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• Spanish - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests...

  Level description | Languages | Spanish | F–10 Sequence | Levels 9 and 10

• Spanish - F–10 Sequence: Levels 9 and 10 description

  Students use more complex language in spoken and written forms. They adjust tone, expression and intonation to shade meaning and to convey emotions. They expand their knowledge and control of grammatical elements such as verb tenses (imperfecto, futuro simple, condicional) and direct and indirect...

  Level description | Languages | Spanish | F–10 Sequence

• Spanish - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact in written and spoken Spanish to communicate about personal experiences, relationships and aspirations, and broader local and global issues such as the environment, social media and tourism, including issues that pertain to Spanish-speaking countries....

  Level description | Languages | Spanish | 7–10 Sequence | Levels 9 and 10

• Spanish - 7–10 Sequence: Levels 9 and 10 description

  Students recognise and approximate the pronunciation, rhythms and intonation patterns of more extended phrases and compound sentences. They become more fluent and accurate in both spoken and written language production. They gain more control of grammatical and textual elements. They use simple...

  Level description | Languages | Spanish | 7–10 Sequence

• VCESC182

  Engage in shared activities such as planning and organising events by contributing ideas, opinions and suggestions and managing diverse views

  Elaborations

  • participating in collaborative projects such as a segment for a young people’s community radio or television program, sharing responsibility for different elements such as news items or sports reports, and using appropriate terms to introduce and summarise, for example, Estamos transmitiendo en directo desde … Esta edición nocturna se trata de… Ahora pasamos a las noticias del día…
  • negotiating arrangements, weighing up alternatives and reaching shared decisions in relation to planned events or activities, for example, Entonces nosotros haremos el afiche y ustedes lo distribuyen
  • planning a demonstration or performance for family or peers to showcase what they know and can do in Spanish, making decisions about different elements and preparing explanations of linguistic or cultural features of Spanish language use
  • participating in real or simulated transactions such as exchanging and ordering popular consumer items such as CDs, video games or books
  • organising real or simulated online forums to raise awareness of environmental, social or ethical issues such as prejudice, social justice or human rights, taking account of possible diversity of values and views

  VCESC182 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC025

  Express creative ideas and imagined experiences that relate to the cultures of Spanish-speaking communities using a variety of texts

  Elaborations

  • reinterpreting familiar stories or fictional characters, referencing cultural characteristics while creating new situations or different effects, for example, incorporating alternative text into popular cartoons such as Mafalda
  • composing adapted or simplified versions of classic stories such as Caperucita Verde or Los doce enanos for a younger audience
  • composing performance texts such as skits, raps or poems to amuse, entertain and engage other learners of Spanish
  • creating a video clip or digital story involving imaginary persona or avatar in a Spanish-speaking fantasy world, incorporating communicative styles and behaviours observed in texts from Spanish-speaking contexts

  VCESC025 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESC020

  Negotiate with peers to plan and take action on local and global issues and to engage in different forms of spoken, written and digital transactions

  Elaborations

  • participating in collaborative planning and decision-making, such as arranging an event or campaign to promote awareness of an issue such as recycling, using persuasive and descriptive language in spoken, written and digital modes of presentation, for example, posters, stimulus questions, statistics
  • producing action-oriented resources such as websites, posters or online features on issues related to the Spanish-speaking world, incorporating declarative language and argument, for example, ¿Qué creéis que tenemos que hacer para ..., creo que primero deberíamos escribir..., sugiero que terminemos, es evidente que…
  • creating promotional and informative texts to support fundraising activities, such as humanitarian initiatives in Spanish-speaking countries
  • planning real or virtual activities such as Spanish-language forums, for example by composing and rehearsing possible contributions or questions

  VCESC020 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC189

  Create bilingual texts that interpret aspects of Australian language and culture for Spanish-speaking audiences

  Elaborations

  • creating bilingual texts that present aspects of school life in Australia for Spanish-speaking students and parents, for example, a print leaflet or digital display about school excursions
  • considering how to maintain 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
  • producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations and the Melbourne Cup
  • producing public texts such as signs and posters in both Spanish and English, and commenting on the process of working in both languages

  VCESC189 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCESC187

  Produce a variety of imaginative texts to express ideas, attitudes and values for a range of audiences

  Elaborations

  • creating a poem or rap to perform to their peers that contains a message about an issue of personal significance
  • creating various types of texts such as digital or print stories, songs, chants or dialogues/skits, building characters, themes, settings and/or plots likely to appeal to specific audiences, for example, young learners of Spanish
  • composing and performing poems, songs, speeches or dialogues that reference significant celebrations or historical events in Australia or in the Spanish-speaking world, for example, El Día Internacional de la Mujer, La Feria de Sevilla, National Sorry Day, Fiestas patrias, Festivales folclóricos
  • creating reflective and expressive texts such as poems or blogs/wikis for own reference purposes to capture challenges, satisfactions and feelings about personal or social experiences and relationships

  VCESC187 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESC185

  Convey information on a range of issues using different modes of presentation to suit different audiences

  Elaborations

  • researching and reporting on contemporary social, environmental or ethical issues as presented in a range of resources using different presentation techniques, for example, Venn diagrams, flow charts, digital displays
  • composing different types of social media texts such as blogs, advertisements, web pages, magazine articles or live or printed interviews to present views on particular issues, using appropriate protocols to acknowledge sources of reference and commentary, for example, by using reported speech (Dijo el doctor Sanabria que hay que usar autos eléctricos)

  VCESC185 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCESC188

  Translate both Spanish and English texts, and discuss cultural and other dimensions of the process

  Elaborations

  • translating short familiar texts such as advertisements, songs or film clips, comparing own translation with others’, analysing and providing possible explanations for similarities and differences
  • reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems and songs, and identifying words and phrases that require particular elaboration or explanation, for example, Es una tarde parda y fría de invierno…, from the poem ‘Recuerdo infantil’ by Antonio Machado
  • using, comparing and evaluating electronic and online translators
  • experimenting with translations of popular expressions or idioms in Spanish, noticing when this creates potential confusion, for example, Una todas partes se cuecen habas (lit. everywhere beans are cooked) = it’s the same the whole world over

  VCESC188 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCESC183

  Engage in class discussions and debates, justifying opinions, evaluating perspectives and reflecting on own language learning

  Elaborations

  • interacting in class discussion and debate by taking turns, expressing agreement/disagreement, and providing encouragement for example, Es mi turno ahora, Estoy de acuerdo contigo… No comparto esa opinión… Me parece una idea estupenda
  • initiating and sustaining discussion by acknowledging different viewpoints (Tienes otro punto de vista, Ese aspecto lo veo de la siguiente manera…), asking for repetition or clarification (¿Qué quieres decir…?) or inviting further elaboration (¿Cómo? Eso quiere decir que…)
  • using argument and expressive or persuasive language to discuss topical issues such as La sostenibilidad, Los derechos humanos, for example, como sabemos … es evidente que … nadie puede negar …
  • using metalanguage to discuss language and language learning and to engage in peer and self-reflection, for example, Cuando hablo español tiendo a mover las manos más… Me gusta hablar español porque siento que he empezado a entender algunos aspectos culturales del mundo hispanohablante

  VCESC183 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC184

  Analyse, synthesise and evaluate ideas and information from multiple sources on a range of local and global issues

  Elaborations

  • gathering information from a range of print and digital sources on topics such as ecoturismo or machismo, and identifying, evaluating and reporting on perspectives
  • distinguishing between fact and opinion in texts such as articles and reports, using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • comparing and evaluating a range of perspectives on topics such as health, music, sport and religion presented in different media texts, and considering why people may have different perspectives
  • presenting commentaries collected from print, digital and personal sources of information on issues of interest to themselves and other young people, such as El impacto de los medios sociales en la vida cotidiana, El vestuario y la identidad, La influencia de la música en los jóvenes, classifying issues according to viewpoints and perspectives
  • researching cultural characteristics of a specific group of Spanish speakers to inform a course of action such as providing a Spanish-speaking exchange student with a suitable placement or a group of Spanish visitors with a suitable menu, or deciding on an appropriate time of year to visit a particular Spanish-speaking country or region
  • analysing published accounts of an event such as a sports match, a concert or a street party, identifying varying viewpoints

  VCESC184 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCESC028

  Consider own reactions when engaging with Spanish speakers and resources and how these may reflect aspects of own language and culture

  Elaborations

  • keeping a record such as a journal, log or online posting of critical incidents and observations in the course of intercultural language learning, such as breakdowns or breakthroughs in communication, and considering why or how they occurred and were repaired
  • finding examples of how language reflects cultural concepts and values across the Spanish-speaking world, for example, religious references in sayings such as Al que madruga Diós le ayuda, Bendito sea … Adiós; and changes to language forms that reflect changes in social values, such as the adoption of some feminine forms of professional titles (La doctora/el doctor, la abogada/el abogado, la jefa/el jefe)
  • recognising differences in the nature and function of some elements of communication in Spanish compared to English, for example, the enjoyment of debate, disagreement and argument as social rather than confrontational activities, or greater directness in exchanges such as making requests using the direct imperative form
  • discussing how intercultural communication involves being flexible, responsive and open to differences in ways of communicating views or emotions, for example, the less explicit expression of appreciation or thanks in Spanish, variation in attitudes to time

  VCESC028 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCESC023

  Organise and present critical perspectives on information obtained from different sources to a variety of audiences

  Elaborations

  • researching, presenting and taking a position on questions relating to contemporary topics such as Los efectos de las redes sociales en la vida de los jóvenes
  • producing a brochure to identify aspects of their city/town/region likely to be of interest to Spanish-speaking visitors of the same age
  • presenting a personal or shared perspective on topics such as fashion, music, cinema or social media, using formats such as displays, online posts or oral presentations to provide critical or explanatory commentary
  • researching and presenting information about social and environmental issues affecting Spanish-speaking regions of the world, for example, consecuencias de la deforestación en el Amazonas

  VCESC023 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCESC181

  Discuss and compare young people’s interests, behaviours and values across cultural contexts

  Elaborations

  • exchanging emails and participating in online forums with peers in a Spanish-speaking context to share views about aspects of teenage life such as friends, responsibilities, interests, aspirations and topical issues
  • interviewing class members to elicit opinions on personal experiences and significant events from their past, and identifying common themes or reactions
  • comparing responses to events or texts such as a concert or television program, using evaluative and expressive language to convey reactions such as excitement, appreciation or boredom (Me encantó esa canción, ¡Aprecio tus palabras! ¡Qué aburrido!), and initiating and scaffolding conversation by introducing topics, inviting contributions or asking for clarification, for example, No he entendido bien… ¿Qué piensas? ¿Qué te parece si hablamos de…?
  • maintaining and extending conversations by following up on others’ contributions, elaborating on own comments and extending the topic, for example, Creo que tú tienes razón pero… Me gustaría agregar que…

  VCESC181 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC019

  Socialise, exchange and compare ideas and opinions in relation to issues relevant to their own lives and interests, such as relationships, events and aspirations

  Elaborations

  • expressing, comparing and explaining likes, dislikes and preferences, for example, Me gusta más el baloncesto que el fútbol, Me encanta la historia porque me parece interesante, Nuestro colegio es grandísimo, es el más grande de la ciudad. Lo que más me gusta hacer los fines de semana es chatear con mis amigos
  • corresponding with peers by using telephone/video calls, SMS or social media to build relationships and share views on aspects of young people’s lives such as friends, responsibilities, interests and aspirations
  • expressing hopes, opinions and ambitions, giving reasons for plans, for example, Espero aprobar los exámenes, Creo que ..., Pienso (+ infinitive), prefiero ...¿y tú?, Y vosotros ¿Qué opináis?, Estoy de acuerdo contigo, ¿Estáis de acuerdo?, En el futuro, me gustaría ser ...
  • sharing past experiences and significant events, such as holidays, special events or travel, for example, En mis vacaciones, primero fuimos a..., después ... Durante la segunda semana ... y entonces ... Fue fenomenal ... Al final ... Y ¿Qué tal tus vacaciones?
  • discussing personal views on topics such as acoso escolar, ideal de belleza and música, using expressions such as de ninguna manera...claro que sí... to link and elaborate ideas

  VCESC019 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC186

  Engage with and review creative texts, identifying and explaining cultural attitudes and key messages

  Elaborations

  • collaborating in critical and cultural readings of the imaginative content of texts such as blogs or song lyrics to explore Spanish-language forms of creative expression
  • composing a review of a film or short story, identifying how the text uses language and textual features to convey emotions and perspectives, for example, Este video no muestra la realidad de la posición de la mujer, Los personajes en este texto se sienten felices
  • reading, viewing or listening to extracts from expressive contemporary texts such as poems, dance, street art or musical performances, identifying elements that reflect the culture or experience of Spanish-speaking communities
  • expressing responses to oral, written and digital texts such as short stories, poems, cartoons, films, raps and songs (es muy conmovedor, es preocupante, son melancólicas, es demasiado hermoso, es divertido, da risa), and identifying how mood is created and how storylines are developed
  • analysing the lyrics of contemporary songs from the Spanish-speaking world, identifying key messages and evaluating expressive styles

  VCESC186 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESC027

  Create bilingual texts such as displays, explanatory or promotional material or performances for immediate and virtual environments

  Elaborations

  • providing bilingual captions that represent cultural elements or references to accompany images from the Spanish-speaking world or from regional Australia, for example, los nazarenos en las procesiones de Semana Santa, el sombrero mexicano y el sombrero de los corchos australiano, el ‘vegemite’ y las tortillas españolas, el canguro y el cóndor, el rodeo y los toros, bailes y ceremonias indígenas
  • producing bilingual instructional or explanatory texts such as glossaries, for example to explain the rules of Australian games, activities or sports, such as cricket, netball, Australian Rules football, bushwalking or surf lifesaving
  • creating and contributing to a shared online bilingual word bank of Spanish and English colloquial and idiomatic words that are difficult to translate, for example, comadre, compadre, qué metida de pata; ‘schoolies’, ‘School of the Air’, ‘sickie’
  • performing a virtual guided tour for intending exchange students, including dramatisations of potential miscommunication between Spanish and English speakers

  VCESC027 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCESC190

  Participate in intercultural experiences, reflecting on own ways of communicating and considering how intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • considering how learning and using Spanish offers different ways of interpreting the world and representing experience
  • reflecting on how meaning can be misinterpreted in intercultural interactions, for example, by preparing a shared list of strategies to improve communication and intercultural skills
  • recognising differences in the nature and function of some elements of communication in Spanish compared to English, for example, the enjoyment of debate, disagreement and argument as social rather than confrontational activities; and greater levels of directness in exchanges, such as making requests using direct imperative
  • keeping a record such as a journal, log or online posting of critical incidents and observations in the course of intercultural language learning, such as breakdowns or breakthroughs in communication, and considering why or how they occurred and were repaired
  • recording and sharing reflections on their experiences of learning Spanish and on different reactions to aspects of the language and culture, for example, Tengo problemas pronunciando la doble r, es difícil para mí y se me olvida que la h no suena en español, Me gustaría poder hablar más rápidamente en español

  VCESC190 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting