from other cultures
may perceive them
1.22 Notice aspects of the language use and culture of Spanish speakers in everyday
interactions such as emailing, texting, gift giving and apologising. [Key concepts:
perspectives, cultural practices]
•
compiling some different ways of ending a letter or an email in Spanish and
noticing in what contexts they are used, for example, sinceramente, con cariño,
recuerdos, saludos, besos, abrazos, te quiere, un beso
•
observing the conventions for gift giving and apologising in a range of cultures
and discussing them with peers
Years 7 and 8 (Level 1) Achievement standard
By the end of Level 1, students create Spanish language texts related to their interests as
teenagers and to the lives of Spanish speakers of the same age, for example, emails,
descriptions, film clips, leaflets and photo stories. They use well-rehearsed language to
interact in familiar contexts, such as greetings and class language (for example, Buenas
tardes clase, ¿cómo estás? ¿cómo se dice … ? ¿qué significa …, ¿por qué?), and begin to
combine known structures to express aspects of their own personal worlds with some
support, for example, Estoy mal porque tengo dolor de cabeza. They use Spanish to read,
view, listen to, talk and write about self, family, friends, daily life, school, interests and
preferences, for example, me gusta tocar la guitarra, no me gusta comer carne. They use
dictionaries and the assistance of digital technologies to find the meaning of unknown words.
They interact locally or online with members of the wider Spanish-speaking community to
exchange opinions and simple information about themselves using culturally appropriate
language, for example, Hola Juan, Buenos días ¿dónde quieres ir de vacaciones? tengo
una familia grande. Their pronunciation does not interfere with meaning and they
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
62
comprehend familiar Spanish spoken at a slow pace. They demonstrate knowledge of
vocabulary related to familiar contexts (for example, school neighbourhood, appearance,
character of class mates, cardinal numbers) and an awareness of differences in aspects of
Spanish and English grammar and structure such as word order, agreement and conjugation
of verbs, for example, la bicicleta roja tiene un cesto negro, tenemos los libros de lectura
amarillos. They use the present tense of regular and irregular verbs (for example, tomar,
salir, leer, volver, empezar, tener) and auxiliary verbs to express the future (ir + a + infinitive)
and present continuous (estar + gerund). They use the two verbs for ‘to be’ (ser and estar) in
modelled examples (eres española/estás en Australia. Soy alto y delgado/estoy en año 8).
They use cognates and context to infer meaning and observed patterns to understand and
produce texts, for example, Escuchamos la radio y vemos la televisión en clase de español.
Usamos calculadoras en clase de matemáticas.
Students develop an awareness of the cultural diversity of the Spanish-speaking world and
identify the connections between language and culture, for example, observing the link
between greetings, times of day and meals. They are aware of the importance of stress and
intonation for meaning-making in Spanish, for example, Juan estudia español/Juan, ¡estudia
español!; ¿tenemos clase ahora?/tenemos clase ahora, practicas Física en el laboratorio de
prácticas. They recognise that some words used in Spanish have been adopted from other
languages for example, teléfono (Greek), hola (Arabic) fútbol (English), blusa (French).
Students reflect on some similarities and differences between communication in Spanish
and in their own language(s), for example, use of gestures and body language such as
kissing. They notice that there may not be a direct correspondence between words in
Spanish and English, for example, a person’s leg = pierna, a leg of an animal/piece of
furniture = pata; to do = hacer, to make = hacer. They understand that languages change
over time and depending on location for example, different uses of formal and informal
language across the Spanish-speaking world and by different generations. They begin to
develop a metalanguage to describe elements of grammar using appropriate terms, for
example, artículo, sustantivo, adjetivo, verbo, adverbio, pronombre.
Years 9 and 10 (Level 2)
Years 9 and 10 (Level 2) Band description
At this level, motivation and engagement with the Spanish language learning experience is
influenced by peer-group dynamics, personal interests and issues related to self-concept.
The unequal relationship between learners’ social maturity and their proficiency in Spanish
may be challenging, but an awareness of the relevance of language learning to personal
growth, intercultural understanding and career pathways provides focus and motivation.
Increased cognitive maturity enables learners to work more deductively with language and
cultural systems and to reflect productively on their learning.
Learners interact with peers, teachers and other Spanish speakers in immediate and local
contexts relating to their own social and educational worlds. They interact with cultural
resources and Spanish-speaking communities in a variety of countries, through a range of
online environments.
This is a period of language exploration and vocabulary expansion and of experimentation
with a wider range of modes of communication (for example, digital media, collaborative
performance and group discussions). Greater control of language structures and systems
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
63
and understanding of the many varieties of the Spanish language increase confidence and
interest in communicating in a growing range of contexts. Learners use the Spanish
language to communicate and interact, to access and exchange information, to express
feelings and opinions, to participate in imaginative and creative experiences, and to design,
interpret and analyse a wider range of texts and experiences. They use the Spanish
language more fluently, with a greater degree of self-correction and repair, and manage their
own records of new learning. They demonstrate understanding of language variation and
change, and of how intercultural experience, technology, media and globalisation influence
language use and forms of communication.
Learners are extending their grammatical knowledge and control in addition to their
familiarity with text types and language functions. Task characteristics and conditions are
more complex and challenging, providing opportunities for collaborative communication in
planning and performance, resource development, and strategic use of linguistic and cultural
resources. Elements of tasks involve interpreting, creating, evaluating communication
strategies of and performing more complex texts. Through their study of media resources,
fiction and nonfiction texts, performances and research projects, learners explore themes of
personal and contemporary relevance such as global and environmental issues, migration
and refugee issues, identity and relationship issues, the rights of indigenous peoples,
diversity and inclusivity. Learners investigate texts with more critical analytical tools. They
identify how language choices shape perspectives and meaning, and how those choices are
in turn shaped by context and intention.
Learners reflect on their language development and intercultural capability through reflective
tasks and experiences, such as a folio, journal entries and an intranet site for recording
observations. The reflective and reciprocal dimension of the process of learning Spanish
strengthens intellectual and personal flexibility. Experiencing and analysing different
viewpoints and actions encourage closer analysis of their own cultural stance and
behaviours. Students are supported to develop increasing autonomy as language learners
and users, and to self-monitor and adjust language in response to their experience in diverse
contexts. Spanish is used in more extended and elaborated ways, although some English
may be needed to allow for explanation and reflection.
Years 9 and 10 (Level 2) Content descriptions and elaborations
Communicating
Socialising and taking action
2.1 Interact with peers to exchange ideas, opinions and feelings relevant to teenagers. [Key
concepts: friendship, relationships, values, youth culture]
•
publishing an online magazine in Spanish with different sections (for example,
news, music, cinema, sport, humour) related to the Spanish-speaking world
•
producing video clips about students’ daily life and activities to share with other
members of the community and/or sister schools
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
64
2.2 Participate in class discussions to plan and evaluate collaborative activities and tasks,
express and contrast opinions and negotiate curriculum. [Key concepts: community,
democracy, negotiation, responsibility; Key processes: expressing, representing, discussing,
collaborating]
•
participating in class asambleas to plan and negotiate tasks and to evaluate their
learning
•
using the appropriate protocol for class discussions and respecting others’
opinions, for example, perdona, pero no estoy de acuerdo contigo porque …, me
parece mejor … ¿qué os parece si … ?
2.3 Use both oral and written Spanish in a variety of formats and contexts to compare ideas
and take action on local and global issues such as popular culture, travel and relationships.
[Key concepts: environment, human rights, social justice, solidarity, humanitarian aid; Key
processes: debating, acting]
•
taking action in the school to promote recycling campaigns, for example, using
the slogan Reduce, Reusa, Recicla to promote environmental awareness
•
researching information about social and environmental issues affecting Spanishspeaking countries, for example, Should the Amazon basin be protected, rights of
indigenous peoples such as Mapuche and Aimará, los desplazados
•
organising fundraising activities to help humanitarian organisations in Spanishspeaking countries, such as TIA (Tia International Aid), and maintaining
communication with those organisations
2.4 Participate in real-life transactions with peers or adults to obtain or exchange goods or
services in relation to a planned activity or event. [Key concepts: problem-solving,
celebration; Key processes: comparing, negotiating, deciding]
•
planning and organising in teams a trip to a Spanish-speaking country,
negotiating the itinerary, transport, accommodation and activities within the given
scenario and budget
•
maintaining correspondence with students in Spanish-speaking countries or
another group learning Spanish in Australia in order to organise a shared event
(for example, Día del español, concierto, exposición), using the rules for letter
writing, for example, queridos amigos: …, ¡hasta pronto!
Obtaining and using information
2.5 Access authentic texts in Spanish to gain a range of perspectives on an issue; select,
analyse and interpret the information and create own texts for specific contexts and
audiences. [Key processes: researching, analysing, processing, connecting]
•
using dictionaries and other online aids to identify the best meaning for unknown
words using contextual clues to provide additional information
•
developing summarising skills when reading and/or listening to informative texts
in order to select the key ideas
•
critically evaluating the reliability of online information on an issue, contrasting the
information obtained from different sources and creating an informative article for
a school newsletter on the issue research
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
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•
(for example, possible issues are las corridas de toros or el dopaje en el deporte)
2.6 Organise and present researched information with a critical perspective to both familiar
and less familiar audiences. [Key concepts: interconnections, diversity, social issues; Key
processes: evaluating, interpreting, reporting, reflecting]
•
reporting to the class on the topic they have researched and answering questions
about the information presented, for example, los efectos de las redes sociales
en la vida de los jóvenes
•
evaluating the relevance of information to the needs of a particular audience and
topic
•
reflecting on the differences and/or similarities between the discussion of a topic
in a Spanish-speaking country compared to how it is viewed and manifest in
Australia, for example, el racismo
•
producing a brochure advertising their city/town to Spanish-speaking tourists,
paying special attention to those aspects that may appeal to that audience
Responding to and expressing imaginative experience
2.7 Respond to imaginative texts, such as graphic novels or works of art, interpreting and
extending them to express own ideas and feelings. [Key concepts: journey, freedom, power,
love, morality; Key processes: comparing, connecting, relating, extending]
•
expressing the feelings evoked by works of art such as Guernica, graffiti or Frida
Kahlo’s self-portraits
•
listening to raps in Spanish and creating their own raps expressing their feelings
in a class rap competition
•
producing a script for a teenage television drama based on examples from the
Spanish-speaking world, and reflecting critically on comparisons with similar
programs they watch in Australia
2.8 Produce a variety of creative texts, such as blogs, role-play scripts or short stories that
reflect in some way the culture of a Spanish-speaking community. [Key concepts: creativity,
expression; Key processes: creating, expressing, experimenting]
•
reinterpreting well-known stories to give them a Spanish flavour and presenting
them to the class
•
composing their own versions of famous stories to be read to children at the local
primary school, for example, Caperucita Verde
Moving between/translating
2.9 Translate texts from Spanish to English and vice versa, noticing words or expressions
that are culturally specific and difficult to translate. [Key concepts: equivalence, meaning;
Key processes: considering alternatives, interconnecting, reflecting]
•
analysing Spanish–English bilingual texts, identifying those aspects that get ‘lost
in translation’, for example, comparing Shrek in Spanish with English subtitles
and in English with Spanish subtitles
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
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•
translating the information on the school web page into Spanish, noticing those
words and expressions that are difficult to translate because they do not have a
clear Spanish equivalent
2.10 Create texts in Spanish that explain aspects of Australian culture for Spanish- speaking
audiences. [Key concepts: representation, diversity; Key processes: comparing, explaining,
reflecting]
•
describing student life in an Australian school, bearing in mind those aspects that
need more explanation for Spanish-speaking audiences, for example, uniforms,
ways of addressing teachers, importance of sport, reporting system
•
producing texts explaining to young Spanish speakers the rules of some typical
Australian games and sports, for example, netball, cricket, Australian Rules
football
•
making a documentary in Spanish about the culture of Indigenous Australians
•
filming a television commercial to advertise an Australian product in Spanishspeaking countries
2.11 Create texts about aspects of communication used by Spanish speakers (such as
levels of formality, gestures and body language), identifying words that look similar in both
languages but may differ in meaning. [Key processes: comparing, analysing, reflecting]
•
maintaining a bilingual dictionary as part of a blog of youth slang and other
idioms and expressions that are difficult to translate (for example, pololo/a,
comadre, compadre, qué metida de pata) and sharing it with peers
•
writing sentences that clarify the meanings of some Spanish words that have
more than one meaning, for example, ¡pobre chico! versus un chico pobre; una
mujer rica versus una comida rica
•
producing a series of skits exemplifying the diverse ways of using body language
and gestures in Spanish-speaking contexts, for example, kissing, shaking hands,
hand movement while talking, shrugging, winking
Expressing and performing identity
2.12 express feelings and experiences related to the process of learning Spanish,. [Key
processes: reflecting, connecting interculturally]
•
sharing some reflections from their personal learning diary with the class, using
expressions such as para mí lo más fácil/lo más difícil ha sido … me pareció
interesante … a mí también/tampoco … al principio … pero ahora…
•
discussing and reflecting on the different ways class members have reacted to a
similar experience in the past, for example, El mejor y el peor día de mi vida
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
67
Reflecting on intercultural language use
2.13 Take part in a Spanish-speaking community activity, accepting responsibility for
contributing to mutual understanding between Spanish speakers and others, including
decentring self from own culture. [Key processes: making connections, questioning
assumptions, reflecting]
•
discussing issues encountered when interacting with Spanish speakers of
different ages and backgrounds, for example, what to do and say when they do
not understand something
•
discussing instances when people make polite responses that are not to be taken
literally, for example, the standard answer to ‘¡Que aproveche!’ is ‘Gracias ¿si
gusta?’ but it is not a real invitation to share the meal
2.14 Discuss preconceptions, generalisation, and stereotypes common in Australia about a
range of Spanish-speaking groups. [Key concepts: standpoint, stereotypes, cultural frames]
•
recalling own assumptions about Spanish-speaking people prior to beginning to
study Spanish and reflecting on how these views have changed since then, for
example, antes pensaba que … pero ahora creo que …
•
investigating stereotypes Spanish speakers have about Australians and
discussing possible reasons for these generalisations
Understanding
Systems of language
2.15 Apply rules of Spanish pronunciation, stress and intonation to own speech to increase
fluency, demonstrating awareness of varieties of language across the Spanish-speaking
world. [Key concepts: language variation, register]
•
recognising the importance of the correct stress and pronunciation for meaningmaking, for example, estudio versus estudió
•
adopting the variety of Spanish pronunciation that suits them and trying to be
consistent with it, for example, ceceo, seseo
•
adapting the tone, intonation and rhythm of language to own expressive needs
•
listening to and memorising poems to familiarise themselves with the ‘music’ of
the language, for example, Proverbios y cantares de Antonio Machado
2.16 Understand grammatical rules regarding aspects such as tenses, word order, gender,
number and agreement, and apply these rules to create simple texts. [Key concepts:
functional grammar, language variation]
•
using the different elements of the Spanish grammar system (for example,
sustantivos, adjetivos, adverbios, determinantes and pronombres), noticing
differences in rules from English
•
using correct verb conjugations of regular and irregular verbs, including tenses for
the past (pretérito perfecto, imperfecto e indefinido), present and future
•
using the subjunctive mood in polite expressions, for example, espero que estés
bien, quiero que vengas a mi fiesta de cumpleaños, que te mejores
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
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•
increasing their use of cohesive devices in order to construct more complex
sentences and passages, including coordinate and subordinate clauses, for
example, por lo tanto, además, sin embargo, al contrario de, de la misma manera
•
using verb forms such as the infinitive, gerunds and participles in structures such
as quiero ir a América, vamos a estudiar los verbos, están hablando con la
profesora, no he entendido muy bien
•
practising the use of prepositions, noticing that there may not be a direct
correspondence with English usage, for example, en = ‘on’, ‘in’ or ‘at’, depending
on context
•
using the imperfect and preterit tenses to write a diary/blog of the main events
that took place over a certain period of time in the past (for example, a holiday or
a weekend) and sharing it with the class
•
familiarising themselves with some common prefixes and suffixes that allow them
to predict meaning by observing language patterns, for example, retener/‘to
retain’, contener/‘to contain’, detener/‘to detain’
2.17 Discuss linguistic, cultural and structural features of specific texts such as comics,
public announcements in airports, and street signs, commenting on how these reflect the
world views of different Spanish-speaking communities. [Key processes: text analysis,
decoding]
•
watching and analysing television commercials in Spanish, identifying the cultural
and linguistic aspects used to promote the items
•
discussing the use of cultural stereotypes in Internet sites and other media and
the possible reasons for their use the values and images promoted in young
people in different countries and media
Variability in language use
2.18 Recognise how Spanish speakers make language choices, for example, moving
between urban Spanish and regional expressions. [Key processes: analysing language,
comparing]
•
observing the variety of vocabulary and expressions used in a range of Spanish
language texts, including oral and written, depending on the author’s country of
origin
•
interviewing members of different Spanish-speaking communities to investigate
varieties of language used, when they use it and how it has changed over time
Language awareness
2.19 Recognise that Spanish borrows from a range of other languages, such as French,
English and Arabic. [Key processes: comparing, reflecting]
•
noticing words that start with the prefix al-, commonly associated with words of
Arabic origin (for example, almanaque, alcachofa, algodón, álgebra, alcohol), and
some very common words in Spanish such as ¡hola!, ¡ojalá!, ¡olé! which are also
derived from Arabic
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
69
•
identifying Spanish words borrowed from different languages, both longstanding
and more recent acquisitions
•
noticing that many cognates for technological and scientific terms are derived
from classical Latin and Greek, for example, continente, vegetación, bacteria,
biología, protocolo, mecánico
•
identifying words that Spanish has imported from indigenous languages and then
exported to other languages, for example, aguacate, chocolate, tomate, cacao,
chile, chicle and guacamole (all of which are of Náhuatl origin)
2.20 Observe ongoing change in Spanish as a language of local and international
communication. [Key concepts: globalisation, technological change]
•
identifying words and expressions that reflect the impact of media and technology
on Spanish, for example, chatear, email, directorio, copia dura
•
locating words borrowed from English in Spanish texts, for example, el mitin, el
líder, la webcam, el picnic, el hacker
Role of language and culture
2.21 Investigate how language and culture influence and reflect practices, values and ideas
of Spanish-speaking communities. [Key concepts: context of culture, cultural practices]
•
researching how the values of Spanish-speaking cultures in areas such as the
Amazon basin, southern Spain or Central America are reflected in the language,
for example, ¡vaya con Dios!, or the use of affectionate expressions such as mi
negra or mi gorda
2.22 Discuss own and others’ assumptions about values and cultural norms of Spanishspeaking communities (for example, demonstrativeness, personal space), and consider how
learning a second language allows one to see oneself from others’ perspectives. [Key
processes: decentring, reflecting, analysing]
•
observing the use of personal space and physical contact in video clips of
Spanish-speaking young people and comparing it with similar interactions in
Australia
•
comparing the use and frequency of expressions such as ‘thank you’ and ‘please’
in role-plays conducted in Spanish and in English
•
exploring how values associated with the family are reflected in the Spanish
language through reading short stories
•
reflecting on own cultural values compared with those of Spanish speakers
observed in a film and asking, ‘Would I act differently if I lived in a Spanishspeaking community? In what ways?’
Years 9 and 10 (Level 2) Achievement standard
By the end of Level 2, students use Spanish in a range of contexts (for example, interactions
with peers, exchanges with Spanish speakers in the local community and online), text types
(for example, emails, text messages, blogs, online chats, short stories and poems) and
purposes (for example, informative, creative, persuasive and reflective), expanding topics to
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
70
areas of global interest (for example, role of social media). They research and select
information to be used in presentations, and manipulate the grammatical elements to suit
their communicative purposes. They make comparisons and offer reasons to support their
ideas and preferences, for example, ‘Tuenti’ es una red social en español que me gusta
porque no tiene publicidad y es muy segura. They converse with an acceptable rhythm and
pace, and use intonation and stress to help meaning. They understand and apply rules of
pronunciation. They ask for clarification and explain concepts using familiar vocabulary,
responding to some open-ended questions as well as using rehearsed and formulaic
language, for example, dígame, todo bien, enhorabuena, pues como siempre.
Students participate in planned social events and interact with Spanish speakers in the local
and wider community through a range of online media (for example, organising a welcome
fiesta for a group of Spanish-speaking students visiting the school). They begin to negotiate
the curriculum and start managing and taking responsibility for their own learning. They
actively use a wide range of tenses to describe events in the past, present and future
(presente de indicativo, pretérito perfecto, imperfecto e indefinido, futuro simple) and
recognise some expressions involving conditional, subjunctive and imperative moods, for
example, Escríbeme porque quiero practicar mi español ya que me gustaría ir a España y
México cuando sea mayor. They link ideas using subordination, relative clauses and
adverbial phrases, for example, He llamado a mi amigo chileno y me ha dicho que quiere
venir con nosotras al cine el próximo sábado, ¿qué os parece? Students use some idioms
and colloquial expressions, for example, ¡Que te mejores!, no hay mal que por bien no
venga, ¡que tengas suerte! They read and understand with little support some authentic
Spanish texts (for example, online newspapers and magazines) on topics related to their
personal interests and broader social issues.
Students demonstrate an understanding of how language reflects culture, and make
connections between the language used and the cultural concepts expressed, for example,
identifying texts linked to specific Spanish-speaking communities, the use of slang; and
different uses of names and titles in Spanish and English, such as ways of referring to
teachers in different contexts (la profe, la seño, doña Asunción). They show an awareness of
register and language use in formal and informal situations (for example, mucho gusto en
conocerla, ¿me ayuda por favor?/me alegra conocerte, ¿me ayudás?) and of variation
across the Spanish-speaking world. They recognise that each Spanish-speaking country has
its own authentic accents, grammatical structures and vocabulary. They also understand that
other languages are spoken in those countries, some of them co-official with Spanish, for
example, Basque, Guaraní, Galician, Catalan, Quiché. They understand the need to
preserve these languages in order to maintain the richness of the cultures of these countries.
Spanish – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013
71
Australian Curriculum: Languages
Spanish
Draft Years 7 to 10 (Year 7 entry) Scope and Sequence
May 2013
http://consultation.australiancurriculum.edu.au
72
Communicating
Years 7 and 8
(Level 1)
Years 9 and 10
(Level 2)
Socialising and taking action
Interact with peers and adults to exchange information about self, family, friends,
leisure activities, likes and dislikes using appropriate written and oral language and
gestures.
Interact with peers to exchange ideas, opinions and feelings relevant to teenagers.
[Key concepts: friendship, relationships, values, youth culture]
[Key concepts: identity, friendship, family, home]
Develop a classroom language for following classroom routines, greetings,
politeness, asking questions, requesting assistance, expressing opinions, and giving
and following instructions.
[Key concepts: politeness, greetings; Key processes: questioning, negotiating]
Negotiate and make plans with peers to engaging common interests, games,
activities and events.
[Key concepts: social interaction, rules, leisure, celebrations, fiesta, popular culture;
Key processes: negotiating, playing, giving and following instructions]
Participate in class discussions to plan and evaluate collaborative activities and tasks,
express and contrast opinions and negotiate curriculum. [Key concepts: community,
democracy, negotiation, responsibility; Key processes: expressing, representing,
discussing, collaborating]
Use both oral and written Spanish in a variety of formats and contexts to compare
ideas and take action on local and global issues such as popular culture, travel and
relationships.
[Key concepts: environment, human rights, social justice, solidarity, humanitarian aid;
Key processes: debating, acting]
Participate in real and simulated transactions in Spanish-speaking settings, including
asking permission and giving instructions.
Participate in real-life transactions with peers or adults to obtain or exchange goods
or services in relation to a planned activity or event.
[Key processes: transacting, negotiating, regatear]
[Key concepts: problem-solving, celebration; Key processes: comparing, negotiating,
deciding]
Obtaining and using information
Obtain factual information from diverse sources in Spanish-speaking contexts,
identifying topics and key points in order to process, classify and summarise the data
and present it to others.
Access authentic texts in Spanish to gain a range of perspectives on an issue; select,
analyse and interpret the information and create own texts for specific contexts and
audiences.
[Key concepts: diversity, history, sport, arts, habitat; Key processes: researching,
selecting, summarising, blogging]
[Key processes: researching, analysing, processing, connecting]
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73
Years 7 and 8
(Level 1)
Years 9 and 10
(Level 2)
Produce a variety of texts to share with a familiar audience information obtained from
a range of spoken, written and digital sources, including comparisons of viewpoints.
Organise and present researched information with a critical perspective to both
familiar and less familiar audiences.
[Key processes: describing, informing, presenting]
[Key concepts: interconnections, diversity, social issues; Key processes: evaluating,
interpreting, reporting, reflecting]
Responding to and expressing imaginative experience
Participate in viewing, reading and listening to Spanish texts such as stories, poems,
songs, films and comics with familiar language, and respond by identifying and
describing characters, explaining messages and sharing opinions.
[Key concepts: emotion, imagination, beauty, popular culture; Key processes:
describing, relating, recounting]
Create imaginative short texts to express own experiences and emotions.
[Key concepts: performance, sequence, expression, imagination, leyendas; Key
processes: expressing, connecting, imagining]
Respond to imaginative texts, such as graphic novels or works of art, interpreting and
extending them to express own ideas and feelings.
[Key concepts: journey, freedom, power, love, morality; Key processes: comparing,
connecting, relating, extending]
Produce a variety of creative texts, such as blogs, role-play scripts or short stories
that reflect in some way the culture of a Spanish-speaking community. [Key concepts:
creativity, expression; Key processes: creating, expressing, experimenting]
Moving between/translating
Compare simple texts in both Spanish and English, such as street signs, menus and
advertisements, noticing that it is not possible to translate word for word.
Translate texts from Spanish to English and vice versa, noticing words or expressions
that are culturally specific and difficult to translate.
[Key concepts: equivalence, meaning; Key processes: translating, interpreting,
comparing]
[Key concepts: equivalence, meaning; Key processes: considering alternatives,
interconnecting, reflecting]
Compare functions such as greeting and farewelling in both spoken and written
Spanish and English, and discuss how culture influences the expressions used.
Create texts in Spanish that explain aspects of Australian culture for Spanishspeaking audiences.
[Key processes: observing, noticing, reflecting]
[Key concepts: representation, diversity; Key processes: comparing, explaining,
reflecting]
Create bilingual texts related to contexts in which Spanish and Australian approaches
might differ, such as the use of common polite words or giving instructions.
Create texts about aspects of communication used by Spanish speakers (such as
levels of formality, gestures and body language), identifying words that look similar in
both languages but may differ in meaning.
[Key processes; elaborating, comparing, reflecting]
[Key processes: comparing, analysing, reflecting]
Spanish — Draft Years 7-10 (Year 7 Entry) Scope and Sequence — May 2013
74
Years 7 and 8
(Level 1)
Years 9 and 10
(Level 2)
Expressing and performing identity
Compose texts about significant people and events in own life and explain why they
are important to identity.
Express feelings and experiences related to the process of learning Spanish.
[Key processes: reflecting, connecting interculturally]
[Key concepts: construction of identity, performing, family]
Reflecting on intercultural language use
Participate in intercultural activities and create texts discussing similarities and
differences between cultural approaches and language used in Australian English
and some varieties of Spanish.
Take part in a Spanish-speaking community activity, accepting responsibility for
contributing to mutual understanding between Spanish speakers and others,
including decentring self from own culture.
[Key concepts: world view, interconnections, values]
[Key processes: making connections, questioning assumptions, reflecting]
Create texts about cultural concepts associated with family such as marriage, respect
and extended families, and discuss how these are expressed in some Spanishspeaking communities.
Discuss preconceptions, generalisation, and stereotypes common in Australia about
a range of Spanish-speaking groups.
[Key concepts: standpoint, stereotypes, cultural frames]
[Key concept: interconnection of language and culture]
Spanish — Draft Years 7-10 (Year 7 Entry) Scope and Sequence — May 2013
75
Understanding
Years 7 and 8
(Level 1)
Years 9 and 10
(Level 2)
Systems of language
Notice pronunciation and intonation of Spanish-specific sounds to distinguish
between questions, statements, exclamations and requests, and apply writing
conventions such as inverted question marks at the start of questions.
Apply rules of Spanish pronunciation, stress and intonation to own speech to increase
fluency, demonstrating awareness of varieties of language across the Spanishspeaking world.
[Key concepts: auditory discrimination, accuracy, fluency]
[Key concepts: language variation, register]
Apply rules of Spanish sentence structure and word order that vary according to
purpose.
Understand grammatical rules regarding aspects such as tenses, word order, gender,
number and agreement, and apply these rules to create simple texts.
[Key concepts: syntax, word order]
[Key concepts: functional grammar, language variation]
Discuss and compare features of the Spanish and English systems of language and
sentence structure using appropriate metalanguage, such as ‘articles’, ‘gender’ and
‘agreement’.
Discuss linguistic, cultural and structural features of specific texts such as comics,
public announcements in airports, and street signs, commenting on how these reflect
the world views of different Spanish-speaking communities.
[Key concepts: text conventions, sequencing, coherence]
[Key processes: text analysis, decoding]
Variability in language use
Investigate how language use varies according to such factors as context, age,
gender and the relationship of participants.
Recognise how Spanish speakers make language choices, for example, moving
between urban Spanish and regional expressions.
[Key concepts: register, status]
[Key processes: analysing language, comparing]
Language awareness
Recognise the relationships between the different varieties of Spanish in the Spanishspeaking world (including within countries), and reflect on the distinctive place of
Spanish in the ecology of languages used in Australia.
Recognise that Spanish borrows from a range of other languages, such as French,
English and Arabic.
[Key processes: comparing, reflecting]
[Key concepts: dynamic systems, ecology]
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76
Years 7 and 8
(Level 1)
Years 9 and 10
(Level 2)
Reflect on the many languages that are co-official with Spanish in some Spanishspeaking countries, such as Guaraní, Catalan and Basque.
Observe ongoing change in Spanish as a language of local and international
communication.
[Key concepts: regional variation, indigenous languages]
[Key concepts: globalisation, technological change]
Role of language and culture
Reflect on own cultural practices and language use at home, at school and in the
community, considering how they might be ‘read’ by young Spanish speakers.
Investigate how language and culture influence and reflect practices, values and
ideas of Spanish-speaking communities.
[Key concepts: norms, making the familiar strange, standpoints, perspectives]
[Key concepts: context of culture, cultural practices]
Notice aspects of the language use and culture of Spanish speakers in everyday
interactions such as emailing, texting, gift giving and apologising.
Discuss own and others’ assumptions about values and cultural norms of Spanishspeaking communities (for example, demonstrativeness, personal space), and
consider how learning a second language allows one to see oneself from others’
perspectives.
[Key concepts: perspectives, cultural practices]
[Key processes: decentring, reflecting, analysing]
Spanish — Draft Years 7-10 (Year 7 Entry) Scope and Sequence — May 2013
77