Spanish K-10 Draft Syllabus for Consultation 2017

Spanish K–10

Draft Syllabus for Consultation

13 June – 7 August 2017

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DSSP–28014 D2017/40194

Contents

NESA K–10 Syllabus Development Process ...... 4 Introduction...... 5 Introduction to the Spanish K–10 Syllabus ...... 6 Spanish Key ...... 9 Rationale ...... 12 The Place of the Spanish K–10 Syllabus in the K–12 Curriculum ...... 14 Aim ...... 15 Objectives...... 16 Outcomes ...... 17 Stage Statements ...... 22 Content ...... 30 Content for Early Stage 1 ...... 39 Content for Stage 1 ...... 45 Content for Stage 2 ...... 54 Content for Stage 3 ...... 65 Content for Stage 4 ...... 76 Content for Stage 5 ...... 90 Years 7–10 Life Skills Outcomes and Content ...... 105 Years 7–10 Life Skills Outcomes ...... 106 Years 7–10 Life Skills Content ...... 111 Assessment ...... 121 Glossary ...... 124

NESA K–10 Syllabus Development Process

The NESA process for the development of K–10 syllabuses to include Australian curriculum content involves expert writers and opportunities for broad consultation with teachers and other stakeholder groups in order to receive the highest quality advice from across the education community.

This project will follow the NESA syllabus development process, recognising the substantial review and development work that the Australian Curriculum, Assessment and Reporting Authority (ACARA), together with all states and territories has undertaken.

Each subsection of the Spanish K–10 Draft Syllabus addresses a syllabus component and includes an explanation of the component’s purpose.

Assisting Respondents

The following icons are used throughout this document to assist respondents:

Icon and label Description

This icon indicates general information that assists in reading or understanding the information contained in the document. Text for your information  introduced by this icon will not appear in the final syllabus.

This icon indicates material on which responses and views are sought  consult through consultation.

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Introduction

The K–10 Curriculum

The NSW Education Standards Authority’s (NESA) syllabuses are developed with respect to some overarching views about education. These include the NESA K–10 Curriculum Framework and Statement of Equity Principles and the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

NESA syllabuses include agreed Australian curriculum content and content that clarifies the scope, breadth and depth of learning. The Australian curriculum achievement standards underpin the syllabus outcomes and the Stage statements for Early Stage 1 to Stage 5.

In accordance with the NESA K–10 Curriculum Framework and the Statement of Equity Principles, the syllabus takes into account the diverse needs of all students. It identifies essential knowledge, understanding, skills, values and attitudes. It outlines clear standards of what students are expected to know and be able to do in K–10. It provides structures and processes by which teachers can provide continuity of study for all students.

The framework also provides a set of broad learning outcomes that summarise the knowledge, understanding, skills, values and attitudes essential for all students in all learning areas to succeed in and beyond their schooling.

The continued relevance of the NESA K–10 Curriculum Framework is consistent with the intent of the Melbourne Declaration on Educational Goals for Young Australians (December 2008), which set the direction for Australian schooling for the next ten years. There are two broad goals: Goal 1: Australian schooling promotes equity and excellence Goal 2: All young Australians become successful learners, confident and creative individuals, and active and informed citizens.

The way in which learning in the Spanish K–10 Syllabus will contribute to the curriculum, and to students’ achievement of the broad learning outcomes, is outlined in the syllabus rationale.

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Introduction to the Spanish K–10 Syllabus

The Language

The language to be studied and assessed is the modern standard version of Spanish.

Students should be aware of formal and informal levels of language used in daily life. This includes the use of colloquialisms, where appropriate, and an awareness of regional differences.

The Learners of Spanish

Students come to the learning of languages with diverse linguistic, cultural and personal profiles, including a range of prior language experiences either in Spanish or in a different language. Students may have engaged with Spanish in formal or less formal contexts, or they may have been exposed to a language through family members or in-country experience. Students start school as mono-, bi- or plurilinguals.

Mandatory study of a language occurs in Stage 4. However, students may commence their study of a language at any point along the K–10 continuum.

The learners of Spanish include students:  learning Spanish as a second or additional language  who have undertaken a significant school-based learning program in Australia  with exposure to Spanish languages and cultures who may engage in some active but predominantly receptive use of Spanish (including dialects and variants of Spanish)  who have had their primary socialisation as well as initial literacy development and primary schooling in Spanish  undertaking a Life Skills course.

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Diversity of Learners

NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate teaching approaches that support student diversity including students with special education needs, gifted and talented students and students learning English as an additional language or dialect (EAL/D). Students may have more than one learning need.

Students with Special Education Needs All students are entitled to participate in and progress through the curriculum. Schools are required to provide additional support or adjustments to teaching, learning and assessment activities for some students with special education needs. Adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student with disability to access syllabus outcomes and content and demonstrate achievement of outcomes.

Students with special education needs can access the K–10 outcomes and content in a range of ways. Students may engage with:  syllabus outcomes and content with adjustments to teaching, learning and/or assessment activities; or  selected K–10 syllabus outcomes and content appropriate to their learning needs; or  syllabus outcomes from an earlier Stage, using age-appropriate content; or  selected Years 7–10 Life Skills outcomes and content from one or more syllabuses.

Decisions regarding curriculum options, including adjustments, should be made in the context of collaborative curriculum planning with the student, parent/carer and other significant individuals to ensure that decisions are appropriate for the learning needs and priorities of individual students.

Further information can be found in support materials for:  Spanish  Special education needs.

Gifted and Talented Students Gifted students have specific learning needs that may require adjustments to the pace, level and content of the curriculum. Differentiated educational opportunities assist in meeting the needs of gifted students.

Generally, gifted students demonstrate the following characteristics:  the capacity to learn at faster rates  the capacity to find and solve problems  the capacity to make connections and manipulate abstract ideas.

There are different kinds and levels of giftedness. Gifted and talented students may also have learning difficulties and/or disabilities that should be addressed when planning appropriate teaching, learning and assessment activities.

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Curriculum strategies for gifted and talented students may include:  differentiation: modifying the pace, level and content of teaching, learning and assessment activities  acceleration: promoting a student to a level of study beyond their age group  curriculum compacting: assessing a student’s current level of learning and addressing aspects of the curriculum that have not yet been mastered.

School decisions about appropriate strategies are generally collaborative and involve teachers, parents and students with reference to documents and advice available from NESA and the education sectors.

Gifted and talented students may also benefit from individual planning to determine the curriculum options, as well as teaching, learning and assessment strategies, most suited to their needs and abilities.

Students Learning English as an Additional Language or Dialect (EAL/D) Many students in Australian schools are learning English as an additional language or dialect (EAL/D). EAL/D students are those whose first language is a language or dialect other than Standard Australian English and who require additional support to assist them to develop English language proficiency.

EAL/D students come from diverse backgrounds and may include:  overseas and Australian-born students whose first language is a language other than English, including creoles and related varieties  Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including Kriol and related varieties.

EAL/D students enter Australian schools at different ages and stages of schooling and at different stages of Standard Australian English language learning. They have diverse talents and capabilities and a range of prior learning experiences and levels of literacy in their first language and in English. EAL/D students represent a significant and growing percentage of learners in NSW schools. For some, school is the only place where they use Standard Australian English.

EAL/D students are simultaneously learning a new language and the knowledge, understanding and skills of the Spanish syllabus through that new language. They require additional time and support, along with informed teaching that explicitly addresses their language needs, and assessments that take into account their developing language proficiency.

The ESL Scales and the English as an Additional Language or Dialect: Teacher Resource provide information about the English language development phases of EAL/D students. These materials and other resources can be used to support the specific needs of English language learners and to assist students to access syllabus outcomes and content.

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Spanish Key

The following codes and icons are used in the Spanish K–10 Syllabus.

Outcome Coding

Syllabus outcomes are coded in a consistent way. The code identifies the language, Stage, outcome number and the way content is organised.

Early Stage 1 to Stage 5 are represented by the following codes:

Stage Code

Early Stage 1 e

Stage 1 1

Stage 2 2

Stage 3 3

Stage 4 4

Stage 5 5

In the Spanish syllabus, outcome codes indicate subject, Stage, outcome number and strand. For example:

Outcome code Interpretation

LSP2-1C Languages, Spanish, Stage 2 - Outcome number 1 (Communicating)

LSP5-6U Languages, Spanish, Stage 5 - Outcome number 6 (Understanding)

LSPLS-2C Languages, Spanish, Life Skills - Outcome number 2 (Communicating)

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Coding of Australian Curriculum Content

The syllabus contains Australian curriculum content descriptions for Spanish in a generic form with Australian curriculum codes in brackets at the end of each generic content description, for example: Initiate interactions and exchange information with teacher and peers, for example (ACLSPC145)

Where a number of content descriptions are jointly represented, all description codes are included, eg (ACLSPC110, ACLSPC111).

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Learning Across the Curriculum Icons

Learning across the curriculum content, including the cross-curriculum priorities, general capabilities and other areas identified as important learning for all students, is incorporated and identified by icons in the syllabus.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

General capabilities

Critical and creative thinking

Ethical understanding

Information and communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal and social capability

Other learning across the curriculum areas

Civics and citizenship

Difference and diversity

Work and enterprise

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Rationale

 for your information

The rationale describes the distinctive nature of the subject and outlines its relationship to the contemporary world and current practice. It explains the place and purpose of the subject in the curriculum, including:  why the subject exists  the theoretical underpinnings  what makes the subject distinctive  why students study the subject  how it contributes to the purpose of the K–10 Curriculum Framework  how it prepares students for further schooling.

 consult Learning languages provides the opportunity for students to engage with the linguistic and cultural diversity of the world and its peoples. Students broaden their horizons in relation to personal, social, cultural and employment opportunities in an increasingly interconnected and interdependent world. Proficiency in languages provides a national resource that serves communities within Australia and enables the nation to engage more effectively with the global community.

Contemporary research and practice have established a clear link between the learning of languages and improved literacy skills for both background speakers and second or additional language learners. Through the development of communicative skills in a language and understanding of how language works as a system, students further develop literacy in English, through close attention to detail, accuracy, logic and critical reasoning. Learning languages exercises students’ intellectual curiosity, increases metalinguistic awareness, strengthens intellectual, analytical and reflective capabilities, and enhances creative and critical thinking.

Spanish is one of the most widely spoken languages in the world with approximately 500 million speakers. It is the official language of more than twenty countries and one of the official languages of the United Nations and the European Union. The fact that Spanish is spoken across different continents offers students a wide and rich range of cultural experiences. Australia has a significant number of Spanish-speaking communities who contribute to the rich linguistic and cultural diversity of New South Wales.

The study of Spanish provides access to the language and cultures of one of the leading languages in the world. The fact that Spanish is spoken across different continents offers students a wide and rich range of cultural experiences. The Spanish language is widely spoken within the Australian community. Opportunities exist to hear and use the language in real-life situations. Spanish-speaking residents of Australia make significant contributions to the economic, intellectual, cultural and social affairs of the nation. For students with a Spanish-speaking background, the study of Spanish consolidates and reinforces language skills needed to maintain links with Spanish-speaking communities. It provides them with opportunities to experience and deepen their understanding of the traditions and culture of their heritage.

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The ability to communicate in Spanish provides incentives for travel and for more meaningful interactions with speakers of Spanish, encouraging socio-cultural understanding between Australia and Spanish-speaking countries, and cohesion within the Australian community. It also provides opportunities for students to gain insights into the contributions that have been made by Spanish- speaking communities to Australian, and to global society. For background speakers, this valuable learning experience is further enhanced by the opportunity to maintain and develop their Spanish language skills and understanding of their cultural heritage.

The rich linguistic and cultural diversity of NSW, to which Spanish-speaking communities contribute significantly, provides an educational environment where the study of languages and cultures is valued as a unique and integral part of the K–10 curriculum.

Through learning languages, students develop an intercultural capability and an understanding of the role of language and culture in communication, and become more accepting of diversity and difference. They develop understanding of global citizenship, and reflect on their own heritage, values, culture and identity.

The study of Spanish in Kindergarten to Year 10 may be the basis for further study of one of the differentiated Spanish syllabuses available for study in Stage 6, and for future employment, within Australia and internationally, in areas such as commerce, tourism, entertainment, hospitality, education, sport, visual arts, performing arts and international relations.

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The Place of the Spanish K–10 Syllabus in the K–12 Curriculum

 for your information

NSW syllabuses include a diagram that illustrates how the syllabus relates to the learning pathways K–12. This section places the Spanish K–10 syllabus in the K–12 curriculum as a whole.

 consult

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Aim

 for your information

In NSW syllabuses, the aim provides a succinct statement of the overall purpose of the syllabus. It indicates the general educational benefits for students from programs based on the syllabus.

The aim, objectives, outcomes and content of a syllabus are clearly linked and sequentially amplify details of the intention of the syllabus.

The study of Spanish in K–10 enables students to communicate with others in Spanish, and to reflect on and understand the nature and role of language and culture in their own lives and the lives of others.

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Objectives

 for your information

In NSW syllabuses, objectives provide specific statements of the intention of a syllabus. They amplify the aim and provide direction to teachers on the teaching and learning process emerging from the syllabus. They define, in broad terms, the knowledge, understanding, skills, values and attitudes to be developed through study in the subject. They act as organisers for the intended outcomes.

Knowledge, Understanding and Skills

Communicating Strand Students use language for communicative purposes by:  interacting – exchanging information, ideas and opinions, and socialising, planning and negotiating  accessing and responding – obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts  composing – creating spoken, written, bilingual, digital and/or multimodal texts.

Understanding Strand Students analyse and understand language and culture by:  systems of language – understanding the language system including sound, writing, grammar and text structure; and how language changes over time and place  the role of language and culture – understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity.

The Communicating and Understanding strands are interdependent and one or more of the objectives may be emphasised at any given time, depending on the Language and the Stage of learning.

Values and Attitudes

Students:  develop an interest in and enjoyment of language learning  appreciate and value their own heritage, culture and identity  appreciate and respect the culture, beliefs and values of others through language learning.

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Outcomes

 for your information

In NSW syllabuses, outcomes provide detail about what students are expected to achieve at the end of each Stage in relation to the objectives. They indicate the knowledge, understanding and skills expected to be gained by most students as a result of effective teaching and learning. They are derived from the objectives of the syllabus.

Table of Objectives and Outcomes – Continuum of Learning

Communicating Strand

Objective Interacting – exchanging information, ideas and opinions, and socialising, planning and negotiating

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LSPe-1C LSP1-1C LSP2-1C LSP3-1C LSP4-1C LSP5-1C interacts in participates in interacts with uses Spanish uses Spanish manipulates simple classroom others to share to interact with to interact with Spanish in exchanges in routines and information others to others to sustained Spanish play-based and participate exchange exchange interactions to learning in classroom information information, exchange activities in activities in and opinions, ideas and information, Spanish Spanish and to opinions, and ideas and participate in make plans opinions, and classroom make plans activities and negotiate

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Objective Accessing and responding – obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LSPe-2C LSP1-2C LSP2-2C LSP3-2C LSP4-2C LSP5-2C engages with identifies key locates and obtains and identifies main identifies and Spanish texts words and classifies processes ideas in, and interprets information in information in information in obtains information in simple texts texts texts, using information a range of contextual and from texts texts other clues

LSPe-3C LSP1-3C LSP2-3C LSP3-3C LSP4-3C LSP5-3C responds to responds to responds to responds to organises and evaluates and spoken and texts using a texts in a texts using responds to responds to visual texts range of variety of ways different information information, supports formats and ideas in opinions and texts for ideas in texts, different using a range audiences of formats for specific contexts, purposes and audiences

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Objective Composing – creating spoken, written, bilingual, digital and/or multimodal texts*

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LSPe-4C LSP1-4C LSP2-4C LSP3-4C LSP4-4C LSP5-4C composes composes composes composes applies a experiments texts in texts in texts in texts in range of with linguistic Spanish using Spanish using Spanish using Spanish using linguistic patterns and visual supports rehearsed modelled a series of structures to structures to and other language language sentences compose texts compose texts scaffolds in Spanish, in Spanish, using a range using a range of formats for of formats for different a variety of audiences contexts, purposes and audiences

* Speaking, listening, reading and writing skills are integral for students who are developing in their acquisition of the Spanish language. For some students with disability, teachers will need to consider relevant and appropriate adjustments to speaking, listening, reading, writing and communication experiences within the context of the Spanish K –10 Syllabus.

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Understanding Strand

Objective Systems of language – understanding the language system including sound, writing, grammar, text structure; and how language changes over time and place

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LSPe-5U LSP1-5U LSP2-5U LSP3-5U LSP4-5U LSP5-5U recognises recognises recognises applies key applies demonstrates spoken and pronunciation features of Spanish how Spanish Spanish reproduces the and intonation Spanish pronunciation pronunciation sounds of patterns of pronunciation and intonation and intonation Spanish Spanish and intonation patterns are used to convey meaning

LSPe-6U LSP1-6U LSP2-6U LSP3-6U LSP4-6U LSP5-6U recognises the recognises demonstrates demonstrates applies analyses the difference Spanish understanding understanding features of function of between language of elements of of Spanish Spanish complex statements, patterns in Spanish grammatical grammatical Spanish questions and statements, grammar in structures structures and grammatical commands in questions and familiar sentence structures to Spanish commands language patterns to extend patterns convey meaning information and ideas

LSPe-7U LSP1-7U LSP2-7U LSP3-7U LSP4-7U LSP5-7U recognises recognises demonstrates recognises identifies analyses that there are features of an awareness how texts and variations in linguistic, different kinds familiar texts of how familiar language use linguistic and structural and of texts texts are vary according structural cultural structured to context and features of features in a purpose texts range of texts

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Objective The role of language and culture – understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LSPe-8U LSP1-8U LSP2-8U LSP3-8U LSP4-8U LSP5-8U recognises recognises recognises makes identifies that explains and other similarities and how terms connections language use reflects on the languages differences in and between reflects interrelationship and cultures communication expressions cultural cultural ideas, between in their across cultures reflect aspects practices and values and language, immediate of culture language use beliefs culture and environment identity and the world

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Stage Statements

 for your information

In NSW syllabuses Stage statements summarise the knowledge, understanding, skills, values and attitudes developed by students as a result of achieving the outcomes for each Stage of learning.

Australian curriculum achievement standards underpin the development of the Stage statements.

 consult Stage statements are summaries of the knowledge, understanding, skills, values and attitudes that have been developed by students as a result of achieving the outcomes for the relevant Stage of learning.

Prior-to-school Learning

Students bring to school a range of knowledge, understanding and skills developed in home and prior-to-school settings. The movement into Early Stage 1 should be seen as a continuum of learning and planned for appropriately.

The Early Years Learning Framework for Australia describes a range of opportunities for students to learn and develop a foundation for future success in learning.

The Early Years Learning Framework for Australia has five Learning Outcomes that reflect contemporary theories and research evidence about children’s learning. The outcomes are used to guide planning and to assist all children to make progress.

The outcomes are: 1. Children have a strong sense of identity. 2. Children are connected with and contribute to their world. 3. Children have a strong sense of wellbeing. 4. Children are confident and involved learners. 5. Children are effective communicators.

In addition, teachers need to acknowledge the learning that children bring to school, and plan appropriate learning experiences that make connections with existing language and literacy development, including language used at home.

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Early Stage 1

By the end of Early Stage 1, students interact in Spanish with their peers and teacher through action- related talk and play-based activities. They exchange greetings and respond to simple instructions, question cues and spoken and visual texts with actions, gestures, single words or phrases, including formulaic phrases. They participate in shared listening or viewing of texts such as Big Book stories, using pictures and contextual clues to help make meaning, and responding through actions, gestures, drawing or singing. They identify key words in spoken texts, such as names of people or objects, and match simple words to pictures, for example labelling classroom objects in Spanish and English. They compose their own spoken texts with teacher support, using scaffolds and visual support, such as photos, to convey simple information about themselves or their family.

Students recognise that Spanish sounds different to English, and mimic Spanish pronunciation, approximating sounds. They recognise the difference between statements, questions and commands. They understand that there are different kinds of texts, such as songs, labels and captions, and recognise Spanish in the written form. They understand that some Spanish and English words are similar. They understand that Spanish is one of the many languages spoken around the world and in Australia, and explore different languages that are used by their peers or family, or in their local community. Students have a growing awareness of the culture of Spanish-speaking communities, and identify some Spanish cultural practices that are similar or different to their own.

Students with prior learning and/or experience Students with prior learning and/or experience of Spanish have more developed communicative skills, and knowledge and understanding of language and culture. They interact in Spanish with their peers and teacher by exchanging greetings, responding to questions and instructions and taking turns in class activities. They identify key words and specific information in simple spoken and visual texts, and share information, using illustrations and gestures to support meaning. They compose simple spoken and visual texts, using illustrations and actions, and create bilingual word lists and labels for the classroom. Students use features of the Spanish sound system, including pitch, accent, rhythm and intonation, and understand that the sounds of Spanish are represented in words and symbols. They identify the function of statements, questions and commands. They describe aspects of self and their family background, and their own prior learning and/or experience of Spanish.

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Stage 1

By the end of Stage 1, students interact in Spanish with their peers and teacher to exchange greetings and simple information. They use Spanish in play-based learning contexts and classroom routines, using modelled language. They identify key words and information in simple texts, such as charts, songs and rhymes, and respond to texts, using key words, phrases, gestures, objects and other supports. They compose simple texts in Spanish using rehearsed language, and create bilingual labels and captions for objects and visual texts.

Students reproduce the sounds and rhythms of spoken Spanish, and understand how sounds are represented in Spanish. They identify language patterns in simple statements, questions and commands. They identify features of familiar texts, such as greetings cards, and variations in language use when greeting and addressing different people. They recognise that Spanish and English borrow words and expressions from each other and other languages. Students understand that the ways in which people use language reflect their culture, and relate to where and how they live and what is important to them. They reflect on similarities and differences between Spanish and their own language and culture.

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Stage 2

By the end of Stage 2, students interact with others in Spanish to share information and participate in guided classroom activities that involve following instructions and collaborating with peers. They locate and classify information in texts, such as recipes or menus, and respond to texts, using modelled language and graphic, visual or digital supports. They compose texts in Spanish, using familiar words, formulaic expressions and modelled language, and create bilingual texts, such as descriptions and signs for the classroom.

Students reproduce pronunciation and intonation patterns, and identify sound-writing relationships. They write simple texts and identify basic elements of grammar in familiar language patterns. They recognise structure and language features in familiar texts, and variations in language use according to context and relationships between participants. They recognise frequently used loan words from English and other languages, comparing pronunciation. Students identify terms and expressions in Spanish that reflect cultural practices, and make comparisons with their own and other communities. They understand that ways of communicating and behaving reflect aspects of personal identity.

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Stage 3

By the end of Stage 3, students interact with others in Spanish to exchange information and opinions. They engage in classroom activities and collaborate with peers to plan a group activity or shared event. They obtain and organise information from written, spoken and digital texts, using contextual and other clues to elicit meaning, and respond to texts in Spanish or English, using a range of formats. They compose informative and imaginative texts, linking ideas in a series of sentences, and using familiar modelled language and scaffolds. They create bilingual texts, such as signs, notices, games, displays, websites or word banks, for the school community.

Students use key features of pronunciation and intonation, recognising the relationship between sounds, words and meaning, and apply basic writing conventions. They recognise the systematic nature of Spanish grammar rules, and use basic grammatical structures to present information. They identify how texts vary according to purpose and context, and recognise variations in language use according to context and relationships between participants. They explore the influence of Spanish language and culture on other languages. Students describe aspects of their own identity, making comparisons between their own cultural practices and language use and those of Spanish-speaking communities, and considering how this affects intercultural communication.

Students with prior learning and/or experience Students with prior learning and/or experience of Spanish have more developed communicative skills, and knowledge and understanding of language and culture. They initiate interactions in Spanish with others to exchange information, ideas and opinions, and collaborate with peers to make choices and arrangements, organise events and complete transactions. They locate and classify information from a range of written, spoken and digital texts, and respond to texts in Spanish or English, using a range of formats for different audiences. They compose informative and imaginative texts for a variety of purposes and audiences, and create bilingual texts and resources for their own language learning and the school community. Students apply the Spanish sound system, including variations in tone, stress and phrasing. They apply basic structures and features of Spanish grammar to present information and elaborate on meaning. They reflect on their experiences in Spanish and English-speaking contexts, discussing adjustments made when moving from English to Spanish and vice versa.

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Stage 4

By the end of Stage 4, students interact with others in Spanish to exchange information and ideas on topics of interest, and engage in collaborative tasks and activities that involve making plans and arrangements. They identify main ideas and specific information in a range of written, spoken and digital texts, and respond in Spanish or English to information and ideas, in a range of formats for specific audiences. They compose informative and imaginative texts for different audiences, using a range of linguistic structures with the support of stimulus materials and modelled language, and create bilingual texts and learning resources for the classroom.

Students apply Spanish pronunciation and intonation patterns, including pitch, accent and rhythm, in a range of sentence types and vocabulary. They recognise elements of Spanish grammar, including the systematic nature of verb conjugation, and use features of Spanish grammatical structures and sentence patterns to convey information and ideas. They identify variations in linguistic and structural features in a range of texts, explaining how language use varies according to context and the relationship between participants.

Students examine how Spanish influences and is influenced by other languages and cultures, identifying borrowed words used in Spanish and English, and Spanish words and phrases that have emerged in response to new technology. They explore connections between language and culture in particular words, expressions and communicative behaviours, recognising values that are important in Spanish society. They share their reactions to intercultural experiences, considering how ways of communicating and expressing identity are shaped by the values and beliefs of a community.

Students with prior learning and/or experience Students with prior learning and/or experience of Spanish have more developed communicative skills, and knowledge and understanding of language and culture. They interact in Spanish with peers and known adults on a range of topics and experiences, and engage in collaborative tasks and activities that involve planning, negotiating and making decisions. They obtain and process information from a range of written, spoken and digital texts, and respond in Spanish or English to information and ideas on a variety of topics, events or experiences, using different modes of presentation for particular audiences. They compose informative and imaginative texts in a range of formats according to purpose and audience, and create bilingual texts and resources for the school and wider community. They apply Spanish pronunciation and intonation patterns, including pronunciation of loan words and punctuation. They use elements of Spanish grammar and sentence structure to express ideas. They understand how different types of texts are structured and use particular language features according to context, purpose and audience. They recognise that Spanish has evolved and developed through different periods of influence and change, and how variations in Spanish language use reflect different levels of formality, authority and status. Students explain ways in which choices in language use reflect cultural ideas, and explore different communicative behaviours across cultures. They reflect on how their own biography, including family origins, traditions and beliefs, has an impact on their sense of identity and ways of communicating.

Students with a background in Spanish Students with a background in Spanish have more sophisticated communicative skills, and knowledge and understanding of language and culture. They interact with peers and known adults to exchange information, opinions and preferences relating to social issues and cultural experiences, and engage in collaborative tasks and activities that involve negotiating, solving problems and justifying decisions. They access and evaluate information in a range of written, spoken and digital texts, and respond in Spanish to information, ideas and perspectives on a range of topics, events or experiences, using different presentation modes for particular audiences. They compose informative and imaginative texts in a range of formats according to purpose and audience, and create bilingual texts and

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resources for the school and wider community. They apply the Spanish sound system, explaining features, including variations in tone, stress and phrasing. They apply their knowledge of Spanish grammar to organise and elaborate on ideas and opinions, and understand how different types of texts are structured and use particular language features according to context, purpose and audience. They recognise that Spanish has evolved and developed through different periods of influence and change, and how variations in Spanish language use reflect different levels of formality, authority and status. Students analyse ways in which choices in language use reflect cultural ideas and perspectives, and reflect on how what is considered acceptable in communication varies across cultures. They reflect on how and why being a speaker of Spanish contributes to their sense of identity and is important to their Spanish cultural heritage.

Stage 5

By the end of Stage 5, students manipulate Spanish in sustained interactions with others to exchange information, ideas and opinions. They participate in a range of collaborative tasks, activities and experiences that involve making plans, negotiating and solving problems. They identify and interpret information from a range of written, spoken, visual or multimodal texts, and evaluate and respond in English or Spanish to information, opinions and ideas, using a range of formats for specific contexts, purposes and audiences. They compose informative and imaginative texts to express ideas, attitudes and values, experimenting with linguistic patterns and structures, and using different formats for a variety of contexts, purposes and audiences. They create a range of bilingual texts and resources for the school and wider community.

Students apply pronunciation, intonation and phrasing patterns of spoken Spanish. They understand the systematic nature of Spanish grammatical forms, and use elements of grammar to express complex ideas. They analyse the effects of linguistic and structural features in texts, explaining their interrelationship with context, purpose and audience. They examine the impact of factors such as media, technology, globalisation and popular culture on Spanish.

Students explain how and why language use varies according to social and cultural contexts, relationships between participants and textual purpose. They understand that language, culture and communication are interrelated and shaped by each other. They reflect on their intercultural experiences, recognising how cultural identity influences ways of communicating, thinking and behaving.

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Students with prior learning and/or experience Students with prior learning and/or experience of Spanish have more developed communicative skills, and knowledge and understanding of language and culture. They initiate and sustain interactions in Spanish with others to share information, feelings, opinions, ideas and points of view. They participate in a range of collaborative tasks, activities and experiences that involve negotiating and solving problems. They obtain, interpret and evaluate information, ideas and opinions from a range of texts, and respond to texts in Spanish or English, using different formats, for specific contexts, purposes and audiences. They compose a variety of informative and imaginative texts in different formats, and create a range of bilingual texts, for different contexts, purposes and audiences. Students apply intonation and phrasing patterns in both formal and informal speech. They use complex grammatical structures, including a range of verb tenses, to achieve sophistication in expression, and explain the relationship between context, purpose, audience, linguistic features and cultural elements in a range of personal, reflective, informative and persuasive texts. They research the phenomenon of language change in Spanish-speaking communities, analysing and comparing language use of previous generations with contemporary use. Students analyse the reciprocal relationship between language, culture and communication, and how this relationship reflects values, attitudes and beliefs. They reflect on how their own identity both influences and is shaped by ways of communicating, thinking and behaving.

Students with a background in Spanish Students with a background in Spanish have more sophisticated communicative skills, and knowledge and understanding of language and culture. They initiate and sustain interactions in Spanish with others to discuss ideas and points of view, and participate in a range of collaborative tasks, activities and experiences that involve planning, negotiation and debate. They analyse written and spoken texts to identify elements such as viewpoint, theme, stylistic devices, cultural influences and values. They respond in Spanish to information and ideas from different perspectives, using a range of formats for specific contexts, purposes and audiences. They compose a variety of informative and imaginative texts in different formats, experimenting with genre, textual features and stylistic devices, and create a range of bilingual texts, for different contexts, purposes and audiences. Students apply the Spanish sound system in both formal and informal speech, understanding how patterns of rhythm, tempo, stress, pitch and intonation are used to enhance the aesthetic features of texts. They apply complex grammatical structures to enhance communication and achieve particular effects. They explain the relationship between context, purpose, audience, linguistic features and cultural elements in a range of personal, reflective, informative and persuasive texts. They research the phenomenon of language change in Spanish-speaking communities, analysing and comparing language use of previous generations with contemporary use. Students discuss how meanings vary according to cultural assumptions that Spanish and English speakers bring to interactions, and how mutual understanding can be achieved. They reflect on variations in their own language use and communicative and cultural behaviours in Spanish and English-speaking contexts.

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Content

 for your information

Content defines what students are expected to know and do as they work towards syllabus outcomes. It provides the foundations for students to successfully progress to the next Stage of schooling or post-school opportunities.

Teachers will make decisions about content regarding the sequence, emphasis and any adjustments required based on the needs, interests, abilities and prior learning of students.

In general, the examples of content in the Communicating strand are learning tasks (see glossary). Unlike form-focused language activities and exercises (see glossary), the learning tasks involve the achievement of a devised or actual goal or purpose. They provide opportunities to draw on existing language resources and to experiment with new forms in authentic or simulated contexts.

The content has been designed to accommodate a range of student entry points and a range of learners, some of whom may have significant prior learning, experience or background in Spanish.

In Kindergarten to Year 6, content has been developed for two broad student groups:  students who are studying the language as second or additional language learners; and  students who have prior learning and/or experience.

In Year 7 to Year 10, content has been developed and presented in four ways:  students who are studying the language as second or additional language learners  students who have prior learning and/or experience  students who have experienced some or all of their formal school education in a Spanish-speaking environment  students undertaking a Life Skills course.

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Organisation of Content

 for your information

The following diagram provides an illustrative representation of elements of the course and their relationship.

Strands The content of the syllabus is organised through the two interrelated strands of Communicating and Understanding, and related objectives and outcomes.

The strands reflect important aspects of language learning related to communication, analysis and understanding of language and culture, and reflection. Students reflect on the experience of communicating and on their own language and culture in comparison to those of others.

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Macro Skills The four macro skills: listening, reading, speaking and writing are related to syllabus objectives within the Communicating strand in the following way:

Interacting Accessing and responding* Composing

Listening Listening Speaking

Reading Reading Writing

Speaking Speaking

Writing Writing

* The response to texts may be in English or Spanish depending on the outcome or content.

Speaking, listening, reading and writing skills are integral for students who are developing in their acquisition of the Spanish language. For some students with disability, teachers will need to consider relevant and appropriate adjustments to speaking, listening, reading, writing and communication experiences within the context of the Spanish K –10 Syllabus.

The use of English The target language is used wherever possible as the primary medium of interaction in both language-oriented and most content-oriented tasks.

English may be used for discussion, explanation or analysis and reflection, providing opportunities for students to develop metalanguage for sharing ideas about language, culture and experience.

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Learning Across the Curriculum

 for your information

NSW syllabuses provide a context within which to develop core skills, knowledge and understanding considered important for the acquisition of effective, higher-order thinking skills that underpin successful participation in further education, work and everyday life, including problem-solving, collaboration, self-management, communication and information technology skills.

Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the NESA K–10 Curriculum Framework and Statement of Equity Principles, and in the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face.

The cross-curriculum priorities are:  Aboriginal and Torres Strait Islander histories and cultures  Asia and Australia’s engagement with Asia  Sustainability

General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.

The general capabilities are:  Critical and creative thinking  Ethical understanding  Information and communication technology capability  Intercultural understanding  Literacy  Numeracy  Personal and social capability

NESA syllabuses include other areas identified as important learning for all students:  Civics and citizenship  Difference and diversity  Work and enterprise

Learning across the curriculum content is incorporated, and identified by icons, in the content of the Spanish K–10 Syllabus in the following ways.

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 consult Aboriginal and Torres Strait Islander histories and cultures The study of languages provides valuable opportunities for students to make interlinguistic and intercultural comparisons across languages, including Aboriginal and Torres Strait Islander languages, and to develop their understanding of concepts related to the linguistic landscape of Australia. Students explore the languages spoken in their immediate environment, identifying local Aboriginal and/or Torres Strait Islander languages. They examine cultural symbols and practices across languages, and ways in which people express their culture through traditional stories, songs, dance and crafts. By exploring and reflecting on the interrelationship between language, culture and identity, students are provided with opportunities to understand that the ways in which people use language reflect the values and beliefs of their respective communities, including Australia’s rich and diverse Aboriginal and Torres Strait Islander communities.

When planning and programming content relating to Aboriginal and Torres Strait Islander histories and cultures teachers are encouraged to:  involve local Aboriginal communities and/or appropriate knowledge holders in determining suitable resources, or to use Aboriginal or Torres Strait Islander authored or endorsed publications  read the Principles and Protocols relating to teaching and learning about Aboriginal and Torres Strait Islander histories and cultures and the involvement of local Aboriginal communities.

Asia and Australia’s engagement with Asia Students learning Spanish can engage with rich content and contexts for developing their knowledge and understanding of Spanish-speaking societies, and are provided with opportunities to make comparisons with Asian societies, languages, cultures, values and beliefs. They have opportunities to learn to communicate and interact in Spanish in interculturally appropriate ways, exploring concepts, experiences and perspectives from within and across Spanish-speaking and Asian cultures. They are provided with opportunities to understand that there are diverse Spanish-speaking communities in Spain, South America, North America, Australia, Asia and around the world. They can identify words and expressions that Spanish and English borrow from each other and other languages, including Asian languages. They explore the impact on Spanish of social, cultural and intercultural influences, such as media, technology, globalisation and popular culture. They develop an appreciation for the place of Australia within the Asia region, including the interconnections of languages and cultures, peoples and communities, histories and economies. Students are provided with opportunities to learn how Australia is situated within the Asia region, and how Australia’s linguistic and cultural identity is continuously evolving, both locally and within an international context.

Sustainability Learning Spanish provides a context for students to develop their knowledge and understanding of concepts, perspectives and issues related to sustainability in Spanish-speaking communities in Spain, South America, North America, Australia and the world. They engage with a range of texts to obtain, interpret and present information, ideas and opinions on concepts such as the environment, climate, conservation, linguistic and cultural ecologies, and change, both within Spanish language and culture, and across languages and cultures. Students develop their knowledge, skills and understanding about sustainability within particular cultural contexts. Through interacting with others, negotiating meaning and mutual understanding and reflecting on communication, they can learn to live and work in ways that are both productive and sustainable.

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Critical and creative thinking Students develop critical and creative thinking as they interact in Spanish with people and ideas from diverse backgrounds and perspectives. They participate in a range of collaborative tasks, activities and experiences that involve negotiating, solving problems and making decisions. Students obtain, interpret and organise information, ideas and perspectives from a range of texts, analysing aspects of Spanish language and culture and making comparisons with other languages and cultures. They develop skills in creative thinking when composing informative and imaginative texts in Spanish in different formats for a range of contexts, purposes and audiences.

Ethical understanding Students learning Spanish are encouraged to acknowledge and value difference in their interactions with others and to respect diverse ways of perceiving and acting in the world. They can apply their knowledge of ethics when using technology to communicate information. When collecting, interpreting and analysing information, ideas and research data related to aspects of language and culture in Spanish-speaking communities, students are provided with opportunities to learn about ethical procedures for investigating and working with people and places. As they develop their knowledge and understanding of the language, culture, beliefs, values and attitudes of Spanish-speaking, their own and other communities, students become more aware of their own roles and responsibilities as citizens.

Information and communication technology capability Accessing live Spanish environments and texts via digital media contributes to the development of students’ ICT capabilities as well as linguistic and cultural knowledge, and extends the boundaries of the classroom. Students are provided with opportunities to maximise use of the technologies available to them, adapting as technologies evolve and limiting the risks to themselves and others in a digital environment.

Students interact with Spanish speakers in online contexts, and access multimodal resources, digital environments and technologies to enhance their learning. They engage with digital texts to obtain, interpret, reorganise and present information, opinions and ideas. They can use word-processing skills to produce written texts in Spanish. They create informative and imaginative texts in digital formats, using text, sound and images, and produce bilingual resources, such as digital displays or websites, for the school community.

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Intercultural understanding The development of intercultural understanding is a central aim of learning languages, as it is integral to communicating in the context of diversity, the development of global citizenship and lifelong learning. Learning languages can enable students to develop their intercultural understanding as they learn to value their own language(s), culture(s) and beliefs, and those of others. They are provided with opportunities to understand the reciprocal relationship between language, culture and identity, and how this relationship reflects the values and beliefs of a community. Students are encouraged to reflect on their own and other cultures in ways that recognise similarities and differences, create connections with others and cultivate mutual respect. Learning to move between languages and cultures is integral to language learning and is the key to the development of students’ intercultural understanding.

Students learning Spanish are provided with opportunities to understand that language develops and operates in a socio-cultural context. They are encouraged to make connections between social and cultural practices and language use, identifying culture-specific terms and expressions in Spanish and making comparisons with other languages and cultures. They examine differences in language use and behaviours, explaining variations according to context, purpose, mode of delivery and the roles and relationships of participants. Students are provided with opportunities to understand how cultural identity influences ways of communicating, thinking and behaving. They reflect on their experiences when interacting in Spanish and English-speaking contexts, considering adjustments made and how this affects intercultural communication.

Literacy Contemporary research has demonstrated explicit links between language learning and improved literacy skills. The study of Spanish develops students’ understanding of how languages work as systems, thereby enhancing literacy and language skills in Spanish, as well as English. For background speakers of Spanish, the knowledge, understanding and skills which students develop through learning their first language also support and enhance the development of literacy in English.

Students learning Spanish can make connections between spoken language and written Spanish. They engage with Spanish texts, using their knowledge of the language to predict the meaning of new words, and compose texts. They are encouraged to use metalanguage to describe linguistic structures and features in texts, recognising that grammatical concepts serve particular functions and represent part of the system of language.

Students identify main ideas and specific information in a range of spoken, written and multimodal texts, explaining textual structure and linguistic features and their relationship with context, purpose and audience. They convey information, ideas and opinions in a variety of text types and formats, and compose informative and imaginative texts in different formats for a range of audiences, purposes and contexts, applying their knowledge of grammatical structures, word order and sentence construction. Students create bilingual texts and resources for the school and wider community, making comparisons between Spanish and English textual features, and linguistic and cultural elements.

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Numeracy Students develop numeracy capability as they communicate in Spanish in everyday situations. They use Spanish numbers for counting and measuring. They role-play shopping situations in class, negotiating details such as size, quantity and price, and using currency exchange rates to complete transactions. They use expressions of time to sequence events, and create calendars to share information about class routines, birthdays, including zodiac signs, and Spanish events and celebrations. They interpret data and statistics from multimodal sources, and construct tables, charts, graphs and diagrams to present information.

Personal and social capability Students develop personal and social capability as they interact with Spanish speakers in culturally appropriate ways in a range of contexts and situations, developing understanding of the importance of communicating in a respectful manner. They participate in shared tasks and activities that involve planning, negotiating, and making decisions and arrangements. They work both collaboratively and independently, engaging with Spanish texts and resources to obtain, interpret and evaluate information, and creating their own informative and imaginative texts to express their ideas, opinions and beliefs.

Students explore connections between Spanish language and culture in particular words, expressions and communicative behaviours, recognising and empathising with values that are important to Spanish-speaking communities. They are provided with opportunities to understand that people view and experience the world in different ways, and reflect on their own heritage, values, culture and identity.

Civics and citizenship As students engage in learning Spanish, they develop the knowledge, understanding, skills, values and attitudes for responsible, informed and active participation in Australian society and as global citizens.

Students are provided with opportunities to understand the concept of community identity within the context of multicultural Australia. They explore the diversity of identities and cultural perspectives within Spanish-speaking and other Australian communities and the diverse ways in which individuals and communities may express their cultures and identities in Australian society.

Students examine the importance of tradition to a sense of community and national identity, and explore the impact of social, cultural and intercultural influences on Spanish language and culture, such as media, technology, globalisation and popular culture. They can appreciate the richness of Spanish language and culture, and the significant social, economic and cultural contributions of Spanish-speaking communities to Australian society and the world.

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Difference and diversity Through their learning of Spanish, students develop awareness, understanding and acceptance of difference and diversity in their personal lives, and within the local and global community. Students are provided with opportunities to learn about diverse values, attitudes, customs and traditions in Spanish-speaking communities, as well as characteristics that are common to their own and other communities. They communicate in Spanish in diverse contexts, developing understanding of the importance of using culturally appropriate language and behaviour.

The study of Spanish fosters the ideals of respect for others and appreciation and acceptance of diverse points of view, beliefs, attitudes and values. Students develop their understanding of issues such as age, beliefs, gender, language and ethnicity, and their appreciation of ways in which diversity contributes to a deeper sense of community and national identity.

Work and enterprise Students need to be prepared for living and working in a world that is more technologically focused, globally connected and internationally competitive. Through their study of Spanish, students learn about the living and working conditions of Spanish-speaking communities, and are provided with opportunities to understand the impact of social, economic and technological developments. Students learning Spanish develop skills in communication, collaboration, negotiation and problem-solving that can equip them for participation in a range of work settings, and can enable them to become more effective and valuable members of the workforce. The ability to communicate in Spanish broadens future employment opportunities for students in an increasingly globalised world.

Spanish K–10 Draft Syllabus for Consultation 38 Early Stage 1

Content for Early Stage 1

 consult Communicating

Interacting

Outcome A student: › interacts in simple exchanges in Spanish LSPe-1C

Content Students:  exchange greetings, for example: (ACLSPC109) – greeting and farewelling others at different times of the day, eg Buenos días, Buenas tardes, Buenas noches, Adiós – understanding differences between greeting adults/formal and peers/informal, eg ¿Cómo está?, Muy bien, gracias ¿Y usted? (formal), ¿Cómo estás? Muy bien, gracias ¿Y tú?(informal) – using simple gestures to company expressions, eg así así, ¡ojo!, ¡no!, ¡muy bien!¡qué problema!

 participate in classroom routines and follow simple instructions, for example: (ACLSPC110, ACLSPC111) – responding to teacher instructions about classroom routines, eg siéntense/sentaos, escuchen/escuchad, formen un círculo, todos de pie, levanta la mano – participating in games or activities that involve taking turns, eg memory games of numbers, colours, la vaca eres tú – participating in singing (counting) or rhyming games by singing and performing actions, eg mi carita redondita, los pollitos, un elefante se balanceaba

Spanish K–10 Draft Syllabus for Consultation 39 Early Stage 1

Content for students with prior learning and/or experience Students:  interact with teacher and peers by exchanging information, for example: – talking about what they like and dislike, eg me gusta la manzana, me gusta el jugo… – sharing news, eg about their favourite toy, with their peers and teachers using simple sentences – sharing personal information about themselves and family, eg me llamo…, tengo 6 años

 participate in classroom activities by responding to instructions and taking turns, for example:

– learning the rules of a new game, eg Spanish hopscotch (rayuela) what’s the time Mr Wolf? (¿qué hora es Señor Lobo?), hide and seek (el escondite), using language, eg me toca, gané, te toca – taking part in a simple experiment involving observation, using expressions, eg mira, toca, huele, escucha

Spanish K–10 Draft Syllabus for Consultation 40 Early Stage 1

Communicating

Accessing and Responding

Outcome A student: › engages with Spanish texts LSP e-2C › responds to spoken and visual texts LSPe-3C

Content Students:  participate in shared listening and viewing activities, for example: (ACLSPC114) – singing a song with actions, eg dias de la semana – following a picture book or interactive digital text – listening to a song that include visual images

 respond to simple or familiar stories, songs and rhymes through actions, drawing or singing, for example: (ACLSPC114, ACLSPC115) – singing and responding to a song with actions, eg cabeza, hombros, rodillas y pies – listening to onomatopoeic sounds and drawing pictures to show how they felt when listening, eg sonidos cotidianos para niños – following a familiar story and responding to questions in English or in Spanish, eg Who is this? What is this? What did you like about this story?, eg los tres ositos, el patito feo

Content for students with prior learning and/or experience Students:  identify key words and specific information in simple spoken and visual texts, for example: – listening to and viewing picture book and familiar multimodal story and responding simple questions to demonstrate comprehension, eg los tres cerditos,¿Quién sopla la casa de paja?¿Quién sopla la casa del cerdito?

 share information from texts, using illustrations and gestures to support meaning, for example:

– drawing a picture and explaining it, using gestures to support understanding – completing illustrations for a storyboard by drawing a picture of the main character, after listening to and viewing a picture book and familiar multimodal story – re-enacting a familiar story, using expressions, eg pon, pon ¿Quién es? Soy el Señor Lobo

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Communicating

Composing

Outcome A student: › composes texts in Spanish using visual supports and other scaffolds LSPe-4C

Content Students:  describe objects in Spanish using visual supports, for example: (ACLSPC113) – describing size and colour of objects around the classroom/school, eg el libro es grande, el borrador es blanco – describing a visual image using adjectives, eg el oso es café.

 label objects and images in Spanish, for example: (ACLSPC117) – drawing classroom objects using digital technology, for use as labels in the classroom and around the school, eg la pizarra, el lápiz, las tijeras,los libros – cutting and pasting words to label an image, eg labelling body parts of an animal/person, eg las patas, los ojos – labelling the days of the week during morning routines, eg lunes, martes, miércoles… – assigning labels to a photo, eg family members

Content for students with prior learning and/or experience Students:  compose simple texts using illustrations and actions to support meaning, for example: – composing and performing simple action chants or repetitive raps – composing a spoken text based on a visual prompt, eg a picture

 create bilingual word lists and labels for the classroom, for example: – labelling classroom objects in Spanish and English – creating a bilingual picture dictionary – making a class word wall or display of an event such as a school event or sports event, eg aniversario de la escuela, las olimpiadas, el día de la armonía

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Understanding

Systems of Language

Outcome A student: › recognises spoken Spanish LSPe-5U › recognises the difference between statements, questions and commands in Spanish LSPe-6U › recognises that there are different kinds of texts LSPe-7U

Content Students:  recognise the sounds of Spanish, for example: (ACLSPU120) – learning the rhythm of Spanish – practising the sounds of Spanish by singing the alphabet song – recognising that statements and questions have different intonation patterns

 recognise the structure of statements, questions and commands in Spanish, for example (ACLSPU121): – recognising basic word order, eg el sol es amarillo, ¿es el sol amarillo? – recognising and using singular/plural and masculine/feminine forms of nouns and adjectives, eg el niño/los niños, la mesa pequeña/ las mesas grandes – understanding and responding to basic familiar instructions and imperatives, eg siéntate, escucha, cierra la puerta

 understand that some Spanish and English words are similar, for example: (ACLSPU124) – recognising words in Spanish that are borrowed from English, eg computadora, fútbol and words in English that are borrowed from Spanish, eg patio, taco, burrito

 understand that language is organised as ‘text’, for example: (ACLSPU123) – understanding that texts can be spoken, written, digital, visual or multimodal and can be short or long – recognising familiar texts, eg a story, rhyme, song or conversation

Content for students with prior learning and/or experience Students:  recognise and use features of the Spanish sound system, including pitch, accent, rhythm and intonation, for example: – recognising pitch, accent, rhythm and intonation when listening to stories, eg recognising the intonation at the end of a group of words or a sentence – understanding that some words are written identically in English and Spanish but have different pronunciations, eg restaurant, parking

 identify the function of statements, questions and commands in Spanish, for example: – understanding basic word order in statements, structure of simple affirmative/negative statements and questions, eg sí, la niña es guapa.

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Understanding

The Role of Language and Culture

Outcome A student: › recognises other languages and cultures in their immediate environment and the world LSPe-8U

Content Students:  understand that Spanish is one of the many languages spoken in Australia, for example: (ACLSPU125) – discussing where students have heard Spanish spoken, eg Spanish restaurants, supermarkets, audio books or radio – identifying local Aboriginal languages – discussing why there are various languages spoken by their peers and in their communities, eg Mandarin, Arabic, Aboriginal languages – creating a data display of the different language varieties represented in the class

 recognise that there are cultural practices that differ from their own, for example: (ACLSPU126)

– discussing cultural backgrounds of peers and their families, and sharing knowledge of own cultural background – sharing knowledge about celebrations in their own culture, and making comparisons with celebrations in Spanish-speaking and other communities, including Aboriginal and Torres Strait Islander communities – exploring practices associated with Aboriginal culture, eg smoking ceremony, Acknowledgement of Country

Content for students with prior learning and/or experience Students: ● describe aspects of self and their family background, for example: – creating a personal profile, using drawings, images or photos, including where their family is from, who speaks Spanish and/or other languages or dialects at home – discussing elements of the cultural identity, eg guitar, tapas, salsa, football – discussing why there are different variants of Spanish by their peers, eg Spain, Peru, Chile, Colombia ...

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Content for Stage 1

 consult Communicating

Interacting

Outcome A student: › participates in classroom interactions and play-based learning activities in Spanish LSP1-1C

Content Students:  interact with teacher and peers to exchange greetings and information, for example: (ACLSPC109) – using appropriate greetings at occasions, eg ¡Feliz Navidad!,¡Feliz cumpleños!,¡Muy bien! ¡Excelente!, ¡Perfecto! – introducing self and peers, eg Me llamo .., ¿Cómo te llamas? – sharing personal information about self and family with peers, eg Tengo un hermano. Mi perro es blanco – using pictures and prompt cards to participate in a conversation

 participate in classroom routines and activities, for example: (ACLSPC010, ACLSPC011) – engaging in classroom routines, eg Hoy es lunes, Buenos días señora X, Buenas tardes señor Y, por favor, gracias, de nada – following instructions to learn a song, eg repitan – following instructions to learn and play a game, eg me toca, gané, te toca – participating in a game or activity that involve guessing, matching and choosing objects such as Bingo, Snap, using model questions and responses, eg ¿Qué es esto? Es una manzana roja, es una manzana verde clara

Spanish K–10 Draft Syllabus for Consultation 45 Stage 1

Content for students with prior learning and/or experience Students:  interact with teacher and peers to exchange personal information, for example: – using pictures and prompt cards to participate in a conversation – discussing likes and dislikes, eg me gusta la naranja pero no me gusta la pera – interacting with teachers and peers, sharing ideas about familiar topics such as family, eg ¿Cómo está tu mamá? and daily life, ¿Qué hay para almorzar/comer?

 participate in classroom routines and guided activities by responding to questions, following instructions and asking for permission, for example: – following classroom instructions and routines, eg ¿Qué tiempo hace? Hace calor – participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple questions forms and affirmative/negative responses, eg ¿Tienes un triángulo amarillo? sí, toma, ¿Tienes un círculo rojo? No, tengo un círculo azul. – discussing an experience, eg an excursion or sports carnival – asking for permission, eg to go to the bathroom, to have a drink of water using ¿Por favor, puedo ir al baño? Sí, gracias

Spanish K–10 Draft Syllabus for Consultation 46 Stage 1

Communicating

Accessing and Responding

Outcome A student: › identifies key words and information in simple texts LSP1-2C › responds to texts using a range of supports LSP1-3C

Content Students:  locate specific items of information in texts such as charts, songs, rhymes or lists, for example: (ACLSPC112) – recognising some whole words in familiar contexts, eg labels, titles or posters – listening to key words in stories, rhymes or songs, eg names of characters, colours, numbers

– listening to descriptions of family members and identifying names and ages in a family tree

– sequencing pictures and text to describe events – participating in shared reading with the teacher, using contextual and visual clues such as illustrations in resources such as big books or digital books to decipher meaning

 respond to texts using key words or phrases in English or Spanish, or gestures, drawings and other supports, for example: (ACLSPC114) – drawing a picture from the descriptions provided in a spoken text – drawing corresponding pictures to complete a storyboard after listening to familiar storybooks read in Spanish – responding to information used in guided activities, eg drawing, building or making – responding to games with actions, the Spanish version of Simon says, eg Simón dice: toca tu nariz

Spanish K–10 Draft Syllabus for Consultation 47 Stage 1

Content for students with prior learning and/or experience Students:  locate and organise key points of information from simple spoken, written, digital and visual texts, for example: – listening to a conversation, rhyme or a song and identifying the key words to understand the meaning – sequencing a series of images and providing a supporting verbal explanation – listing items to be purchased based on a conversation about shopping, by identifying the items to be purchased – using a calendar to share knowledge about the dates for upcoming celebrations or events, eg birthdays, Mother's Day, school terms and sports days

 respond to texts using English, or modelled sentence structures in Spanish, or illustrations to support meaning, for example: – labelling a series of related and unrelated visuals, eg corazón/amor, paloma/paz – responding to a survey of their peers about a topic of interest, eg using expressions such as cinco niños tienen gatos, dos niñas hablan español en casa – identifying key ideas by selecting images and texts from magazines, newspapers and brochures about Spanish culture such as Spanish food, to illustrate key ideas – responding to a spoken text through play-acting, illustrating or movement – using illustrations to respond to a classroom presentation about a Spanish cultural events

– responding to a Spanish version of a familiar children’s story or folktale and re-enacting the plot using puppets, props or actions

Spanish K–10 Draft Syllabus for Consultation 48 Stage 1

Communicating

Composing

Outcome A student: › composes texts in Spanish using rehearsed language LSP1-4C

Content Students:  compose simple texts using familiar words, phrases and patterns, for example: (ACLSPC113, ACLSPC115) – retelling a short story with puppets, props or actions after multimodal input, watching a video or viewing a picture book, eg pinocho, la caperucita roja – creating a Father’s Day card, eg querido papá, feliz día – creating a digital text, using pictures and captions – creating speech bubbles for a character illustration, eg for greetings, self-introduction, expressing likes and dislikes

 label objects and caption visual texts, for example: (ACLSPC0117) – creating bilingual labels for classroom objects, places around the school or items around the house, eg biblioteca – creating sets of word cards in English and Spanish, and playing matching games, eg Memory or Snap – creating an illustrated Spanish dictionary – writing a parallel captions in Spanish and English for a photographic display of a class event, eg a sport carnival, Harmony Day, Clean up Australia Day

Content for students with prior learning and/or experience Students:  compose simple texts using modelled sentence structures and illustrations to support meaning, for example: – writing and making a card, eg birthday card – creating a recount with drawings to share with the class – describing family members to peers, using photographs from home – creating/re-creating simple songs, poems and rhymes, using spoken and written language

 create simple print or digital bilingual texts such as word lists, labels and captions for the classroom, for example: – making a poster of classroom rules in English and Spanish – creating a bilingual dictionary with English words and their Spanish equivalents, eg mi aula, mi caja de lápiz, nuestra escuela – producing a simple multimodal text that describes or labels images, eg lápiz-lead pencil, borrador-eraser, regla-ruler

Spanish K–10 Draft Syllabus for Consultation 49 Stage 1

Understanding

Systems of Language

Outcome A student: › recognises and reproduces the sounds of Spanish LSP1-5U › recognises Spanish language patterns in statements, questions and commands LSP1-6U › recognises features of familiar texts LSP1-7U

Content Students:  recognise the sounds and rhythms of spoken Spanish, for example: (ACLSPU120) – practising the different intonation of statements and questions, eg comparing Maria no está with ¿María no está? – becoming familiar with the Spanish alphabet, recognising that there is an additional letter as compared to English, ñ – imitating Spanish sounds as j in viaje, ñ in niño, b and v (vaca/boca), ll in calle, and rr in carro

– experimenting with sounds in onomatopoeic words such as those related to animal sounds, eg pío (pájaro), quiquiriquí (gallo), miau (gato), guau (perro) – recognising differences in punctuation between Spanish and English such as inverted exclamation and question marks at the beginning of sentences ¡!-¿? – developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context

 understand basic Spanish sentence structure and recognise some key elements of Spanish grammar, for example: (ACLSPU121) – identifying gender-specific pronouns, eg el sol amarillo, la bandera blanca – recognising definite and indefinite articles with nouns, eg la mesa/una mesa, el niño/un niño

– recognising that adjectives usually follow nouns and are used to describe colour, size, shape or characteristics of a person, place or object, eg la casa grande, el balón gris, la silla verde clara, un auto rojo, una mesa cuadrada, una niña alta – observing gender in patterns of naming, eg Julio/Julia, Roberto/Roberta – using subject pronouns to identify people, objects or animals, eg yo, tú, él, ella – building vocabulary related to familiar environments, eg lápiz, casa, mamá, puerta, ventana and using cognates such as animal, color, triángulo, familia – learning simple verbs to express likes and dislikes, eg gustar, saltar, jugar, and using them in modelled and formulaic expressions such as no me gusta correr,¿Te gusta bailar? – using singular possessive adjectives, eg mi perro, tu amiga – learning the structure of simple affirmative/negative statements and questions based on models, eg No tengo gato, Gloria come verduras, ¿Pedro tiene siete años? – recognising the order of the nominal phrase in Spanish: article + noun + adjective and the importance of the agreement of the phrase

Spanish K–10 Draft Syllabus for Consultation 50 Stage 1

● recognise that Spanish and English borrow words and expressions from each other and other languages, for example: (ACLSPU124) – recognising English loan words in Spanish, and matching words with pictures, eg taxi, computadora, tableta, koala

● understand that there are different types of text with particular features, for example: (ACLSPU122) – understanding texts as different forms of communication that are spoken, written, digital or visual, and recognising that they can be very short, eg ¡alto! or much longer, eg a song or story – observing typical features of familiar types of texts such as stories, greeting cards and nursery rhymes, eg the use of the story-starter Érase una vez, te amo – 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

Content for students with prior learning and/or experience Students:  apply Spanish pronunciation and intonation patterns, including pronunciation of loan words and punctuation, for example: – comparing pronunciation of some Spanish words with distinctive sounds of some letters, eg niño, llave, hombre, carro – understanding the orthographic accentuation in Spanish, eg la tilde – participating in shared reading with the teacher or recording text, with particular focus on questions, commas and full stops

 recognise parts of speech and understand basic rules of word order in simple sentences, for example: – developing metalanguage for communicating about language, using terms such as noun, verb, adjective – recognising the importance of the article in the nominal phrase, eg la casa, el auto – understanding the order of the adjectives and agreement in basic sentences, eg el patio limpio – creating cohesion and flow using conjunctions, eg el gato negro y blanco – comparing basic punctuation marks, eg full stop, comma, speech mark, question mark and question marker ¡!, ¿? – expressing needs and wants, eg necesito agua, quiero colorear – using interrogative pronouns, eg ¿Quién?, ¿Dónde?, ¿Cómo? – using verbs, eg tener, cortar, pegar – using emotive words, eg feliz, triste, cansado, enojado – using conjunctions, eg y,o, pero – giving and not giving permission, eg Por favor, ¿puedo ir al baño? – using past tense of verbs, eg comí, tomé

Spanish K–10 Draft Syllabus for Consultation 51 Stage 1

Understanding

The Role of Language and Culture

Outcome A student: › recognises similarities and differences in communication across cultures LSP1-8U

Content Students:  recognise that the ways of greeting and addressing others vary in different cultural and social contexts, for example: (ACLSPU123) – exploring how language is used differently in Spanish to reflect different relationships, eg greeting the teacher with Buenos días, greeting peers with Hola and greeting elders, community members with Buenas tardes señor/a to show respect – understanding that language use varies according to context and situation such as language used when interacting with peers during playground games is different to that used with teachers in class, eg Hola, ¿qué tal?; Buenos días señora García, ¿cómo está? – understanding that language exchanges in Spanish such as greetings vary according to the time of day or the occasion, eg Buenas tardes, Buenas noches, Felicidades. Feliz Año Nuevo

 understand that language and culture are closely connected, for example (ACLSPU126): – understanding that learning and using Spanish involves becoming familiar with some different ways of communicating such as the use of diminutives, nicknames, surnames and ways to referring to family members, eg Luisito, Pepito, Nacho, María Ramírez Martínez – recognising body language and greeting that may be unfamiliar, shaking hands, kissing cheeks – recognising ways in which people express their culture through music, dance, traditional stories, food, games and celebrations, eg salsa, flamenco, paella – exploring the range of languages and cultures at school and in the local community, including local Aboriginal languages and cultures

 identify what may look or feel similar or different to their own language and culture when interacting in Spanish, for example: (ACLSPC118) – reflecting on what sounds, looks or feels similar or different to their own language and culture when interacting in Spanish – comparing body gestures used to convey different messages – comparing ways of thinking and behaving in similar contexts, eg dancing, talking, between Spanish and other cultures

Spanish K–10 Draft Syllabus for Consultation 52 Stage 1

Content for students with prior learning and/or experience Students:  reflect on the role of Spanish language and culture in their own lives, for example: – exploring ways in which Spanish people express their culture through music, dance, traditional stories, food, games and celebrations – recognising visible expressions of identity, eg flags, maps, traditional dress and landmarks

– discussing the role of Spanish language and culture in their own lives, eg participation in cultural events, food preferences, sport events or overseas travel – recognising the appropriate context for using informal and formal language, eg at home with family, and the appropriate context for using polite form, at school with the teachers

Spanish K–10 Draft Syllabus for Consultation 53 Stage 2

Content for Stage 2

 consult Communicating

Interacting

Outcome A student: › interacts with others to share information and participate in classroom activities in Spanish LSP2- 1C

Content Students:  interact with teacher and peers in guided exchanges, for example: (ACLSPC127) – introducing self to class, using formal spoken language such as Buenos días, Buenas tardes, Me llamo ... Querida abuela, Hola María, and appropriate non-verbal language, eg shake hands – interviewing peers and asking factual questions relating to concepts such as time, place or number using formulaic structures and familiar expressions eg ¿Qué hora es? – asking for help during pair/group activities or clarification at the end of a peer’s speech, eg no entendí ¡repite, por favor! 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, eg Repita, por favor… – showing interest in peer’s stories and respect for others, eg by expressing praise or encouragement, using formulaic expressions, eg ¡muy bien!, ¡me gusta! – exchanging information with Spanish-speaking students in a buddy class about self, friends, family or neighbourhood, using sentences, eg ¿cómo estás?, ¿dónde vives?

 participate in activities with teacher support that involve following instructions and interacting with peers, for example: (ACLSPC128, ACLSPC129) – responding to teacher instructions and participating in classroom routines, eg taking the roll, naming the months and days of the week, and describing the weather – working on a task in groups 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, eg ¿Cuál quieres, ésta o ésa? Dame/toma/pásame el pegamento/la goma… – preparing, rehearsing and conducting a public presentation and a performance such as an item in Spanish for school assembly or a presentation to parents – following a procedure and instructions for a shared activity, eg following a recipe for guacamole, paper cutting decorations, making a cometa or papalote, or completing a simple science experiment such as germinating a bean – responding to simple questions, eg by describing the weather and the day’s schedule, using modelled language such as ¡Qué calor hace! Hoy tenemos español y música – negotiating turn-taking and complimenting their friends, eg es mi turno/es tu turno… o muy bien, felicitaciones/enhorabuena, bonito, excelente; buen trabajo – asking how to say or write a word, eg ¿Cómo se dice …? ¿Cómo se escribe …?

Spanish K–10 Draft Syllabus for Consultation 54 Stage 2

Content for students with prior learning and/or experience Students:  interact with teacher and peers to share information, experiences and feelings, for example: – participating in a shared blog, exchanging information with students from a sister school, eg writing and email, an informal letter – discussing a weekend/holiday activity and shared experiences, using conjunctions, eg Me gusta ir a nadar porque veo a mis amigos, Yo uso el lápiz y la regla, yo como una manzana y un plátano, adjectives and verbs in the past tense, eg Yo compré un juguete bonito – sharing pictures and experiences relating to an actual or virtual trip to an Spanish-speaking country, eg pictures of food, a house, garden, toys, sightseeing places and experiences – creating invitations for a party, performance or class event using visual, print and digital modes of expression, eg Querido/a amigo/a; Me gustaría invitarte a mi ... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. Hasta pronto – interacting with others to create, congratulate or thank someone via email, letter or text message – seeking feedback and reflecting on work such as artwork, multimodal texts, oral presentations or speeches, using expressions, eg ¿estábien?, Esto está bien ¿está correcto?, no está correcto

 participate in classroom activities and collaborative tasks that involve planning or simple transactions, for example: – following instructions for a craft activity, eg making a piñata – leading group/pair language activities, games and sports, eg reading story books for a class activity, playing a simple ball game to practice numbers – planning with peers to produce a publicity flyer for an upcoming cultural or sporting event, using digital media – working collaboratively to plan and present a cultural item, eg celebrating a festive occasion by performing a song or dance for the school community – working collaboratively to plan an artwork for their school or local playground – participating in group activities involving scenarios, buying food or goods or ordering a meal, and making requests in an appropriate way, eg ¿cuánto cuesta?, por favor una tortilla de queso, ¡gracias! – negotiating details in a transaction such as preferred size, quantity of price, and concluding the transaction with the exchange of currency

Spanish K–10 Draft Syllabus for Consultation 55 Stage 2

Communicating

Accessing and Responding

Outcome A student: › locates and classifies information in texts LSP2-2C › responds to texts in a variety of ways LSP2-3C

Content Students:  obtain specific information from texts, for example: (ACLSPC130, ACLSPC132) – viewing, listening or reading simple texts to locate key points of information and known phrases – collecting information from media and print resources about aspects of the Spanish-speaking world such as different animal species, currency, indigenous languages/communities and presenting it to others in new ways such as creating a digital display or spoken, print or visual presentation with names, descriptions and captions, eg la llama es blanca … La moneda de España es el euro ... Los indígenas/aborígenes de Chile son los mapuches – matching pictures and captions to a simple narrative – comparing information about activities and practices across cultures, eg by reading, viewing or listening to texts related to aspects of school life such as timetables, canteen menus, extracurricular activities or sports – expressing a personal reaction to characters or events in texts such as a children’s television program, story or song, eg me gusta/no me gusta…¡Qué asco! ¡Qué raro! Ellos son muy graciosos/divertidos; Ellas son muy graciosas/divertidas

 respond to texts using graphic, visual and digital supports, or in English or Spanish, using simple statements, for example: (ACLSPC132) – reporting the findings of survey on families, pets, likes and dislikes, sports or other activities, and using picture or column graphs to display results – surveying classmates about likes and dislikes, interests or favourite things, eg ¿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 – working in groups to obtain and use information from print, visual or digital sources related to other learning areas, eg naming countries and significant land features, or recording distances using geographical skills – selecting simple descriptive modelled statements to caption their own drawing of a character encounter in a Spanish story

Spanish K–10 Draft Syllabus for Consultation 56 Stage 2

Content for students with prior learning and/or experience Students:  locate and organise information from spoken, written, digital and visual texts, for example:

– recognising character traits or behaviours in texts, eg children’s stories that reflect Spanish culture and traditions – experimenting with voice and gestures to animate characters and with movement and action to act out events in imaginative texts, eg assuming a character from a text and participating in a dialogue – reordering and annotating a visual representation of a process, eg following a recipe or conducting an experiment – commenting on culturally specific elements of stories or songs, eg family relationships, the role of music or performance, or values associated with children or older people – reading and viewing authentic print or digital text, eg advertisements, catalogues, menus or packaging and categorising information by type, shape, function, colour, target audience or capacity for recycling

 respond in English or Spanish to texts, using spoken, written and digital modes, and models, for example: – listening to a report of an event such as a festival or family celebration, and using a timeline to sequence elements – sequencing elements of a cartoon or simple narrative, eg by creating a storyboard using pictures and captions – conducting a survey or interviewing Spanish-speaking people in the community, eg ¿Cuántos años tienes? , ¿Cuál es tu país de origen? and using graphs and charts to display results to the class – planning with peers to produce a publicity flyer for an upcoming cultural or sporting event, using digital media – working collaboratively to plan and present a cultural item, eg celebrating a festive occasion by performing a song or dance for the school community – participating in a group activity and role-play involving scenarios, eg buying food or goods or ordering a meal, and making requests in an appropriate way – negotiating details in a transaction such as preferred size, quantity or price, and concluding the transaction with the exchange of currency

Spanish K–10 Draft Syllabus for Consultation 57 Stage 2

Communicating

Composing

Outcome A student: › composes texts in Spanish using modelled language LSP2-4C

Content Students:  compose simple texts using familiar words, formulaic expressions and modelled language, for example: (ACLSPC131, ACLSPC133)) – creating a simple oral text describing themselves, their interests, friends or family, using visual supports or objects – describing orally or in writing imaginary characters, places or animals – creating an action song that involve repeated words or phrases, or re-creating a simple song and incorporating onomatopoeic sounds, eg Old MacDonald Had a Farm and Soy una taza

– creating a class book, visual/digital display or collection related to topics they have been studying in Spanish and/or other curriculum areas, eg recetas favoritas, animales, la naturaleza, los conquistadores – creating a word search for a buddy class on a topic of interest, eg pets, sports, food – contributing to a shared writing activity such as a class story in response to an event or experience, eg a visit to the zoo or a virtual visit to a famous place

 create bilingual texts for the classroom such as descriptions and signs, for example: (ACLSPC135) – creating a simple activity that involves alternating or combining repeated words or phrases in Spanish and English, eg verbs, questions words or months of the year – planning and giving short presentation in Spanish on a topic such as a holiday or favourite computer game, using a combination of language and visual images, eg photos, illustrations, captions and diagrams, eg Mis videojuegos favoritos son Minecraft y Candy Crush. Mis vacaciones en la nieve: este es mi muñeco de nieve – performing a bilingual version of familiar songs, eg We speak Spanish and English too, alternating between the two languages and switching key words in repeated phrases – creating personal print or digital bilingual dictionary that include visual cues and representations – creating a simple action song or game that include alternating repetitive phrases in Spanish and English, eg, Simón dice/Simon says, piedra, papel o tijeras/rock, paper, scissors – creating a bilingual classroom poster that involve rules and common courtesy, using formulaic expressions and modelled language

Spanish K–10 Draft Syllabus for Consultation 58 Stage 2

Content for students with prior learning and/or experience Students:  compose texts using formulaic expressions, modelled language and visual supports, for example:

– composing and illustrating a simple narrative about a day in the life of an imaginary person, animal or fictional character, using digital media to share with peers and Spanish-speaking contacts, using both language and images to achieve particular effects – presenting information on a cultural event or topic likely to interest other children of the same age, eg children’s salsa/flamenco/cueca competition – plotting a story line, considering who is the main character? How can I make this character interesting to readers? How can I sequence my story to engage the reader? – rewriting the ending of a familiar story book or cartoon – experimenting with sounds, pronunciation and vocabulary to create alternative versions of familiar songs or rhymes learned in class, eg La vaca loca, La serpiente de tierra caliente

– creating and performing an alternative version or ending to known stories such as Caperucita verde or action songs, using voice, rhythm and gestures to animate characters

 create bilingual texts such as signs or notices, digital picture dictionaries and word banks for the classroom and school community, for example: – producing a bilingual school map and bilingual signs (Spanish/English) for Spanish visitors

– creating a simple imaginative text 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 – creating a simple illustrated bilingual text 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 – creating a simple bilingual storybook 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 – creating a bilingual classroom poster that include rules and common courtesy phrases, eg Señoras y Señores, Niñas y Niños – composing a bilingual invitation for community members to attend a school event – creating an invitation card in Spanish and English to invite parents and Spanish-speaking people in the community to a Spanish performance at school assembly or school events

Spanish K–10 Draft Syllabus for Consultation 59 Stage 2

Understanding

Systems of Language

Outcome A student: › recognises pronunciation and intonation patterns of Spanish LSP2-5U › demonstrates understanding of elements of Spanish grammar in familiar language patterns LSP2- 6U › demonstrates an awareness of how familiar texts are structured LSP2-7U

Content Students:  reproduce pronunciation and intonation and recognise sound-writing relationships, for example: (ACLSPU138) – recognising the Spanish alphabet and particular letter combinations, eg the ch (che), the LL (elle), the single vibration R and the multiple vibration RR. The Spanish alphabet also features a unique letter that has nearly come to symbolize the language itself: the ñ – learning to recognise the silent h as in hamaca, ahora and almohada and in loan words such as hotel – practising more difficult sounds, eg the letter c in camino/coco compared to cero/cifra – recognising and using different intonation for statements, commands, exclamations and questions, eg Rosa va a la escuela; ¿Rosa va a la escuela?; ¡Vamos todos! ¡Ay, ay, ay! – using familiar sounds and contexts to spell new words, eg predicting how to spell Pablo having learned the spelling of hablo – understanding that an accent may change the meaning of the word, eg tú and tu, papa and papá – recognising the function of accents in relation to stress and pronunciation, eg café, teléfono, árbol – applying punctuation and capitalisation rules when writing such as not capitalising days of the week, months of the year, languages or nationalities – understanding that some letters blend to make single sounds such as GU in seguimos or QU in queso – recognising the differences in pronunciation between English and Spanish versions of loan words, eg chocolate, cafeteria: cafetería, sandwich: sanduche

 understand and identify elements of basic grammar and sentence structure, for example: (ACLSPU139) – understanding concepts, eg noun, verb and adjective – specifying location or direction using prepositions such as en, encima, debajo, a la izquierda and a la derecha, eg La regla está en el estuche – using imperatives to tell others to do something, eg date prisa, colorea el dibujo – using question words to seek information, eg ¿Cómo te llamas? ¿Dónde está tu casa? ¿Cuántos hermanos tienes? ¿Quién es tu mejor amigo? – using a range of adjectives to describe appearance and to express feelings or personality, eg extraño, fantástico, estupendo, serio, responsable, inteligente – linking ideas using conjunctions such as y, o and pero

Spanish K–10 Draft Syllabus for Consultation 60 Stage 2

– recognising the use of personal pronouns, eg yo, tú, él, ella, nosotros/as, vosotros/as, ellos/as

– using possessive adjectives in singular and plural forms, eg nuestra clase, vuestra escuela, tu abuela, mis amigos, tus compañeros – using cardinal numbers to describe quantity, to tell the time and for dates and ages, eg tengo cinco amigas, Son las tres en punto, Hoy es veintiuno de agosto, Tengo nueve años – using common verbs in familiar contexts, eg ser and estar, dormir, estudiar and cantar – identifying and applying the use of singular, plural and gender forms in simple sentences, eg la motocicleta es negra, los bolsos son verdes – 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) – using suffixes such as –ísimo/a- and –ito/a to modify the meaning of nouns, adjectives and adverbs, eg lentísimo; graciosísimos; casita; gatito – building metalanguage to talk about grammar and vocabulary and comparing with equivalent terms in English, eg singular, plural, masculino, femenino, artículo, adjetivo, sinónimo…

 recognise that Spanish and English borrow words and expressions from each other and other languages, for example: (ACLSPU142) – creating a class record of Spanish words that are used in English and other languages, eg patio, tomate, banana, alligator, jaguar, rodeo and comparing how these words are pronounced in the two languages – 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, eg hacer zapping, cambiar de look, hacer footing

 recognise that Spanish is an important global language used by communities in many countries of the world, for example: – recognising that Spanish is an important world language spoken in a range of varieties, accents and grammatical variations across the Spanish-speaking world, eg by identifying Spanish-speaking countries or regions on a world map – 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 – exploring language variation in relation to vocabulary, eg strawberries are fresas in Spain and frutillas in Argentina; bus is colectivo in Venezuela, ómnibus in Peru, camión in Mexico and guagua in Cuba – identifying ways in which Spanish language and culture influence the lives of Australians, eg tapas, flamenco

 identify particular language features and textual conventions in familiar texts, for example: (ACLSPU140) – recognising features of familiar genres of Spanish texts, eg picture books, digital books or games, video clips or songs – recognising differences between written and spoken forms of different types of texts in both Spanish and English, eg comparing a written story with a spoken one, or a letter with a phone call – recognising how elements of texts combine to make meaning, eg, 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 – comparing features of similar texts in Spanish and English, eg greeting cards, interactive games or canteen menus

Spanish K–10 Draft Syllabus for Consultation 61 Stage 2

– recognising the role played by the use of punctuation marks in texts to contribute to meaning- making, eg exclamatory and interrogative sentences are preceded by inverted question and exclamation marks, eg ¿Habla usted inglés? or ¡Qué lástima! In a Spanish dialogue, a change in speakers is indicated by a dash -

Content for students with prior learning and/or experience Students:  understand the intonation and phrasing patterns of spoken Spanish, for example: – recognising that in Spanish there are variations of pitch in the pronunciation of words to convey an affirmation, question or exclamation, eg mi mamá está en casa or ¿mi mamá está en casa? – recognising written accent ( ´ ) is a tool to support the reading of unfamiliar words in texts, eg camión, teléfono and cárcel

 develop knowledge of grammatical elements to describe actions, people and objects, for example: – expressing frequency, eg siempre, normalmente, a menudo, casi nunca, nunca, mucho, poco, una vez, tres veces … – understanding that a subject can be omitted, eg practico tenis unless it is required to emphasise an idea, eg Yo practico tenis – using a conjugated verb in a sentence needs to agree in person and number if the subject is omitted, eg (Yo) compro manzanas and (Ellos) compran manzanas – using the word No before verbs and pronouns in negative sentences, eg No compro manzanas and No las compro – stating that relative pronouns such as que, cual, quien and the adverbs cuando, cuan, cuanto, como and donde use written accent ( ´ ) to convey a question or exclamation sentence, eg ¿Cómo lo has hecho?, ¡Cuánto te quiero! – understanding simple word order subject+verb+(rest of the sentence), eg Yo voy a la escuela – using comparisons with an adjective by using the words más and menos, eg más fuerte and menos fuerte – using conjunctions, eg y, pero, o, entonces – expressing thoughts and feelings, eg Estoy contento(a), Estoy feliz and expressing feelings of approval, eg me gusta, me encanta – recognising that adjectives are added after the noun, eg Carlos tiene pelo corto and also adjectives must agree in gender and number with the noun, Carlos tiene ojos verdes – expressing feelings of dislike and anger, eg No me gusta, Me molesta, Estoy enfadado(a) and Me da rabia

Spanish K–10 Draft Syllabus for Consultation 62 Stage 2

Understanding

The Role of Language and Culture

Outcome A student: › recognises how terms and expressions reflect aspects of culture LSP2-8U

Content Students:  understand that Spanish changes according to the context of use and reflects different relationships, for example: (ACLSPU141) – recognising differences in the ways in which both Spanish and English speakers communicate with different people, eg with young children, with unfamiliar adults or with elderly people – reflecting on how they communicate with family and friends and with people less close to them, recognising differences in language use and communicative behaviour – 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 – exploring the nature of the concept of ‘family’ in Spanish culture and how this influences relationships between individuals, eg addressing adults as Señor , Señora, and Señorita – addressing others appropriately, eg Don and Doña

 make connections between cultural practices and language use, such as culture-specific terms and expressions in Spanish or English, for example: (ACLSPU144) – identifying culturally specific terms and phrases, eg ‘mate’ in Australian English and amigo in Spanish, and ‘sista’, ‘brutha’, ‘Aunty’ and ‘Uncle’ in Aboriginal English, and sharing insights into why particular cultures value certain language – understanding that language carries information about the people who use it and that common expressions and conventions often reflect cultural values, eg the explicit expression of affection reflected in the use of diminutives, eg primita, mami, papito, hermanito, and the importance of religion reflected in the use of names with religious associations eg, Rosario, Mercedes, Pilar. – 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 eg, responding to prompts such as: What does it mean when…? Why do you think people…? ‘How is this similar/different…? What do you notice?

 understand that ways of communicating and behaving reflect aspects of personal identity, for example: (ACLSPC136, ACLSPC137) – using digital resources to create a self-profile to exchange with a classmate, eg Me llamo … Estoy contento/cansado/triste – sharing ideas about their families cultures, creating visual or digital representations of their families, friendship groups and communities, and listing key terms and expressions associated with each group – recognising and comparing their own and others’ ways of communicating, identifying elements that reflect cultural differences or influences of other languages

Spanish K–10 Draft Syllabus for Consultation 63 Stage 2

– using Spanish expressions that convey politeness and respect, eg por favor... gracias, puedo, and comparing how they feel when using them compared to using equivalent expressions in English or other languages – selecting words or expressions in Spanish that they think would need to be explained to non- Spanish speakers, eg the use of family names or expressions associated with religion, or the use of besitos to close a telephone conversation – talking about their reactions to using Spanish, identifying ways of communicating/behaving that feel unfamiliar, enjoyable or difficult, eg gestures or forms of politeness – recognising interactions when using Spanish that look or feel different to their ways of interacting in their own language/culture, eg language around mealtimes or in the classroom

– using simple words and expressions selected from word banks and modelled statements to create personal profiles that highlight key characteristics and features of identity, eg soy chino/a y australiano/a, Hablo chino, inglés y un poco de español, and Soy muy valiente

– creating a self-profile, using captioned photos, slide presentations, or concept maps to highlight key characteristics, relationships and ways of using language, eg Tengo nueve años; Vivo en Sídney. Estudio chino los sábados – talking about their own identity and language use and creating captioned representations of their membership of clubs or groups, eg Voy al club de los scouts, Mi equipo es el mejor, their country nuestro país or language-speaking community en mi idioma…

Content for students with prior learning and/or experience Students:  reflect on their experiences when interacting in Spanish and English-speaking contexts, identifying differences in language use and behaviours, for example: – identifying and discussing phrases and expressions used only in Spanish or in English, analysing cultural contexts in which they are used – interviewing other students of Spanish-speaking heritage to identify the most commonly experienced cultural differences in language use and behaviours when interacting in Spanish and English, and writing a summary of the results – participating in and reflecting on cultural events, eg watching a Spanish-speaking country- versus Australia soccer match, performing a Spanish song to the school community, participating in an Aboriginal smoking ceremony or celebrating Anzac Day and reflecting on their own reactions – identifying ways in which their Spanish identity is reflected in their daily life and interest, eg belonging to a sporting or hobby group or attending community school

Spanish K–10 Draft Syllabus for Consultation 64 Stage 3

Content for Stage 3

 consult Communicating

Interacting

Outcome A student: › uses Spanish to interact with others to exchange information and opinions, and to participate in classroom activities LSP3-1C

Content Students:  initiate interactions and exchange information with teacher and peers, for example: (ACLSPC145)

– role-playing first meetings based on assigned information, using expressions, eg ¡Encantado/a! ¡Mucho gusto!, ¿Qué tal ?, ¿Cómo estás/está usted?, Te presento a... – thanking, inviting or congratulating one another, eg Gracias por tu ayuda, ¿Quieres venir a mi fiesta de cumpleaños el sábado? Enhorabuena por tu medalla – participating in an online exchange such as video blog with a sister school to describe and compare routines, interests and activities, using language associated with time, sequence and location, eg 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 – expressing feelings, eg Estoy emocionado por la fiesta. Estoy desilusionada... ¡Qué guay! ¡Qué chévere! ¡Qué lindo! and recounting experiences with family and friends – apologising and expressing concern or sympathy to friends and family members, eg Lo siento mucho, ¡Cuídate! Te quiero – expressing preferences and opinions, eg Hacer los deberes es aburrido. Prefiero comer helado. Me encanta el Barça porque es el mejor, Me fascina la música del mundo hispanohablante – sustaining interactions by using strategies such as asking questions and using conversation fillers, eg ¿Y tú? Yo también; Claro; sí, sí – exchanging simple correspondence such as seasonal greeting cards, in print or digital form, using modelled language, eg ¡Feliz Navidad!, ¡Te invito a mi fiesta! – initiating a written interaction with a peer, eg using expressions ¡Hola!, ¡Hasta pronto!

● participate in a group activity or shared event, for example: (ACLSPC146, ACLSPC147) – creating a skit, performance or play to introduce aspects of Spanish language and culture to younger students learning Spanish, eg on the topic of gift giving and receiving – developing interview questions to ask a Spanish-speaking guest, eg ¿De dónde es? ¿A qué se dedica? ¿Cuándo llegó? – participating in a real or imagined transaction that involves requesting information, considering options, buying and selling, eg ¿Cuánto cuesta? ¿Qué colores tienen? ¿Tienen descuento? ¡Qué caro! ¡Qué chollo!

Spanish K–10 Draft Syllabus for Consultation 65 Stage 3

– creating a digital display, presentation or performance for family, friends or school community to showcase their progress in learning and using Spanish – working in a group to make a simple recipe such as macedonia or churros, discussing ingredients and measurements, eg un kilo, 300 gramos, la harina; fruta; mantequilla, un poco de...) – collaborating with peers to organise a class or school activity 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, eg ¿Qué día es hoy? ¿Dónde? ¿Cuándo? ¿A qué hora?

Content for students with prior learning and/or experience Students:  initiate interactions with adults and peers to exchange information, ideas and opinions, for example: – taking on roles and responsibilities in the classroom such as leading the class in routines (opening and closing lessons), taking the roll, writing important class announcements and reminders on the board, using expressions, eg vamos a empezar a leer/Nos vamos, ¡Silencio!, Escriban los números – interacting via different modes of communication, eg text messages, emails, or using other technology, to exchange personal information, opinions or feelings – participating in a scaffolded class discussion on themes, activities or experiences, eg El clima de Melbourne es más … que… En mi opinión… – interacting in small groups to complete learning activities by asking questions or making suggestions, eg ¿Qué significa…? Podemos hacer… – sharing information and opinions with peers in class and online communities about aspects of their lives, eg being a member of the Spanish-speaking community in Australia – maintaining contact with peers and recording events in everyday life using technology, eg by keeping a weekly or daily journal or blog, recording highlights of school, home life, leisure activities or a holiday experience

 collaborate with peers in group activities and shared experiences to make choices and arrangements, organise events and complete transactions, for example: – planning and organising a performance item for school assembly, by contributing language and cultural knowledge to class discussion, and writing a draft story or scripts for the performance – checking on progress during learning tasks, using comments and questions, eg ¿Está bien así? ¿Ya terminaste? Terminé/No he acabado. Necesito más tiempo – listening to and reviewing community media, including Spanish radio or television, and participating in advertised activities, eg, dancing, singing competition or community organised events – participating in a scaffolded class discussion on themes, activities or experiences, eg El clima de Melbourne es más … que… En mi opinión… – sharing and posting individual and group suggestions for a school event or proposal for un excursion – collaborating to decide on a menu for a class lunch and negotiating items, prices and delivery with local restaurant, eg ¿Tiene…?, ¿Vende?, ¿Cuánto vale?, Prefiero.., No, es muy caro

– asking for clarification, eg No entiendo… Tengo una pregunta… Tengo una duda – researching and arranging a visit to the class by an expert, eg Flamenco or Salsa dancer, a Spanish chef, to share knowledge with the class, and promote Spanish learning in the school community

Spanish K–10 Draft Syllabus for Consultation 66 Stage 3

Communicating

Accessing and Responding

Outcome A student: › obtains and processes information in texts, using contextual and other clues LSP3-2C › responds to texts using different formats LSP3-3C

Content Students:  obtain and organise specific information from texts, for example: (ACLSPC148, ACLSPC150)

– viewing a video clip of social interactions, and identifying and recording known words and expressions, eg exchanges between teacher and students, or customers and shop assistants,

– reading a simple, illustrated factual text and summarising key points – reading, viewing and listening a text such as websites, books, recorded interviews, video clips and magazine articles, extracting key points relating to aspects of life in Spanish-speaking communities, eg 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 – conveying information relating to a significant person, place or event in different formats, eg an advertisement or poster for an event, a profile of a Spanish-speaking celebrity or a digital guide to a place of interest – preparing a list of extinct or endangered Australian animals or animals in the South American rainforest – identifying words and expressions of a procedure, eg identifying the name of a recipe and the main ingredients for a dish by viewing a Spanish cooking show

 respond in English or Spanish to texts, using a range of formats, for example: (ACLSPC150)

– responding to a Spanish email from a new friend – working with a simple informative text such as advertisement, video clip or article in teen magazines to collate and share impressions of young people’s lifestyles in different Spanish- speaking communities and contexts – presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world such as Navidad, 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 – using a graphic organiser to convey information in ways that suit specific purposes and content, eg a list or table to show priorities, Venn diagram to compare statistics or ideas, a graph to highlight frequency or timelines to narrate sequences of events – recording and/or illustrating key characters, events and ideas encountered in different types of imaginative texts by responding to questions such as ¿Qué es…? ¿Por qué…? ¿Cuál es la moraleja? and ¿Qué sientes cuando…?

Spanish K–10 Draft Syllabus for Consultation 67 Stage 3

Content for students with prior learning and/or experience Students: ● locate and classify information from a range of spoken, written, digital and visual texts, for example: – investigating aspects of life in Spanish-speaking communities overseas, eg web chatting with relatives overseas to find out more about their own family origins, history or circumstances

– researching a topic, eg 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 a table, concept map or retrieval chart – creating an interactive display for younger children, highlighting aspects of Spanish language and Spanish-speaking culture – adapting a creative text, eg by sequencing events, adding a new element, changing the location or creating an alternative ending – extracting key points from a magazine, school newsletter or digital text on topics such as healthy eating, school lunches, home or school routines – viewing a TV program, documentary or interview with young people and discussing the participants’ experiences – reading children’s literature, including fables and traditional stories, and exploring values and morality tales – recording in written form a demonstrated procedure, eg a cookery demonstration or science experiment

● respond in English or Spanish to ideas and information, using a range of formats for different audiences, for example: – responding to spoken, written or digital narrative, eg a folktales or a film that evokes positive or negative emotions, by connecting this with their own experiences and expressing their feelings in their journal, using emotive language – researching information and presenting findings in summary form in a class display, comparing the cultures of Spanish-speaking and other communities, including Aboriginal and Torres Strait Islander communities – 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, eg extrovertido/a, simpático/a, travieso/a, Daniel el travieso, Zipi y Zape and explaining how they can relate to them – responding to a famous artwork or images such as works by Botero, Frida Kahlo or Picasso, with simple words or phrases, eg Este cuadro me gusta porque tiene muchos colores, Este mural es más original que el otro – 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 to share with peers overseas

– retelling and explaining in an oral presentation to an English-speaking audience aspects of a Spanish story, legend or folktale

Spanish K–10 Draft Syllabus for Consultation 68 Stage 3

Communicating

Composing

Outcome A student: › composes texts in Spanish using a series of sentences LSP3-4C

Content Students:  compose informative and imaginative texts, using scaffolded models, for different purposes and audiences, for example: (ACLSPC149, ACLSPC151) – designing and presenting a commercial for a new or existing technology product – creating, performing and recording/filming own text such as a commercial for a new product, a photo story, a cartoon, or a poster for an imagined event – composing a procedural text, eg a list of instructions – creating a guide book about NSW/Australian tourist destination for a sister school in any Spanish-speaking country – representing key events in an imagined scenario, using formats, eg digital storyboard, cartoon maker, talking book or meme, using different voices, captions or word bubbles to capture different moods or feelings – creating individual or collaborative poetry, experimenting with rhyme and rhythm, eg a shape or acrostic poem or jingle, riddle or rap – teaching younger children a song that involves repetitive phases and actions and/or with rhyme and rhythm – composing a story using digital media – creating an alternative ending to a well known story – creating and performing a puppet show in Spanish for school assembly

 create bilingual texts such as signs, notices, games, displays, websites or word banks, for the school community, for example: (ACLSPC153) – creating a bilingual text for the classroom or school community, eg invitations to attend class or school assembly performance, or poster advertising a significant school event – creating a game with instructions in English and Spanish for younger Spanish learners – composing a bilingual text such as a poster for class or school assembly performances, displays or events, eg Día del pelo loco, Día de la madre; cuida tu planeta – using bilingual dictionary and electronic translating tool to create bilingual captions, a menus or timetable, comparing results and recognising problems associated with translation

– creating parallel lists of informal Spanish and English expressions for own use in everyday interactions with friends and family, eg hasta luego/‘see you later’, no pasa nada/‘no worries’

– creating bilingual signs for the classroom or school that reflect school community values and priorities, acceptable or unacceptable behaviours, eg ¡Ponte el sombrero! ¡Recoge tu basura! Levanta la mano antes de preguntar, No te olvides de reciclar, ¡Bajad la voz! – performing a role-play or skit for a school assembly, using Spanish for the performance and English for subtitles or supporting explanations

Spanish K–10 Draft Syllabus for Consultation 69 Stage 3

Content for students with prior learning and/or experience Students:  compose informative and imaginative texts for a variety of purposes and audiences, for example:

– writing up the results of a scientific experiment – producing a song, rap, short scripted play or video clip based on modelled examples of these genres to perform to younger children who are learning Spanish – writing a monthly article/report on a class activity or excursion for a Spanish class newsletter

– writing a blog for online communication modules, to be shared with the class and a buddy school – composing a profile of a Spanish or Australian historical figure – describing an imagined experience, eg a trip to Spain or an adventure in Machu Picchu, or the experiences of a Spanish-speaking student visiting Australia – recording school news in the format of a magazine, either e-version or print version – creating a digital presentation with accompanying narration, about a trip to a Spanish- speaking country, incorporating photos taken in different tourist sites for the class

 create bilingual texts and resources for their own language learning and the school community, for example: – creating shared bilingual learning resources, eg print or digital word banks, or glossaries of Spanish and English expressions used in formal and informal everyday interactions – producing a bilingual text version of the school canteen menu – composing a bilingual text to introduce Spanish-speaking culture to younger Spanish learners by adding English translation to authentic texts, eg captions, a poster or invitations – translating a simple Spanish text into English and explaining to the class what difficulties were experienced in conveying certain words or concepts – creating a school information pack in English and Spanish that can be used by new students enrolled or visiting the school – creating a bilingual text for an online event/game that involves both English and Spanish- speaking participants, eg songs

Spanish K–10 Draft Syllabus for Consultation 70 Stage 3

Understanding

Systems of Language

Outcome A student: › applies key features of Spanish pronunciation and intonation LSP3-5U › demonstrates understanding of Spanish grammatical structures LSP3-6U › recognises how texts and language use vary according to context and purpose LSP3-7U

Content Students:  reproduce pronunciation, intonation and stress, recognising the relationship between sounds, words and meaning, for example: (ACLSPU156) – recognising how pitch, stress and rhythm assist meaning when individual words are unfamiliar, eg ¡Qué miedo! ¡Rápido! ¡Vamos! – reproducing Spanish sounds such as d/t, ce/ci, ga/gi, gue and gui – applying phonic knowledge to spell unknown words, eg estrella, llamar, tortilla, taxi, México – understanding that accents in written Spanish indicate where the stress falls on a word, eg mi mamá está en la fiesta and learning to insert these into their own work electronically – using correct writing conventions such as inverted question and exclamation marks at the start of sentences, eg ¿qué tal?; ¡cuidado!; ¡qué onda! – recognising the Spanish pronunciation of English loan words, eg bistec, jonrón, fútbol, and applying this awareness to unfamiliar loan words – recognising that there are many different varieties of Spanish spoken in different countries and regions, involving different accents, dialects and vocabulary

 recognise the systematic nature of Spanish grammar rules, for example: (ACLSPC157) – understanding different question words, eg ¿Dónde?, ¿Cuál? and ¿Quién? – recognising that there are two verbs in Spanish for to be, ser (José es mi hermano) and estar (Estoy cansada) – using simple forms of present and past tenses in context such as Ayer fue martes y hoy es miércoles, and describing intended actions using the near future tense ir + a + infinitive, eg Manuel va a mirar su carro – using the conditional mode as a formulaic expression, eg Me gustaría ser pintor, No me gustaría vivir en una isla pequeña – identifying the use and omission of subject pronouns in familiar structures, eg Vivo en Australia, Ella es Lourdes – using interrogative pronouns and correct word order to ask questions and make requests, eg ¿Cuál es tu número de teléfono?¿Quieres jugar en el patio? – building compound sentences to express opinions, preferences or reasons using words such as porque, también and pero, eg 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 – indicating frequency using adverbs, eg siempre, a veces, nunca – noticing the flexibility of word order in relation to verbs and adverbs, eg En verano, voy siempre a la playa/En verano, voy a la playa siempre/ En verano, siempre voy a la playa

Spanish K–10 Draft Syllabus for Consultation 71 Stage 3

– using ordinal numbers, eg Rosario Arjona es la primera de la lista, Luis vive en la quinta planta – understanding gender and number agreement between articles, nouns and adjectives, eg Tengo un libro nuevo, Las montañas rocosas son muy bonitas – comparing the use of diminutives to express affection in Spanish, eg hermanita, periquita, gatico/gatito to some equivalents in English, eg ‘dear little sister’, ‘lovely little cat’ – using comparatives based on models, eg tan grande como … , más caro que … , menos frío que … Australia es más grande que Europa – recognising that some nouns do not follow the regular masculine/feminine ending pattern, eg el mapa, el problema, la mano – expressing reactions as exclamations, eg ¡qué susto!; ¡qué hermoso!; ¡qué rico!

 recognise that the Spanish language is both influenced and in turn influences other languages and cultures, for example: (ACLSPU160) – investigating the influence of Spanish language and culture on other languages, by creating a glossary of Spanish words specific to certain areas, eg food or communication/culture – understanding that all languages change, that some are constantly growing and expanding while others are being revitalised, eg many international Indigenous languages and Aboriginal and Torres Strait Islander languages – investigating how media, digital technologies and popular culture have influenced the Spanish language, eg tuitear, email, correo, electrónico, chatear, textear, bloguear, rapear, rapero, un selfie – discussing why the Spanish language borrows particular words from English and other languages, eg chófer, carné, tenis, golf, corner, kiwi and parking, smartphone, link – comparing regional variations in vocabulary, eg 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 – identifying Spanish words and aspects of lifestyle absorbed into English, eg fiesta, rumba, tapas, and considering the reasons for the adoption of particular words or expressions – understanding that Spanish shares a history and many similar words with other languages, eg English, French, Italian, Portuguese, Tagalog/Filipino and Romanian

 identify how the features of text organisation vary according to purpose and audience, for example: (ACLSPU158) – understanding the significance of features of different text types, eg opening and closing emails, letters or phone conversations, eg ¿Aló?, ¡Dida!, ¡Bueno! ¿Puedo hablar con..? Cordialmente – comparing features of simple spoken and written texts in Spanish such as phone calls or cartoons, with similar texts in English – 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, eg lo mejor… el nuevo… or the imperative form in signs designed to advise or prohibit, eg Prohibido patinar aquí – recognising 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, eg Feliz día de tu Santo, Feliz Día de Reyes. ¡Buen provecho! – identifying the purpose, context and intended audience of a range of familiar text types such as phone messages, sports reports or take away food orders – recognising grammatical elements associated with particular texts such as the use of imperatives in games: tira el dado and time markers in stories, eg primero, después, de pronto…

Spanish K–10 Draft Syllabus for Consultation 72 Stage 3

Content for students with prior learning and/or experience Students:  apply the Spanish sound system, including variations in tone, stress and phrasing, for example:

– understanding how to make appropriate pauses in a sentence, by dividing the sentence into cohesive chunks, eg when reading books aloud to the class – recognising variations in forms of spoken Spanish associated with particular regions, eg the pronunciation of j in Ecuador compared with northern Spain – understanding the function of accents and learning to insert these into their own work electronically – reading aloud text with attention to pronunciation and tone

 understand and use basic structures and features of Spanish grammar to elaborate on meaning, for example: – further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources, eg verb charts – using verbs forms, eg hablar, comer, vivir – recognising that some nouns that refer to people use the same form for both masculine or feminine, these nouns display gender by the article (el or la), eg el estudiante, la estudiante

– expressing the plural of two or more nouns of different genders by using the masculine noun in plural, eg 1 gato + 3 gatas = 4 gatos – discriminating between a formal and informal use of the pronoun You in Spanish. Usted is a formal way of communication addressing to someone unknown or to express respect and Tú is used amongst family and friends – expressing feelings, eg Estoy cansado/a, ¡Me encanta! – expressing likes/dislikes and opinions, eg Me cae muy bien, No me gusta, Me da lo mismo – recognising plans or intentions, eg Voy a ser periodista, Voy a tocar la guitarra

Spanish K–10 Draft Syllabus for Consultation 73 Stage 3

Understanding

The Role of Language and Culture

Outcome A student: › makes connections between cultural practices and language use LSP3-8U

Content Students:  understand that Spanish changes according to the context of use and reflects different relationships, for example: (ACLSPU159) – observing how language use reflects relationships and respect such as expressing familiarity with friends by using first names rather than surnames or showing respect for authority figures, eg Señor, Señora – finding examples of informal language used by young people in Spanish such as shortened noun forms, eg la profe, la bici, la compu or the use of emoticons, comparing with the use of similar abbreviations by young Australians, eg vegie, ta, telly, and considering why these forms of language are used – understanding the importance of using appropriate forms of address when interacting with different people, eg using tú when speaking with close friends, family members or other young people, and using usted for other less familiar adults – recognising 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

 understand that language use is shaped by the values and beliefs of a community, for example: (ACLSPU162) – practising formulaic expressions, eg those exchanged before and after meals or when giving or receiving gifts, and reflecting on the experience of using such exchanges – describing own/one another’s ways of communicating, identifying aspects that may reflect Australian traditions, values and practices – choosing words or expressions commonly used in informal Australian interactions, and deciding how to interpret or explain them to young Spanish speakers, eg mate, fair dinkum

– recognising similarities and differences between own ways of communicating and aspects observed in interactions between young Spanish speakers in different contexts and situations, eg the expression of politeness or turn-taking in conversations – identifying things they take for granted about communication in familiar cultural contexts, eg shared understanding of gestures and tones of voice – recognising culturally appropriate ways of offering praise, recognition, gratitude or encouragement

Spanish K–10 Draft Syllabus for Consultation 74 Stage 3

 describe aspects of own identity and reflect on differences between Spanish and own language and culture, considering how this affects intercultural communication, for example: (ACLSPC154, ACLSPC155) – recognising ways in which Spanish behaviour reflects values, traditions and culture, eg a reluctance to volunteer or compete for attention in class, and prioritising the group rather than the individual – identifying features of observed interactions between Spanish and English speakers in specific contexts such as the classroom, the home or the shops, recognising similarities and differences – reflecting on instances when interactions in Spanish have felt challenging or awkward, and explaining why this might have been the case – identifying elements of identity that may be important across all cultures, eg family, community, location – monitoring their development as a learner and user of Spanish, eg through recording progress in learning logs, blogs or journals – 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 – 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 – creating a self-profile such as an avatar or montage with self-introduction, making choices about the design, content and language used – considering whether learning and using Spanish affects their sense of identity or influences their behaviour in or out of the classroom, eg when eating in a Spanish restaurants or participating in Spanish cultural events

Content for students with prior learning and/or experience Students:  reflect on their experiences in Spanish and English-speaking contexts, discussing adjustments made when moving from English to Spanish and vice versa, for example: – identifying and comparing cultural images and language used in Spanish and Australian print and media advertising and tourist brochures, considering how and why they are used and what message they convey – engaging with Spanish-speaking peers in diverse contexts, identifying situations in which misunderstanding or miscommunication occurs, and exploring strategies to overcome these

– discussing the most challenging aspects of moving from a Spanish-speaking community to Australia – sharing 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 – discussing language choices expected or required in diverse contexts across languages, eg apologising, congratulating, expressing thanks, declining, rejecting, complaining

Spanish K–10 Draft Syllabus for Consultation 75 Stage 4

Content for Stage 4

 consult Communicating

Interacting

Outcome A student: › uses Spanish to interact with others to exchange information, ideas and opinions, and make plans LSP4-1C

Related Life Skills outcome: LSPLS-1C

Content Students:  interact with peers and known adults on topics of interest, for example: (ACLSPC001, ACLSPC003) – participating in class routines and greeting teacher and peers at the beginning and end of lessons, eg Hola, buenos días, buenas tardes, gracias, adiós, hasta el jueves – introducing yourself to your peers by stating your name, spelling your name in Spanish and stating your nationality, eg Me llamo, mi nombre es, se escribe..., soy australiano/a – exchanging personal details with peers, eg asking another student what their name is, how to spell it, where they are from, ¿cómo te llamas?, ¿cómo se escribe?, ¿de dónde eres? – describing yourself, your physical appearance and your personality, eg yo soy alto/a, un poco bajo/a, soy simpático/a, deportista, amable – exchanging information about interests, what sports or activities you like and dislike, eg me gusta el fútbol, me gusta mucho jugar al tenis, no me gusta el golf – delivering an oral presentation in class about your family or/and friends, eg making a digital presentation en mi familia somos cuatro: mi padre, mi madre, mi hermano se llama, es estudiante, es alto – surveying opinions on a topic of interest, eg ¿Qué deporte prefieres? ¿Cuál es tu comida favorita? Cinco personas en la clase prefieren

 engage in collaborative activities that involve planning and making arrangements, for example: (ACLSPC002) – participating a class activity, word, board or electronic games, using set phrases in Spanish, eg te toca a ti, es tu turno, tú ganas – planning a birthday party or end of year party, eg ¿Quieres venir a mi fiesta de cumpleaños? ¿Qué día es? Hay que comprar… – creating a display, presentation or performance for family, friends or school community to showcase their learning of Spanish – creating a skit, performance or play to introduce aspects of Spanish language and culture to younger students learning Spanish, eg on the topic of gift giving and receiving

Spanish K–10 Draft Syllabus for Consultation 76 Stage 4

– planning and organising an activity such as an outing or a performance, using expressions related to place, time and numbers, eg ¿que fecha? ¿dónde? cuando? ¿a que hora? cuánto…? – budgeting for a virtual shopping expedition, consulting online catalogues and websites, comparing prices and values, and discussing intended purchases, eg Voy a comprar ... espero encontrar ... ¿qué quieres?

Content for students with prior learning and/or experience Students:  interact with peers and known adults on a range of topics and experiences, for example: (ACLSPC163, ACLSPC165) – expressing agreement and disagreement with someone, eg a mi también, a mí no me gusta, yo prefiero ir al cine – justifying your opinions, eg yo prefiero jugar al baloncesto porque es más divertido, me encanta leer porque es interesante – making comparisons between their own family and and that of peers, eg mi familia es más pequeña, yo solo tengo una hermana pero tú tienes dos. Yo no tengo animales en casa pero tú tienes un perro y un gato – talking about their plans for the weekend, eg voy a ir a playa, el domingo voy a estudiar para mi examen – discussing with a friend various options regarding what to do on the weekend, eg ¿Qué tal si vamos a la playa? , ¿quieres ir al cine? ¿Por qué no llamamos a Cristina? ¿Prefieres ir al cine o al teatro? – interviewing an imagined visiting student from a Spanish-speaking country or a famous person from the Spanish-speaking world

 engage in collaborative activities that involve planning, making decisions and negotiating, for example: (ACLSPC164) – participating in a class activity like a word, board or digital game, eg es tu turno, te toca a tí, gané, he perdido – making arrangements for the weekend, eg ¿Quieres ir a cenar a un restaurante mexicano el domingo? – discussing options of different potential plans and making decisions, buying a present for a friend, deciding where and how to celebrate a special event, eg podemos ir al cine aunque es caro, ¿y si vamos a bailar? Creo que es buena idea

Content for students with a background in Spanish Students:  interact with peers and known adults to exchange information, opinions and preferences relating to social issues and cultural experiences, for example: – comparing and contrasting Spanish and Australian food and dining experiences – talking to the teacher, expressing opinions about their new high school life – comparing the school system in Australia and in a Spanish-speaking country, eg presenting the advantages and disadvantages of each system – giving a presentation on the differences of young people from different Spanish-speaking countries, eg housing or environment – debating an issue, eg the advantages of studying a language or having a school uniform

Spanish K–10 Draft Syllabus for Consultation 77 Stage 4

 engage in collaborative tasks that involve negotiating, solving problems and justifying decisions, for example: – negotiating with parents to go out, persuading a parent to let you attend a concert with a friend, eg me encantaría ir, por favor te prometo que voy a volver antes de las nueve, ya he terminado mis tareas, sabes que soy muy responsable – planning and promoting a Spanish immersion day at school – planning or participating in events relating to popular aspects of Australian ways of life, eg music, popular culture, climate, landscape and recreational activities, and share experiences with members of their local Spanish-speaking community – communicating in face-to-face or online discussion and debate with peers and Spanish- speaking contacts about social and environmental issues, eg the influence of music, digital environment or recycling, referencing community attitudes and changing practices – collaborating with others to organise a cultural day to support appreciation of linguistic and cultural diversity within the school community, using technology to plan the event and to encourage others to participate – identifying a local issue of concern and working with others to devise a solution, eg the lack of facilities for young people, the closure of a skatepark

Spanish K–10 Draft Syllabus for Consultation 78 Stage 4

Communicating

Accessing and Responding

Outcome A student: › identifies main ideas in, and obtains information from texts LSP4-2C › organises and responds to information and ideas in texts for different audiences LSP4-3C

Related Life Skills outcomes: LSPLS-2C, LSPLS-3C

Content Students:  locate information and identify gist in a range of spoken, written and digital texts, for example: (ACLSPC004 ACLSPC006 ) – listening to a conversation and identifying numbers, eg dates, phone numbers or ages – identifying the speakers and the setting in a conversation – identifying the key message in an announcement – locating personal information in an email from a student from a Spanish-speaking country

– locating key information in an advertisement, eg the product and the cost

 respond in English or Spanish to information and ideas in a variety of spoken, written and digital forms for specific contexts, for example: (ACLSPC006) – researching a country or city in the Spanish-speaking world and presenting key information to the class in digital form or as a poster, eg its location, capital, currency and landmarks

– summarising in dot points key dates and events in the life of a famous person from the Spanish-speaking world, eg Nace en Bolivia, el 15 de agosto llega a Colombia, graba su primer disco – reading a blog and justifying which bloggers have more in common, eg X y Z son similares porque los dos son activos y deportistas – obtaining information from a class survey, and presenting the findings in a table or graph

Spanish K–10 Draft Syllabus for Consultation 79 Stage 4

Content for students with prior learning and/or experience Students:  obtain and process information from a range of spoken, written and digital texts, for example: (ACLSPC166) – identifying key elements of an advertisement, eg who the target audience is and how effective is the slogan – evaluating the suitability of different itineraries for a holiday – collating information from a range of Spanish media on a topic of interest, eg popular culture, sport or youth issues – viewing a text, eg brochure, recipe, weather forecast and answering questions, eg ¿Qué tiempo va a hacer mañana en el norte de España? Ordena los ingredientes según la receta,¿Por qué este viaje es ideal para estudiantes?

 respond in English or Spanish to information and ideas on a range of topics, events or experiences, using different modes of presentation for particular audiences, for example: (ACLSPC168) – comparing, summarising and analysing information from a range of sources, eg a tourism website for a research project on a Spanish-speaking country or city – collating and presenting data relating to favourite pastimes amongst youth in a Spanish- speaking country or what a typical day looks like in a school in one of those countries using online survey software – sharing information on a current issue, eg ¿Los amigos en línea son verdaderos amigos? with students from other schools

Content for students with a background in Spanish Students:  access and evaluate information from a range of spoken, written and digital texts, for example:

– accessing diverse spoken texts and summarising key information in English or Spanish, eg speeches, dialogues, news reports or interviews – analysing the use and effectiveness of authentic expressions in particular text types such as emotive language in a diary entry or an email, eg He tenido un día horrible, menudo día, estoy deseando conocerte, qué ilusión volver a verte, estoy muerto/a de miedo – evaluating the relevance and reliability of information from various sources on a topic of enquiry – comparing and examining details from a range of texts about Australian and Spanish important days and special occasions, including those of Aboriginal and Torres Strait Islander people, and discussing culture-specific terms and representations

 respond in Spanish to information, ideas and perspectives on a range of topics, events or experiences, using a variety of presentation modes for particular audiences, for example: – analysing and presenting data in Spanish or English on topics of interest using online survey software – presenting information from a range of sources to two different audiences explaining and justifying the language and format choices, eg a friend versus a teacher – summarising information on an educational or social topic and expressing own perspective on the information obtained with specific references and quotes – collating and presenting data relating to urban and country lifestyles in a Spanish-speaking country, using online survey software – accessing diverse sources on a celebration in a Spanish-speaking country and discussing the relevance and equivalence in Australia

Spanish K–10 Draft Syllabus for Consultation 80 Stage 4

Communicating

Composing

Outcome A student: › applies a range of linguistic structures to compose texts in Spanish, using a range of formats for different audiences LSP4-4C

Related Life Skills outcome: LSPLS-4C

Content Students:  compose informative and imaginative texts in spoken, written and multimodal forms for a variety of purposes and audiences, using stimulus materials and modelled language, for example: (ACLSPC005, ACLSPC007) – captioning pictures and photos – creating a simple dialogue with a partner or small group to perform it for the class such as exchanging personal information, eg ¿cómo te llamas?, me llamo X ¿y tú?, ¿de dónde eres?

– writing a simple email to an exchange student from a Spanish-speaking country providing personal information about school, school subjects and timetables – writing a greetings card to a friend to say ‘hello’, or wish them ‘Happy Birthday’ or Merry Christmas , eg Feliz cumpleaños, Feliz Navidad – creating a short video about your likes and dislikes, eg about your favourite and least favorite school subjects pastimes and foods

 create bilingual texts and resources for the classroom, for example: (ACLSPC009) – creating flashcards for peers to learn new vocabulary – producing an English-Spanish dictionary of words and phrases including examples of sentences where those words can be used – writing a phrase book that includes key vocabulary or phrases learned in a unit of work – creating an online multiple choice game to revise and test vocabulary at the end of a term

– creating subtitles in English for a short video in Spanish introducing yourself or expressing your likes and dislikes, eg about your favourite and least favorite school subjects pastimes and foods

Spanish K–10 Draft Syllabus for Consultation 81 Stage 4

Content for students with prior learning and/or experience Students:  compose informative and imaginative texts in a variety of formats for different purposes and audiences, for example: (ACLSPC167, ACLSPC169) – writing the profile of a famous person – creating a brochure on a Spanish-speaking city or city in Australia to encourage people to visit these places – creating a text such as a brochure, poster or website post, about an upcoming event, eg a Spanish-language performance or a school exchange visit – creating an imaginative text 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

 create bilingual texts and resources for the school and wider community, for example: (ACLSPC171) – creating a video demonstrating the process of making something, eg a simple dish or learning the steps of a dance with subtitles in English – creating a bilingual recipe book to introduce food from the Spanish-speaking world to the school canteen, eg tapas – writing a children's bilingual short story – producing bilingual community texts such as posters or advertisements in print or multimedia format, eg to promote a concert or an interview with a celebrity for a teen radio station

Content for students with a background in Spanish Students:  compose informative and imaginative texts in a variety of formats for different purposes and audiences, for example: – writing an email to an exchange student from a Spanish-speaking country explaining and reflecting on the differences between life in Australia and in their country – presenting information about the lifestyle of people in a particular Spanish-speaking country, showing the impact of historical or geographical factors, through multiple text types and modes of presentation – creating a blog to describe healthy foods and healthy eating habits – using Spanish idioms from popular sayings from modern media resources in their own writing

– rewriting a familiar children's story from a different view point

 create bilingual texts and resources for the school and wider community, for example: – creating a bilingual brochure to compare aspects of school life in a Spanish-speaking country and in Australia, eg school subjects, timetables, sports, weekend – translating a classic Australian book, eg The Diary of a Wombat into Spanish or the lyrics of a famous Spanish song into English – creating a school magazine which will be printed and distributed to parents – creating subtitles in English for a video in Spanish of an interview with a native speaker

Spanish K–10 Draft Syllabus for Consultation 82 Stage 4

Understanding

Systems of Language

Outcome A student: › applies Spanish pronunciation and intonation patterns LSP4-5U › applies features of Spanish grammatical structures and sentence patterns to convey information and ideas LSP4-6U › identifies variations in linguistic and structural features of texts LSP4-7U

Related Life Skills outcomes: LSPLS-5U, LSPLS-6U, LSPLS-6U, LSPLS-7U

Content Students:  recognise and use features of the Spanish sound system, including pitch, accent, rhythm and intonation, for example: (ACLSPU012) – pronouncing sounds correctly, eg letter h is silent at the beginning of a syllable – identifying different letters in the Spanish alphabet, eg ñ – understanding variation in pronunciation across the Spanish-speaking world, eg the pronunciation of ce and ci in words like gracias or cereza in different countries and regions – recognising the use of intonation when asking questions in Spanish, eg the importance of intonation when formulating questions – understanding the pronunciation of some letters can vary according to vowels that follow, eg gigante, guitarra, gato, casa, cena

 understand elements of Spanish grammar, including the systematic nature of verb conjugation, for example: (ACLSPC013) – applying capitalisation rules when writing, eg not capitalising days of the week, months of the year, languages or nationalities – understanding gender of nouns by observing patterns in word ending, eg most words ending in a are female, la casa, la madre and those ending in o are male, el abuelo, el amigo, el maestro – understanding the different uses of cardinal and ordinal numbers, eg uno, dos, primero/a, segundo/a – understanding rules that apply to form male and female adjectives, eg australiano/a, inglés/a/ alemán/a , estadounidense, belga – applying standard word order and understanding that word order can vary, the placement of adjectives after a noun, eg el gato blanco – discriminating male and female, singular and plural definite and indefinite articles – understanding the difference between informal and formal personal pronouns and how personal pronouns can be omitted, eg se llama Carlota – exploring ways to initiate an interaction by selecting and incorporating modelled structures in new contexts, eg with questions ¿cómo te llamas?, ¿cómo te apellidas? ¿cómo es tu profesor? ¿cómo se escribe? – applying conjugation rules of regular ar, er, and ir verbs to conjugate in present tense yo como, tú comes, ella habla italiano. – understanding some verbs are irregular and do not follow the rules of regular verb conjugation, eg ser or tener

Spanish K–10 Draft Syllabus for Consultation 83 Stage 4

– using connectives, eg pero, porque, aunque, también, sin embargo – using expressions to plan, express opinions and agreement or disagreement, eg ¿Quieres ir al cine? Me gustan las películas de acción, a mí no, yo prefiero las comedias – learning to discriminate the different uses of verbs ser and estar, eg understanding one of the uses of estar is to express location, Madrid es la capital de España y está en el centro norte del país. Está lejos del mar

 recognise how Spanish influences and is influenced by factors such as technology, and other languages and cultures, for example: (ACLSPU016) – recognising that the Spanish language borrows and adapts words and expressions from English and other languages, eg email, ok, un blog, chatear – identifying Spanish words that are used in English, eg piñata, siesta, salsa – understanding that some international Indigenous languages and many Aboriginal and Torres Strait Islander languages are growing and adapting, while others are endangered, being revitalised, or blending with other languages

 recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, for example: (ACLSPU017) – recognise that Spanish is spoken in a range of varieties and with variable accents not only across the different continents but also within a country and acknowledging the existence of other official languages other than castellano in Spain, eg gallego or catalán – 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 – recognising that many Spanish-speakers also speak one or more regional and/or local languages, eg, Catalan or Basque

 identify textual conventions of familiar spoken, written and multimodal texts, for example: (ACLSPU014) – comparing English and Spanish versions of familiar types of texts, recognising similarities and differences in language features and text structure, eg ways of opening and closing formal or personal letters – identifying different text types, explaining differences in structure and linguistic features – understanding how to use cohesive devices such as conjunctions and time markers in texts to sequence, link and elaborate ideas, eg y, o, pero, además, primero, después, de pronto – identifying the intended audience, purpose and key language features of familiar types of texts such as recipes, announcements, road signs or instructions, eg Primero, se pelan las patatas..., Señores pasajeros, el tren con destino ..., SE RUEGA SILENCIO, Escribir la respuesta a las siguientes preguntas …

Spanish K–10 Draft Syllabus for Consultation 84 Stage 4

Content for students with prior learning and/or experience Students:  apply Spanish pronunciation and intonation patterns, and punctuation, for example: (ACLSPU174) – understanding the role of intonation in interrogative or exclamative sentences in Spanish – understanding that h is silent in Spanish and does not require to create a pause when sounding it out, eg el hotel, he hecho, huevo – examining variations in pronunciation across the Spanish-speaking world, eg the pronunciation of z, and distinguishing words with similar sounds while listening to interactions of speakers in different contexts, eg esta and está – understanding the rules that determine when to use v or b in Spanish, eg b is always used if the next consonant is an r or an l, brazo, brisa, bruja, blusa and in certain tenses like the Imperfect, cantaba, hablabas, iba – recognising onomatopoeic expressions, eg ja, ja, ja or guau guau, miau, miau

 understand and use elements of Spanish grammar and sentence structure to express ideas, for example: (ACLSPU175) – understanding and recognising that some nouns do not follow the regular masculine/feminine ending pattern, eg el mapa, el problema, la mano, el sofá – understanding the difference in meaning between por qué and porque , mi and mí and recognising when to use one or the other – understanding the different expressions to be used to agree or disagree with positive and negative statements, eg A mí me gustan las matemáticas --a mí también, a mí no-- a mi hermana no le gustan los exámenes-- mí tampoco, a mí sí-- – using conjunctions and understanding when to use e or u instead of y, eg Teresa e Isabel, uno u otro – recognising questions asking for a reason, and responding by using justification words, eg ¿por qué estudias español? Porque quiero viajar sin embargo, pero, aunque – understanding the rules and suffixes needed to form adverbs from adjectives, eg diario, diariamente, lento, lentamente, frecuente, frecuentemente – using appropriate sentence structure to make comparisons, eg Pedro es más alto que Juan; es la ciudad más importante del país

 understand that the Spanish language has evolved and developed through different periods of influence and change, for example: (ACLSPU178) – examining Spanish words and phrases that have emerged as a result of technological developments, eg email, emoticono, navegar por la red, chatear

 understand how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences, for example: (ACLSPU176) – examining formal and informal language registers used according to purpose and contexts, informal letters, formal letters, script of an interview or a diary entry. – recognising appropriate greetings and expressions to be used according to the text type, eg querido diario for diary entry, estimado/a señor/señora, atentamente for formal letters – recognising key features and structures of familiar texts in Spanish, eg lost child announcements, spoken commercials or print advertisements

Spanish K–10 Draft Syllabus for Consultation 85 Stage 4

Content for students with a background in Spanish Students:  apply the Spanish sound system, explaining features, including variations in tone, stress and phrasing, for example: – understanding the importance of using intonation to convey different emotions, eg ¡Ni hablar! ¡Olé! ! – examining variations in pronunciation across the Spanish-speaking world, eg the pronunciation of z, and acknowledging the existence of local variations such as voseo in Argentina – understanding the rules determining the use of g or j in Spanish such as words ending in aje, eg paisaje – recognising the existence and use of different vocabulary in different countries and regions, eg the use of coche and auto, conducir and manejar , falda and pollera – understanding some of the uses of the accent mark (tilde) in Spanish and how it indicates where the stress in placed in a word, eg miércoles, canción, número, lápiz – acknowledging the different pronunciation of g according to the different vowels, eg gusano, guitarra, geografia, and the use of diéresis in Spanish and how it affects pronunciation, for example pingüino, antigüedades – understanding the use and acceptance of exaggerations in everyday expressions, eg morirse de risa, estar muerto/a de frío, de sed, de cansancio, de miedo, estar asado (de calor), esto es un infierno or el paraíso

 apply knowledge of Spanish grammar to organise and elaborate on ideas and opinions, for example: – using a range of grammatical structures, eg Yo (no) creo que, no estoy de acuerdo porque yo pienso que es más importante, to justify and discuss opinions – recognising and using expressions to highlight one’s point of view, eg quiero insistir en la importancia de...or una vez más quiero decir que… insisto: hay que… – addressing the audience (reader/listener) appropriately, eg queridos compañeros, estimados lectores, hola a todos los que nos escuchan – recognising appropriate structures to persuade a reader or listener such as in a class debate or a speech, eg pero eso no es todo, y lo que es pero, no olviden, escuchen bien lo que les digo, no hagáis caso de lo que digan vuestros amigos, tenéis que..recuerda ... – using emotive language and authentic expressions to convey an opinion, eg ¡No es justo! ¡No hay derecho! Mil veces no! ¡Ni hablar! ¡Es una locura! – using appropriate structures to present a sequence of events, eg al principio, primeramente, luego, después, en segundo lugar, por último

 understand how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences, for example: – examining and experimenting with formal and informal language registers used according to purpose and contexts, eg informal letters, formal letters, script of an interview or a diary entry

– understanding that some colloquial expressions are only appropriate in informal texts and contexts, eg the use of ¡Qué guay! ¡Qué chévere! – examining the structure and word choices used in a range of texts for specific audiences and purposes such as setting and plot in a narrative, or introduction, body and conclusion in a speech – comparing language features in diverse genres with similar topics to understand the importance of recognising audience in communication, eg a birthday invitation, a recount of a party or a diary entry about a birthday

Spanish K–10 Draft Syllabus for Consultation 86 Stage 4

Understanding

The Role of Language and Culture

Outcome A student: › identifies that language use reflects cultural ideas, values and beliefs LSP4-8U

Related Life Skills outcome: LSPLS-8U

Content Students:  understand how language use varies according to context and the relationship between participants, for example: (ACLSPU015) – understanding that language use may vary according to the intended audience, formal and informal registers, eg addressing someone using tú or usted – discussing appropriate language choices across cultures, eg when meeting people for the time or interacting in formal and informal contexts – recognising variations in language use based on the age, gender and social relationships of speakers and the context and purpose of interactions, by selecting appropriate greetings and terms of address for people of different ages or status, eg Hola, ¿qué tal Diana? Buenas tardes, Señor Méndez, Diga, ¿quién llama? – recognising that register shifts according to familiarity and social position such as using different pronouns and the corresponding verb endings in formal or informal interactions ¿Cómo se llama usted? ¿Cómo te llamas?

 explore connections between language and culture in particular words, expressions and communicative behaviours, for example: (ACLSPU018) – understanding the use of set phrases relating to cultural customs, eg at mealtimes, Buen provecho, que aproveche – understanding Spanish language is more direct than English when making requests such as when ordering food or buying food, eg póngame un café, tráigame un vaso de agua por favor, quiero el menú del día – understanding Spanish ways of showing affection or familiarity such as with the use of suffixes, eg ito/ita, es muy pequeñito/a, un sorbito, un ratito, hijito/a

 recognise their own and others’ ways of expressing identity, reflecting on the relationship between language, culture and identity, for example: (ACLSPC010, ACLSPC011) – recognising that Spanish people have two surnames and discussing its significance, comparing interactions between Spanish speakers and English speakers and reflecting how language and gestures are used in communication, eg shaking hands versus kissing on both cheeks – understanding traditional and modern ways of celebrating festivals in Spanish-speaking countries, and the values that underpin them

Spanish K–10 Draft Syllabus for Consultation 87 Stage 4

Content for students with prior learning and/or experience Students:  understand variations in Spanish language use that reflect different levels of formality, status and authority, for example: (ACLSPU177) – analysing language used to express different levels of formality in a variety of texts, eg conversations, letters, emails and text messages, recognising differences between written and spoken texts – identifying and comparing how emotions or attitudes such as embarrassment or respect are shown across different languages and cultures – identifying variations in linguistic and cultural requirements of specific situations across different contexts, eg situations such as shopping or travelling in various Spanish-speaking countries

 explain ways in which choices in language use reflect cultural ideas, and explore different communicative behaviours across cultures, for example: (ACLSPU0180) – identifying how ways of communicating in Spanish and English differ and how people outside each culture may understand these differently, the fact that Spanish in more direct than English when making requests or ordering food could be perceived as rude, eg quiero el cuaderno verde, póngame una hamburguesa por favor – explaining language use in Spanish interactions that reflects humility or deference, expressions used to refuse or deflect praise of self or family, or to defer to others, eg no hay de qué, de nada, es un placer, el gusto es mío – recognising language associated with significant cultural practices and celebrations and identifying associated values, beliefs and perspectives, eg Día de las madres, Día de los Reyes Magos

 reflect on how their own biography, including family origins, traditions and beliefs, affects their sense of identity and ways of communicating, for example: (ACLSPC172, ACLSPC173) – reflecting on how their own cultural etiquette and behaviour may be interpreted when interacting with Spanish people, recognising their own body language and modifying gestures

– finding examples of how language reflects cultural concepts and values across the Spanish- speaking world such as religious references in sayings, eg Al que madruga Dios le ayuda, Bendito sea … Adiós – analysing changes to language forms that reflect changes in social values such as the adoption of some feminine forms of professional titles, eg La doctora/el doctor, la abogada/el abogado, la jefa/el jefe – considering how identity is expressed through language, with reference to languages spoken by themselves, their peers, and family or community members – comparing own and others’ experiences of successful intercultural communication, identifying elements that required flexibility and cultural understanding, eg responding to different ways of expressing feelings, levels of directness or culturally determined perspectives

Spanish K–10 Draft Syllabus for Consultation 88 Stage 4

Content for students with a background in Spanish Students:  analyse ways in which choices in language use reflect cultural ideas and perspectives, and reflect on how what is considered acceptable in communication varies across cultures, for example: – identifying how language can be varied for different participants in different contexts, eg the use of slang and abbreviations between teenagers – understanding that language used in formal and informal contexts varies across cultures, eg greetings, meal etiquette – understanding the role of using formal register usted to convey respect and the need in certain instances of mutual agreement between speakers to move to informal register, eg puedes tutearme, por favor tutéame – comparing the use of idioms between languages to identify cultural perspectives

 reflect on how and why being a speaker of Spanish contributes to their sense of identity and is important to their Spanish cultural heritage, for example: – considering how differences between ways of using language reflect cultural influences, eg the adoption of varying systems of apellidos in different Spanish-speaking countries – reflecting on their experiences and observations of their last trip to their Spanish-speaking country of origin – 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 – examining the impact of living in Australia on their sense of being Spanish and their values and beliefs

Spanish K–10 Draft Syllabus for Consultation 89 Stage 5

Content for Stage 5

 consult Communicating

Interacting

Outcome A student: › manipulates Spanish in sustained interactions to exchange information, ideas and opinions, and make plans and negotiate LSP5-1C

Related Life Skills outcome: LSPLS-1C

Content Students:  initiate and sustain interactions to share information, opinions and ideas, for example:(ACLSPC019) – initiating a conversation with a new friend, expressing, comparing and explaining likes, dislikes and preferences, eg 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 – using simple and compound sentences to structure arguments, and explain or justify a position in relation to personal and social issues such as les études, le sport et la nourriture, l’avenir, les passe-temps, using connectives, eg parce que, à cause de, puisque, en plus – engaging in a social transaction with peers and teachers, eg presenting gifts, accepting and declining invitations, making excuses and apologising to Spanish speakers, using appropriate protocols such as forms of politeness and respect – communicating with peers in expressing hopes, opinions and ambitions, giving reasons for plans, eg Espero aprobar los exámenes, Creo que ..., Pienso (+ infinitive), prefiero ...¿y tú?, Y vosotros ¿Qué opináis?, Estoy de acuerdo contigo, ¿Estáis de acuerdo?, En el futuro, me gustaría ser …. – sharing information about a past experience and significant event in their life such as holiday, special event or a trip, eg En mis vacaciones, primero fuimos a..., después ... Durante la segunda semana ... y entonces ... Fue fenomenal ... Al final ... Y ¿Qué tal tus vacaciones?

– communicating with peers by 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

 participate in a range of collaborative tasks, activities and experiences that involve negotiating and solving problems, for example: (ACLSPC020, ACLSPC021 ) – planning and producing action-oriented resources such as a website, poster or online article on issues related to the Spanish-speaking world, incorporating declarative language and argument, eg ¿Qué creéis que tenemos que hacer para ..., creo que primero deberíamos escribir..., sugiero que terminemos, es evidente que…..

Spanish K–10 Draft Syllabus for Consultation 90 Stage 5

– collaborating to create promotional and informative texts to support fundraising activities such as humanitarian initiatives in Spanish-speaking countries – planning a real or virtual activity such as Spanish-language forums, eg by composing and rehearsing possible contributions or questions – creating a short digital presentation or movie for peers about planning a holiday, purchasing goods in a shop, or ordering food and drink in Spanish

Content for students with prior learning and/or experience Students:  initiate and sustain interactions with peers and adults to share information, feelings, opinions, ideas and points of view, for example: (ACLSPC181, ACLSP183) – engaging in a face-to-face or online discussion with Spanish-speaking peers, using descriptive and expressive language, to describe significant events, special occasions or milestones in their lives – interviewing class members to elicit opinions on a personal experience and significant event from their past, and identifying common themes or reactions – conveying reactions such as excitement, appreciation or boredom, eg Me encantó esa canción, ¡Aprecio tus palabras! ¡Qué aburrido! – initiating and scaffolding a conversation by introducing topics, inviting contributions or asking for clarification, eg No he entendido bien… ¿Qué piensas? ¿Qué te parece si hablamos de…? – maintaining and extending conversations by following up on others’ contributions, elaborating on own comments and extending the topic, eg Creo que tú tienes razón pero… Me gustaría agregar que…

 participate in a range of collaborative tasks, activities and experiences that involve negotiating and solving problems, for example: (ACLSPC182) – planning a demonstration or performance for peers to showcase what they know and can do in Spanish, making decisions about different elements and preparing explanations of linguistic or cultural features of Spanish language use – participating in a real or simulated transaction such as exchanging and ordering popular consumer items such as CDs, video games or books – organising a real or simulated online forum 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 – collaborating in a project 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, eg Estamos transmitiendo en directo desde … Esta edición nocturna se trata de… Ahora pasamos a las noticias del día…

Spanish K–10 Draft Syllabus for Consultation 91 Stage 5

Content for students with a background in Spanish Students:  initiate and sustain interactions with others to discuss ideas and points of view, for example: – interviewing Spanish-speaking people in the community to investigate a problem or issue in the school or local area, and discussing and determining solutions – initiating and sustaining a discussion on a current issue with class peers by acknowledging different viewpoints such asTienes otro punto de vista, Ese aspecto lo veo de la siguiente manera…, asking for repetition or clarification such as ¿Qué quieres decir…? or inviting further elaboration ¿Cómo? Eso quiere decir que… – discussing topical issue such as La sostenibilidad, Los derechos humanos, eg como sabemos … es evidente que … nadie puede negar

● participate in a range of collaborative tasks, activities and experiences that involve planning, negotiation and debate, for example: – initiating a school campaign to promote awareness of social issues or charity fundraising

– initiating and sustaining discussion by acknowledging different viewpoints such as Tienes otro punto de vista, Ese aspecto lo veo de la siguiente manera…, asking for repetition or clarification, eg ¿Qué quieres decir…? or inviting further elaboration, eg ¿Cómo? Eso quiere decir que… – participating in a collaborative project 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, eg Estamos transmitiendo en directo desde … Esta edición nocturna se trata de… Ahora pasamos a las noticias del día…

Spanish K–10 Draft Syllabus for Consultation 92 Stage 5

Communicating

Accessing and Responding

Outcome A student: › identifies and interprets information in a range of texts LSP5-2C › evaluates and responds to information, opinions and ideas in texts, using a range of formats for specific contexts, purposes and audiences LSP5-3C

Related Life Skills outcomes: LSPLS-2C, LSPLS-3C

Content Students:  obtain and synthesise information and ideas from spoken, written, visual or multimodal texts, for example: (ACLSPC022) – obtaining information from a media text such as a television weather report, interview or digital video clip, and summarising key points – 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 – synthesising and summarising a text such as an announcement, report, interview or conversation 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 – reinterpreting a familiar story or fictional character, referencing cultural characteristics while creating new situations or different effects, eg incorporating alternative text into popular cartoons such as Mafalda

 respond in English or Spanish to information, ideas and opinions, using a variety of text types and formats according to context, purpose and audience, for example: (ACLSPC023, ACLSPC024)

– watching an online video clip and producing a multimodal presentation to deliver information about aspects of life in Spanish-speaking countries – preparing a multimodal presentation on aspects of Spanish lifestyles and cultural practices that invite comparison and contrast with their own experiences, eg fashion, music or regional cooking – producing a brochure to identify aspects of their city/town/region likely to be of interest to Spanish-speaking visitors of the same age – accessing internet sites and travel brochures and identifying purpose and audience, eg itineraries, transport, events, points of interest – researching on the internet and developing a promotional video to promote the study of Spanish to future students – researching and presenting information about a social or environmental issues affecting Spanish-speaking regions of the world, eg consecuencias de la deforestación en el Amazonas

Spanish K–10 Draft Syllabus for Consultation 93 Stage 5

Content for students with prior learning and/or experience Students:  obtain, interpret and evaluate information, ideas and opinions from a range of texts, for example: (ACLSPC184, ACLSPC186) – identifying underlying values, cultural references and the purpose and intended audiences of different types of community texts, eg advertisements or posters – analysing the lyrics of a contemporary song from the Spanish-speaking world, identifying key messages and evaluating expressive styles – gathering information from a range of print and digital sources on topics such as ecoturismo or machismo, and identifying, evaluating and reporting on perspectives – distinguishing between fact and opinion in texts such as articles and reports, using critical literacy skills to recognise bias, eg identifying the author, audience and purpose of the text

– comparing and evaluating a range of perspectives on topics such as health, music, sport and religion presented in different media texts, and considering why people may have different perspectives

 respond in English or Spanish to information, ideas and opinions, using different formats for specific contexts, purposes and audiences, for example: (ACLSPC185, ACLSPC186) – gathering information from sources to develop a digital travel guide for a proposed class visit to Spanish-speaking country – researching and reporting on contemporary a social, environmental or ethical issues as presented in a range of resources using different presentation techniques, eg Venn diagrams, flow charts, digital displays – reading, viewing or listening to an extracts from an expressive contemporary text such as a poem, dance, street art or musical performance, identifying elements that reflect the culture or experience of Spanish-speaking communities

Spanish K–10 Draft Syllabus for Consultation 94 Stage 5

Content for students with a background in Spanish Students:  access a variety of informative and imaginative texts to identify and analyse in written and spoken forms textual elements such as viewpoints, themes, stylistic devices, influences and values, for example: – identifying bias in texts, examining the values that influence bias, and discussing how bias differs from opinion and perspective – reading a news article and historical significance, and exploring how the author’s personal values and experiences influence their reporting on such events – collating information relating to a particular event from different sources, eg interviews with witnesses and various news media coverage – composing a review of a film or short story, identifying how the text uses language and textual features to convey emotions and perspectives, eg Este video no muestra la realidad de la posición de la mujer, Los personajes en este texto se sienten felices – analysing published accounts of an event such as a sports match, a concert or a street party, identifying varying viewpoints

 respond in Spanish to information, ideas and opinions on a range of issues from different perspectives, using a variety of formats for specific contexts, purposes and audiences, for example: – writing a book or film review for a popular review website – composing 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, eg by using reported speech (Dijo el doctor Sanabria que hay que usar autos eléctricos) – researching and presenting own position on issues such as attitudes towards work prospects for young people, impact of social media on the lives of young people and the state of the environment – researching and developing an information kit supported by visuals about the local city or region to provide to Spanish-speaking visitors via a local tourism website, including details on history, including Aboriginal history identifying the local Aboriginal Country, People, language and sites significant to Aboriginal people, climate, environment and cultural activities

Spanish K–10 Draft Syllabus for Consultation 95 Stage 5

Communicating

Composing

Outcome A student: › experiments with linguistic patterns and structures to compose texts in Spanish, using a range of formats for a variety of contexts, purposes and audiences LSP5-4C

Related Life Skills outcome: LSPLS-4C

Content Students:  compose a range of informative and imaginative texts using a variety of formats for different contexts, purposes and audiences, for example: (ACLSPC023, ACLSPC025) – producing a brochure to identify aspects of their city/town/region likely to be of interest to Spanish-speaking visitors of the same age – creating a presentation to showcase Aboriginal and Torres Strait Islander cultures to young Spanish-speaking visitors to Australia using digital technologies, demonstrating knowledge of cultural protocols while protecting the Indigenous cultural and intellectual property of the featured communities – researching and presenting information about a social or environmental issue affecting Spanish-speaking regions of the world, eg consecuencias de la deforestación en el Amazonas – presenting a personal or shared perspective on topic such as fashion, music, cinema or social media, using formats such as displays, online posts or oral presentations to provide critical or explanatory commentary – composing an adapted or simplified version of a classic story such as Caperucita Verde or Los doce enanos for a younger audience

 create a range of bilingual texts and resources for the school and wider community, for example: (ACLSPC027) – creating an online bilingual class profile to send to a Spanish-speaking sister school, or to present to Spanish visitors to the school, including translations and/or explanation of key terms and expressions associated with events or school celebrations – creating and contributing to a shared online bilingual word bank of Spanish and English colloquial and idiomatic words that are difficult to translate, eg comadre, compadre, qué metida de pata; schoolies, School of the Air, sickie – performing a virtual guided tour for intending exchange students, including dramatisations of potential miscommunication between Spanish and English speakers – designing and maintaining a bilingual website with a sister school or a bilingual page in the school’s website providing bilingual captions that represent cultural elements or references to accompany images from the Spanish-speaking world or from regional Australia, eg 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

Spanish K–10 Draft Syllabus for Consultation 96 Stage 5

Content for students with prior learning and/or experience Students:  compose a range of informative and imaginative texts using different formats to express ideas, attitudes and values, for example: (ACLSPC185, ACLSPC187) – designing a text pitched to a specific age or interest group, eg fashion advice for teens, tips for healthier living, local information for new migrants – providing bilingual subtitles or captions for part of a film, advert, short film or television programme that is culturally appropriate to the context being taught – adapting an existing text to change the emotional effect, or to represent different cultural values or experiences, eg by changing the location, characters or era of a familiar story or cartoon – creating a poem or rap to perform to their peers that contains a message about an issue of personal significance

 create a range of bilingual texts using different formats for a variety of contexts, purposes and audiences, for example: (ACLSPC189) – creating bilingual instructions for Spanish visitors about how to play various Australian and Spanish traditional sports – creating a bilingual text that presents aspects of school life in Australia for Spanish-speaking students and parents, eg a print leaflet or digital display about school excursions – considering how to maintain the integrity of original texts when translating, eg explaining culture-specific concepts such as the ‘bush’ or being a ‘Wally with water’, and considering the use of register and idioms

Content for students with a background in Spanish Students:  compose a range of informative and imaginative texts, using a variety of formats for different contexts, purposes and audiences, and experimenting with genre, textual features and stylistic devices, for example: – composing a speech on an aspect of popular youth culture for an audience of adults – composing and performing a poem, song, speech or dialogue that reference significant celebrations or historical events in Australia or in the Spanish-speaking world, eg El Día Internacional de la Mujer, La Feria de Sevilla, National Sorry Day, Fiestas patrias, Festivales folclóricos – composing an alternative ending or version based on extracts from pieces of Spanish literature such as Don Quijote

 create a range of bilingual texts using different formats for a variety of contexts, purposes and audiences, for example: – creating an English version of a literary text, eg poems, songs or short stories, using print and online dictionaries to develop their own linguistic repertoire and an understanding of the risks of word-for-word translation – producing a bilingual text such as video clips with subtitles explaining Australian cultural practices, eg bushwalking, New Year’s Eve celebrations and the Melbourne Cup – producing a public text, eg a sign or poster in both Spanish and English, and commenting on the process of working in both languages

Spanish K–10 Draft Syllabus for Consultation 97 Stage 5

Understanding

Systems of Language

Outcome A student: › demonstrates how Spanish pronunciation and intonation are used to convey meaning LSP5-5U › analyses the function of complex Spanish grammatical structures to extend meaning LSP5-6U › analyses linguistic, structural and cultural features in a range of texts LSP5-7U

Related Life Skills outcomes: LSPLS-5U, LSPLS-6U, LSPLS-6U, LSPLS-7U

Content Students:  understand the intonation and phrasing patterns of spoken Spanish, for example: (ACLSPU030)

– recognising the importance of appropriate stress, pronunciation and spelling for meaning- making, eg estudio versus estudió – understanding variation in pronunciation across the Spanish-speaking world, eg the pronunciation of ce and ci in different regions (ceceo or seseo), eg in the words gracias, Cecilia, and the soft sh pronunciation of the letters ll and y in Argentine Spanish (calle/cashe)

– using the Spanish alphabet to spell out names or expressions, recognising similarities and differences to English and using correct terminology for accents and marks, eg tilde, acento, diéresis – listening to and reciting texts such as poems, stories or song lyrics to familiarise themselves with the rhythm and musicality of the language, eg Proverbios y cantares de Antonio Machado, Guantanamera de José Martí

 understand and use Spanish language and grammatical forms, and explore how to use/combine these elements to express complex ideas, for example: (ACLSPU031) – understanding the form and function of personal object pronouns, and differentiating between direct and indirect objects in the third person, eg me, te, lo, la/le, nos, os, los, las/les – identifying and using definite and indefinite articles, including omission and gender-change cases, eg me gusta mucho el cuadro del salón, me gusta mucho un cuadro del salón, ¿tienen cuadros de paisajes?, el agua está fría – using collective nouns such as gente and familia, and recognising the use of singular verbs, eg la gente en Australia pasa mucho tiempo al aire libre, mi familia tiene una casa en la playa

– identifying the differences in meaning when the adjective precedes the noun, eg un pobre hombre/un hombre pobre – expressing comparisons using comparatives and superlatives, including some irregular forms, eg mejor que ..., peor que ..., el mayor, el menor, más … que, menos ... que, el más ..., ...ísimo/a, tan ... como – expressing agreement, disagreement and opinions using adverbs and expressions, egYo también ...., yo tampoco ..., a mí sí ..., a mí no … – understanding and using possessive and demonstrative pronouns, eg aquel es el tuyo, este es el mío

Spanish K–10 Draft Syllabus for Consultation 98 Stage 5

– understanding and using neutral demonstratives, eg ¿qué es esto?, me gustó aquello que dijo – understanding how to form adverbs from adjectives, eg normalmente, seguramente, probablemente – understanding and using the different past tense forms for regular and irregular verbs such as pretérito perfecto, pretérito indefinido and pretérito imperfecto, and comparing the uses with English past tense forms, eg hemos estudiado los tiempos pasados, Marcos nació en Filipinas, ayer mi amigo estaba contento – understanding and using the future and conditional tenses of regular and irregular verbs, eg mañana iremos de excursión al zoo, me gustaría visitar México, saldría con vosotros pero tengo tarea

 investigate the impact of factors such as media, technology, globalisation and popular culture on Spanish, for example: (ACLSPU034) – considering how globalisation has accelerated the introduction of English words and expressions into Spanish, and discussing possible benefits and disadvantages associated with the blending and mixing of languages, eg fashion/food/music – identifying Spanish words borrowed from different languages across time and through political, historical and social changes, eg 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! – 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, eg words of Náhuatl origin such as aguacate, chocolate, cacao, chile, chicle and guacamole – recognising components of Spanish language that reflect particular cultural histories and influences such as technological and scientific terms derived from classical Latin and Greek, eg continente, vegetación, bacteria, biología, protocolo and mecánico

 understand how language diversity reflects local and global variations in social and cultural histories, for example: (ACLSPU035) – 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 – investigating the status and function of indigenous languages in Spanish-speaking countries, considering issues such as language rights and revival and reclamation efforts, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia

– exploring the influence of Latin-American popular culture in the United States and the rest of the world, eg cinema, music and TV channels, telenovelas, sport – considering how the process of moving between standard/national languages and regional languages such as Catalan or Basque reflects personal, social and political histories

 apply knowledge of the interrelationship between linguistic elements, structure, context, purpose and audience to a range of texts, for example: (ACLSPU032) – applying understanding of the textual features of different text types to construct simple narratives, messages slogans or song lyrics, recognising how the choice of language and text structure works to achieve each text’s purpose – examining language structures and features used for specific communicative effect such as to persuade, amuse, sympathise, challenge, include or exclude

Spanish K–10 Draft Syllabus for Consultation 99 Stage 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, eg puede hacer su donación a la..., ofrezca tu tiempo voluntariamente después de terremoto en Chile – understanding textual elements that provide coherence at a whole text level such as cohesive devices, eg sin, aunque, debido a, según, por otro lado, linked paragraphs, introductions and summaries, and sequencing of ideas

Content for students with prior learning and/or experience Students:  apply intonation and phrasing patterns in both formal and informal speech, for example: (ACLSPU192) – recognising the role of pronunciation, rhythm, word stress, tempo and tone of voice in effective communication, and applying this knowledge to own interactions – 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 té

 understand how sophistication in expression can be achieved by the use of a variety of verb and adjective conjugations, and other complex grammatical structures, for example: (ACLSPU193) – using cohesive devices to sequence ideas, eg aunque, a pesar de, sin embargo – extending the use of negative forms, eg 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, eg Gerardo se lava la cara (reflexive) and Gerardo lava su carro (non-reflexive) – using subjunctive mood to express doubt, uncertainty or emotion, eg dudo que vengas, siento que estés enferma, me alegra que hayas terminado tus estudios – expressing hypothetical events using conditional voice, eg Sería interesante estudiar chino or Yo viajaría, pero no tengo dinero – persuading, encouraging and advising others by using imperative verb forms, eg vaya a la cancha, vamos al descanso, piénsalo bien

 research the phenomenon of language change in Spanish-speaking communities, analysing and comparing language use of previous generations with contemporary use, for example: (ACLSPU196) – finding examples of ways in which social and cultural influences affect languages – investigating the state and nature of Indigenous Spanish languages, considering issues, eg language revival and reclamation, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia – 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, eg Todo cambia, ¡No malgaste el agua!

 understand the relationship between context, purpose, audience, linguistic features and cultural elements in different types of personal, reflective, informative and persuasive texts, for example: (ACLSPU194) – identifying the use of cohesive devices, eg conjunctions, to sequence and link ideas and actions in both Spanish and English media texts – 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 – recognising the different conventions that shape texts, eg the use of descriptive language in travel brochures, emotive language in advertisements, or argument in debates

Spanish K–10 Draft Syllabus for Consultation 100 Stage 5

Content for students with a background in Spanish Students:  apply the Spanish sound system in both formal and informal speech, understanding how patterns of rhythm, tempo, stress, pitch and intonation are used to enhance the aesthetic features of texts, for example: – experimenting with rhythm, tempo, stress, pitch and intonation in different situations, analysing and comparing how differently they are used, eg when reading a story to an audience, or having a casual conversation with friends – recognising how tone can convey emotions and shade meaning, eg ¡Vamos ya! ¡Corre! ¡Tengo miedo del tigre! ¿Te gustaría ir al cine? ¡No te enojes! – applying knowledge of pronunciation, intonation, rhythm and pace to own use of spoken Spanish, eg when reading stories to younger children, asking questions or expressing emotions such as surprise or sadness

 understand and apply complex grammatical structures to enhance communication and achieve particular effects, for example: – describing people and things using comparatives and superlatives, eg Ella es la más inteligente de la clase, Este jardín es lindísimo, Este jugo es el peor de todos – persuading, encouraging and advising others by using imperative verb forms, eg vaya a la cancha, vamos al descanso, piénsalo bien – exploring how word choices such as selection of particular nouns and adjectives can indicate values and attitudes, eg Ese joven no sirve para nada/Es un joven valiente. Ellos son ilegales/Ellos son los refugiados – using the pasiva refleja or impersonal form with se, eg Se venden casas, ¿Cómo se dice...?

 understand the relationship between context, purpose, audience, linguistic features and cultural elements in different types of personal, reflective, informative and persuasive texts, for example

– 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 – 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 – identifying textual conventions associated with types of texts in different cultural contexts, eg the salutation in an email (Hola Luis), informal language in blogs, or rhetorical language in political pamphlets

Spanish K–10 Draft Syllabus for Consultation 101 Stage 5

Understanding

The Role of Language and Culture

Outcome A student: › explains and reflects on the interrelationship between language, culture and identity LSP5-8U

Related Life Skills outcome: LSPLS-8U

Content Students:  analyse and explain how and why language use varies according to social and cultural contexts, relationships and purposes, for example: (ACLSPU033) – comparing features of written and spoken Spanish that reflect different communicative purposes, eg formal grammatical structures in letters compared to conversational markers or interjections to support the flow of face-to-face conversation – recognising how grammatical and vocabulary choices shade meaning and establish register, the use of formal or informal pronouns, eg usted, ustedes/tú, vosotros/as, the use of forms of address, eg don Juan, doña Pepa, señor Martínez, señoras y señores, damas y caballeros, Pedro y Sonia and the use of abbreviations and slang, eg mi cole es guay – identifying levels of formality in spoken and written texts, and considering what these convey about social relationships and processes such as reflections of status, authority, respect or intimacy, eg 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 – recognising that language is used differently to achieve different purposes, eg 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

 understand that language, culture and communication are interrelated and shaped by each other, for example: (ACLSPU036) – understanding that language carries cultural associations and indicates priorities in regard to individual, collective and family relationships – discussing ways in which learning a different language can lead to new ways of thinking or interpreting experience, eg by providing different perspectives on the experience of younger or older people or in relation to family roles and relationships – 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

 reflect on intercultural experiences as a learner of Spanish, recognising how cultural identity influences ways of communicating, thinking and behaving, for example: (ACLSPC028, ACLSPC029) – discussing incidences in Spanish language exchanges when miscommunication has occurred, and reflecting on why or how this happened – finding examples of how language reflects cultural concepts and values across the Spanish- speaking world, eg religious references in sayings such as Al que madruga Diós le ayuda,

Spanish K–10 Draft Syllabus for Consultation 102 Stage 5

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, eg La doctora/el doctor, la abogada/el abogado, la jefa/el jefe – recognising differences in the nature and function of some elements of communication in Spanish compared to English such as the enjoyment of debate, disagreement and argument as social rather than confrontational activities, or greater directness in exchanges, eg making requests using the direct imperative form – identifying significant life events that are marked in Australia or a Spanish-speaking country, and considering how these provide insight into cultural values and traditions – critically examining the impact of cultural stereotypes and expectations in relation to cultural identity and intercultural communication, eg by reflecting on changes in perceptions of or attitudes towards other languages and cultures as a result of learning Spanish

Content for students with prior learning and/or experience Students:  analyse and explain how and why language use varies according to social and cultural contexts, relationships and purposes, for example: (ACLSPU195) – comparing texts created for different audiences in different Spanish-speaking regions and countries, or for urban and rural communities, recognising how language reflects ideas, concerns and priorities of specific communities, eg Alturas de Machu Picchu by Pablo Neruda …labrador, tejedor,. pastor callado: domador de guanacos tutelares: albañil del andamio desafiado… – investigating varieties of language used by members of different Spanish-speaking communities and how they have changed over time

 analyse the reciprocal relationship between language, culture and communication, and how this relationship reflects values, attitudes and beliefs, for example: (ACLSPU198) – discussing their own and others’ attitudes towards cultural diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication

– 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 – developing language for thinking and talking about cultural representation and expression, eg perspectives, values, images, stereotypes, inclusion and exclusion

 reflect on how their own cultural identity both influences and is shaped by ways of communicating, thinking and behaving, for example: (ACLSPC190, ACLSPC191) – reflecting and reporting on how learning Spanish provides insights into language and culture in general, and how their own assumptions about [Country] have changed as a result of intercultural language learning – reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including Spanish), and tracking changes over time – considering how learning and using Spanish offers different ways of interpreting the world and representing experience

Spanish K–10 Draft Syllabus for Consultation 103 Stage 5

Content for students with a background in Spanish Students:  analyse how and why language use varies according to social and cultural contexts, relationships and purposes, for example: – 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 – recognising that language is used differently to achieve different purposes, eg 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

 discuss how meanings vary according to cultural assumptions that Spanish and English speakers bring to interactions, and how mutual understanding can be achieved, for example: – reflecting on their own cultural values and evaluating how these intersect with mainstream values when interacting in Spanish and English-speaking contexts – 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 – 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

 reflect on their language choices, and communicative and cultural behaviours in Spanish and English-speaking contexts, for example: – reflecting on how their language choices, including the use of English and Spanish, are indications of their sense of identity within a particular context – recognising differences in the nature and function of some elements of communication in Spanish compared to English, eg 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 – discussing whether or not they believe that the study of Spanish has influenced their own identity, and explaining their opinions to others

Spanish K–10 Draft Syllabus for Consultation 104 Life Skills

Years 7–10 Life Skills Outcomes and Content

 for your information

The Years 7–10 Life Skills outcomes and content are developed from the Stage 4 and Stage 5 objectives of the Spanish K–10 Syllabus.

Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the regular course outcomes. This assistance may include a range of adjustments to the teaching, learning and assessment activities for the Spanish Years 7–10 curriculum.

If the adjustments do not provide a student with sufficient access to some or all of the Stage 4 and Stage 5 outcomes, a decision can be explored for the student to undertake Life Skills outcomes and content. This decision should be made through the collaborative curriculum planning process involving the student and parent/carer and other significant individuals. School principals are responsible for the management of the collaborative curriculum planning process.

The following points need to be taken into consideration:  students are not required to complete all Life Skills outcomes  specific Life Skills outcomes should be selected on the basis that they meet the learning needs, strengths, goals and interests of each student  outcomes may be demonstrated independently or with support.

Further information in relation to planning, implementing and assessing Life Skills outcomes and content can be found in support materials for:  Spanish  Special education needs  Life Skills.

Spanish K–10 Draft Syllabus for Consultation 105 Life Skills

Years 7–10 Life Skills Outcomes

Table of Objectives and Outcomes

 for your information

For students undertaking a course based on Life Skills outcomes and content:  students are not required to complete all Life Skills outcomes  specific Life Skills outcomes should be selected on the basis that they meet the learning needs, strengths, goals and interests of each student  outcomes may be demonstrated independently or with support.

Communicating Strand

Objective Students:  Interacting: exchanging information, ideas and opinions, and socialising, planning and negotiating

Life Skills outcome A student: LSPLS-1C uses Spanish to interact with others in everyday contexts

Objective  Accessing and responding: obtaining, processing and responding to information through a range of oral, written, digital and multimodal texts

Life Skills outcomes A student: LSPLS-2C accesses and obtains information from a range of texts

LSPLS-3C responds to information and ideas for a range of purposes and/or audiences

Objective  Composing: creating spoken, written, bilingual, digital and/or multimodal texts

Life Skills outcome A student: LSPLS-4C composes texts in a range of formats

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Understanding Strand

Objective  Systems of language: understanding the language system, including sound, writing, grammar and text structure; and how language changes over time and place

Life Skills outcomes A student: LSPLS-5U explores Spanish pronunciation and intonation patterns

LSPLS-6U explores Spanish language patterns and structures

LSPLS-6U engages with a variety of text structures

Objective  The role of language and culture: understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity

Life Skills outcome A student: LSPLS-7U explores their own and other languages and cultures

Values and Attitudes Objectives Students:  develop an interest in and enjoyment of language learning  appreciate and value their own heritage, culture and identity  appreciate and respect the culture, beliefs and values of others through language learning.

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Years 7–10 Life Skills and Related Syllabus Outcomes

 for your information

Knowledge, Understanding and Skills

Communicating Strand

Objective  Interacting: exchanging information, ideas and opinions, and socialising, planning and negotiating

Life Skills outcome Related Stage 4 and 5 outcomes A student: A student:

LSPLS-1C LSP4-1C uses Spanish to interact with others in uses Spanish to interact with others to exchange everyday contexts information, ideas and opinions, and make plans

LSP5-1C manipulates Spanish in sustained interactions to exchange information, ideas and opinions, and make plans and negotiate

Objective  Accessing and responding: obtaining, processing and responding to information through a range of oral, written, digital and multimodal texts

Life Skills outcomes Related Stage 4 and 5 outcomes A student: A student:

LSPLS-2C LSP4-2C accesses and obtains information from a identifies main ideas in, and obtains information from range of texts texts

LSP5-2C identifies and interprets information from a range of texts

LSPLS-3C LSP4-3C responds to information and ideas for a organises and responds to information and ideas in range of purposes and/or audiences texts for different audiences

LSP5-3C evaluates and responds to information, opinions and ideas in texts, using a range of formats for specific contexts, purposes and audiences

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Objective  Composing: creating spoken, written, bilingual, digital and/or multimodal texts

Life Skills outcome Related Stage 4 and 5 outcomes A student: A student:

LSPLS-4C LSP4-4C composes texts in a range of formats applies a range of linguistic structures to compose texts in Spanish using a range of formats for different audiences

LSP5-4C experiments with linguistic patterns and structures to compose texts in Spanish using a range of formats for a variety of contexts, purposes and audiences

Understanding Strand

Objective  Systems of language: understanding the language system, including sound, writing, grammar and text structure; and how language changes over time and place

Life Skills outcomes Related Stage 4 and 5 outcomes A student: A student:

LSPLS-5U LSP4-5U explores Spanish pronunciation and applies Spanish pronunciation and intonation intonation patterns patterns

LSP5-5U demonstrates how Spanish pronunciation and intonation are used to convey meaning

LSPLS-6U LSP4-6U explores Spanish language patterns and applies features of Spanish grammatical structures structures and sentence patterns to convey information and ideas

LSP5-6U analyses the function of complex Spanish grammatical structures to extend meaning

LSPLS-7U LSP4-7U engages with a variety of text structures identifies variations in linguistic and structural features of texts

LSP5-7U analyses linguistic, structural and cultural features in a range of texts

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Objective  The role of language and culture: understanding and reflecting on the role of language and culture in the exchange of meaning; and considering how interaction shapes communication and identity

Life Skills outcome Related Stage 4 and 5 outcomes A student: A student:

LSPLS-8U LSP4-8U explores their own and other languages and identifies that language use reflects cultural ideas, cultures values and beliefs

LSP5-8U explains and reflects on the interrelationship between language, culture and identity

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Years 7–10 Life Skills Content

 for your information

Content in Life Skills syllabuses is suggested. Content describes the intended learning for students as they work towards achieving one or more syllabus outcomes. It provides the foundations for students to progress to the next Stage of schooling or post-school opportunities.

Teachers will make decisions about the choice of outcomes and selection of content regarding the sequence, emphasis and any adjustments required based on the needs, strengths, goals, interests and prior learning of students.

 consult Communicating

Interacting

Outcome A student: › uses Spanish to interact with others in everyday contexts LSPLS-1C

Related Stage 4/5 outcomes: LSP4-1C, LSP5-1C

Content Students:  use language to interact with peers and known adults, for example: – recognising basic greetings, eg Hola, buenos días, buenas tardes – responding to greetings – initiating an interaction by asking questions – answering questions in everyday situations – introducing themselves to others, eg me llamo ... mi hermana se llama – sharing information in a conversation – recognising Spanish words related to topics of interest – building vocabulary that relates to familiar environments, eg the classroom, family and personal world – using online tools to translate between Spanish and English when interacting with others – sharing information on a topic of interest such as sport – sharing opinions and ideas about what they like and do not like, eg about sports and pastimes, Me gusta el baloncesto, no me gusta el surf

 engage in everyday collaborative activities and participate in classroom routines, for example:

– following instructions, eg to learn a song or game, to put a pencisl down – responding to cues for turn-taking – responding to directions, eg sigue recto, a la derecha, a la izquierda

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– responding to classroom instructions, eg put your pencil down – seeking help or permission – seeking clarification, eg ¿cómo se dice ...en inglés? – sharing information about aspects of their personal world, eg family, friends, entertainment, sport or leisure, eg Tengo dos hermanos, yo soy la menor – expressing opinions, eg Yo prefiero las películas de acción porque son más interesantes – accepting or declining an invitation, eg No puedo, gracias

Content for students with prior learning, experience and/or background Students:  initiate and sustain interactions with peers and known adults, for example: – initiating a conversation – responding to questions about themselves, eg ¿Tienes hermanos? – describing their physical appearance and personality, eg Yo soy alto y tengo el pelo corto, negro y un poco rizado – sharing an opinion and/or point of view, such as the best method of transport, eg Yo prefiero el tren porque no es caro – participating in a conversation and elaborating ideas – sharing their thoughts, feelings and/or preferences, eg about owning and caring for a pet – sustaining interactions by asking questions – sharing experiences online with a Spanish–speaking friend about life at an Australian school

 engage in everyday collaborative activities that involve planning and negotiating, and participate in classroom routines, for example: – asking for clarification, eg ¿cómo se dice ...en inglés? – seeking help, advice and asking permission to do something ¿puedo ir a los servicios? – responding to ‘yes’ or ‘no’ questions about learning activities – responding to open-ended questions about learning activities – giving and following instructions, eg to put their book on the shelf – experiencing different roles in group activities – offering suggestions and advice, eg ¿Y si vamos a la playa? ¿Por qué no hablas con tus padres? – participating in a shared event, eg popular Spanish games and songs, planning a weekend outing to the cinema, arranging to meet for lunch, organising a birthday party – elaborating on ideas and opinions, eg giving reasons for not accepting an invitation, No puedo ir al cine, lo siento, tengo que estudiar – collaborating with others to make decisions and/or solve problems in group activities, eg, choosing where and when to meet, which restaurant to eat at or present to buy – collaborating with others to express opinions, thoughts and ideas

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Communicating

Accessing and Responding

Outcome A student: › accesses and obtains information from a range of texts LSPLS-2C › responds to information and ideas for a range of purposes and/or audiences LSPLS-3C

Related Stage 4/5 outcomes: LSP4-2C, LSP4-3C, LSP5-2C, LSP5-3C

Content Students:  access texts and locate information, for example: – identifying known words and phrases, eg in conversation, songs and rhymes – recognising known words and phrases, eg greetings, days of the week – locating information on a print or online map, eg locating Spain and other Spanish-speaking countries on a world map, or locating popular sites such as the Alhambra on a city map – listening to key information, eg numbers, names, cities – obtaining specific information from written texts in a variety of ways, eg matching words with pictures, sequencing words and sentences – locating and identifying key information in texts, eg timetables, recipes, menus – identifying features of objects and/ or people in a text

 respond to information in a variety of formats using modelled language, for example: – responding to known words and phrases – responding to information on a familiar topic – responding to simple questions or ideas about a text, eg a well known children’s story – responding to information presentation in a variety of formats, eg graph, poster, report – exploring information presented in texts, eg travel brochure about a popular tourist destination in Spain to include in a presentation – gathering information about a special Spanish event, eg a festival, and presenting a short report using photos, illustrations, captions or diagrams – responding to ideas and opinions in a group forum, eg a blog, class discussion, game or activity

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Content for students with prior learning, experience and/or background Students:  access and select relevant information and ideas from a range of texts, for example: – identifying main points and specific detail in texts – locating and identifying relevant information in texts, eg focusing on familiar and predictable situations and answering question in English or Spanish – gathering information from a range of print and online sources, eg about schools, pop music, sport in Spanish-speaking countries and Australia – organising and interpreting information, eg recording information in a timeline or profile about a famous person or event – describing information and ideas gathered from texts, eg describing a character from a Spanish story or film – gathering opinions and points of view on a topic, eg recycling, social media or sport

 respond to information on a range of topics, events or experiences in a variety of formats, for example: – presenting findings about a familiar topic, eg of a class survey in a table or graph in English or Spanish using digital technology – collating information and presenting information using simple statements, images and using digital technology, as appropriate, eg about where they friends went or did on the weekend, describing what they thought of their experiences, eg Marta fue a la piscina y después, el domingo, fue al cine. Lo pasó fenomenal. – responding to more complex questions or ideas about texts, eg a well-known children’s story

– presenting a short talk using information gathered from multiple sources – creating a shopping list of ingredients required to cook a simple Spanish dish from a recipe

– researching information about a popular tourist destination in a Spanish-speaking country and creating a brochure – gathering information about a special Spanish event, eg a festival, and presenting a short report, using photos, illustrations, captions or diagrams

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Communicating

Composing

Outcome A student: › composes texts in a range of formats LSPLS-4C

Related Stage 4/5 outcomes: LSP4-4C, LSP5-4C

Content Students:  compose texts in a variety of formats, using modelled language, for example: – participate in creating texts on familiar topics, eg family tree – labelling photos in Spanish for classroom display – creating a greeting card to a friend to say ‘hello’ or wish them ‘Happy Birthday’ – completing speech bubbles in a comic strip – composing a self-introduction speech for meeting new students – creating a shopping list of ingredients required to cook a simple Spanish meal from a recipe

– creating a Spanish menu using images, word banks and sample sentence patterns for a class restaurant – creating a timetable of weekly or monthly activities – creating a visual text using simple Spanish words or phrases, eg a poster of pets using photos and descriptions – creating a digital shopping list for a recipe

 create bilingual texts, for example: – matching Spanish words with corresponding English words – labelling familiar objects in Spanish and English, eg classroom objects – creating a visual display of new vocabulary, using digital technology as appropriate, eg flashcards – creating a bilingual picture dictionary of new words – creating a bilingual poster, eg of a school map or school canteen menu – making a dictionary of learnt vocabulary for the class, using digital technologies

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Content for students with prior learning, experience and/or background Students:  compose texts in a variety of formats for different contexts and purposes, for example: – creating a Spanish menu with details about each item for a class restaurant – composing a recount, eg of a school excursion for the school newsletter – composing a diary entry, eg about a day‘s experience at school including phrases about how they felt – producing an advertisement, eg to promote a class restaurant or a cultural event – creating own version of a popular children’s game involving numbers

 create bilingual texts for the classroom and the wider community, for example: – creating a bilingual notice, eg for the school to notify parents of a school dance or of a fundraising activity or multicultural festival – creating a digital presentation for the class, eg about favourite people and things, spoken in Spanish with English subtitles – creating a bilingual version of a well-known children’s story using illustrations and basic language – creating lyrics in Spanish to a well-known song – creating bilingual posters for the classroom – composing a simple article about a recent event in English and Spanish for a school newsletter or local newspaper

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Understanding

Systems of Language

Outcome A student: › explores Spanish pronunciation and intonation patterns LSPLS-5U › explores Spanish language patterns and structures LSPLS-6U › engages with a variety of text structures LSPLS-7U

Related Stage 4/5 outcomes: LSP4-5U, LSP4-6U, LSP4-7U, LSP5-5U, LSP5-6U, LSP5-7U

Content Students:  recognise features of the Spanish sound system, such as pitch, accent, rhythm and intonation, for example: – recognising that tone, pitch and volume varies according to speaker’s mood – recognising non-verbal communication – exploring non-verbal communication – practising the pronunciation of sounds that are unique to Spanish, eg ~ above the ñ – exploring the role of emphasis, stress and rhythm in expressing subtle meanings in interaction

– stressing the differences in vowel sounds when there is an accent present

 recognise elements of Spanish grammar and sentence patterns, for example: – practising using verbs related to daily activities, eg me despierto, me lavo – practising using a range of verbs in the present tense – practising using the upside down question and exclamation marks when writing – using basic time expressions, days of the week and months, eg es lunes – recognising that Spanish and English word order are similar in many ways – recognising verbs related to daily activities, eg ver la televisión, comer, jugar al fútbol / rugby, cenar … – recognising adjectives – using adjectives to describe familiar objects – identifying a question – making simple statements using a subject pronoun, a verb and a noun, and a subject, a verb and an adjective, eg Me gusta la tortilla, no me gusta Coca-Cola, que soy inteligente, soy feliz

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 recognise the dynamic nature of Spanish and other languages, eg: – recognising Spanish words that are commonly used in English, eg taco, salsa – recognising words or expressions in Spanish that originated from other languages, eg OK, Coca-Cola, e-mail, internet – recognising English terms that come originally from Spanish, eg conquistadors – identifying how the Spanish language is used in familiar routines, eg buen apetito, buen viaje, feliz cumpleaños, feliz año nuevo – recognising that various countries may have alternative names for nouns, eg camion meaning ‘bus’ in Mexico and ‘truck’ and in other countries

● explore how different texts are structured, for example: – identifying the format of familiar texts, eg greeting cards, email, map, menu, timetable – identifying language forms and features of texts, eg date, time and place in an invitation – recognising the purpose and audience of a range of texts

Content for students with prior learning, experience and/or background Students:  recognise and use Spanish pronunciation and intonation patterns, for example: – recognising Spanish sounds and how to pronounce them correctly, eg d/t, ce/ci, ga/gi, gue and gui – exploring how to pronounce sounds that do not exist in English – applying correct pronunciation and intonation when speaking – – exploring that accents in written Spanish indicate where the stress falls on a word, eg mi mamá está en la fiesta

 recognise and use elements of Spanish grammar and sentence structure, for example: – recognising different question words, eg ¿cómo?, ¿qué?, ¿cuándo?,¿ cuántos? – recognising some tenses, eg past, imperfect, future – explaining that Spanish word order is similar to English in many ways – using basic time expressions, days of the week and months, eg es lunes – making simple statements using a subject pronoun, a verb and a noun, and a subject, a verb and an adjective, eg Me gusta la tortilla, no me gusta Coca-Cola, soy inteligente, soy feliz

 explore how Spanish has changed, for example: – exploring the influence of technology and globalisation on Spanish – recognising the effect of youth culture on language, eg the use of English words in Spanish/Latin-American music, movies, propaganda – participating in discussions about the origin of borrowed words and how they came to be adopted in the Spanish language

 explore and recognise textual conventions of familiar multimodal texts, for example: – exploring a range of texts in Spanish – recognising how content is organised in a range of Spanish texts, including headings, images, use of scripts and fonts – composing texts in Spanish including accents, using digital technology as appropriate – demonstrating appropriate structure when composing texts, eg narrative, letter, argument – applying knowledge of text features to locate key information in a range of texts, eg maps, menus, emails, narratives and recipes – engaging with familiar texts in both Spanish and English and explaining how the content and features of the text suit its purpose, eg the menu has pictures of dishes to help the customer understand what kind of food it is

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Understanding

Role of Language and Culture

Outcome A student: › explores their own and other languages and cultures LSPLS-8U

Related Stage 4/5 outcomes: LSP4-8U, LSP5-8U

Content Students:  explore how language changes in formal and informal contexts, for example: – exploring how different people use language in different ways, eg formal and informal language – exploring specific formal language, eg addressing male and female forms, addressing a teacher – exploring specific informal language, eg common colloquial words that are not standard Spanish words, addressing peers – varying basic phrases according to the relationship, age and familiarity, eg ¿qué tal? ¿Cómo estás? ¿Cómo está?

 explore links between language, culture and behaviours, for example: – recognising that Spanish is the main language spoken in many countries – recognising appropriate and inappropriate gestures used commonly by Spanish-speaking people – recognising that there are culturally appropriate language and behaviours for particular contexts, eg restaurants, public places – recognising that there are Spanish-speaking communities outside of Spanish-speaking countries, eg in the United States, in particular Florida and California and that Spanish is widely taught around the world, including Australia

 explore their own and others’ lifestyles, beliefs and cultural practices, for example: – participating in traditional Spanish games and songs – exploring celebrations and cultural traditions – exploring Spanish money systems, eg setting up pretend shop using euros – exploring popular entertainment and recreational activities – participating in a shared meal of Hispanic food, eg tapas and/or asado and identifying that customs associated with eating vary according to country/culture – exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander languages, and identifying people in the local community or in the media who speak a different language, eg ‘My mum’s friend is from [Country], and she speaks Spanish’ – comparing cultural practices around the world – comparing everyday experiences of Spanish and Australian people, eg sharing experiences of life in school with a Spanish friend online

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– sharing information about themselves and their family background, eg their age, interests, country of origin and languages spoken – participating in a shared meal of Hispanic food, eg tapas and/or asado and identifying that customs associated with eating vary according to country/culture

Content for students with prior learning, experience and/or background Students:  explore how language changes in formal and informal contexts, for example: – using polite language when speaking to seniors/teachers/Spanish guests and students – identifying the opening of conversations in a range of situations, and finding key words participants use, recognising how language can change depending on the situation – finding examples of the opening of formal/informal conversations in Hispanic films, soap operas, cartoons and practising using these openings in conversation with teachers and friends

 explore the relationship between language, culture and behaviour, for example: – exploring the idea of belonging through shared language, culture and behaviour – exploring difference and diversity of cultural expression in Australia, including Aboriginal and Torres Strait Islander peoples, eg celebrations, food, music, art, craft, beliefs/protocols, dance and clothing – comparing cultural practices of celebrations around the world – exploring the use of language and symbolic images during cultural events, and describing the cultural meaning represented, eg dia de los muertos, sombreros

 explore how aspects of identity, including family background, traditions and beliefs, influence us, for example: – recognising that identity can be reflected through culture and language, eg the use of colloquial language and dialects – participating in class activities about own and others’ culture and language – sharing information about themselves and their family, eg their family origins, languages they speak at home, why their family emigrated to Australia – demonstrating respect for diverse cultural practices, eg differences in speech/accent, dress, celebrations and beliefs – deciding how best to address and refer to others, eg addressing an older stranger as don/doña or señor/señora in Spanish, and considering how that person would be addressed in English

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Assessment

 for your information

Specific assessment advice relating to Spanish will be provided in support materials.

Standards

The NSW Education Standards Authority’s (NESA) K–10 Curriculum Framework is a standards- referenced framework that describes, through syllabuses and other documents, the expected learning outcomes for students.

Standards in the framework consist of three interrelated elements:  outcomes and content in syllabuses showing what is to be learned  Stage statements that summarise student achievement  samples of work on the NESA Assessment Resource Centre (ARC) website which provide examples of levels of achievement within a Stage.

Syllabus outcomes in Spanish contribute to a developmental sequence in which students are challenged to acquire new knowledge, understanding and skills.

Assessment

Assessment is an integral part of teaching and learning. Well-designed assessment is central to engaging students and should be closely aligned to the outcomes within a Stage. Effective assessment increases student engagement in their learning and leads to enhanced student outcomes.

Assessment for Learning, Assessment as Learning and Assessment of Learning are three approaches to assessment that play an important role in teaching and learning. The NESA K–10 syllabuses particularly promote Assessment for Learning as an essential component of good teaching.

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Further advice on programming and appropriate assessment practice is contained on the NESA website. This support material provides general advice on assessment as well as strategies to assist teachers in planning education programs.

Assessment for Students with Special Education Needs

Some students with special education needs will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. These may be:  alternative formats for responses, for example written point form instead of essays, scaffolded structured responses, short objective questions or multimedia presentations  adjustments to assessment activities, for example rephrasing questions, using simplified language, fewer questions or alternative formats for questions  adjustments to the assessment process, for example additional time, rest breaks, quieter conditions, or the use of a reader and/or scribe or specific technology.

It is a requirement under the Disability Standards for Education 2005 for schools to ensure that assessment tasks are accessible to students with a disability. Schools are responsible for any decisions made at school level to offer adjustments to course work, assessment tasks and in-schools tests.

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Further examples of adjustments to assessment for students with special education needs and information on assessment of students undertaking Life Skills outcomes and content can be found in support materials for:  Spanish  Special education needs  Life Skills.

Reporting

Reporting is the process of providing feedback to students, parents and other teachers about student progress.

Teachers use assessment evidence to extend the process of Assessment for Learning into their Assessment of Learning. In a standards-referenced framework, teachers make professional judgements about student achievement at key points in the learning cycle. These points may be at the end of a Year or Stage, when schools may wish to report differentially on the levels of knowledge, understanding and skills demonstrated by students.

Descriptions of student achievement in Spanish provide schools with a useful tool to report consistent information about student achievement to students and parents, and to the next teacher to help plan the next steps in the learning process.

The A–E grade scale or equivalent provides a common language for reporting by describing observable and measurable features of student achievement at the end of a Stage, within the indicative hours of study. Teachers use the descriptions of the standards to make a professional, on- balance judgement, based on available assessment information, to match each student’s achievement to a description. The Common Grade Scale (A–E) or equivalent is used by teachers to report student levels of achievement from Stages 1 to 5.

For students with special education needs, teachers may need to consider, in consultation with their school and sector, the most appropriate method of reporting student achievement. It may be deemed more appropriate for students with special education needs to be reported against outcomes or goals identified through the collaborative curriculum planning process. There is no requirement for schools to use the Common Grade Scale (A–E) or equivalent to report achievement of students undertaking Life Skills outcomes and content.

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Glossary

 for your information

This section draws on the Australian curriculum: Languages F–10 glossary which is included below. Additional words and/or terms specific to individual languages may also be identified for inclusion.

 consult

Glossary Term Definition

Aboriginal and Aboriginal and Torres Strait Islander peoples are the original inhabitants of Torres Strait Australia, including the Indigenous peoples of the Torres Strait islands of Islander peoples Northern Queensland. accent A manner of pronunciation of a language which marks speakers as belonging to identifiable categories such as geographical or ethnic origin, social class or generation. activity A game or other teaching strategy that is used to rehearse learnt language. Playing a game of bingo, singing a song or writing and acting out a role- play are examples of activities where language is modelled and practised. ‘Classroom activities’ is a generic term used in the syllabus to describe any planned occurrences within a language classroom and includes exercises, activities and learning tasks. adjective A word that modifies or describes a noun or pronoun, eg astonishing in an astonishing discovery. adverb A word class that may modify or qualify a verb, an adjective or another adverb, eg beautifully in she sings beautifully; really in he is really interesting; very and slowly in she walks very slowly. adverbial A word or group of words that functions as an adverb, eg ‘at the speed of light’. aesthetic Relates to a sense of beauty or appreciation of artistic expression. audience Intended readers, listeners or viewers. authentic Texts or materials produced for ‘real-life’ purposes and contexts as (texts/materials) opposed to being created specifically for learning tasks or language practice. author A composer or originator of a work, eg a novel, film, website, speech, essay, autobiography. bilingualism An ability to use two languages.

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Glossary Term Definition biography A detailed account of an individual’s life; a text genre that lends itself to different modes of expression and construction. In the context of intercultural language learning, the concept of biography can be considered in relation to identity, to the formation of identity over time, and to the understanding that language is involved in the shaping and expressing of identity. clause A grammatical unit that contains a subject and a predicate (verb) and expresses the complete proposition.

CLIL Content and Language integrated learning. An approach to learning content through an additional language. cohesion That quality in a text determined by its parts being related and contributing to its overall unity. Cohesion is achieved through various devices such as connectives, ellipses and word associations. These associations include synonyms, antonyms (for example study/laze about, ugly/beautiful), repetition (for example work, work, work – that’s all we do!) and collocation (for example friend and pal in, My friend did me a big favour last week. She’s been a real pal.). communication A mutual and reciprocal exchange of meaning. composing A process of producing written, spoken, graphic, visual or multimodal texts.

It also includes applying knowledge and control of language forms, features and structures required to complete the task. compound sentence A sentence with two or more main clauses of equal grammatical status, usually marked by a coordinating conjunction such as or, and, but. In the following examples, the main clauses are indicated by square brackets: [Alice came home this morning] [but she didn't stay long]. [Kim is an actor], [Pat is a teacher], [and Sam is an architect]. conjunction A part of speech that signals relationships between people, things, events, ideas, eg Sophie and her mother might come and visit, or they might stay at home. The conjunction and links the two participants, while or links alternative options. context An environment and circumstances in which a text is created or interpreted. Context can include the general social, historical and cultural conditions in which a text exists or the specific features of its immediate environment, such as participants, roles, relationships and setting. The term is also used to refer to the wording surrounding an unfamiliar word that a reader or listener uses to understand its meaning. convention An accepted language or communicative practice that has developed and become established over time, eg the use of punctuation or directionality.

Country Country is a space mapped out by physical or intangible boundaries that individuals or groups of Aboriginal Peoples occupy and regard as their own. It is a space with varying degrees of spirituality.

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Glossary Term Definition create/compose Develop and/or produce spoken, written or multimodal texts in print, visual, oral or digital forms. cues Sources of information used to facilitate comprehension of language that may be visual, grammatical, gestural or contextual. culture In earlier models of language teaching and learning, culture was represented as a combination of literary and historical resources, and visible, functional aspects of a community group’s way of life such as food, celebrations and folklore. While these elements of culture are parts of cultural experience and organisation, current orientations to language teaching and learning employ a less static model of culture.

Culture is understood as a framework in which things come to be seen as having meaning. It involves the lens through which people  see, think, interpret the world and experience  make assumptions about self and others  understand and represent individual and community identity.

Culture involves understandings about ‘norms’ and expectations, which shape perspectives and attitudes. It can be defined as social practices, patterns of behaviour, and organisational processes and perspectives associated with the values, beliefs and understandings shared by members of a community or cultural group. Language, culture and identity are understood to be closely interrelated and involved in the shaping and expression of each other. The intercultural orientation to language teaching and learning is informed by this understanding. de-centre A capacity to step outside familiar frames of reference, to consider alternative views, experiences and perspectives and to look critically and objectively at one’s own linguistic and cultural behaviour. dialect A variant of a language that is characteristic of a region or social group. digital media Various platforms via which people communicate electronically. digital texts Audio, visual or multimodal texts produced through digital or electronic technology. They may be interactive and include animations or hyperlinks. Examples of digital texts include DVDs, websites and e-literature. directionality A direction in which writing/script occurs, eg from left to right, right to left.

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Glossary Term Definition ellipsis Ellipsis is the omission of words where:  words repeat what has gone before and these terms are simply understood, eg ‘The project will be innovative.’ To be involved (in the project) will be exciting.’  a word like one is substituted for a noun or group, as in ‘There are lots of apples in the bowl. Can I have one?’  a cohesive resource that binds text together and is commonly used in dialogue for speed of response, eg (Do you) ‘Want a drink?’/’Thanks’ (I would like a drink)  three dots (also known as points of ellipsis) are used to indicate such things as surprise or suspense in a narrative text or that there is more to come in an on-screen menu  the points of ellipsis take the place of sections of text when quoting from a source. exercise A teaching strategy that is used to practise learnt language. Matching exercises, sentence completions, true/false statements, grammatical manipulations are examples of exercises. form-focused Activities designed to rehearse, practise, control and demonstrate particular learning activities language structures, forms or features, eg drills, rehearsed role- plays/dialogues, games and songs, set sequences of language patterns. formulaic language Words or expressions which are commonly used in fixed patterns and learned as such without grammatical analysis, eg Once upon a time (story- starter); G’day, how are you going? (greeting in Australian English). genre A category used to classify text types and language use; characterised by distinguishing features such as subject matter, form, function and intended audience. Examples of genres typically used in early language learning include greetings, classroom instructions and apologies. More advanced language proficiency includes the ability to use genres such as narrative or persuasive text, creative performance and debates.

The language we use and the description of language as a system. In describing language, attention is paid to both structure (form) and meaning (function) at the level of the word, the sentence and the text. gist The general meaning or most important piece of information in a text.

Identity A person’s conception and expression of individuality or group affiliation, self-concept and self-representation. Identity is closely connected to both culture and language. Thinking and talking about the self is influenced by the cultural frames, which are offered by different languages and cultural systems. Identity is not fixed. Non-background language learners’ experiences with different linguistic and cultural systems introduces them to alternative ways of considering the nature and the possibilities associated with identity.

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Glossary Term Definition

Indigenous cultural Includes objects, sites, cultural knowledge, cultural expression and the arts, and intellectual that have been transmitted or continue to be transmitted through property generations as belonging to a particular Indigenous group or Indigenous people as a whole or their territory.

Indigenous peoples This term is used when referring collectively to the first peoples of a land in international communities. The term Indigenous Australians is used when speaking about both Aboriginal and Torres Strait Islander peoples within Australia. idiomatic A group of (more or less) fixed words having a meaning not deducible from expressions the individual words. Idioms are typically informal expressions used by particular social groups and need to be explained as one unit, eg I am over the moon, on thin ice, a fish out of water, fed up to the back teeth. input Direct contact with and experience of the target language; the stimulus required for language acquisition and learning. Input can take multiple forms and be received through different modes. intercultural An ability to understand and to engage in the relationship between capability language, culture and people from diverse backgrounds and experience. This involves understanding the dynamic and interdependent nature of both language and culture, that communicating and interacting in different languages involves interacting with values, beliefs and experiences as well as with words and grammars. An intercultural capability involves being open to different perspectives, being flexible and curious, responsive and reflective; being able to de-centre, to look objectively at one’s own cultural ways of thinking and behaving, and at how these affect attitudes to others, shade assumptions and shape behaviours.

Characteristics of an intercultural capability include cognitive and communicative flexibility and an orientation and ability to act in ways that are inclusive and ethical in relation to diversity and difference. intercultural An orientation to language teaching and learning that informs current language teaching curriculum design; framed by the understanding that language and culture and learning are dynamic, interconnected systems of meaning-making; that proficiency in an additional language involves cultural and intercultural as well as linguistic capabilities. The focus is on developing communicative proficiency and on moving between language-culture systems. It includes the reflexive and reciprocal dimension of attention to learners’ own language(s) and cultural frame(s). interpret In the context of second or additional language learning, interpret refers to two distinct processes:  the act of translation from one language to another  the process of understanding and explaining; the ability to conceive significance and construct meaning, and to explain to self or others.

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Glossary Term Definition intonation A key component of communication, involving patterns of pitch and melody of spoken language that can be used like punctuation, eg to express surprise or suggest a question, to shade, accentuate or diminish emphasis or meaning, and to regulate turn-taking in conversations. language A human cognitive and communicative capability which makes it possible to communicate, to create and comprehend meaning, to build and sustain relationships, to represent and shape knowledge, and to imagine, analyse, express and evaluate.

Language is described and employed:  as code – comprising systems, rules, a fixed body of knowledge; for example grammar and vocabulary, sound and writing systems  as social practice – used to do things, create relationships, interact with others, represent the world and the self; to organise social systems and practices in dynamic, variable, and changing ways  as cultural and intercultural practice – means by which communities construct and express their experience, values, beliefs and aspirations  as cognitive process – means by which ideas are shaped, knowledge is constructed, and analysis and reflection are structured. language features Features of language that support meaning, eg sentence structure, noun group/phrase, vocabulary, punctuation, figurative language. Choices in language features and text structures together define a type of text and shape its meaning. These choices vary according to the purpose of a text, its subject matter, audience and mode or medium of production. language patterns Identifiable repeated or corresponding elements in a text. These include patterns of repetition or similarity, such as the repetition of imperative verb forms at the beginning of each step in a recipe, or the repetition of a chorus after each verse in a song. Patterns may alternate, as in the call and response pattern of some games, or the to-and-fro of a dialogue. Patterns may also contrast, as in opposing viewpoints in a discussion or contrasting patterns of imagery in a poem. language systems Elements that organise how a language works, including the systems of signs and rules (phonological, syntactic, semantic and pragmatic) that underpin language use. These systems have to be internalised for effective communication and comprehension.

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Glossary Term Definition learning task Learning tasks are relevant and significant learning experiences that involve purposeful language use. Unlike form-focused language activities and exercises, the learning task involves the achievement of a devised or actual goal or purpose. Learning tasks provide opportunities to draw on existing language resources and to experiment with new forms.

The learning task may be authentic, eg to conduct a Spanish-speaking person around a school or to participate in an experiment; or simulated, eg to compose an email to a Spanish-speaking friend or read a friend’s blog.

Learning tasks provide the organising structure and context for meaning- focused language learning. macro skills Four major language skills of listening, speaking, reading and writing. manipulate To change or alter the vocabulary or syntax of a sentence. media texts Spoken, print, graphic, or electronic communications created for a public audience. They often involve numerous people in their construction and are usually shaped by the technology used in their production. Media texts studied in different languages can be found in newspapers, magazines and on television, film, radio, computer software and the internet. metalanguage A vocabulary used to discuss language conventions and use (for example language used to talk about grammatical terms such as sentence, clause, conjunction; or about the social and cultural nature of language, such as face, reciprocating, register). mnemonic Memorising information by use of an aid such as a pattern, rhyme, acronym, visual image. mode Various processes of communication: listening, speaking, reading/viewing, signing and writing/creating. Modes are also used to refer to the semiotic (meaning-making) resources associated with these communicative processes, such as sound, print, image and gesture. monolingual Using only one language. multimodal text A text which involves two or more communication modes; for example the combining of print, image and spoken text in film or computer presentations. narrative A story of events or experiences, real or imagined. noun A part of speech that includes all words denoting physical objects such as man, woman, boy, girl, car, window. These are concrete nouns. Abstract nouns express intangibles, such as democracy, courage, success, idea. onomatopoeia The formation of a word by imitating the sound associated with the object designated. orthography Writing words with correct letters or characters according to common usage.

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Glossary Term Definition performance A use of the language in real situations, putting language knowledge into practice; it involves accuracy, fluency and complexity. phonological Understanding that every spoken word is composed of small units of awareness sound, identifying relationships between letters and sounds when listening, reading and spelling. It includes understandings about words, rhyme and syllables.

Place Place is a space mapped out by physical or intangible boundaries that individuals or groups of Torres Strait Islander Peoples occupy and regard as their own. It is a space with varying degrees of spirituality. plurilingual An ability to use several languages. pragmatics A study of how context affects communication, eg in relation to the status of participants, the situation in which the communication is happening, or the intention of the speaker. prefix A meaningful element (morpheme) added before the main part of a word to change its meaning, eg ‘un’ in unhappy. preposition A part of speech that precede a noun, noun phrase or pronoun, thereby describing relationships in a sentence in respect to:  space/direction (below, in, on, to, under ‒ for example she sat on the table)  time (after, before, since ‒ for example I will go to the beach after lunch)  those that do not relate to space or time (of, besides, except, despite ‒ for example he ate all the beans except the purple ones).

Prepositions usually combine with a noun group or phrase to form a prepositional phrase, eg in the office, besides these two articles. productive language One of two aspects of communication through language (see receptive language) involving the ability to express, articulate and produce utterances or texts in the target language. pronoun A part of speech that refers to nouns, or substituting for them, within and across sentences, eg Ahmad chose a chocolate cake. He ate it that evening (where he and it are personal pronouns; and that is a demonstrative pronoun). pronunciation A manner in which a syllable is uttered.

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Glossary Term Definition question A commonly employed prompt to find out information. A key element of scaffolding to support learners’ use of language and to encourage further contributions. Different types of questions provide different prompts:  closed questions are questions for which there are predictable answers, eg What time is it? These are typically used as prompts for short answers, as a framework for testing comprehension or reviewing facts, and for routinised interactions. They are frequently used to scaffold early language development.  open questions are questions with unknown and unpredictable answers that invite and support more elaborated and extended contributions from learners, eg How do you feel about that? What do you think might happen next? They are used as stimulus for discussion, reflection and investigation.

Questions are an important element of intercultural language teaching and learning. The quality of questions determines the quality and substance of the learning experience. Effective questions relating to the nature of language, culture and identity and the processes involved in language learning and intercultural experience guide the processes of investigating, interpreting and reflecting which support new understanding and knowledge development. receptive language One of the two components of communication through language (see productive language): the ‘receiving’ aspect of language input, the gathering of information and making of meaning via listening, reading, viewing processes. register A variety of language used for a particular purpose or in a particular situation, the variation being defined by use as well as user, eg informal register or academic register. scaffolding Support provided to assist the learning process or to complete a learning task. Scaffolded language support involves using the target language at a level slightly beyond learners’ current level of performance, and involves incremental increasing and decreasing of assistance. Task support provides assistance to perform just beyond what learners can currently do unassisted, to progress to being able to do it independently. Scaffolding includes modelling and structuring input in ways that provide additional cues or interactive questioning to activate existing knowledge, probe existing conceptions or cue noticing and reflecting. speak Convey meaning and communicate with purpose. Some students participate in speaking activities using communication systems and assistive technologies to communicate wants and needs, and to comment about the world. rstereotype A widely held but fixed and oversimplified image or idea of a particular type of person or thing. stress An emphasis in pronunciation that is placed on a particular syllable of a word, eg she will conduct the orchestra; her conduct is exemplary.

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Glossary Term Definition suffix A meaningful element added after the root of a word to change its meaning, eg to show its tense: -ed in passed. Common suffixes in English include - ing, -ed, -ness, -less, -able. sustained An exchange of information, ideas and/or opinions consisting of a series of interaction questions, responses or comments. talk Convey meaning and communicate with purpose. Some students participate in speaking activities using communication systems and assistive technologies to communicate wants and needs, and to comment about the world. texts Communications of meaning produced in any media that incorporates Spanish. Text forms and conventions have developed to support communication with a variety of audiences for a range of purposes. Texts include written, spoken, visual, digital and multimodal communications of meaning. See multimodal texts. text structure Ways in which information is organised in different types of texts (for example chapter headings, subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding paragraphs, sequencing, topic sentences, taxonomies, cause and effect). Choices in text structures and language features together define a text type and shape its meaning. Different languages/cultures structure texts differently in many instances. text types (genres) Categories of text, classified according to the particular purposes they are designed to achieve, which influence the features the texts employ, eg texts may be imaginative, informative or persuasive; or can belong to more than one category. Text types vary significantly in terms of structure and language features across different languages and cultural contexts, eg a business letter in French will be more elaborated than a similar text in English; a request or an offer of hospitality will be differently expressed in Spanish or German. textual Structural components and elements that combine to construct meaning features/convention and achieve purpose, and are recognisable as characterising particular text s types (see language features). translation A process of translating words/text from one language into another, recognising that the process involves movement of meanings and attention to cultural context as well as the transposition of individual words. verb A part of speech which expresses existence, action, state or occurrence, eg they watch football; she is exhausted; the day finally came.

auxiliary verb – a verb that combines with another verb in a verb phrase to form tense, mood, voice or condition. For example they will go, I did eat lunch, she might fail the exam.

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Glossary Term Definition word borrowing A practice of incorporating words from one language into another. For example the use of Spanish words such as karate, karaoke in English and the use of English ICT terms in many languages. The increasing frequency of word-borrowing between languages reflects intercultural contact, contemporary cultural shifts and practices in a globalised world, issues of ease of communication and efficiency and technological specialisation.

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