Years 9-10 Spanish Syllabus
Years 9-10 Syllabus
Years 9-10 Band Level Description
In Years 9 and 10, Spanish language learning builds on each student’s prior learning and experiences. Students use Spanish to initiate and sustain interactions while sharing their own and others’ experiences of the world. They listen, speak, read and view, and write to communicate with other speakers of Spanish in local and global settings through authentic community and online events. They continue to receive guidance, modelling, feedback and support from peers and teachers.
Students use authentic and purpose-developed resources, increasingly of their own choice, to access and/or create a range of spoken, written and multimodal texts which may include textbooks, audio and video clips, magazines, online and print articles, and social media. They acknowledge that there are diverse influences on ways of communication and cultural identity, and that these influences can shape their own behaviours, beliefs and values.
Years 9-10 Achievement Standard
By the end of Year 10, students initiate and sustain Spanish language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Spanish or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Spanish to create texts.
Students apply features and conventions of spoken Spanish to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Spanish, to discuss how this learning influences their ideas and ways of communicating.
Content Descriptions
Interacting in Spanish
initiate and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, opinions and experiences about their own and others’ personal worlds
initiating conversations with peers, family and others, using expressions, such as ¿Qué pasa? ¿Cómo estás hoy, profe? ¡Qué buen tiempo!
expressing, comparing and explaining likes, dislikes and preferences, for example, Me gusta más el baloncesto que el fútbol. Me encanta la historia porque me parece interesante. Nuestro colegio es grandísimo, es el más grande de la ciudad. Lo que más me gusta hacer los fines de semana es estar con mis amigos.
interviewing other teenagers to build relationships and share views on aspects of young people’s lives, such as friends, responsibilities, interests and aspirations, for example, ¿qué te gusta hacer los fines de semana? ¿qué tareas haces en casa? ¿te interesa la música? ¿qué te gustaría hacer en el futuro?, for example, ‘speed peer dating’, tomar un año sabático, viajar por el mundo, hacer voluntariado
developing non-verbal and spoken techniques and strategies to maintain the flow and authenticity of conversations using spontaneous interjections, expressions and gap fillers, for example, mira …, ¡Vale! / ¿Me entiendes? ¡Dios mío! ¡Qué guay!
sharing impressions of past experiences and significant events, for example, en mis vacaciones, primero fuimos a …, después ..., durante la segunda semana ... y entonces ..., fue fenomenal ..., al final ... y ¿Qué tal tus vacaciones?
discussing personal views on topics such as acoso escolar, ideal de belleza and música, using expressions such as de ninguna manera … claro que sí ... to link and elaborate ideas in round table discussion or debate
using appropriate discussion strategies such as active listening, showing interest, acknowledging others’ opinions, responding to, elaborating and extending ideas, for example, Perdona, pero no estoy de acuerdo contigo porque …, Me parece mejor …, ¿Qué os/les parece si …?
use Spanish language in exchanges to question, offer opinions and compare and discuss ideas
participating in class discussions or activities to express opinions and reflect on those of others, for example, in a game of ‘4 corners’, where students move according to their opinion and then respond to others in opposing corners, me parece que …, ¿qué les parece?, ¡qué buena idea! no me parece una buena idea
expressing thoughts about the pros, cons and limitations of ideas and issues raised regarding a given topic, for example, creo que ... porque, prefiero …, es más útil que …, tiene menos … que, en primer lugar, creo ... ahora creo que …, (no) estoy de acuerdo
participating in debates about current issues of interest, using language of persuasion and suggesting possible solutions, for example, pienso+infinitive, ¿qué opinas? en mi opinión …, se debe …, se puede …, es necesario
using slogans to support arguments, such as si no reciclas, reusa, si no reusas reduce. Pero ¡haz algo! Si no limpia, no ensucie, No arroje basura, ayude a cuidar el medio ambiente.
use non-verbal, spoken and written exchanges to discuss, plan and reflect on activities, events and experiences with peers
planning and producing resources such as websites, posters or online features about issues related to the Spanish-speaking world or wider community, such as migration or recycling , for example, creo que primero deberíamos escribir ..., es evidente que …, una opción es …
emailing, messaging or using secure online applications to chat about and reflect on previously planned experiences such as a class excursion, camp, party, assembly presentation, and what they may do differently, for example, El campamento fue muy divertido, hicimos surf e hicimos una hoguera … Pero la próxima vez traeré más comida.
- planning and playing a game of charades and reflecting on the importance of non-verbal communication and gestures to make meaning
discussing and negotiating a resolution to a common problem such as a disagreement with others, managing study commitments, or making a polite complaint, for example, ¿Qué tengo que hacer? no quiero discutir ..., no tengo tiempo para estudiar ...
- organising, planning and completing all the stages of preparation for an event such as the end of year dance, a trip, fundraiser, winter sleep out or camp trip, keeping a weekly journal about the process, what they are learning, what they need to do, and writing a reflection after the event, considering what they may do differently next time
Mediating meaning in and between languages
interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
reading tourist brochures and travel websites about diverse locations in Spanish-speaking communities, identifying and comparing features of local lifestyles, such as food and festivals, reflecting on how modern or traditional these cultural manifestations are, for example, el Día de los Muertos being rooted in Mexico and then embraced in the USA
obtaining information about a festival, experience, event or tourist site and writing a series of postcards in the voice of a journeying character, using guiding questions to plan, for example, ¿Dónde estás? ¿Te gusta? ¿Por qué o por qué no? ¿Qué te ha pasado hasta ahora? ¿Qué es sorprendente? ¿Qué has aprendido hasta ahora, sobre ti mismo o sobre los demás? ¿Qué vas a hacer?
accessing a range of texts on travel to Spanish-speaking countries and writing a dot point ‘checklist’ or ‘to-do list’ for a real or imagined travel adventure, for example, obtener un pasaporte y una visa, planificar un itinerario, comprar boletos ...
- listening to or reading First Nations Australians stories in English, and creating a profile of them in Spanish
watching a documentary on global issues such as el cambio climático or las redes sociales, and summarising the data in a graph or infographic to share with class
analysing and comparing information obtained from a range of sources on topics of social and cultural interest, such as announcements, reports, interviews, and summarising and presenting information to peers in conversation, a shared website or class blog, for example, el cine latinoamericano comtemporáneo, el efecto del turismo en las Islas Galápagos or los refugiados en España, la expansión del español por el mundo or las expectativas familiares y culturales
identifying different perspectives in texts such as in articles, reports or blogs, by distinguishing between facts and opinion, for example, regarding fiestas tradicionales
- gathering information from a range of sources, including personal commentaries by Spanish-speaking peers and adults about social, historical, environmental issues or cultural aspects of Spanish-speaking communities, and using preferred mode of presentation to share information with others
- responding to imaginative texts by modifying key elements, for example, incorporating a new character, event, humour or suspense, parodying an advertisement or devising an alternate ending to a story
researching, presenting and taking a position on issues relating to contemporary topics such as Los efectos de las redes sociales en la vida de los jóvenes
apply strategies to interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts
translating words or expressions that reflect culturally embedded references and concepts, for example, the word sobremesa or the practice of tutear
- analysing Spanish translations of familiar English language texts, identifying aspects that got ‘lost in translation’, for example, comparing the English subtitles of a movie dubbed in Spanish with the original English-speaking version and discussing what was different and why
developing personal tools to resolve communication challenges such as responding to breakdowns in communication by rephrasing, asking peers or the teacher for clarification or repetition, for example, Repite/a por favor. ¿Puede/s explicarlo otra vez?
expanding awareness of ‘false friends’ by recognising that Spanish and English words with the same origin may take a separate path in each language, or words with different origins may resemble each other by coincidence, for example, constipado, ropa, embarazada, campo, decepción, etc.
- identifying challenges associated with the translation of simple texts, such as short letters or conversations, and deciding whether different information or language structures are required in the translated version, for example, idioms, salutations, respectful terms, absence of pronouns, etc.
- evaluating the effectiveness and risks associated with online translation tools, for example, conducting a ‘back translation’ of a well-known text, and commenting on the translation issues and why they may occur
identifying levels of formality in spoken and written texts, and considering what these convey about social relationships and processes, for example, reflections of status, authority, respect or intimacy, Disculpe. ¿Podría decirme ...? Perdone que le interrumpa, ... Me gustaría tomarme un café contigo, ¡Oye tío!, ¿Por qué no vamos al partido mañana, ¡compa, qué bueno verte!
Creating text in Spanish
create spoken, written and multimodal, informative and imaginative texts, selecting vocabulary, expressions, grammatical structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences
- working collaboratively to create a brochure to identify aspects of their city/town/region likely to be of interest to Spanish-speaking visitors of the same age
creating promotional and informative bilingual texts to promote events or to support activities, for example, promotion of Día de la Raza or fundraising for humanitarian help in a Spanish-speaking community
- presenting a personal or shared perspective on topics such as fashion, music, cinema or social media, using formats such as displays, secure online posts or oral presentations to provide critical or explanatory commentary
- writing a journal entry, or contributing to a school newsletter in Spanish reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
selecting picture cards, cartoons, famous digital images or rolling a ‘picture die’, using images of someone crying, angry, laughing, etc., and writing a short story or commentary using spontaneous language and humour, for example, a person with a shocked face with the caption, ¡Mi cara después del examen de matemáticas!
adapting familiar stories or fictional characters by creating new situations or different effects, for example, popular cartoons such as Mafalda
- composing performance texts such as skits, raps or poems to amuse, entertain and engage other learners of Spanish, for example, writing a poem to a rhythmic beat
composing simplified versions of classic stories such as Caperucita Roja or Los doce enanitos for a second language learner audience
- experimenting with modelled poetic devices such as rhyme, repetition, onomatopoeia to intensify emotion, mood or feeling to create own poems, songs or performances, using language, voice and gesture to create specific effects
working in pairs to write a text message or social media commentary based on an example, incorporating handles, @ and # symbols, for example, ¿Cómo es el clima allí? # vamos a la playa @ Cancún
writing the first, middle or last part of a text in the genre of their choice, and exchanging with peers to write the missing section following the same style, themes and conventions, for example, Mis últimas vacaciones, El día que yo ..., Mi aventura a ...
Digital literacy
Understanding systems of language
apply features of the Spanish sound system, including pitch, rhythm, stress, pronunciation and intonation, and show how these are represented in familiar and some unfamiliar contexts
recognising the importance of appropriate intonation, stress, tone and pronunciation for making meaning and communicating, for example, estudio versus estudió, el versus él, perro versus pero
pronouncing consonants according to vowel combinations, for example, gente, agua and gas, and the double consonants ll and rr compared with the single l and r
understanding variation in pronunciation across the Spanish-speaking world, such as the pronunciation of ce and ci in different regions, for example ceceo or seseo, gracias, Cecilia, and the soft sh pronunciation of ll and y in Argentine Spanish, for example, calle/cashe
using the Spanish pronunciation of letters to spell words and phrases aloud, and applying correct terminology for accents and marks, for example, tilde, acento, diéresis
listening to and reciting texts such as poems, stories, tongue twisters or song lyrics to familiarise themselves with the rhythm and musicality of the language, for example, proverbios y cantares de Antonio Machado, Guantanamera de José Martí, Juan junta juncos junto a la zanja
identifying the use of pitch, rhythm, stress and intonation in different audio tracks, intended purpose and how they affect the speaker, for example, Es hora de escuchar el reportaje de ...
select and use structures and features of the Spanish grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts
knowing when to omit definite and indefinite articles, and adjusting for gender-change cases, for example, quiero ser ingeniera; el capital versus la capital
using collective nouns such as gente and familia, and noticing the use of singular verbs, for example, La gente en Australia pasa mucho tiempo al aire libre. Mi familia tiene una casa en la playa.
noticing some changes in meaning when the adjective precedes the noun, for example, Una gran casa/Una casa grande, Un solo perro/Un perro solo
using comparatives and superlatives, including some irregular forms, for example, mejor que ..., peor que ..., el mayor, el menor, más ... que, menos ... que, el más ..., ... ísimo/a, tan ... como
understanding and using indefinite adjectives and pronouns, for example, alguno/a/os/as, ninguno/a/os/as, otros/as, todos/as, alguien, nadie, nada, algo, todo, noticing the constructions with a double negative, for example, No hay nadie en clase, No tenemos nada
using possessive and demonstrative pronouns such as aquel es el tuyo, este es el mío, and neutral demonstratives ¿Qué es esto? Me gustó aquello que dijo.
understanding the use of relative pronouns in familiar contexts, for example, que, el/la/los/las que, quien/es, el/la cual, los/las cuales, donde
using modelled structures that contain direct and indirect objects, for example, ella compró flores para él, ella se las compró
recognising different past tense forms such as preterite, imperfect, and past perfect, and comparing the uses with English past tense forms, for example, Marcos nació en Filipinas, él llamaba a su hermana cuando la necesitaba …, hemos estudiado los tiempos pasados
understanding and using regular and irregular forms of the preterite/pretérito indefinido, for example, canté, bebí, escribí, and fui, estuve; and temporal markers such as ..., ayer …, el año pasado … hace 2 años
understanding and using the immediate future, –ir a + infinitive, for example, yo voy a ir al concierto con mis amigos
recognising future and conditional tenses and their conjugational patterns, for example, mañana iremos de excursión al zoo, me gustaría visitar México
elaborating on ideas or providing additional details with prepositions, for example, por, para, con, sin, hacia
understanding the function of impersonal expressions such as se necesita ..., se habla ..., se dice ..., se puede ..., hay que ...
using cohesive devices in complex sentences, for example, por lo tanto, además, sin embargo, al contrario de, de la misma manera
forming adverbs from adjectives, for example, normalmente, seguramente, probablemente
reflect on and evaluate Spanish texts, using metalanguage to discuss language structures and features
- comparing language features of Spanish and English versions of different types of texts, such as menus, weather reports, advertising, text messages or horoscopes, noting differences that may be culturally significant
understanding textual elements that provide coherence at a whole text level such as cohesive devices, introductions and summaries, linked paragraphs, and sequencing of ideas, for example, por lo tanto …, en primer lugar …, en conclusión …
reflecting on how grammatical and vocabulary choices shade meaning and establish register, for example, the use of formal or informal pronouns usted, ustedes/ tú, vosotros/as, the use of forms of address don Juan, doña Pepa, señor Martínez, señoras y señores, damas y caballeros, Pedro y Sonia, and the use of abbreviations and slang mi cole es guay
researching Spanish words borrowed from different languages across time and through political, historical and social changes, such as words of Arabic origin that start with the prefix al-, for example, almanaque, alcachofa, algodón, álgebra and alcohol, and some common interjections such as ¡hola!, ¡ojalá!, ¡olé!, also derived from Arabic
using metalanguage to discuss language structures and features in Spanish, for example, sujeto, verbo, objeto, verb tenses pretérito, futuro, tiempo compuesto, participio pasado, and other features sinónimo, concordancia, párrafo
- explaining how language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purposes of speed and economy, and the use of slang, specialised or inclusive language to establish shared interest or identity
investigating how social media, globalisation, technology and popular culture have influenced Spanish language over time, and explaining how expressions have been adapted, such as chatear, Guglear, resetear, poner algo en mi perfil, darle, or when the English word is used with Spanish, for example, tomar un selfie, mover el mouse en la computadora
Understanding the interrelationship of language and culture
reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating
- recognising that Spanish language continues to evolve due to exposure to other cultures, globalisation, trends, technology, social media, and population growth and migration, for example, the natural use of Spanglish in USA
recognising that many Spanish-speaking countries have indigenous languages that are co-official Spanish languages, such as Guaraní in Paraguay, Catalán, Galician/gallego and vasco/Basque/Euskera in Spain, and Quiché in Guatemala, and investigating the history and links between languages and how they are maintaining or contributing to cultural identity
- recognising that Spanish co-exists with multiple indigenous languages and dialects in many Spanish-speaking countries, and that this reflects the cultural and linguistic diversity of these nations, for example, the recognition of many co-official languages in Mexico
- reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Spanish to a group of Spanish-speaking visitors at a school assembly
- exploring the influence of Latin-American popular culture in the United States and the rest of the world, for example, bilingual movies, music, television channels, telenovelas, sport, rituals, festivals, etc.
considering how regional and national perspectives influence the use of language and sense of identity relating to place/country, for example, Catalan/catalán or Basque/vasco, north or south regions of Chile, sierra versus costa
- interviewing bilingual peers, family members or guests about the experience of using more than one language, for example, by asking questions, Do you identify more strongly with one language? Do you express yourself differently in each language? Do you feel like the same ‘you’ when speaking each language?
- discussing ways in which learning a different language can lead to new ways of thinking or interpreting experiences, for example, understanding of others’ way of life, empathy for second language learners, breaking down stereotypes or assumptions, developing patience and resilience and the ability to self-reflect
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, for example, the slogan pura vida
researching heraldry, crests and coats of arms from Spanish-speaking countries and sporting teams, for example, Chile with the crowned Huemul and Condor and motto, Por la razón o la fuerza, creating their own family or personal crest with symbols and a slogan/motto important to their identity, and writing a descriptive explanation
- discussing and reflecting on the nature and role of culture and its expression through language, for example, noting own attitudes or understandings about culture, identity and diversity as a result of learning and using Spanish