Australian Curriculum: Languages
Spanish
Draft Foundation to Year 10 Sequence
May 2013
http://consultation.australiancurriculum.edu.au
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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
3
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
4
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
5
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
6
•
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
7
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
8
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
9
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
10
•
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
11
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
12
•
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
13
•
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
14
•
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
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15
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
16
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
17
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
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18
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
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19
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
20
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
21
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
22
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
23
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
24
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
25
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
26
•
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
27
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
28
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
29
•
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
30
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
31
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
32
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
33
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
34
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
35
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
36
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
37
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
38
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
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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.
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