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F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students become familiar with the sound systems of the Spanish language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, and recognise and use the intonation patterns that distinguish between statements, questions and exclamations. They use simple basic sentence structures and learn to write single words and simple phrases...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact with teacher and peers to introduce self, greet and farewell others and describe friends, family and favourite things (VCESC109)
    1. greeting and farewelling others at different times of the day and in different contexts, using appropriate forms of address, for example, ¡Hola amigos! ¡Buenos días profesora! ¡Buenas tardes abuela! ¡Hasta mañana tía!
    2. introducing and describing self, family members, friends and favourite things, animals and objects using visual supports such as photos, pictures or digital images, for example, Me llamo Jorge; ¿Cómo te llamas? Tengo un hermano pequeño; Me gusta la clase de español; Este es mi papá, Esta es mi mamá; Mi perro es blanco y grande. Tengo una bicicleta verde
    3. using simple statements to express likes and dislikes, for example, Me gusta Dora la exploradora; No me gusta la sopa; Mi color favorito es el rojo
    4. using formulaic expressions to offer congratulations or to express wishes related to special occasions, for example, ¡Feliz Navidad! ¡Feliz cumpleaños! ¡Muy bien!
    5. using simple gestures to accompany expressions such as así así, ¡ojo!, ¡no!, ¡qué problema!
  2. Participate in guided group activities and simple transactions such as games, performances, songs and rhymes, using modelled repetitive language (VCESC110)
    1. participating in games or activities that involve taking turns, making choices or swapping items, such as number, time-telling or memory games (¿Qué hora es señor Lobo?, El escondite inglés, La vaca eres tú), using language such as me toca; gané; te toca
    2. contributing to class activities or projects that involve naming, illustrating and labelling, such as creating a class garden, or a photo or digital display of a shared event or activity
    3. participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, ¿Tienes un triángulo amarillo? Sí, toma. ¿Tienes un círculo rojo? No, tengo un círculo azul
    4. participating in songs and chants such as counting songs or rhyming games by singing and performing actions, for example, Mi carita redondita, Había una vez un barquito chiquitito, Un elefante se balanceaba
  3. Recognise and respond to classroom interactions such as opening and closing of lessons, transition activities, answering simple questions and following classroom instructions (VCESC111)
    1. participating in class routines such as taking the roll and stating the day and date, for example, hoy es lunes 26 de julio
    2. interacting with one another during class activities, for example, vamos al recreo, ¿puedo ir al baño? gracias, lo siento, por favor, dame el borrador
    3. responding to classroom instructions through actions, gestures and verbal responses such as siéntense/sentaos, silencio, escuchen/escuchad, recojan/recoged sus/vuestras cosas, formen un círculo, todos de pie, levanta la mano
    4. demonstrating and mimicking hand gestures, intonation patterns or facial expressions that accompany language or stand alone, for example, shrugs or exclamations such as ¡Hala! ¡Uf!
Informing Elaborations
  1. Locate specific words and expressions in simple print, spoken and digital texts such as charts, lists, songs, rhymes and stories, and use information to complete guided spoken and written tasks (VCESC112)
    1. listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
    2. recognising symbols, words and phrases in written Spanish such as titles, labels and captions
    3. participating in shared reading of print and digital texts such as Big Book stories about familiar events or contexts (Los tres cerditos, Tico tango), using pictures, intonation and contextual clues to predict meaning and identify key information
    4. demonstrating comprehension of individual words and phrases in simple spoken, written and digital texts by actions such as labelling, drawing, miming or onscreen pointing, clicking or dragging
    5. responding to questions about participants and objects that elicit details such as size, colour, quantity or place, for example, ¿De qué color es la casa…? La casa es azul. ¿Dónde está el gato? El gato está en Lima. ¿Cuántos cerdos hay? ¿Tico es grande o pequeño?
  2. Present factual information about self, family, friends and everyday objects using simple statements and support materials (VCESC113)
    1. labelling or naming personal possessions and classroom items and resources, for example, la mesa, mi lápiz, tu cuaderno, la pizarra portátil
    2. using simple statements, familiar vocabulary and concrete materials to talk about self and the immediate environment, for example, Tengo el pelo largo. Estoy en mi clase. Mi hermana se llama Lucía. Este/a es mi mejor amigo/a. Me gusta tocar el/la piano/flauta
    3. contributing to shared understanding of aspects of the Spanish-speaking world through activities such as pointing to places on a map or at pictures of foods, flora and fauna, for example, En México, la comida es picante. Guinea Ecuatorial está en Africa. El lince es bonito
    4. drawing aspects of daily routines (la merienda, los deportes, las tareas de la casa) and creating captions or attaching word bubbles
    5. using key words and phrases to describe aspects of a video clip, photo story or excerpt from a television program such as Barrio Sésamo, for example, Hoy vamos a hablar de la letra ñ
Creating Elaborations
  1. Participate in shared reading, or viewing or listening to short imaginative texts and respond through mime, drawing and dance (VCESC114)
    1. reciting and performing chants and rhymes, for example, ‘El Renacuajo Paseador’ and ‘El lagarto y la lagarta’, adding gestures such as clapping or dancing to support rhythm and expression
    2. listening to, reading or viewing Spanish versions of familiar stories such as Los tres ositos or El patito feo, identifying recurring expressions and re-enacting elements with puppets, props or actions
    3. responding to oral, print and digital imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement
    4. making simple statements in response to favourite characters in stories, rhymes or songs, for example, el lobo es feroz, el osito está triste, ¡Qué divertido!
  2. Create and perform simple imaginative texts that involve repetitive language, experimenting with sound patterns, rhymes and non-verbal forms of expression (VCESC115)
    1. performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning
    2. creating and presenting a shared class story that involves repeated actions and audience involvement
    3. creating a new version of well-known stories, songs or rhymes such as Tengo, tengo, tengo by substituting words, phrases and expressions
    4. composing original short stories by matching or sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language
Translating Elaborations
  1. Translate frequently used words and simple phrases using visual cues and resources such as word lists (VCESC116)
    1. explaining to others the meanings and use of simple expressions such as greetings that are used for different times and occasions, for example, ¡Buenos días! ¡Buenas tardes! ¡Buenas noches!
    2. using classroom resources such as word banks/wall charts, visual dictionaries, word lists and pictures to translate the meaning of single words and common expressions
    3. identifying words that look similar and have the same meaning in Spanish and English but are pronounced differently (animal, tomate, fruta, violín, guitarra, mosquito), and considering why these words are similar
    4. demonstrating and explaining hand gestures, intonation patterns and facial expressions that accompany Spanish words and phrases or can be used without language
  2. Create simple print or digital texts that use both Spanish and English, such as labels, captions, wall charts and picture dictionaries (VCESC117)
    1. making personal bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as merienda, doña, don, buñuelos
    2. making bilingual greeting cards for celebrations such as Reyes, Dia de la Madre or Dia del Santo, using greetings such as feliz día de la madre, feliz día de tu santo, or feliz día del maestro alongside equivalent English greetings where culturally appropriate
    3. creating an identity card that contains parallel personal information in Spanish and English, for example, nombre/name, apellidos/last name(s), edad/age, Mis amigos son…/My friends are…, Vivo en…/I live in, Me gusta…/I like…
    4. adding captions in Spanish and English for a photographic display of a class event or experience such as sports day or school camp, for example, ¡De excursión en la granja! Nuestros experimentos de ciencia. Aquí estamos comiendo ceviche
Reflecting Elaborations
  1. Recognise what aspects of songs, stories, rhymes and pictures from Spanish-speaking cultures may look or feel similar or different to own language(s) and culture(s) (VCESC118)
    1. comparing aspects of the lives of children in Australian and Spanish-speaking countries as represented in print and digital images, video clips and stories, for example, ways of playing games, eating food, or interacting at school or at home
    2. using some Spanish words, expressions and exclamations when playing with one another, for example, ¡Ay! ¡salud! and noticing any differences in behaviour, use of voice or body language compared to when using English
    3. responding to teacher prompts in Spanish or English, for example, ¿Qué ves/notas? or ‘What do you notice about…?’, to capture their impressions when viewing images or stories involving children in Spanish-speaking contexts
  2. Recognise themselves as belonging to groups, for example, ‘my friends’, ‘my class’, ‘my school’, ‘my family’ and ‘my community’ (VCESC119)
    1. making simple statements about themselves, including where they come from and what language(s) they speak
    2. identifying themselves as belonging to different groups, such as family, class or peer groups (Yo soy australiana y chilena, Soy un niño/una niña. Estoy en la clase B), and representing these relationships through drawing pictures, adding captions to photos, or digital text creation
    3. comparing their own ways of communicating, including using any other languages with those of friends or family members who speak different languages
    4. considering whether there are any aspects of their ways of communicating that might be unfamiliar to children from different cultural backgrounds

Understanding

Systems of language Elaborations
  1. Recognise and reproduce the sounds and rhythms of simple spoken Spanish, noticing how they are produced and how they are represented in writing (VCESU120)
    1. becoming familiar with the Spanish alphabet, noticing that there is an additional letter as compared to English, ñ
    2. imitating Spanish sounds such as j in viaje, ñ in niño, b and v (vaca y boca), ll in calle, and rr in carro
    3. noticing that statements and questions have different intonations, for example, Fernando no está. ¿Fernando no está?
    4. developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
    5. experimenting with sounds in onomatopoeic words such as those related to animal sounds`, for example, pío, (pájaro), quiquiriquí (gallo), miau (gato), guau (perro)
    6. noticing differences in punctuation between Spanish and English, such as inverted exclamation and question marks at the beginning of sentences
  2. Notice and apply grammatical rules such as those relating to gender, simple verb forms and definite articles when describing people, places, things and relationships (VCESU121)
    1. learning the structure of simple affirmative/negative statements and questions based on models, for example, No tengo perro. Gloria come verduras. ¿María tiene cinco años?
    2. recognising definite and indefinite articles with nouns, for example, la mesa, una mesa; el niño, un niño
    3. noticing that adjectives usually follow nouns and are used to describe the colour, size, shape or characteristics of a person, place or object, for example, la casa grande, el balón gris, la silla amarilla, un auto azul, una mesa cuadrada, una niña alta
    4. noticing and using singular masculine or feminine forms of nouns and adjectives, for example, el plátano delicioso, la canción chilena
    5. understanding and responding to basic familiar instructions and imperatives, for example, siéntate, escucha, cierra la puerta, silencio
    6. observing gender in patterns of naming, for example, Julio/Julia, Patricio/Patricia
    7. using subject pronouns to identify people, objects or animals, for example, Yo, tú, él, ella
    8. building vocabulary related to familiar environments (lápiz, casa, mamá, papá), and using cognates such as animal, color, triángulo, familia
    9. learning simple verbs to express likes and dislikes, for example, comer, bailar, hablar, correr, jugar and caminar, and using them in modelled and formulaic expressions such as No me gusta correr/caminar; ¿Te gusta este juguete?
    10. using singular possessive adjectives, for example, mi casa, mi hermano, tu amiga
  3. Understand that language is organised as ‘text’ and recognise features of familiar texts such as charts, labels, rhymes and stories (VCESU122)
    1. understanding that texts can be spoken, written, visual or acted out and that they can be very short (¡alto!) or much longer, for example, a song or story
    2. observing typical features of familiar types of texts such as stories, greeting cards and nursery rhymes, for example, the use of the story-starter Érase una vez…
    3. understanding that texts have a purpose, for example, timetables indicate what happens when (guía de horarios), recounts describe past events (Había una vez) and greeting cards convey feelings (Te amo/Te quiero)
    4. comparing familiar texts in Spanish and English, such as counting games or street signs, identifying elements in the Spanish texts that look or sound different
Language variation and change Elaborations
  1. Recognise that in Spanish different words and language forms are used to address and greet people according to relationship, context and time of day (VCESU123)
    1. understanding that different forms of language are used with different people, for example, appropriate pronouns and forms of address such as tú, vos, doctor García, Doña Aura
    2. understanding that language use varies according to context and situation, for example, language used when interacting with peers during playground games is different to that used with teachers in class (Hola, ¿qué tal?; Buenos días señora García, ¿cómo está?)
    3. understanding that language exchanges in Spanish such as greetings vary according to the time of day or the occasion, for example, Buenas tardes, Buenas noches, Felicidades. Feliz Año Nuevo
    4. identifying social relationships between people observed interacting in Spanish-language materials such as video clips or cartoons
  2. Understand that the English and Spanish languages borrow words from each other (VCESU124)
    1. recognising words in Spanish that are borrowed from English (email, chat, bacon) and words in English that are borrowed from Spanish (patio, siesta, taco, tango, burrito, mosquito)
    2. comparing how Spanish words that are used in everyday life in Australia (poncho, chocolate, tapas, paella, chorizo) are pronounced by speakers of English and Spanish
  3. Recognise that Spanish is one of many languages spoken around the world and in Australia (VCESU125)
    1. understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
    2. recognising that Spanish is an important world language, spoken in different forms in many countries in the world, including Australia
    3. understanding that many different languages are spoken in Australia, including Aboriginal languages and Torres Strait Islander languages
Role of language and culture Elaborations
  1. Notice some differences and similarities in cultural practices between Spanish speakers and Australian-English speakers (VCESU126)
    1. exploring the meaning of culture: how it involves visible elements, such as ways of eating, or symbols such as flags, and invisible elements, such as how people live, what they value, and how they think about themselves and others
    2. noticing similarities and differences between naming systems across languages and cultures represented in the classroom, for example, the use of diminutives, nicknames, surnames and ways of referring to family members (Juancito, Paquito; Nacho, Paco; Lola García Martínez; mi yayo/a, tato/a)
    3. noticing expressions and terms in Australian English that reflect Australian lifestyles and cultures, such as terms associated with food, the land, sports and leisure activities, for example, ‘backyard’ or ‘footy’

Foundation to Level 2 Achievement Standard

By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple repetitive language and respond to simple instructions when participating in classroom routines, games and shared activities, for example, Sal de aquí, Párate en la puerta. They use visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and reproduce distinctive sounds of the Spanish language, including the sounds for the letters ll, ñ, rr/r g/j, c and y. Students identify specific words and expressions in simple texts, such as names of people, places or objects. They convey factual information about self, family, friends and favourite things at word and simple sentence level, for example, Mi casa es grande, Nuestro ordenador es pequeño, Tu celular es nuevo. They respond to and create simple spoken and written texts using modelled examples and formulaic language. Students use gender (for example, el pastel/la torta), simple verb forms (for example, estudiar, comer, dormir), definite...

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F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students recognise and use intonation patterns to express different meanings. They apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as gender and singular/plural forms, simple verb forms, adjectives, adverbs, pronouns and prepositions to understand and to create simple spoken and written texts. Learning Spanish contributes...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact with teacher and peers to exchange information about aspects of their personal world such as school, home, everyday routines and favourite pastimes (VCESC127)
    1. asking questions and giving information about school and home, for example, ¿Quién es él? Es mi amigo. ¿Qué hace tu mamá? Mi mamá es trabajadora social, ¿Qué deporte practica Miguel? Él juega al fútbol, ¿Qué te gusta de tu escuela? Me gusta hablar con mis amigas en el patio
    2. describing features, characteristics and locations of particular things or places, for example, Mi celular es viejo, El parque está detrás de la escuela. La ciudad de México es gigante. ¿Dónde está la piscina? Está a la izquierda del lago. Mi escuela es muy grande y está en Adelaida
    3. using formal and informal greetings in spoken and written forms of communication, for example, Querida abuela, Hola María
    4. describing routines and favourite activities using expressions related to time and days of the week, for example, voy al colegio todos los días, todos los martes practico tenis
    5. exchanging information about family, friends or interests, using simple descriptive statements and cohesive devices such as conjunctions, for example, Puedo correr pero no puedo nadar, Me gustan Shakira y Ricky Martin porque bailan bien
  2. Participate in collaborative tasks and experiences such as creating and presenting a display or performance and following procedures and instructions (VCESC128)
    1. working together on tasks such as designing a poster for a special event, planning a puppet show, or creating menus or picture books for ‘buddy’ classes, collaborating to make decisions about content, vocabulary and design, for example, ¿Cuál quieres, ésta o ésa? Dame/toma/pásame el pegamento/la goma...
    2. working with visual, print and digital modes of expression to create invitations for a party, performance or class event, for example, Querido/a amigo/a; Me gustaría invitarte a mi...... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. Hasta pronto
    3. preparing, rehearsing and conducting public presentations and performances such as an item in Spanish for school assembly or a presentation to parents
    4. following procedures and instructions for shared activities, for example, following a recipe for guacamole, paper cutting decorations, making a cometa or papalote, or completing a simple science experiment such as germinating a bean
  3. Participate in everyday classroom exchanges such as responding to simple questions, asking permission, requesting help, asking how to say or write something, asking for repetition and complimenting others (VCESC129)
    1. responding to simple questions, for example, by describing the weather and the day’s schedule, using modelled language such as ¡Qué calor hace! Hoy tenemos español y música
    2. asking how to say or write a word, for example, ¿Cómo se dice …? ¿Cómo se escribe …?
    3. making and responding to requests (¿Me prestas…?, Permiso…, Habla más alto, cerrad vuestros libros; pásame las tijeras, ¿dónde están los lápices?, ¿Puedo usar mi ordenador/computadora? Busca la aplicación...en tu tableta), and asking for rephrasing or repetition, for example, Repita, por favor
    4. negotiating turn-taking and complimenting their friends, for example, es mi turno/es tu turno… o muy bien, felicitaciones/enhorabuena, bonito, excelente; buen trabajo
Informing Elaborations
  1. Gather and share information from peers and from texts relating to the Spanish-speaking world and to areas such as home, school, routines, responsibilities and interests (VCESC130)
    1. surveying classmates, for example, about likes and dislikes, interests or favourite things (¿Cuál es tu videojuego/animal favorito? ¿Te gusta....? ¿Cuándo es tu cumpleaños (día/mes?)), tabulating the results and presenting the information in various formats such as pie charts, lists, tables or a shared class graph
    2. collecting information from media and print resources about aspects of the Spanish-speaking world (different animal species, currency, indigenous languages/communities), presenting it to others in new ways such as creating a digital display or spoken, print or visual presentation with names, descriptions and captions, for example, la llama es blancaLa moneda de España es el euro... Los indígenas/aborígenes de Chile son los mapuches
    3. comparing information about activities and practices across cultures, for example, by reading, viewing or listening to texts related to aspects of school life, such as timetables, canteen menus, extracurricular activities or sports
    4. working in groups to obtain and use information from print, visual or digital sources related to other learning areas, for example, naming countries and significant land features, or recording distances using geographical skills
  2. Present information about personal or shared interests or experiences, using simple descriptive language and supporting resources such as tables, lists and images (VCESC131)
    1. creating a class book, visual/digital display or collection related to topics they have been studying in Spanish and/or other curriculum areas, for example, recetas favoritas, animales, la naturaleza, “los conquistadores”
    2. presenting information on cultural events or topics likely to interest other children of the same age, for example, a children’s salsa/flamenco/cueca competition
    3. planning and giving short presentations in Spanish on topics such as holidays or favourite computer games, using a combination of language and visual images such as photos, illustrations, captions and diagrams, for example, Mis videojuegos favoritos son Minecraft y Candy Crush. Mis vacaciones en la nieve: este es mi muñeco de nieve
Creating Elaborations
  1. Read, view and listen to stories, children’s television programs and songs and make simple statements about characters, themes and reactions (VCESC132)
    1. reading, viewing and listening to a range of print, digital and oral texts through shared and guided participation, for example, by responding to questions about characters, ideas and events or by illustrating and captioning aspects of texts
    2. expressing personal reactions to characters or events in texts such as children’s television programs, stories and songs, using artefacts such as puppets or masks, for example, me gusta/no me gusta…¡Qué asco! ¡Qué raro! Ellos son muy graciosos/divertidos; Ellas son muy graciosas/divertidas
    3. commenting on culturally specific elements of stories or songs, for example, family relationships, the role of music or performance, or values associated with children or older people
    4. experimenting with voice and gestures to animate characters and with movement and action to act out events in imaginative texts, for example, assuming a character from a text and participating in a dialogue
  2. Create short imaginative texts such as dialogues and stories using modelled language (VCESC133)
    1. creating simple imaginative texts to share with younger learners of Spanish, such as digital or print storybooks, anagrams or shape poems, using modelled language and digital programs such as Vokis
    2. using gestures, movements and facial expressions to enhance characterisation or effect in the performance of action songs, raps or plays
    3. contributing to shared writing activities such as a class story in response to an event or experience, for example, a visit to the zoo or a virtual visit to a famous place
    4. creating and performing alternative versions of or endings to known stories such as Caperucita verde or action songs, using voice, rhythm and gestures to animate characters
    5. experimenting with sounds, pronunciation and vocabulary to create alternative versions of familiar songs or rhymes learnt in class, for example, ‘La vaca loca’, ‘La serpiente de tierra caliente’
Translating Elaborations
  1. Compare and explain simple texts or expressions in both Spanish and English, such as street signs, advertisements, sayings and greetings (VCESC134)
    1. comparing Spanish expressions used in routine social interactions such as greetings with equivalent English versions, identifying differences, similarities and cultural references, for example, ¿qué tal?/‘Hi!’, chao/‘See you later’, ¡buen provecho!/‘Enjoy your lunch’
    2. matching street signs from the Spanish-speaking world with equivalents found in Australia, for example, Llamas en la carretera and ‘Koalas crossing’, No pisar el césped and ‘Keep off the grass’
    3. using a picture or digital dictionary to find the meanings of simple words used in class, and comparing English and Spanish versions of each word
    4. playing matching-pair games with Spanish and English word cards, matching vocabulary for familiar concepts or objects, for example, family members, or vocabulary related to food/eating
  2. Create bilingual texts such as action games, songs, stories or photo captions, and identify and discuss aspects of culture represented in the texts (VCESC135)
    1. creating simple bilingual storybooks modelled on texts such as Cuentos de la selva by creating captions for a series of images, and noting differences and similarities between ways of interacting in Spanish or English
    2. creating simple illustrated bilingual texts that can be used by young learners of either English or Spanish, presenting key information on a topic of interest such as el reciclaje or animales salvajes
    3. creating simple action songs and games that include alternating repetitive phrases in Spanish and English, for example, Simón dice/Amanda manda/Simon Says, Piedra, papel o tijeras/Rock, Paper, Scissors
Reflecting Elaborations
  1. Interact in Spanish using simple phrases and expressions, recognising how language reflects cultural practices (VCESC136)
    1. using Spanish expressions that convey politeness and respect (por favor... gracias, puedo), and comparing how they feel when using them compared to using equivalent expressions in English or other languages
    2. noticing interactions when using Spanish that look or feel different to their ways of interacting in their own language/culture, for example, language around mealtimes or in the classroom
    3. selecting words or expressions in Spanish that they think would need to be explained to non-Spanish speakers, for example, the use of family names or expressions associated with religion, or the use of besitos to close a telephone conversation
    4. talking about their reactions to using Spanish, identifying ways of communicating/behaving that feel unfamiliar, enjoyable or difficult, for example, gestures or forms of politeness
  2. Explore own sense of identity, for example, by discussing membership of groups such as a club, a country or a language-speaking community, and how these elements of identity are reflected in language use (VCESC137)
    1. talking about their own identity and language use and creating captioned representations of their membership of clubs or groups (Voy al club de los scouts, Mi equipo es el mejor), their country (nuestro país) or language-speaking community (en mi idioma…)
    2. reflecting on their experience of learning and using Spanish, considering prompt questions such as: Does this feel unfamiliar? What does this mean to me? How is this different to my usual experience?
    3. creating a self-profile, using captioned photos, slide presentations, online internal school Vokis or concept maps to highlight key characteristics, relationships and ways of using language, for example, Tengo nueve años; Vivo en Sídney. Estudio chino los sábados
    4. using simple words and expressions selected from word banks and modelled statements to create personal profiles that highlight key characteristics and features of identity, for example, soy chino/a y australiano/a, Hablo chino, inglés y un poco de español. Soy muy valiente

Understanding

Systems of language Elaborations
  1. Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements (VCESU138)
    1. playing games such as Word Bingo with more difficult sounds, for example, the letter c in camino/coco compared to cero/cifra
    2. learning to recognise the silent h as in hamaca, ahora and almohada and in loan words such as hotel
    3. recognising and using different intonation for statements, commands, exclamations and questions, for example, Rosa va a la escuela; ¿Rosa va a la escuela?; ¡Vamos todos! ¡Ay, ay, ay!
    4. extrapolating from familiar sounds and contexts to spell new words, for example, predicting how to spell Pablo having learnt the spelling of hablo
    5. understanding that an accent may change the meaning of the word, for example, and tu, papa and papá
    6. noticing the function of accents in relation to stress and pronunciation, for example, café, teléfono, árbol
    7. applying punctuation and capitalisation rules when writing, such as not capitalising days of the week, months of the year or nationalities
    8. understanding that some letters blend to make single sounds, such as GU in seguimos or QU in queso
  2. Notice and apply elements of Spanish grammar such as gender, singular/plural forms, adjectives, adverbs, verb forms, pronouns and prepositions in simple spoken, written and digital texts (VCESU139)
    1. specifying location or direction using prepositions such as en, encima, debajo, a la izquierda and a la derecha, for example, La regla está en el estuche
    2. using imperatives to tell others to do something, for example, date prisa, colorea el dibujo
    3. using question words to seek information, for example, ¿Cómo te llamas? ¿Dónde está tu casa? ¿Cuántos hermanos tienes? ¿Quién es tu mejor amigo?
    4. using a range of adjectives to describe appearance and to express feelings or personality, for example, extraño, fantástico, estupendo, serio, responsable, inteligente
    5. linking ideas using conjunctions such as y, o and pero
    6. noticing the use of personal pronouns, for example, yo, tú, él, ella, nosotros/as, vosotros/as, ellos/as
    7. using possessive adjectives in singular and plural forms, for example, nuestra clase, vuestra escuela, tu abuela, mis amigos, tus compañeros
    8. using cardinal numbers to describe quantity, to tell the time and for dates and ages, for example, tengo cinco amigas, Son las tres en punto, Hoy es veintiuno de agosto, Tengo nueve años
    9. using common verbs in familiar contexts, for example, ser and estar, dormir, estudiar and cantar
    10. identifying and applying the use of singular, plural and gender forms in simple sentences, for example, la motocicleta es negra, los bolsos son verdes
    11. using words and expressions to locate events in time (hoy, ayer, mañana), to describe weather (Hoy hace calor) and to name days of the week (Mañana es lunes)
    12. using suffixes such as –ísimo/a- and –ito/a to modify the meaning of nouns, adjectives and adverbs, for example, lentísimo; graciosísimos; casita; gatito
    13. building metalanguage to talk about grammar and vocabulary (singular, plural, masculino, femenino, artículo, adjetivo, sinónimo…) and comparing with equivalent terms in English
  3. Recognise that texts such as stories, emails and dialogues have particular characteristic features, and notice similarities and differences between some Spanish and English versions (VCESU140)
    1. noticing differences between written and spoken forms of different types of texts in both Spanish and English, for example, comparing a written story with a spoken one, or a letter with a phone call; and recognising how elements of texts combine to make meaning, for example, the images, font and script of a cartoon; the title, layout and illustrations in a picture book; and the highlighting of names, dates and times on an invitation
    2. comparing features of similar texts in Spanish and English, for example, greeting cards, interactive games or tuckshop menus
Language variation and change Elaborations
  1. Understand that language use varies according to the age and relationship of participants (VCESU141)
    1. reflecting on how they communicate with family and friends and with people less close to them, noticing differences in language use and communicative behaviour
    2. analysing how the language of texts such as invitations, apologies or greeting cards may vary depending on the relationship between the sender and the receiver
    3. noticing differences in the ways that Spanish and English speakers communicate with different people, for example, with young children or with unfamiliar adults
  2. Recognise that languages change with use over time and according to context (VCESU142)
    1. discovering English and Australian Aboriginal language words used by Spanish speakers (shopping, tiquet, básquetbol, el eucalipto and canguro, bumerán), and considering the context of their use
    2. finding examples of words and expressions that have been introduced into the Spanish language in recent times, reflecting changes in interests and access to additional cultural experiences, for example, Hacer zapping, cambiar de look, hacer footing.
  3. Identify the variety of languages represented in the school, local community and general Australian population (VCESU143)
    1. identifying languages used by classmates, for example, by creating a class profile or language map with greetings in each language
    2. discussing the nature, history and importance of Aboriginal languages and Torres Strait Islander languages in the school community and in wider Australian society, and identifying the language of the Country
    3. exploring similarities and differences between the many languages spoken in Australia and represented in the school, for example, by comparing the ways different languages use writing, sound/speech and gestures to communicate
Role of language and culture Elaborations
  1. Discuss examples of ways in which the cultures of Spanish speakers influence everyday interactions such as expressions of respect and affection (VCESU144)
    1. understanding that language carries information about the people who use it and that common expressions and conventions often reflect cultural values, for example, the explicit expression of affection reflected in the use of diminutives (primita, mami, papito, hermanito), and the importance of religion reflected in the use of names with religious associations (Rosario, Mercedes, Pilar)
    2. learning how to talk about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions that sit inside language, for example, responding to prompts such as: What does it mean when…? Why do you think people…?

Levels 3 and 4 Achievement Standard

By the end of Level 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for example, El bolso de Susana es hermoso), requesting help (for example, Necesito ayuda con mi bicicleta) and seeking permission such as ¿Puedo ir al salón de informática?. They interpret visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning. They make statements using the present tense and the present + infinitive form (for example, quiero cantar, quiero salir) about aspects of their lives such as school, home and everyday routines (for example, Mi escuela está cerca de mi casa, Me gusta la clase de español). They approximate Spanish pronunciation and intonation in simple statements. Students gather information relating to own and others’ lifestyles and present information at sentence level in simple texts. They make simple statements about characters such as La bruja es amable, themes and their own reactions such as El payaso está triste in response to imaginative texts...

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F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students use an increasing range of vocabulary, become more confident in terms of pronunciation and continue to build grammatical and textual knowledge. They apply phonic knowledge to unfamiliar language and notice the relationship between accents and stress or intonation. They use present, past and near future tenses to describe or locate actions. They use comparative forms and apply rules...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact using descriptive and expressive language to share interests, special celebrations and leisure activities, and to express feelings, state preferences and give opinions (VCESC145)
    1. thanking, inviting or congratulating one another, for example, Gracias por tu ayuda, ¿Quieres venir a mi fiesta de cumpleaños el sábado? Enhorabuena por tu medalla
    2. participating in online exchanges such as video blogs with sister schools to describe and compare routines, interests and activities, using language associated with time, sequence and location, for example, Llego a la escuela a las 8.30 de la mañana, Los jueves por la tarde juego al baloncesto. Cada día, a las 12.00, como bocadillos en el patio de mi colegio
    3. expressing feelings (Estoy emocionado por la fiesta. Estoy desilusionada... ¡Qué guay! ¡Qué chévere! ¡Qué lindo!) and recounting experiences with family and friends
    4. apologising and expressing concern or sympathy to friends and family members, for example, Lo siento mucho, ¡Cuídate! Te quiero
    5. expressing preferences and opinions, for example, Hacer los deberes es aburrido. Prefiero comer helado. Me encanta el Barça porque es el mejor, Me fascina la música del mundo hispanohablante
    6. sustaining interactions by using strategies such as asking questions and using conversation fillers, for example, ¿Y tú? Yo también; Claro; sí, sí
  2. Collaborate with peers to plan and conduct different elements of shared tasks, transactions or activities (VCESC146)
    1. collaborating with peers to organise class or school activities by taking responsibility for different elements, such as creating schedules, posters or programs or organising fundraising activities, using expressions related to place, time and numbers, for example,¿Qué día es hoy? ¿Dónde? ¿Cuándo? ¿A qué hora?)
    2. developing interview questions to ask a Spanish-speaking guest, for example, ¿De dónde es? ¿A qué se dedica? ¿Cuándo llegó?
    3. participating in real or imagined transactions that involve requesting information, considering options, buying and selling, for example, ¿Cuánto cuesta? ¿Qué colores tienen? ¿Tienen descuento? ¡Qué caro! ¡Qué chollo!
    4. creating digital displays, presentations or performances for family, friends or school community to showcase their progress in learning and using Spanish
    5. making simple recipes such as macedonia or churros, using appropriate language features and text structures such as imperative verb forms (añade, corta, remueve, amasa) and vocabulary for ingredients and quantities (un kilo, 300 gramos, la harina; fruta; mantequilla, un poco de...)
  3. Interact in class activities and routines by asking and responding to questions, asking for clarification and making suggestions (VCESC147)
    1. interacting in small groups to complete learning activities by asking questions or making suggestions, for example, ¿Qué significa…? Podemos hacer
    2. stating opinions, making suggestions or indicating understanding, using modelled sentence structures, for example, No me parece bien…; ¿Por qué no...? Tienes que…; vale, de acuerdo, Sí, claro…
    3. checking on own and/or others` progress during learning tasks, using comments and questions such as ¿Está bien así? ¿Ya terminaste? Terminé/No he acabado. Necesito más tiempo
    4. participating in scaffolded class discussion on themes, activities or experiences, for example, El clima de Melbourne es más … que… En mi opinión…
    5. asking and telling the time, for example, ¿Qué hora es? Son las cinco y cuarto
    6. asking for clarification, for example, No entiendo… Tengo una pregunta… Tengo una duda
Informing Elaborations
  1. Listen to, view and read texts in order to identify aspects of life in Spanish-speaking contexts and communities (VCESC148)
    1. reading, viewing and listening to texts such as websites, books, recorded interviews, video clips and magazine articles, extracting key points relating to aspects of life in Spanish-speaking communities, such as housing, urban and rural lifestyles, and young people’s interests, activities and daily routines, and recording key phrases and vocabulary for use in own projects and activities
    2. researching topics such as recycling, the water cycle, the solar system, or the geography of Spanish-speaking countries, and reordering information to share with others, in formats such as tables, concept maps or retrieval charts
    3. working with simple informative texts such as advertisements, video clips or features in teen magazines to collate and share impressions of young people’s lifestyles in different Spanish-speaking communities and contexts
  2. Present information about aspects of language and culture in the Spanish-speaking world for specific audiences, using diagrams, charts, timelines and guided reports (VCESC149)
    1. presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world, such as las Fallas, el Día de los Muertos, carnavales in Bolivia, candombe in Uruguay, romerías, procesiones religiosas and el camino de Santiago, supporting information with a range of visual, digital and multimodal resources
    2. using graphic organisers to convey information in ways that suit specific purposes and content, for example, lists or tables to show priorities, Venn diagrams to compare statistics or ideas, graphs to highlight frequency or timelines to narrate sequences of events
    3. conveying information relating to significant people, places or events in different formats, for example, an advertisement or poster for an event, a profile of a Spanish-speaking celebrity or a digital guide to a place of interest
    4. creating an interactive display for younger children, highlighting aspects of Spanish language and Hispanic culture
Creating Elaborations
  1. Share and compare understandings and opinions about ideas encountered in imaginative Spanish-language texts such as works of art, fables, performances and television programs (VCESC150)
    1. recording and/or illustrating key characters, events and ideas encountered in different types of imaginative texts, for example, by responding to questions such as ¿Qué es…? ¿Por qué…? ¿Cuál es la moraleja? and ¿Qué sientes cuando…? or by creating storyboards
    2. comparing favourite characters or moments in imaginative texts such as cartoons, stories or digital games, listing key words or expressions associated with their character’s role or personality (extrovertido/a, simpático/a, travieso/a, Daniel el travieso, Zipi y Zape) and explaining how they can relate to them
    3. adapting a creative text, for example, by resequencing events, adding a new element, changing the location or creating an alternative ending
    4. discussing key messages and cultural elements in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character
    5. responding to famous artworks and images, such as works by Botero, Frida Kahlo or Picasso, with simple words or phrases, for example, Este cuadro me gusta porque tiene muchos colores, Este mural es más original que el otro
  2. Produce a variety of texts such as scripted performances, raps and digital stories using imaginary characters, places, ideas and events (VCESC151)
    1. producing songs, raps, short scripted plays or video clips based on modelled examples of these genres to perform to younger children who are learning Spanish
    2. creating individual or collaborative poetry, experimenting with rhyme and rhythm, for example, a shape or acrostic poem or jingle, riddle or rap
    3. creating, performing and recording/filming own texts such as a commercial for a new product, a photo story, a cartoon, or a poster for an imagined event
    4. representing key events in imagined scenarios, using formats such as digital storyboards, cartoon maker, talking books or memes, using different voices, captions or word bubbles to capture different moods or feelings
Translating Elaborations
  1. Translate simple texts that provide comparisons between cultural aspects of meaning-making in Spanish and English and note how language cannot always be directly translated (VCESC152)
    1. identifying words and expressions that do not translate directly from Spanish into English, for example, tomar el pelo, saltarse la clase de español, ¡Es pan comido!
    2. collecting examples of ‘false friends’ identified when translating between Spanish and English, for example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’
    3. interpreting words and expressions encountered in simple texts such as greeting cards, menus or story titles that do not translate easily into English and that reflect aspects of culture from the Spanish-speaking world, for example, Feliz día de tu Santo, Feliz Día de Reyes. ¡Buen provecho!
    4. translating texts such as public signs to identify differences in elements such as levels of politeness or directness, for example, No pisar el cesped, Prohibido comer y beber, Silence please
    5. creating Spanish versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the sports oval, the tuck shop, out of bounds, sick room, ‘No hat, no play’
  2. Create own bilingual texts and learning resources, such as displays, posters, word banks and glossaries for the classroom/school environment (VCESC153)
    1. composing bilingual texts such as posters for class or school assembly performances, displays or events, for example, Día del pelo loco; cuida tu planeta
    2. using bilingual dictionaries and electronic translating tools to create bilingual captions, menus or timetables, comparing results and noticing problems associated with translation
    3. creating parallel lists of informal Spanish and English expressions for own use in everyday interactions with friends and family, for example, hasta luego/‘see you later’, no pasa nada/‘no worries’, guay/cool’
    4. creating bilingual texts for specific audiences, for example, songs, a Big Book or board game for younger learners of Spanish, or instructions for an online event/game that involves both English- and Spanish-speaking participants
    5. creating bilingual signs for the classroom or school that reflect school community values and priorities, acceptable or unacceptable behaviours, for example, ¡Ponte el sombrero! ¡Recoge tu basura! Levanta la mano antes de preguntar, No te olvides de reciclar, ¡Bajad la voz!
Reflecting Elaborations
  1. Compare ways of communicating in particular Australian and Spanish-speaking contexts (VCESC154)
    1. identifying features of observed interactions between Spanish and English speakers in specific contexts such as the classroom, the home or the shops, noticing similarities and differences
    2. planning a virtual or actual visit to a school in a Spanish-language environment, deciding on strategies for successful communication, for example, how to interpret cultural information and how to be flexible in own ways of communicating
    3. reflecting on instances when interactions in Spanish have felt challenging or awkward, and explaining why this might have been the case
  2. Discuss how it feels to interact in a different language, what they understand by ‘identity’, and whether learning Spanish has any effect on their sense of self (VCESC155)
    1. identifying elements of identity that may be important across all cultures, for example, family, community, location
    2. monitoring their development as a learner and user of Spanish, for example, through recording progress in learning logs, blogs or journals
    3. discussing whether learning and using Spanish affects their sense of identity in or out of the classroom, making reference to experiences such as eating in restaurants, playing games or communicating with Spanish speakers
    4. exploring the idea of stereotypes associated with languages and identities, discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication
    5. creating a self-profile such as an avatar or montage with self-introduction, making choices about the design, content and language used

Understanding

Systems of language Elaborations
  1. Attend to the pronunciation of sounds and intonation patterns used in social interactions and apply writing conventions such as question and exclamation marks (VCESU156)
    1. recognising how pitch, stress and rhythm assist meaning when individual words are unfamiliar, for example, ¡Qué miedo! ¡Rápido! ¡Vamos!
    2. recognising the Spanish pronunciation of English loan words (bistec, jonrón, fútbol) and applying this awareness to unfamiliar loan words
    3. reproducing Spanish sounds such as d/t, ce/ci, ga/gi, gue and gui
    4. recognising variations in forms of spoken Spanish associated with particular regions, such as the pronunciation of j in Ecuador compared with northern Spain
    5. applying phonic knowledge to spell unknown words, for example, estrella, llamar, tortilla, taxi, México
    6. understanding the function of accents and learning to insert these into their own work electronically
    7. understanding that accents in written Spanish indicate where the stress falls on a word, for example, mi mamá está en la fiesta and learning to insert these into their own work electronically
    8. using correct writing conventions such as inverted question and exclamation marks at the start of sentences, for example, ¿qué tal?; ¡cuidado!; ¡qué onda!
  2. Understand and use grammatical elements such as tenses, pronouns, prepositions, conjunctions, adverbs and noun-adjective agreements to construct simple texts for different purposes (VCESU157)
    1. noticing that there are two verbs in Spanish for ‘to be’, ser (José es mi hermano) and estar (Estoy cansada)
    2. using simple forms of present and past tenses in context (Ayer fue martes y hoy es miércoles), and describing intended actions using the near future tense ir + a + infinitive, for example, Manuel va a mirar su celular/móvil
    3. using the conditional mode as a formulaic expression, for example, Me gustaría ser pintor, No me gustaría vivir en una isla pequeña
    4. identifying the use and omission of subject pronouns in familiar structures, for example, Vivo en Australia, Ella es Lourdes
    5. using interrogative pronouns and correct word order to ask questions and make requests, for example, ¿Cuál es tu número de teléfono?¿Quieres jugar en el patio?
    6. building compound sentences to express opinions, preferences or reasons using words such as porque, también and pero, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita es el pescado, pero también como carne
    7. indicating frequency using adverbs, for example, siempre, a veces, nunca
    8. noticing the flexibility of word order in relation to verbs and adverbs, for example, En verano, voy siempre a la playa/En verano, voy a la playa siempre/ En verano, siempre voy a la playa
    9. using ordinal numbers, for example, Rosario Arjona es la primera de la lista, Luis vive en la quinta planta
    10. understanding gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo, Las montañas rocosas son muy bonitas
    11. comparing the use of diminutives to express affection in Spanish (hermanita, periquita, gatico/gatito) to some equivalents in English, for example, ‘dear little sister’, ‘lovely little cat’
    12. using comparatives based on models, for example, tan grande como …, más caro que …, menos frío que…Australia es más grande que Europa
    13. recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano
    14. expressing reactions as exclamations, for example, ¡qué susto!; ¡qué hermoso!; ¡qué rico!;¡qué chulo!
  3. Identify how different Spanish texts such as comics, cartoons, magazines or emails use language in ways that create different effects (VCESU158)
    1. comparing features of simple spoken and written texts in Spanish, such as phone calls or cartoons, with similar texts in English
    2. analysing how different types of texts in Spanish create specific effects by using particular kinds of language, such as superlatives in advertisements designed to persuade (lo mejor… el nuevo…) or the imperative form in signs designed to advise or prohibit (Prohibido patinar aquí)
    3. identifying the purpose, context and intended audience of a range of familiar text types such as phone messages, sports reports or takeaway food orders
    4. recognising grammatical elements associated with particular texts, for example, the use of imperatives in games (tira el dado) and time markers in stories (primero, después, de pronto…)
Language variation and change Elaborations
  1. Recognise that language use varies according to the contexts of situation and culture (VCESU159)
    1. finding examples of informal language used by young people in Spanish, such as shortened noun forms (la profe, la bici, la compu) or the use of emoticons, comparing with the use of similar abbreviations by young Australians (‘vegie’, ‘ta’, ‘telly’), and considering why these forms of language are used
    2. understanding the importance of using appropriate forms of address when interacting with different people, for example, using when speaking with close friends, family members or other young people, and using usted for other less familiar adults
    3. noticing that language use often reflects the mood, feelings or relationships of the people involved, such as the use of emotive or affectionate language between close friends and family members, or persuasive language used in advertisements
  2. Understand that the Spanish language constantly changes due to contact with other languages and the impact of new technologies (VCESU160)
    1. investigating how media, digital technologies and popular culture have influenced the Spanish language, for example, tuitear, email, correo, electrónico, chatear, textear, bloguear, rapear, rapero, un , un selfie
    2. discussing why the Spanish language borrows particular words from English and other languages, for example, chofer, carné, tenis, golf, corner, kiwi and parking, smartphone, link
    3. identifying Spanish words and aspects of lifestyle absorbed into English (‘fiesta’, ‘rumba’, ‘tapas’), and considering the reasons for the adoption of particular words or expressions
    4. understanding that Spanish shares a history and many similar words with other languages for example, English, French, Italian, Portuguese, Tagalog/Filipino and Rumanian
    5. understanding that some languages are growing and adapting, while others (such as indigenous languages across the world, including some in Spanish-speaking countries) are endangered, disappearing, reviving, or blending with stronger languages
  3. Recognise that the Spanish language has different forms, roles and functions in different contexts and communities (VCESU161)
    1. exploring the different forms and functions of Spanish in different contexts, regions and communities, for example, as an official language in more than 20 countries and as a community language in many others
    2. recognising that there are many different varieties of Spanish spoken in different countries and regions, involving different accents, dialects and vocabulary
    3. comparing regional variations in vocabulary for example, ‘baby’ is guagua in Chile but bebé in most other Spanish-speaking countries; ‘cake’ is pastel in some countries, and tarta or torta in others
    4. comparing forms of cultural expression in different Spanish-speaking communities, such as celebrations, systems of schooling and concerns associated with young people, and comparing these with similar diversity in multicultural Australia
Role of language and culture Elaborations
  1. Reflect on own language use at home, at school and in the community, considering how this may be interpreted by young Spanish speakers (VCESU162)
    1. describing own/one another’s ways of communicating, identifying aspects that may reflect Australian traditions, values and practices
    2. choosing words or expressions commonly used in informal Australian interactions, and deciding how to interpret or explain them to young Spanish speakers, for example, ‘mate’, ‘fair dinkum’
    3. noticing similarities and differences between own ways of communicating and aspects observed in interactions between young Spanish speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversations
    4. identifying things they take for granted about communication in familiar cultural contexts, for example, shared understanding of gestures and tones of voice
    5. noticing culturally appropriate ways of offering praise, recognition, gratitude or encouragement

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use written and spoken Spanish for classroom interactions, to carry out transactions and to share information about personal interests, relate experiences and express feelings. They use modelled sentence structures to ask and respond to questions (for example, ¿quién?/¿quiénes?, ¿por qué?¿por dónde? sí, por supuesto), seek clarification (for example, ¿Ella dice que apaguemos la computadora?) and give advice (for example, No debes comer tantos dulces). When interacting, students use appropriate pronunciation of Spanish-specific sounds such as ci/ca and ga/gi, and intonation patterns. They gather information relating to language and culture and present it in different formats. They describe characters, experiences and ideas encountered in texts, and create short imaginative texts using structured models and descriptive and expressive vocabulary (divertido, alto, gordo, grande). They use regular and common irregular verbs in present tense (for example, estudio español, voy a mi casa), simple past tense (for example, Ayer comí helado, Fueron a la cafetería) and near future (for example, Voy a ir a la playa, Vamos a comer frutas). Students use pronouns...

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students expand their range of vocabulary beyond their immediate world and familiar experiences. They make clearer distinctions between stress and intonation patterns to increase fluency and enhance expression. They develop broader grammatical knowledge, using present, past and future tenses of regular and irregular verbs to describe and sequence events. They recognise and apply characteristic...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. Participate in a range of spoken, written and online interactions, for example, exchanging views and experiences, apologising, thanking, inviting or congratulating (VCESC163)
    1. using the appropriate register when interacting in different social situations such as making enquiries and offering thanks, apologies or compliments, for example, Lo siento mucho, ¡Le deseo mucha suerte!, ¡Muchísimas gracias por tu ayuda!
    2. exchanging personal information about each other’s lives, routines and experiences, for example, A mi amigo español le gusta el chocolate con nata
    3. engaging in informal conversations or more structured discussions to canvas one another’s attitudes to social and cultural issues such as La salud de los jóvenes, Las relaciones familiares
    4. developing narrative skills by exchanging accounts of individually significant events, influences or milestones, for example, El año pasado fui con mis padres al Museo Nacional y me impresionó todo lo que los Indígenas construyeron
  2. Engage in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and transacting (VCESC164)
    1. planning and participating in learning experiences such as preparing a class outing or community performance or shopping for a lunch, stating preferences, negotiating, considering alternatives and agreeing or disagreeing, for example, Prefiero no ir a la playa contigo, Tengo ganas de ir al cine…Estoy de acuerdo contigo… Estoy en desacuerdo contigo…
    2. participating in situations that involve transactions and the exchange of ideas and preferences, for example, arranging to host students on an exchange program or returning damaged articles
    3. engaging in collaborative projects such as designing a web page or making a short documentary about a subject such as Mi comunidad
    4. planning and completing tasks that involve asking for, giving and following directions to real or virtual locations (siga derecho... toma el bus hasta el lago… gira a la izquierda…), using resources such as digital devices, apps, street maps or directories
  3. Engage in class activities and discussions through asking and responding to open-ended questions, and expressing or rejecting points of view (VCESC165)
    1. using simple and compound sentences and cohesive devices such as Al principio... y luego... porque... por otro lado. Lo importante es...; pienso que... to structure arguments and to explain or justify a position, for example, Pienso que debemos conservar los idiomas Indígenas porque reflejan las culturas
    2. initiating and extending conversations and discussion, for example, by using open-ended questions such as ¿Qué pasa? ¿Dónde pasarán las vacaciones? and connectives such as pero, si, entonces, cuando and por eso
    3. inviting others to give opinions or make suggestions (¿Qué te pareció la película?, ¿Qué quieres comer?), and using reflective language as set phrases to report and reflect on the experience of learning and using Spanish, for example, Cuando hablo español muevo las manos más. Me gusta el ritmo del español hablado
Informing Elaborations
  1. Analyse and summarise key ideas and information from a variety of texts on a range of topics (VCESC166)
    1. engaging with texts such as magazine articles, interviews and websites to gather and represent facts about events or people, for example, using a timeline to sequence historical events or creating a profile of a famous Spanish-speaking person
    2. using a range of tools such as charts, tables, mind maps and graphs to organise and present information accessed from sources such as television programs, reports, interviews, video clips, documentaries and social networks on topics of relevance to their age group, for example, El trabajo infantil no debe continuar. La importancia del reciclaje para el medio ambiente
    3. summarising key points in different types of informative texts, deducing the meaning of unknown words and expressions, and noticing and explaining cultural references
    4. researching young people’s lifestyles across Spanish-speaking cultures and contexts, comparing information from different cultural contexts to identify factors such as geography, climate, and social and community environment
    5. comparing details from a range of texts on topics such as education or cultural occasions and ceremonies across the Spanish-speaking world, identifying culture-specific terms and representations, for example, año 8 or primero de básico
  2. Organise and present information and ideas on different topics, issues or events, comparing perspectives and experiences (VCESC167)
    1. organising and presenting information gathered from different sources to create an overview of a particular issue or topic of interest, such as a celebrity, popular culture, school uniforms, endangered species or conservation of the Amazon Basin, presenting different perspectives or viewpoints
    2. creating and combining different types of texts and modes of presentation, such as blogs, film clips or recorded interviews, to explore social or cultural themes such as Los peligros del Internet or El acoso escolar
    3. reporting on own and others’ experiences of events such as a school camp, a concert or playing a new computer game
Creating Elaborations
  1. Respond to a variety of imaginative texts by expressing opinions and comparing the ways in which people, places and experiences are represented (VCESC168)
    1. presenting own version of an imaginary event or familiar story, for example, by removing the sound from a television show and replacing it with own invented dialogue or commentary
    2. exchanging and comparing personal preferences in relation to characters, attitudes and events encountered in imaginative texts, for example, Prefiero el robot femenino… No estoy de acuerdo con…
    3. comparing how key messages and beliefs are communicated across cultures through the creative arts, for example, in Australian texts such as creation and Dreaming stories, and in texts from Spanish-speaking communities, such as fables, myths and legends (La leyenda de la quinoa, La leyenda de la llorona)
    4. responding to different expressions of humour in texts from Spanish-speaking communities and comparing these to Australian expressions of humour
    5. exchanging opinions about typical features of and expression in traditional and contemporary stories, films or video clips from the Spanish-speaking world
  2. Create texts about imagined characters, contexts and experiences to engage and entertain others (VCESC169)
    1. creating cartoons, plays or short stories about a past event in their own life or a dream for the future to share in class or online with a wider audience
    2. creating and performing own texts that reflect perceived cultural behaviours associated with a Spanish-speaking community
    3. creating imaginative texts to entertain younger audiences, such as audio or digital Big Books, puppet plays, cartoons or short video clips, selecting appropriate language, rhythms and images to enrich the visual or aural experience
Translating Elaborations
  1. Translate and interpret a range of texts, compare own version with others’ and discuss reasons for any variations (VCESC170)
    1. comparing own translation of a text with classmates’, commenting on differences and similarities between versions, considering possible reasons for these, and preparing a collaborative online whole-class version
    2. commenting on representations of community cultural events such as Festival de Cine Mexicano, celebraciones de la vida de personajes del mundo hispanohablante en Australia, such as Monseñor Oscar Arnulfo Romero de El Salvador, explaining particular language or images in terms of cultural associations
    3. translating different types of short messages or communications (Mañana voy a estrenar mi vestido, ¿Te gustó la sobremesa? No me tomes el pelo, It costs an arm and a leg, This job is a piece of cake ), reflecting on challenges associated with transferring meaning from one language to another
    4. assisting a visiting Spanish speaker to communicate with an audience of school students and staff who have not studied Spanish, by explaining and interpreting aspects of their language and/or culture
    5. selecting and explaining individual words or phrases in Spanish whose meaning can be affected by context, for example, Tengo una pila de cosas para hacer. La pila del celular se ha acabado
  2. Produce short bilingual texts such as digital stories, comics and blogs, and discuss how language reflects culture (VCESC171)
    1. creating subtitles, captions or commentaries for texts such as brochures, slide show presentations or video clips that inform the school community of aspects of Spanish-speaking cultures, for example, El Carnaval de Barranquilla, Festival de Viña del Mar
    2. producing bilingual community texts such as posters or advertisements in print or multimedia format, for example, to promote a concert or an interview with a celebrity for a teen radio station
    3. composing menus or programs for Spanish-themed events, with key items/information in Spanish and explanatory footnotes/glossaries in English
    4. corresponding with Spanish-speaking peers using both Spanish and English, conveying aspects of Australian culture such as places or events of interest, leisure and sports activities, wildlife and environment
    5. creating and illustrating a bilingual children’s story for younger learners, using each language in creative and engaging ways, for example, El hijo desobediente or El conejo y el coyote
    6. providing an English commentary for video clips of Spanish-language social interactions in different situations and contexts, such as taking a bus to the city, visiting the dentist or buying a video game, explaining elements that may be unfamiliar to Australian viewers
Reflecting Elaborations
  1. Reflect on intercultural communication, commenting on perceived similarities and differences in language used and on aspects of culture (VCESC172)
    1. reflecting on experiences of authentic or virtual interaction in Spanish, for example, face-to-face interactions with community members through an excursion, or web-chatting, ePal or social networking, identifying moments of enjoyment, discomfort and successful intercultural communication
    2. keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Spanish, noting personal reactions and reflections over time
    3. comparing own and others’ experiences of successful intercultural communication, identifying elements that required flexibility and cultural understanding, for example, responding to different ways of expressing feelings, levels of directness or culturally determined perspectives
    4. noticing the impact of own assumptions when engaging with Spanish-language texts and experiences, and considering what assumptions Spanish speakers might hold about Australian people and associated cultural behaviours
    5. 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 Dios le ayuda, Bendito sea … Adiós, or 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)
  2. Identify significant people, places, events and influences in own and others’ lives and explain why they are important to their sense of identity (VCESC173)
    1. mapping own linguistic and cultural profile, for example, by creating a chart, timeline or web profile to highlight formative elements and influences, such as family languages, key relationships and intercultural experiences
    2. preparing a biographical account of an influential figure in own life, including such information as the person`s values and the significance and influence of the person in own life
    3. considering how identity is expressed through language, with reference to languages spoken by themselves, their peers, and family or community members

Understanding

Systems of language Elaborations
  1. Develop more consistent control of the rhythms and intonation of spoken Spanish and of the features of the writing system (VCESU174)
    1. distinguishing nuances in pronunciation of some consonants according to vowel combinations, for example, gente, agua and gas, and also the double consonants ll and rr compared to the single l and r
    2. using the rhythms of the Spanish language, including intonation, tone and stress, to increase fluency and enhance expression, for example, No compro nunca en esa tienda, versus ¿No compró nada en esa tienda?
    3. recognising where to place stress in extended sentences, for example, Vámonos ya para el concierto de vallenatos. Ven aquí y te enseñaremos a bailar la salsa
    4. experimenting with intonation and stress at whole text level, improving coherence and increasing expressive range
    5. recognising that written Spanish has only three double consonant combinations, cc, ll and rr, for example, acción, llover, corrección
  2. Understand and control grammatical structures such as different forms of the past tense, regular and irregular verbs, interrogative and imperative moods, and conjunctions in a range of familiar types of texts (VCESU175)
    1. conjugating common regular verbs and high-frequency irregular verbs (ir, tener, ser, haber) in the present (hablo inglés) past (nadasteis en el río) and present perfect (¿han llegado ya?) tenses
    2. using present, past and future tenses of modal verbs, for example, no pudo comer, debemos dormir bien
    3. using adjectives to describe and compare people and some aspects of the environment, for example, mi tía es generosa, los Andes son inmensos
    4. using adverbs to modify the meaning of verbs and adjectives, for example, casi nunca, demasiado
    5. using subject-verb-object word order and comparing it to English structures, for example, Simón busca la información para la tarea en la red
    6. expressing quantity, for example, miles de personas, mucha gente, varios libros, tanto dinero, pocas ideas, bastante calor, algunos amigos
    7. joining elements of more complex sentences using conjunctions, for example, y, pero, porque, además
    8. using interrogative and imperative moods, for example, ¿Has comido? ¡Abre la puerta!
    9. indicating possession by using de followed by a pronoun (de él) or noun, for example, El carro de mi mamá, Las camisas de mi hermano
  3. Analyse the structure and organisation of a range of texts, particularly those related to social and informative media, for example, blogs, advertisements and text messages (VCESU176)
    1. noticing the conventions of several types of texts in Spanish, such as the use of abbreviations in text messages (tq = te quiero), abreviations in blogging (hola a tod@s), formulaic greetings in telephone conversations (Aquí, Hola, ¿Sí? ¿Aló?), typical phrases for greeting cards ( Muchas felicidades por ....), language in menus (primeros platos, postres, menú del día)
    2. experimenting with language appropriate to particular types of texts, such as descriptive language in documentaries, reflective language in diary and journal entries, and persuasive language in advertisements
    3. comparing several versions of a news story (such as radio, newspaper and online) to consider how the medium affects the construction and expression of meaning
    4. collecting examples of online and print advertisements, and identifying and analysing language features and grammatical structures used to persuade potential consumers, for example, ¡Compre en los almacenes ‘La Moda’ no se arrepentirá!, ¡Pague menos y lleve más!
    5. understanding the use of elements that provide coherence at a whole text level, such as cohesive devices (sin, aunque, debido a, según, por otro lado), linked paragraphs, introductions and summaries, and sequencing of ideas
Language variation and change Elaborations
  1. Examine how elements of communication, including gestures, facial expressions and use of silence, vary according to context, situation and relationships across languages and cultures (VCESU177)
    1. identifying variations in linguistic and cultural requirements of specific situations across different contexts, for example, situations such as shopping or travelling in various Spanish-speaking countries
    2. identifying and comparing features of spoken and written language (such as gestures, greetings and facial expressions; or headings, text structure and grammatical choices) that reflect the purpose for which they are used, and discussing how silence can be used effectively as an element of communication
    3. identifying and comparing how emotions or attitudes such as embarrassment or respect are shown across different languages and cultures
    4. comparing elements of communication such as body language and use of personal space and silence in different cultural contexts and exchanges
    5. identifying levels of formality in spoken and written texts, and considering what these reveal about social relationships and processes, for example, reflections of status, authority, respect or intimacy (Disculpe, ¿podría decirme ..., Perdone que le interrumpa, ... Me gustaría invitarte a mi boda, eres el amor de mi vida,...)
  2. Understand the dynamic nature of languages (VCESU178)
    1. identifying Spanish words borrowed from different languages across time and through political, historical and social changes, for example, words of Arabic origin that start with the prefix al-, such as almanaque, alcachofa, algodón, álgebra and alcohol, and some common interjections also derived from Arabic, such as ¡hola!, ¡ojalá! and ¡olé!
    2. identifying the movement of language elements across and between times and contexts, such as words adopted into Spanish from indigenous languages and then exported to other languages, for example, words of Náhuatl origin such as aguacate, chocolate, cacao, chile, chicle and guacamole
    3. noticing components of Spanish language that reflect particular cultural histories and influences, such as technological and scientific terms derived from classical Latin and Greek, for example, continente, vegetación, bacteria, biología, protocolo and mecánico
    4. collecting English cognates in the Spanish language, for example, fascinante, arquitectura, doctor, enciclopedia, cancelar and bicicleta
    5. analysing the influence of Spanish language and culture on English in areas such as food, music and dance, for example, (churros, tortilla, pupusas, tapas, salsa, flamenco) and considering the value of this influence
    6. investigating the impact of media and technology on Spanish, for example, Los niños quieren chatear con su primo gallego and, el dopaje, el escáner
  3. Investigate the nature and extent of Spanish language use in both Australian and global contexts (VCESU179)
    1. recognising that Spanish is an important world language spoken in a range of varieties, accents and grammatical variations across the Spanish-speaking world, for example, by identifying Spanish-speaking countries or regions on a world map
    2. understanding the nature of the distribution of Spanish speakers across the world, not only in countries where Spanish is an official language but also in other countries such as the United States and the Philippines where the Spanish language and cultures have an important presence
    3. exploring language variation in relation to vocabulary, for example, ‘strawberries’ are fresas in Spain and frutillas in Argentina; ‘bus’ is colectivo in Venezuela, ómnibus in Peru, camión in Mexico and guagua in Cuba
    4. recognising that there is also variation in some grammatical forms, for example, the use of the pronoun vos in several Latin American countries compared to in Spain; the masculine direct object pronoun le/lo in Spain and lo in Latin America
    5. recognising differences between standard varieties of Spanish and varying degrees of language blending and influence, for example, Spanglish
    6. recognising that many speakers of Spanish also speak one or more regional and/or local languages, such as Catalan or Basque; and researching the extent and impact of Spanish-language networks, associations and activities in different Australian communities, for example, creating a database classifying activities, events, exchange and media organisations, Spanish-speaking films on SBS, advertisements for travel to Spanish-speaking countries, and Spanish language classes
Role of language and culture Elaborations
  1. Reflect on how cultural values and ideas are embedded in language and influence intercultural interactions and experiences (VCESU180)
    1. identifying how ways of communicating in Spanish and English differ and how people outside each culture may understand these differently, for example, attitudes to time reflected in language and social interactions; expressing thanks or appreciation more or less directly
    2. recognising that language and cultural practices are interconnected, for example, by identifying the religious origins or connotations of many common Spanish names (Jesús María, Dolores, Concepción, Asunción) and expressions (la bendición, ¡que Dios te bendiga!)
    3. investigating and using language associated with significant cultural practices and events such as celebrations, for example, La novena, Día de las madres, Día de la emancipación de los esclavos, Primero de mayo, Carnaval, and identifying associated values, beliefs and perspectives
    4. considering how differences between ways of using language reflect cultural influences, for example, the adoption of varying systems of apellidos in different Spanish-speaking communities

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language to give and follow instructions and engage in discussions, such as expressing or rejecting points of view (for example, ¿Estás de acuerdo?, verdadero/falso, ¿qué te parece?, ¿cuándo?, ¿cómo?, ¿por qué?). They apply appropriate pronunciation and rhythm in spoken Spanish to a range of sentence types (for example, ¿Nos vamos?, ¡Nos vamos!, Pasó por aquí/Paso por aquí), and use interrogative and imperative moods (for example, ¿Has comido? ¡Abre la puerta!). They locate, summarise and analyse information and ideas on topics of interest from a range of texts, and communicate information, different perspectives and their own opinions (for example, a mí me parece…,) using different modes of presentation. They describe their responses to different imaginative texts by expressing opinions (for example, en mi opinión, personalmente yo prefiero, estoy de acuerdo), stating preferences (for example, después de pensarlo, yo…, prefiero más bien...es buena...

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F–10 Sequence Levels 9 and 10

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 object pronouns. They use a range of cohesive devices to sequence and describe events in detail...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  1. Discuss and compare young people’s interests, behaviours and values across cultural contexts (VCESC181)
    1. 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
    2. interviewing class members to elicit opinions on personal experiences and significant events from their past, and identifying common themes or reactions
    3. 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…?
    4. 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…
  2. Engage in shared activities such as planning and organising events by contributing ideas, opinions and suggestions and managing diverse views (VCESC182)
    1. 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…
    2. 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
    3. 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
    4. participating in real or simulated transactions such as exchanging and ordering popular consumer items such as CDs, video games or books
    5. 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
  3. Engage in class discussions and debates, justifying opinions, evaluating perspectives and reflecting on own language learning (VCESC183)
    1. 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
    2. 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…)
    3. 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
    4. 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
Informing Elaborations
  1. Analyse, synthesise and evaluate ideas and information from multiple sources on a range of local and global issues (VCESC184)
    1. gathering information from a range of print and digital sources on topics such as ecoturismo or machismo, and identifying, evaluating and reporting on perspectives
    2. 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
    3. 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
    4. 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
    5. 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
    6. analysing published accounts of an event such as a sports match, a concert or a street party, identifying varying viewpoints
  2. Convey information on a range of issues using different modes of presentation to suit different audiences (VCESC185)
    1. 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
    2. 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)
Creating Elaborations
  1. Engage with and review creative texts, identifying and explaining cultural attitudes and key messages (VCESC186)
    1. 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
    2. 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
    3. 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
    4. 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
    5. analysing the lyrics of contemporary songs from the Spanish-speaking world, identifying key messages and evaluating expressive styles
  2. Produce a variety of imaginative texts to express ideas, attitudes and values for a range of audiences (VCESC187)
    1. creating a poem or rap to perform to their peers that contains a message about an issue of personal significance
    2. 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
    3. 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
    4. 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
Translating Elaborations
  1. Translate both Spanish and English texts, and discuss cultural and other dimensions of the process (VCESC188)
    1. 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
    2. 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
    3. using, comparing and evaluating electronic and online translators
    4. 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
  2. Create bilingual texts that interpret aspects of Australian language and culture for Spanish-speaking audiences (VCESC189)
    1. 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
    2. 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
    3. 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
    4. producing public texts such as signs and posters in both Spanish and English, and commenting on the process of working in both languages
Reflecting Elaborations
  1. Participate in intercultural experiences, reflecting on own ways of communicating and considering how intercultural communication involves shared responsibility for meaning-making (VCESC190)
    1. considering how learning and using Spanish offers different ways of interpreting the world and representing experience
    2. 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
    3. 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
    4. 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
    5. 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
  2. Explore and compare cultural traditions in both the Spanish-speaking world and their own cultural contexts, considering how these influence identity (VCESC191)
    1. reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including Spanish), and tracking changes over time
    2. composing an online ‘cultural ID profile’ to exchange with Spanish-speaking peers, making decisions about what points of information will be of most interest
    3. discussing whether or not they believe that the study of Spanish has influenced their own identity, and explaining their opinions to others

Understanding

Systems of language Elaborations
  1. Recognise that pronunciation, intonation, rhythm and pace assist in fluency and in meaning-making in spoken interactions (VCESU192)
    1. recognising the role of pronunciation, rhythm, word stress, tempo and tone of voice in effective communication, and applying this knowledge to own interactions
    2. using challenging letter combinations in written and spoken Spanish, such as ae in aeropuerto, au in Augusto, ll in ballena, r in pero, rr in perro, d in bondad and the soft t in ,
    3. noticing how tone can convey emotions and shade meaning, example, ¡Vamos ya! ¡Corre! ¡Tengo miedo del tigre! ¿Te gustaría ir al cine? ¡No te enojes!
    4. applying knowledge of pronunciation, intonation, rhythm and pace to own use of spoken Spanish, for example, when reading stories to younger children, asking questions or expressing emotions such as surprise or sadness
  2. Apply complex grammatical rules such as those relating to reflexive verbs and subjunctive and conditional moods, and use cohesive devices to link and extend ideas in own spoken and written texts (VCESU193)
    1. extending the use of negative forms (no voy nunca, en ningún momento, no tengo nada, tú tampoco, no hay nadie) and understanding the difference between a reflexive verb and its corresponding non –reflexive verb, for example, Gerardo se lava la cara (reflexive) and Gerardo lava su carro (non-reflexive)
    2. 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
    3. expressing hypothetical events using conditional voice, for example, Sería interesante estudiar chino or Yo viajaría, pero no tengo dinero
    4. using cohesive devices to sequence ideas, for example, aunque, a pesar de, sin embargo
    5. describing events across time (past, present and future), choosing appropriate tenses
    6. developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’
    7. describing people and things using:
      • comparatives and superlatives, for example, Ella es la más inteligente de la clase, Este jardín es lindísimo, Este jugo es el peor de todos
      • acronyms, for example, MERCOSUR, EEUU, UE, ONU
      • diminutives, for example, gatito, mesita, negrito
    8. persuading, encouraging and advising others by using imperative verb forms, for example, vaya a la cancha, vamos al descanso, piénsalo bien, piénselo bien
    9. exploring how word choices (such as selection of particular nouns and adjectives) can indicate values and attitudes, for example, Ese joven no sirve para nada/Es un joven valiente. Ellos son ilegales/Ellos son los refugiados
    10. using the pasiva refleja or impersonal form with se for example, Se venden casas, ¿Cómo se dice...?
    11. using idiomatic language such as proverbs (Lo cortés no quita lo valiente, El hábito no hace al monje) and idioms (me puse las botas, no pedir peras al olmo)
  3. Discuss the purpose and features of a range of texts, such as informative, argumentative or persuasive texts, using appropriate metalanguage to identify and describe characteristics (VCESU194)
    1. analysing different types of texts, such as television dramas or news bulletins, to demonstrate how language is used to create particular effects such as emotional impact or interest
    2. noticing the different conventions that shape texts, for example, the use of descriptive language in travel brochures, emotive language in advertisements, or argument in debates
    3. identifying textual conventions associated with types of texts in different cultural contexts, for example, the salutation in an email ("Hola Luis"), informal language in blogs, or rhetorical language in political pamphlets
    4. creating sample texts for a resource bank, identifying key features and functions that characterise particular types of texts such as voicemail, slogans, informative articles or short stories
    5. comparing spoken and written texts, such as spoken and print advertisements, face-to-face conversations and emails, to understand how their mode shapes their structure and helps the text to achieve its purpose
Language variation and change Elaborations
  1. Analyse how language use in both spoken and written modes varies according to the geographical location and cultural profile of Spanish-speaking communities (VCESU195)
    1. comparing texts created for different audiences in different Spanish-speaking regions and countries, or for urban and rural communities, noticing how language reflects ideas, concerns and priorities of specific communities, for example, Alturas de Machu Picchu by Pablo Neruda …labrador, tejedor,. pastor callado: domador de guanacos tutelares: albañil del andamio desafiado…
    2. investigating varieties of language used by members of different Spanish-speaking communities and how they have changed over time
    3. analysing and using language, body language and gestures in culturally appropriate ways specific to Spanish speakers or speakers of Australian English, in forms of expression such as idioms and song lyrics
    4. observing that many Spanish speakers are multilingual and regularly shift between languages to achieve different purposes and to draw on additional communicative resources
    5. recognising that language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purpose of speed and economy; the use of slang, specialised or inclusive language to establish shared interest or identity
  2. Understand and analyse the power of language to influence people, actions, values and beliefs (VCESU196)
    1. examining language used in texts such as protest songs, posters and graffiti to identify ways in which language is used for social influence and commentary, for example, “Todo cambia¡No malgaste el agua!
    2. analysing examples of language used for social commentary or to influence actions or beliefs, such as emotive language and images in reports on cruelty to children or to animals (la violencia, la negligencia, la intimidación, el abuso, el acoso), and examining how specialised language can create barriers for some members of a language community, for example, legal or medical terms, arts-related expressions or bureaucratic language
    3. understanding how language variation can reflect cultural and social identity, and inclusion or exclusion, for example, los refugiados versus los ilegales; the use of jargon or jergas (currar, laburar, estar al loro, ir de marcha, mala onda, tipo, chavo, pibe) to include or exclude; and the inclusive language of political speeches (los ciudadanos y ciudadanas ...)
    4. recognising the purpose of particular texts to impact emotionally on others such as by influencing opinions and reactions, for example, in persuasive texts such as advertisements or reviews of a film, concert or fashion show
  3. Investigate the variety of languages used in different communities in the Spanish-speaking world, for example, Mapudungun, Basque/Euskera and Náhuatl (VCESU197)
    1. recognising that in many Spanish-speaking countries other languages are co-official with Spanish, such as Guaraní in Paraguay, Catalan, Galician and Basque/Euskera in Spain, and Quiché in Guatemala, and investigating the history and issues surrounding such relationships between languages
    2. investigating the status and function of indigenous languages in Spanish-speaking countries, considering issues such as language rights, language death, and revival and reclamation efforts, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia
    3. considering how the process of moving between standard/national languages and regional languages such as Catalan or Basque reflects personal, social and political histories
    4. considering the development of Spanglish in communities of Spanish speakers and developing awareness of current debates and discussions around such hybrid forms of languages
    5. exploring the influence of Latin-American popular culture in the United States and the world, for example, cinema, music and TV channels, telenovelas, sport
Role of language and culture Elaborations
  1. Understand and describe ways in which language and culture are interrelated and influence each other (VCESU198)
    1. participating in guided discussion and reflection on the nature and role of culture and its relationship with language, noting any shifts in own attitudes, values or understandings about culture, identity and diversity as a consequence of learning and using Spanish
    2. developing language for thinking and talking about cultural representation and expression, for example, perspectives, values, images, stereotypes, inclusion and exclusion
    3. examining how a concept such as humour is conveyed in Spanish in ways that reflect lifestyles, values or traditions, and discussing how this may be perceived by non-native Spanish speakers
    4. exploring language and communicative behaviours associated with particular Spanish-speaking regions or geographic locations to understand how factors such as geography, climate and economic situation shape language practices

Levels 9 and 10 Achievement Standard

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, behaviours and values across cultural contexts. They justify opinions such as No creo que sea la mejor manera de resolver…, Estoy en contra de esa idea porque…, evaluate perspectives and reflect on their own language learning. They collaboratively plan and organise events and manage diverse views by using the subjunctive mood to express emotion and doubt and give negative commands (for example; Siento que no puedas ir a La Habana, Es posible que compre un reproductor MP3, No pienso que sea … Siento que estés enfermo … ¡No grites tanto!), the imperative mood for commands (for example, Hazlo bien, Toma el jugo/zumo, Escríbeme, Llámala …), and passive voice when appropriate (for example, se cometieron errores). Students locate, analyse, synthesise and evaluate ideas and information on local and global issues from a range of perspectives and sources. They present information using different modes...

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7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students become familiar with the sounds of Spanish, including pronunciation, rhythm, pitch and stress. They recognise similarities with many English words, noting differences in pronunciation and spelling. They understand and apply elements of Spanish grammar such as word order; simple verb forms, including common reflexive verbs; gender and number agreement of articles, nouns and adjectives...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact with teacher and peers to exchange information about self, family, friends and leisure activities, and to express feelings, likes and dislikes (VCESC001)
    1. exchanging greetings with others using appropriate formal or informal language, for example, ¡Buenos días, clase!, Buenas tardes señor Rodríguez, ¿cómo está usted?, ¡Buenas noches señoras y señores!, Hola¿qué tal Pedro? Adiós señora, que le vaya bien ¡Hasta luego amigos!
    2. describing routines, events and leisure activities using language associated with time, frequency and location, for example, Todos los días me levanto a las 7. Los fines de semana voy a la playa con mi familia. Mi fiesta de cumpleaños es el domingo
    3. using present tense high-frequency verbs such as ser, estar, tener, llamarse and vivir to introduce self and others and to describe and share aspects of personal worlds, for example, Me llamo David y vivo con mi padre. Mi amigo es divertido, vive en un apartamento elegante. Mi hermana tiene 24 años y está casada
    4. recounting significant or special events and comparing these to similar events for Spanish-speaking teenagers, for example, cumpleaños, vacaciones, celebraciones especiales, eventos deportivos
    5. expressing likes, dislikes, preferences and feelings, for example, Me gusta jugar con el ordenador/computador. No me gusta la sopa. Me encanta la música. Mi deporte favorito es la natación. Estoy estresada..., estoy contenta..., estoy cansado ..., estoy aburrido ...
  2. Participate in collaborative activities and events that involve planning, making arrangements, transacting and negotiating (VCESC002)
    1. working together to produce class reference materials such as wall charts or databases to display key vocabulary and language structures used regularly in the Spanish classroom
    2. participating in class activities such as word, board or electronic games (Lotería, El ahorcado, El laberinto), negotiating and giving or asking for directions, for example, es tu turno, me toca a mí, tira los dados
    3. participating in imagined scenarios such as being lost, asking for and giving directions, information and assistance, for example, ¿Dónde está la oficina de correos? A dos cuadras a la derecha. Necesito un mapa de la ciudad, ¿Dónde los venden?
    4. participating in planning events such as birthday parties or excursions that involve negotiating time, place, activities and participants, for example, ¿Quieres ir de compras al mercado? ¿A qué hora sale el tren?
    5. creating displays, presentations or performances for family, friends or school community to showcase their learning of Spanish
    6. responding to invitations by accepting, declining or offering apologies, adjusting language to suit formal and informal contexts (No, gracias, Gracias por tu invitación pero no puedo ir, Sí claro, con mucho gusto), and participating in real or simulated transactions such as purchasing food or tickets for an event, for example, ¿cuánto cuesta? ¡qué caro! ¿tiene descuento? ¿acepta tarjeta de crédito? ¿cuánto me da por esto?
  3. Participate in classroom routines and interactions by following instructions, asking and answering questions and expressing opinions (VCESC003)
    1. responding appropriately to instructions or requests, for example, Haz click sobre la imagen del monumento. Escoge la palabra correcta
    2. asking for help, information or permission, for example, ¿Me puede ayudar… ?, ¿Cómo se dice… en español? ¿Puedo ir a beber agua? ¿Salimos al recreo ya? Perdón, lo siento, gracias ¿Puede/s repetir? ¿Puedo ir al baño? ¿Cómo se escribe ...?, no entiendo
    3. expressing opinions using reflective language as set phrases (Creo que….¡Qué sorpresa!, De acuerdo / no estoy de acuerdo, Prefiero ...), and inviting others to give opinions or suggestions, for example, ¿Estás de acuerdo? ¿Qué piensas? yo sí / yo no
    4. negotiating and displaying a set of agreed class rules, for example, en clase hablamos español casi siempre, levanta la mano para pedir la palabra, respeta a los compañeros
Informing Elaborations
  1. Obtain factual information from a range of spoken, written and digital texts, identify key points and use the information in new ways (VCESC004)
    1. identifying key points of information in short spoken or recorded texts such as phone messages, announcements or television advertisements, and transposing them to note form for own reference or to communicate to others
    2. identifying details and points of information in texts such as sports commentaries, weather reports or news-flash items and using them to create own messages or announcements, for example, announcing sports results, or cancelling an event due to a bad weather forecast
    3. locating, classifying and summarising data collected from sources such as class surveys, notices, timetables and video clips, and presenting findings in suitable formats for different audiences, for example, oral summaries, posters, wall charts, concept maps or timelines
    4. reading and viewing texts such as brochures, web posts and video blogs to collect and classify information about people, places or events in the Spanish-speaking world, using different modes of presentation, for example, a timeline to show the sequence of activities or itineraries, or a captioned photo display to create visual effect
  2. Present information on selected topics in spoken, written and digital forms (VCESC005)
    1. producing informative texts that combine print, digital or visual elements for specific audiences, for example, a brochure about their school or community for visiting students, a virtual tour of the neighbourhood, or a report on a favourite band or music event
    2. presenting information in spoken, written and digital forms on significant events in their personal worlds, such as family celebrations or travel, school excursions or competitions
    3. creating resources such as posters, pamphlets or displays to present commentary and compare perspectives and experiences on topics associated with lifestyles, events or causes, for example, Un día sin coches en la ciudad, Una hora para salvar el planeta. Campaña para limpiar los ríos
    4. using different modes of presentation to profile significant events, people or places related to the cultures or histories of different communities of Spanish speakers
Creating Elaborations
  1. Engage with imaginative and creative texts such as narratives, poems, songs, films or comics, comparing favourite elements and discussing characters, events and ideas (VCESC006)
    1. interacting with print, oral and digital texts such as stories, poems, songs, artworks or video clips, using modelled and scaffolded language to express reactions and opinions, for example, ¡Qué triste! ¡Qué divertido! ¡Qué aburrido! ¡Qué guay/nota/bacano/chulo!, Me gusta ... / no me gusta, creo que es ...
    2. identifying and describing characters and events in a movie, story or comic, such as Manolito Gafotas, by responding to structured questions, for example,¿cómo se llama el chico de verdad?; ¿por qué tiene ese mote?; ¿cuántos años tiene?; ¿cómo es su familia?; ¿quiénes son sus amigos?
    3. listening to and reading traditional texts such as leyendas, fábulas, rimas y refranes, identifying key messages, beliefs and values and comparing aspects that may be similar or different across cultures
  2. Create short imaginative texts such as cartoons, raps and stories to communicate own ideas, experiences and emotions (VCESC007)
    1. creating imaginary characters, situations or events in forms designed to entertain others, such as a video clip, digital photo story, comic strip, or Big Book for younger students,
    2. reinterpreting and performing stories and songs that feature repetitive language and familiar contexts or characters, for example, by changing the sequence or creating alternative endings
    3. composing and performing a skit based on an imagined scenario that involves elements such as comedy, emotion or surprise
Translating Elaborations
  1. Translate and compare simple texts such as public signs, menus and advertisements in Spanish and English, noticing that it is not always possible to translate word for word (VCESC008)
    1. translating short texts such as public signs or community notices from Spanish to English and vice versa, identifying problems encountered and noticing similarities and differences in how the messages are formed, for example, the Spanish use of infinitive forms in signs compared to the English use of imperatives
    2. using print and electronic dictionaries to assist in the translation of simple texts, noticing that single words can have different meanings, for example, ‘cricket’ (sport or insect) and the six possible translations of ‘you’ in Spanish (tú, usted, ustedes, vosotros, vosotras, vos)
    3. collecting examples of ‘false friends’ encountered when translating between English and Spanish, for example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’
    4. identifying cognates in Spanish texts that can be used to predict meaning (alto, stop, chocolate, patata), and considering reasons for the similarities
    5. understanding the distinction between literal and non-literal translation, and identifying expressions in Spanish or English that make no sense when translated literally into the other language, for example, pasarlo bomba, tomar el pelo, meter la pata, costar un ojo de la cara, dar la lata, ‘she’ll be right’, ‘fair dinkum’, ‘a piece of cake’, ‘to cost an arm and a leg’
    6. comparing and translating language used in Spanish and English text messages, for example, a2 (adiós), xq? (¿por qué?), kntm (cuéntame), tqi (tengo que irme), CU (‘See you’), LOL (‘Laughing out loud’), and considering the use and effects of abbreviations
  2. Create simple bilingual texts such as learning resources, online announcements, games and displays for use in the classroom, school or wider community (VCESC009)
    1. creating simple bilingual texts for that include contextual and visual support, for example, community information leaflets, captions for photo displays, or restaurant menus
    2. creating bilingual resources for their own use in the classroom, such as word banks, personal Spanish–English dictionaries, and glossaries to explain common idioms
    3. designing and maintaining a bilingual website with a sister school or another group of Spanish learners in Australia, considering the best use of each language depending on the context and nature of the information or interaction
    4. creating bilingual texts for specific audiences, such as songs or games for younger learners of Spanish, or a schedule for an online event likely to interest both English and Spanish speakers, noticing how meanings need to be tailored for different intended audiences
Reflecting Elaborations
  1. Notice while participating in intercultural activities that interaction involves culture as well as language (VCESC010)
    1. exploring Spanish language features that reflect and embody cultural values and practices, for example, regional differences in naming conventions, such as the use of apellidos
    2. reading transcripts or viewing recordings of interactions between members of an extended family, and considering how respect, affection and family relationships are expressed in Spanish
    3. observing live or recorded Spanish-language interactions in different contexts, and identifying what they find is confusing or surprising, for example, body language, exclamations, gestures, levels of politeness, and ways of requesting or thanking
    4. developing language for describing personal reactions to intercultural experience, for example, No me gusta, estoy sorprendido de ver, me encanta, es maleducado, es cortés
    5. considering how communicating in Spanish requires thinking about things differently from when communicating in English, for example, making a choice between tú/usted/vos involves thinking about social relations between people, while using ‘you’ does not
  2. Consider how aspects of identity such as family background, age and interests impact on intercultural exchange (VCESC011)
    1. identifying elements of identity that may be important across all cultures, for example, family, community, location, language, religion, age and gender
    2. preparing a class profile for online exchange with Spanish-speaking students, selecting resources such as photos, captions or symbols to capture the diversity of cultural backgrounds, languages, interests and values represented in the class, and reflecting on what this profile shows about the nature of intercultural communication in Australia
    3. sharing reactions to intercultural experiences associated with learning and using Spanish, considering whether own background, age and interests contribute to attitudes or beliefs that impact on the experience
    4. identifying elements of their own and one another’s ways of communicating and behaving that may be unfamiliar to people from different contexts and cultures, for example, ways of expressing wishes, or rituals associated with school sports
    5. considering if their sense of identity changes depending on the language they are using and what they are talking about

Understanding

Systems of language Elaborations
  1. Notice the role and importance of pronunciation and intonation in Spanish, for example, to distinguish between statements, questions and exclamations, and understand Spanish writing conventions such as inverted question marks at the start of questions (VCESU012)
    1. noticing features of pronunciation (silent h) and the different sounds of consonant–vowel combinations, for example, gato, guerra, gente, girar, goma, guante, guitarra
    2. recognising variations in intonation required to form statements, questions and exclamations, for example, Eres de Australia; ¿Eres de Australia?; ¡Eres de Australia!
    3. understanding writing conventions such as the use of inverted question and exclamation marks
    4. noticing and applying the different rules of capitalisation in English and Spanish
    5. becoming familiar with the use of graphic symbols such as ñ, tildes, ¿…?, ¡…! on keyboards and in writing systems
  2. Understand and use the main elements of the Spanish grammatical system, including definite and indefinite articles, gender and number agreement, present tense of regular and common irregular verbs, and simple sentence construction, paying attention to word order (VCESU013)
    1. using appropriate definite and indefinite articles that match the noun in gender and number (el, la, los, las, un, una, unos, unas) and noticing some special cases (el día, el idioma, la mano, la foto)
    2. identifying people and things using concrete nouns and applying rules for gender and number agreement, for example, niño/s, niña/s; profesor/es, profesora/s
    3. observing gender in patterns of naming, for example, Julio/Julia, Ramón/Ramona, José María/María José
    4. developing awareness of word endings and gender patterns, for example, el/la ...ista, el/la ...ante, la ...ción, la ...dad, el ...or, el ...aje, el ...ero/la ...era
    5. describing the qualities of people and things using adjectives and matching them in gender and number with the nouns, paying attention to word order and to the different types of gender variation, for example, los pantalones largos/ las faldas largas, el estudiante trabajador/la estudiante trabajadora, el libro interesante/la película interesante, el sombrero azul/la casa azul
    6. expressing ownership using singular and plural possessive adjectives, following the agreement rules for gender and number with the noun, for example, mis padres, nuestras amigas, sus libros, mi clase, vuestro profesor, tu madre
    7. using determiners such as demonstratives (este, ese, aquel/esta, esa, aquella), cardinal and ordinal numbers (uno, dos, tres,.../ primero/a, segundo/a, tercero/a,...) and basic quantifiers (mucho/a/os/as, bastante/s, poco/a/os/as), attending to gender and number agreement when necessary
    8. understanding the form and function of subject pronouns (yo, tú, vos, él, ella, usted, nosotros/as, vosotros/as, ellos/as, ustedes), how they substitute for noun subjects and determine verb endings in conjugations, for example, Esta es María, la hermana de Juan. Ella está en la escuela primaria y él está en el año 8
    9. understanding and using the three conjugations for the present tense of regular verbs (...ar, ...er, ...ir), and the present tense of commonly used irregular verbs, for example, ser, estar, tener, ir, hacer, querer, jugar
    10. recognising that there are two versions of the verb ‘to be’ in Spanish and identifying the main uses of ser and estar, for example, soy Alicia, estoy bien, somos australianos, estamos en clase de español
    11. developing awareness that different verbs are used in English and Spanish for for certan phrases such as, Tengo 12 años (lit. I have 12 years) = I am 12 years old, ¿tienes hambre?(lit. Do you have hunger?=Are you hungry?, hace frío (lit. it does cold)=It is cold
    12. increasing vocabulary by observing patterns and using cognates, for example, animal, normal, actor
    13. understanding and using reflexive verbs, for example, me llamo Luis, ¿a qué hora te levantas?, los sábados nos acostamos tarde
    14. using verb conjugations in affirmative, negative and interrogative forms, for example, ¿Eres australiana? No, no soy australiana, soy china ¿Y tú, qué idiomas hablas? Hablo chino, inglés y español
    15. understanding the use of verbs such as gustar, encantar, doler and interesar, for example, ¿qué deportes te gustan?, me encanta correr, me duele la cabeza, nos interesan las películas de acción
    16. identifying the gerund and infinitive non-personal forms of verbs and using them to express the development of action in the present with the verb estar (está hablando, estoy escribiendo) and the idea of future with the verb ir, for example, Esta tarde voy a hacer los deberes, mañana vamos a jugar al tenis
    17. seeking information using interrogatives, for example, ¿qué ...?, ¿cómo ...?, ¿cuándo ...?, ¿quién ...?, ¿dónde ...? ¿cuántos/as ...?, ¿por qué ...?
    18. describing when and where an action occurs using prepositions and adverbs of time and place (a, de, desde, en, entre, hasta, antes, después, ahora, hoy, mañana, debajo, encima) and the contractions al (a+el) and del (de+el)
    19. expressing modality using adverbs such as bien, mal, regular, despacio, rápidamente
    20. following basic formulaic instructions expressed in the imperative for example, abran el libro, lee la página 20, escuchad, salgan de clase, escribid en los cuadernos ....
    21. linking ideas using cohesive devices such as conjunctions, for example, y (e), o(u), pero, porque
    22. recognising the functions of elements such as prefixes and suffixes and their importance in word building and changing meaning, for example, repasar, repaso, casa, casita, caserón, casero, jugar, un juego, jugador
    23. building metalanguage to talk in Spanish about grammar and vocabulary, for example, infinitivo, presente, género, masculino, femenino, número, singular, plural, adjetivo, sustantivo, forma negativa e interrogativa, and comparing with equivalent terms in English
  3. Recognise and describe features of familiar types of texts, and notice how these contribute to the making of meaning (VCESU014)
    1. comparing English and Spanish versions of familiar types of texts, noting similarities and differences in language features and text structure, for example, ways of opening and closing formal or personal letters
    2. understanding how to use cohesive devices such as conjunctions and time markers in texts to sequence, link and elaborate ideas, for example, y, o, pero, además, primero, después, de pronto
    3. analysing features of common types of texts such as stories, emails, songs and slogans, identifying how the choice of language and structure works to achieve each text’s purpose
    4. identifying the intended audience, purpose and key language features of familiar types of texts such as recipes, announcements, road signs or instructions, for example, Primero, se pelan las patatas..., Señores pasajeros, el tren con destino ..., SE RUEGA SILENCIO, Escribir la respuesta a las siguientes preguntas ...
Language variation and change Elaborations
  1. Understand that Spanish, like all languages, is used in different ways according to roles, relationships and social and cultural contexts (VCESU015)
    1. noticing variations in language use based on the age, gender and social relationships of speakers and the context and purpose of interactions, for example, by selecting appropriate greetings and terms of address for people of different ages or status (Hola, ¿qué tal Diana? Buenas tardes, Señor Méndez, Diga, ¿quién llama?)
    2. recognising that register shifts according to familiarity and social position, for example, using different pronouns and the corresponding verb endings in formal or informal interactions (¿Cómo se llama usted? ¿Cómo te llamas?)
    3. observing that many Spanish speakers are multilingual and regularly shift between languages to achieve different purposes and to draw on additional communicative resources
  2. Understand the dynamic nature of languages (VCESU016)
    1. understanding that languages and cultures change continuously due to contact with one another and in response to new needs, ideas and developments in communications and technology
    2. identifying influences from other languages and cultures in contemporary Spanish, for example, tuitear, globalización, MP3, chatear, bloguear, cliquear
    3. observing changes to language that reflect changing lifestyles and cultural trends, for example, abbreviations in text messages such as k (que) and a2 (adiós)
    4. recognising the influence of Spanish on English and other languages by identifying loan words such as ‘patio’, ‘tango’, ‘taco’, ‘chocolate’, ‘tomato’, ‘guacamole’ and ‘siesta’, noting how they are pronounced by English speakers and considering the types of words and expressions that are most frequently borrowed
    5. collecting examples of Spanish word borrowings from other languages, for example, fútbol, shopping, básquetbol and canguro, chófer, pizza, chau
    6. understanding that some indigenous languages in both Australia and Spanish-speaking countries are strong, while others are endangered or being revived or reclaimed
  3. Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia (VCESU017)
    1. recognising that Spanish is an important world language spoken in a range of varieties dialects, and variable accents across the Spanish-speaking world, for example, by identifying Spanish-speaking countries or regions on a map of the world
    2. understanding the nature of the distribution of Spanish speakers across the world, not only in countries where Spanish is an official language but also in other countries such as the United States or the Philippines where the Spanish language and cultures have an important presence
    3. recognising language variation across the Spanish-speaking world in terms of pronunciation, for example, the different pronunciation of the syllables ce and ci (gracias Cecilia)
    4. exploring language variation in relation to vocabulary, for example, ‘a computer’ is un ordenador in Spain and una computadora in Latin America; ‘strawberries’ are fresas in Spain and frutillas in Argentina; ‘bus’ is colectivo in Venezuela, omnibus in Peru, camión in Mexico and guagua in Cuba
    5. recognising that there is also variation in some grammatical forms, for example, the use of the pronoun vos in several countries in Latin America compared to in Spain; the masculine direct object pronoun le/lo in Spain and lo in Latin America
    6. recognising differences between standard varieties of Spanish and varying degrees of language blending and influence, for example, Spanglish
    7. recognising that many Spanish speakers also speak one or more regional and/or local languages, for example, Catalan or Basque
Role of language and culture Elaborations
  1. Recognise the interconnected relationship between language and culture (VCESU018)
    1. identifying how ways of communicating in Spanish and English differ and how people outside each culture may understand these features differently, for example, attitudes to time reflected in language and social interactions; expressing thanks or appreciation more or less directly
    2. considering how differences between ways of using language reflect cultural influences, for example, the adoption of varying systems of apellidos in different Spanish-speaking communities
    3. identifying words or expressions that reflect values and ways of thinking about the world in Spanish, English and other languages, for example, the religious and cultural associations of relationships such as compadrazgo, names such as Jesús María, Dolores, Concepción and Asunción, and expressions such as la bendición, ¡Que Dios te bendiga! and ¡Adiós!; the connotations of ‘mateship’ in Australian English; or the significance of Country in Aboriginal culture
    4. considering how Spanish language and interaction patterns around familiar routines such as mealtimes reflect practices and values associated with family life, food and social relationships, for example, sobremesa
    5. noticing cultural variations in the expression of concepts such as respect or politeness in different languages, for example, the more direct use of imperative forms in Spanish when making a request compared to less direct ways in English (Dame el libro versus ‘Can you give me the book, please?’)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students share information about their personal worlds, including personal details, family, friends, leisure activities, likes and dislikes, for example, Hola amigo, ¿Cómo estás? Me gusta tocar la guitarra, No me gusta comer carne. They interact with one another in shared activities, negotiations, games and events, using modelled language to ask and respond to familiar questions, give and respond to instructions (for example, Haz click sobre la imagen del monumento. Escoge la palabra correcta), request help or permission (for example, ¿Me puede ayudar…?, ¿Cómo se dice… en español? ¿Puedo ir a beber agua? ¿Salimos al recreo ya?), and express opinions (for example, Creo que… ¡Qué sorpresa!). When interacting, students approximate Spanish sounds and use intonation to distinguish between statements (for example, Juan estudia español), questions (for example, ¿Cómo se dice …?), exclamations (for example, Juan, ¡estudia español!) and requests (for example, ¿me das un chocolate?). They obtain factual information and identify key points from different sources, using non-verbal and contextual clues to help make meaning. They describe characters, experiences and...

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7–10 Sequence Levels 9 and 10

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 tenses (present, imperfect, preterite, future and conditional), and compound tenses conjugated with habe...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  1. Socialise, exchange and compare ideas and opinions in relation to issues relevant to their own lives and interests, such as relationships, events and aspirations (VCESC019)
    1. 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
    2. 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
    3. 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 ...
    4. 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?
    5. 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
  2. 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 (VCESC020)
    1. 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
    2. 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…
    3. creating promotional and informative texts to support fundraising activities, such as humanitarian initiatives in Spanish-speaking countries
    4. planning real or virtual activities such as Spanish-language forums, for example by composing and rehearsing possible contributions or questions
  3. Plan and evaluate collaborative activities and tasks that involve expressing and comparing opinions (VCESC021)
    1. using appropriate discussion protocols such as acknowledging others’ opinions, responding to others’ contributions, and elaborating and extending topics, for example, Perdona, pero no estoy de acuerdo contigo porque …, me parece mejor … ¿qué os/les parece si…?
    2. using reflective and evaluative language to discuss the experience of learning and using Spanish and to evaluate resources such as textbooks, websites or electronic dictionaries, for example, Creo que... porque, Prefiero…, Es más útil que…, Tiene menos …que, En primer lugar, creo... Ahora creo que…, No estoy de acuerdo
    3. participating in class discussion by offering own opinions (Me parece que…), eliciting and reflecting on those of others (¿Qué les parece?), and agreeing (¡Qué buena idea!) or disagreeing (No me parece una buena idea)
Informing Elaborations
  1. Analyse and interpret information, ideas and perspectives obtained from a range of spoken, written and digital texts and present these in new forms (VCESC022)
    1. analysing and comparing information obtained from different sources on topics of social and cultural interest, such as el cine latinoamericano comtemporáneo, el efecto del turismo en las tortugas de las Islas Galápagos or los refugiados en España, and summarising and presenting information to peers in conversation or on a shared website
    2. synthesising and summarising a variety of texts such as announcements, reports, interviews and conversations on topical issues such as Las corridas de toros or La influencia del internet en la música, classifying and cross-referencing key ideas and associated language for use in own texts
    3. identifying perspectives and context in texts such as articles and reports by distinguishing between facts and opinion, for example, by identifying the author, intended audience and purpose of a text
    4. researching and classifying social, historical and cultural aspects of Spanish-speaking communities by gathering information from a range of sources, including personal commentaries by Spanish-speaking peers and adults
  2. Organise and present critical perspectives on information obtained from different sources to a variety of audiences (VCESC023)
    1. 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
    2. producing a brochure to identify aspects of their city/town/region likely to be of interest to Spanish-speaking visitors of the same age
    3. 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
    4. 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
Creating Elaborations
  1. Respond to a range of imaginative oral, print and digital texts by interpreting or modifying them to express own ideas and feelings (VCESC024)
    1. using examples of popular rap forms to create and perform versions that express their own feelings and values
    2. expressing individual responses to imaginative and expressive multimedia texts, including performance and visual arts, using modelled and scaffolded language, for example, demasiado triste, ¡tan cómico!, horrible, era muy entretenido porque ..., me fascina la manera de ..., me encantó cuando ...fue trágico el final de ..., para mí las imágenes representan…, personalmente prefiero…
    3. engaging with rhythm, intonation and imagery to create mood and meaning in own poems, songs or performances, experimenting with language, voice and gesture to create specific effects
    4. responding to imaginative texts by modifying key elements, for example, incorporating a new character or event, creating a different mood, parodying an advertisement or devising a new ending to a story
  2. Express creative ideas and imagined experiences that relate to the cultures of Spanish-speaking communities using a variety of texts (VCESC025)
    1. 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
    2. composing adapted or simplified versions of classic stories such as Caperucita Verde or Los doce enanos for a younger audience
    3. composing performance texts such as skits, raps or poems to amuse, entertain and engage other learners of Spanish
    4. 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
Translating Elaborations
  1. Translate texts from Spanish into English and vice versa, noticing and explaining words or expressions that are culturally specific and difficult to translate (VCESC026)
    1. analysing Spanish translations of familiar English-language texts, identifying aspects that got ‘lost in translation’, for example, comparing the English subtitles of a movie dubbed in Spanish with the original English speaking version
    2. translating texts such as signs, product instructions, notices or advertisements, comparing versions and considering how to convey culturally embedded references and concepts
    3. evaluating the effectiveness of electronic translators, for example, by doing a back translation of a well-known text
    4. identifying challenges associated with the translation of simple texts such as short letters or conversations, deciding whether different information is required in the translated version, for example, deciding if ‘you’ should become tú, usted or vosotros, depending on the social relationship being conveyed in the letter or exchange
  2. Create bilingual texts such as displays, explanatory or promotional material or performances for immediate and virtual environments (VCESC027)
    1. 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
    2. 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
    3. 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’
    4. performing a virtual guided tour for intending exchange students, including dramatisations of potential miscommunication between Spanish and English speakers
Reflecting Elaborations
  1. Consider own reactions when engaging with Spanish speakers and resources and how these may reflect aspects of own language and culture (VCESC028)
    1. 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
    2. 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)
    3. 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
    4. 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
  2. Consider and discuss the relationship between language, culture and identity (VCESC029)
    1. reflecting on own sense of identity, considering whether it is fixed or fluid, for example, whether they communicate and present themselves in different ways, in different contexts or with different people
    2. examining how identity is expressed through language, with reference to languages spoken by themselves, their peers, family or community members
    3. composing a ‘cultural ID profile’ to share online with Spanish-speaking friends, making decisions about what points of information will be of most interest
    4. monitoring own ways of communicating and expressing their sense of identity in different contexts and interactions, including when using Spanish, noticing whether they have a different sense of themselves when using a different language
    5. critically examining the impact of cultural stereotypes and expectations in relation to cultural identity and intercultural communication, for example, by reflecting on changes in perceptions of or attitudes towards other languages and cultures as a result of learning Spanish

Understanding

Systems of language Elaborations
  1. Recognise and apply rules of Spanish pronunciation, stress and intonation, demonstrating awareness of differences in accent and pronunciation across the Spanish-speaking world, and use appropriate writing conventions (VCESU030)
    1. recognising the importance of appropriate stress, pronunciation and spelling for meaning-making, for example, estudio versus estudió
    2. understanding variation in pronunciation across the Spanish-speaking world, for example, the pronunciation of ce and ci in different regions (ceceo or seseo) for example in the words gracias, Cecilia, and the soft sh pronunciation of the letters ll and y in Argentine Spanish (calle/cashe)
    3. adapting the tone, intonation and rhythm of language to their own expressive needs and to the nature of the interaction, for example, calming a child or attracting attention
    4. using the Spanish alphabet to spell out names or expressions, noticing similarities and differences to English and using correct terminology for accents and marks (tilde, acento, diéresis)
    5. listening to and reciting texts such as poems, stories or song lyrics to familiarise themselves with the rhythm and musicality of the language, for example, Proverbios y cantares de Antonio Machado, Guantanamera de José Martí
  2. Extend knowledge of and use more complex features and patterns of the Spanish grammatical system, including possessive, demonstrative, object and relative pronouns; comparative and superlative adjectives; irregular verbs in the present tense, compound and simple past tenses, future and conditional tenses; and an introduction to the imperative mood (VCESU031)
    1. understanding and using definite and indefinite articles, including omission and gender-change cases, for example, me gusta mucho el cuadro del salón, me gusta mucho un cuadro del salón, ¿tienen cuadros de paisajes?, el agua está fría
    2. understanding and using indefinite adjectives and pronouns such as alguno/a/os/as, ninguno/a/os/as, otros/as, todos/as, alguien, nadie, nada, algo, todo, noticing the constructions with a double negative, for example, No hay nadie en clase, no tenemos nada
    3. using collective nouns such as gente and familia, and noticing the use of singular verbs, for example, la gente en Australia pasa mucho tiempo al aire libre, mi familia tiene una casa en la playa
    4. noticing the differences in meaning when the adjective precedes the noun, for example, un pobre hombre/un hombre pobre
    5. expressing comparisons using comparatives and superlatives, including some irregular forms, for example, mejor que ..., peor que ..., el mayor, el menor, más ... que, menos ... que, el más ..., ...ísimo/a, tan ... como
    6. understanding and using possessive and demonstrative pronouns (aquel es el tuyo, este es el mío) and the use of neutral demonstratives (¿qué es esto?, me gustó aquello que dijo)
    7. understanding the form and function of personal object pronouns, and differentiating between direct and indirect objects in the third person, for example, me, te, lo, la/le, nos, os, los, las/les
    8. understanding the function and use of relative pronouns, for example, que, el/la/los/las que, quien/es, el/la cual, los/las cuales, donde
    9. understanding and using the different past tense forms for regular and irregular verbs (pretérito perfecto, pretérito indefinido and pretérito imperfecto), and comparing the uses with English past tense forms, for example, hemos estudiado los tiempos pasados, Marcos nació en Filipinas, ayer mi amigo estaba contento
    10. using appropriate temporal markers, for example, hace ..., desde hace ..., durante ..., en 2011 ..., esta mañana ..., cuando era pequeño ..., desde ... hasta..., ayer ...
    11. understanding and using the future and conditional tenses of regular and irregular verbs, for example, mañana iremos de excursión al zoo, me gustaría visitar México, saldría con vosotros pero tengo tarea
    12. using some set expressions that require the use of the present subjunctive, for example, ¡que aproveche! ¡que te mejores! espero que estés bien
    13. expressing agreement, disagreement and opinions using adverbs and expressions such as Yo también ...., yo tampoco ..., a mí sí ..., a mí no ...
    14. indicating rules and giving instructions using expressions such as hay que ..., se puede/no se puede ..., and tener que + infinitive, and regular imperative affirmative forms, for example, cantad conmigo, pase el dado, toma mi bolígrafo, abran las ventanas, repita más despacio
    15. understanding the function of impersonal expressions such as se necesita ..., se habla ..., se dice ..., se puede ...
    16. using cohesive devices to link elements of complex sentences, for example, por lo tanto, además, sin embargo, al contrario de, de la misma manera
    17. expanding the use of prepositions such as por, para, con, sin, contra, hacia to provide more detail or information
    18. understanding how to form adverbs from adjectives, for example, normalmente, seguramente, probablemente
    19. understanding and using an increasing range of prefixes and suffixes (anónimo, antibiótico, despeinado, supermercado, claustrofobia, lavadora, navideño, hermanito) and building lexical families (árbol, arbolito, arboleda, arbusto, arborícola, arbóreo, arboricultura, enarbolar)
    20. developing awareness of the presence of ‘false friends’ in Spanish and English, for example, actualmente / currently, realizar / carry out, embarazada / pregnant, constipado / a cold
    21. developing metalanguage to talk in Spanish about elements such as sentence structure (sujeto, verbo, objeto), verb tenses (pretérito, futuro, tiempo compuesto, participio pasado) and other linguistic features (sinónimo, concordancia, párrafo)
  3. Analyse textual features of spoken, written and digital texts and consider how they shape meaning and influence responses (VCESU032)
    1. comparing language features of Spanish and English versions of different types of texts, such as riddles, weather reports, text messages or horoscopes, noting differences that may be culturally significant
    2. examining language structures and features used for specific communicative effect, such as to persuade, amuse, sympathise, challenge, include or exclude
    3. understanding textual elements that provide coherence at a whole text level, such as cohesive devices (sin, aunque, debido a, según, por otro lado), linked paragraphs, introductions and summaries, and sequencing of ideas
Language variation and change Elaborations
  1. Recognise that Spanish is used in a variety of ways to achieve different purposes in different contexts (VCESU033)
    1. identifying levels of formality in spoken and written texts, and considering what these convey about social relationships and processes, for example, reflections of status, authority, respect or intimacy (Disculpe, ¿podría decirme ..., Perdone que le interrumpa, ... Me gustaría invitarte a mi boda, ¡oye tío, he conocido a una tía guay!, eres el amor de mi vida)
    2. comparing spoken and written forms of familiar types of texts and language functions, for example, verbal and written apologies or oral storytelling and written reports, noticing differences in grammatical, expressive and textual features
    3. recognising that language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purposes of speed and economy; and the use of slang, specialised or inclusive language to establish shared interest or identity
    4. recognising how grammatical and vocabulary choices shade meaning and establish register, for example, the use of formal or informal pronouns (usted, ustedes/ tú, vosotros/as), the use of forms of address (don Juan, doña Pepa, señor Martínez, señoras y señores, damas y caballeros, Pedro y Sonia) and the use of abbreviations and slang (mi cole es guay)
  2. Examine ongoing changes in Spanish as a language of local and international communication, considering the power of language to both influence and reflect culture (VCESU034)
    1. identifying Spanish words borrowed from different languages across time and through political, historical and social changes, for example, words of Arabic origin that start with the prefix al-, such as almanaque, alcachofa, algodón, álgebra and alcohol, and some common interjections also derived from Arabic, such as ¡hola!, ¡ojalá!, ¡olé!
    2. identifying the movement of language elements across and between times and contexts, such as words from indigenous languages adopted into Spanish and then exported to other languages, for example, words of Náhuatl origin such as aguacate, chocolate, cacao, chile, chicle and guacamole
    3. noticing components of Spanish language that reflect particular cultural histories and influences, such as technological and scientific terms derived from classical Latin and Greek, for example, continente, vegetación, bacteria, biología, protocolo and mecánico
    4. reflecting on the power of language in terms of their own experience, for example, by identifying comments from friends, teachers or public figures that have influenced or affected them
    5. understanding the power of language to influence people’s actions and beliefs, such as the language of persuasion in political speeches or community appeals, for example, puede hacer su donación a la..., ofrezca tu tiempo voluntariamente despué del terremoto en Chile
  3. Understand how language diversity reflects local and global variations in social and cultural histories (VCESU035)
    1. recognising that in many Spanish-speaking countries other languages are co-official with Spanish, such as Guaraní in Paraguay, Catalan, Galician and Basque/Euskera in Spain, and Quiché in Guatemala, and investigating the history and issues surrounding such relationships between languages
    2. investigating the status and function of indigenous languages in Spanish-speaking countries, considering issues such as language rights, language death, and revival and reclamation efforts, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia
    3. exploring the influence of Latin-American popular culture in the United States and the rest of the world, for example, cinema, music and TV channels, telenovelas, sport
    4. considering how the process of moving between standard/national languages and regional languages such as Catalan or Basque reflects personal, social and political histories
Role of language and culture Elaborations
  1. Understand the role of language and culture in shaping cultural identity and consider how learning a second language encourages a broadening of perspectives (VCESU036)
    1. participating in guided discussion and reflection on the nature and role of ‘culture’ and its relationship with language, noting any shifts in own attitudes or understandings about culture, identity and diversity as a consequence of learning and using Spanish
    2. talking with bilingual speakers about the experience of using more than one language, for example, by asking questions such as: ‘Do you identify more strongly with one language? Do you express yourself differently in each language? Do you feel like the same “you” when speaking each language?’
    3. discussing ways in which learning a different language can lead to new ways of thinking or interpreting experience, for example, by providing different perspectives on the experience of younger or older people or in relation to family roles and relationships
    4. developing language for thinking and talking about cultural representation and expression, for example, terms such as ‘perspectives’, ‘values’, ‘images’, ‘stereotypes’, ‘inclusions’ and ‘exclusions’
    5. critically analysing texts such as advertisements, brochures, catalogues, graffiti and websites in Spanish that show different representations of culture, reflecting on language use, images and symbols

Levels 9 and 10 Achievement Standard

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. Learners interact with peers to make decisions, solve problems, and negotiate and plan action in response to issues. When interacting, they use both rehearsed and spontaneous language and appropriate protocols (for example, Perdona, pero no estoy de acuerdo contigo porque …, me parece mejor … ¿qué os parece si…?) to express and compare opinions, share perspectives, and express agreement or disagreement (for example, Me parece que…, ¿qué les parece?, Que buena idea, me opongo). They apply rules of pronunciation, stress and intonation to a range of sentence types. They locate, summarise and analyse information from a range of texts, and communicate different perspectives and information in a range of contexts using different modes of presentation. They respond to and create personal, descriptive, informative and imaginative texts for different purposes, audiences and contexts using appropriate...

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