Board Endorsed December 2014
Advanced Spanish
T
Type 2
Written under the
Languages Course
Framework 2013 Edition
Accredited from:
January 2015 –December 2019
Board Endorsed December 2014
Student Capabilities
All courses of study for the ACT Senior Secondary Certificate should enable students to develop
essential capabilities for twenty-first century learners. These ‘capabilities’ comprise an integrated
and interconnected set of knowledge, skills, behaviours and dispositions that students develop and
use in their learning across the curriculum.
The capabilities include:

Literacy

Numeracy

Information and communication technology (ICT) capability

Critical and creative thinking

Personal and social capability

Ethical behaviour

Intercultural understanding.
Courses of study for the ACT Senior Secondary Certificate should be both relevant to the lives of
students and incorporate the contemporary issues they face. Hence, courses address the following
three priorities. These priorities are:

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability.
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Board Endorsed December 2014
Course Adoption Form for Accredited Courses
B S S S
AUSTRALIAN CAPITAL TERRITORY
College:
Course Title: Advanced Spanish
Classification: T
Framework: Languages Course Framework 2013 Edition
Course Area: 5043
Course Code:
Dates of Course Accreditation:
From
to
2015
2019
Identify units to be adopted by ticking the check boxes
Adopt
Unit Title
Value
(1.0/0.5)
Length

The Individual’s Experience
1.0
S

Youth
0.5
Q

Out in the World and Education
0.5
Q

Society and Community
1.0
S

Arts and Entertainment
0.5
Q

Contributions
0.5
Q

The World Around Us
1.0
S

Literature
0.5
Q

Communication and Globalisation
0.5
Q

Lifestyles and Traditions
1.0
S

Lifestyles
0.5
Q

Future Directions
0.5
Q

Education, Arts & Entertainment
1.0
S

Communication and Lifestyles
1.0
S
Principal:
/
/20
BSSS Office Use :
Entered into database:
/
/20
College Board Chair:
2
/
/20
Board Endorsed December 2014
Table of Contents
Student Capabilities
.................................................................................. 1
Course Name
.................................................................................. 4
Course Classification
.................................................................................. 4
Course Framework
.................................................................................. 4
Course Developers
.................................................................................. 4
Evaluation of Previous Course
.................................................................................. 5
Course Length and Composition
.................................................................................. 5
Implementation Guidelines
.................................................................................. 6
Subject Rationale
.................................................................................. 9
Goals
.................................................................................. 9
Content
................................................................................ 10
Teaching and Learning Strategies
................................................................................ 11
Assessment
................................................................................ 12
Representation of General Capabilities ................................................................................ 15
Unit Grades
................................................................................ 19
Moderation
................................................................................ 22
Resources
................................................................................ 23
The Individual’s Experience
Value: 1.0 ............................................................... 27
Youth
Value: 0.5 ............................................................... 29
Out in the World and Education
Value: 0.5 ............................................................... 31
Society and Community
Value: 1.0 ............................................................... 33
Arts and Entertainment
Value: 0.5 ............................................................... 35
Contributions
Value: 0.5 ............................................................... 37
The World Around Us
Value: 1.0 ............................................................... 39
Literature
Value: 0.5 ............................................................... 41
Communication and Globalisation
Value: 0.5 ............................................................... 43
Lifestyles and Traditions
Value: 1.0 ............................................................... 45
Lifestyles
Value: 0.5 ............................................................... 47
Future Directions
Value: 0.5 ............................................................... 49
Education, Arts & Entertainment
Value: 1.0 ............................................................... 51
Communication & Lifestyles
Value: 1.0 ............................................................... 53
Appendix A – Common Curriculum Elements .......................................................................... 55
Appendix B – Glossary of Verbs
................................................................................ 56
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Board Endorsed December 2014
Course Name
Advanced Spanish
Course Classification
T
Course Framework
This course is presented under the Languages Course Framework 2013 Edition.
Course Developers
Name
Qualifications
College
Christiane
Vivanco de
Savaris
MA (UCA – Universidad de Cádiz) Audio-visual
Translation, Subtitling and Localisation (English, Spanish,
Italian)
GradDipEd (UNE) Languages (Spanish, Italian, French) and
ESL
BA (ANU) Modern European Languages (French, Italian) &
Linguistics
Professional Translator Spanish <->English, NAATI Level III
Community Interpreter in Italian and Spanish, NAATI Level
II
Narrabundah College
Janine Perotti
DELE Spanish Diploma, Advanced Level C2
Diploma of Education (Bachelor of Arts HEP VAUD,
Switzerland)
Certificate of Studies for Choir Directors, Conservatorium
of Lausanne, Switzerland
Trinity Christian School
Celia Bazalar
BEd(UC)
Certificate IV Workplace Assessor
Hawker College
Cristina
Gimeno
BA: English Studies (Filología Inglesa) (University of
Zaragoza- Spain)
Master’s in TESOL (UNED-Spain)
Certificate of Teaching Spanish as a Second Language
(Instituto Cervantes- Spain)
Melba Copland
Secondary School
Gustavo
Rivera
Bachelor of Education (Natural Science) Teacher Training
Institute 1 (Argentina)
Secondary Conversion (University of Canberra)
Postgraduate in TESOL
University of Canberra
Senior Secondary
College, Lake
Ginninderra
María Carmen
Masó Bel
BEd Universidad de Barcelona
Graduate Certificate in Language Teaching Methodology –
Universidad Autónoma de Barcelona
Spanish Language and
Culture Program in
Australia
Agrupación de Lengua
y Cultura Española de
Australia
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Board Endorsed December 2014
This group gratefully acknowledges the work of previous developers and the support of the Spanish
Education Office (Consejería de Educación de España) and in particular Dr Benimar García.
Evaluation of Previous Course
The current Advanced Spanish Course has been redeveloped to align with the new Languages
Framework 2013.
Course Length and Composition
The following combinations of 0.5 units have been approved by the Spanish panel as having
coherence of purpose and clarity and to reflect the specific pattern of 3 session colleges. No other
combinations of 0.5 units have been accredited.
Unit Titles
Unit Value
The Individual’s Experience
1.0
Youth
0.5
Out in the World and Education
0.5
Society and Community
1.0
Arts and Entertainment
0.5
Contributions
0.5
The World Around Us
1.0
Literature
0.5
Communication and Globalisation
0.5
Lifestyles and Traditions
1.0
Lifestyles
0.5
Future Directions
0.5
Education, Arts & Entertainment
1.0
Communication and Lifestyles
1.0
5
Board Endorsed December 2014
Available course pattern
A standard 1.0 value unit is delivered over at least 55 hours and can be as long as 63 hours. To
receive a course, students must complete at least the minimum number of hours and units over the
whole minor, major, major/minor or double major – both requirements must be met. The number
of units may vary according to the school timetable.
Course
Number of standard units to meet course requirements
Minor
Minimum of 2 units
Major
Minimum of 3.5 units
Major Minor
Minimum of 5.5 units
Double Major
Minimum of 7 units
Implementation Guidelines
Compulsory units
There are no compulsory units in this course.
Units with identical or similar names in Beginning, Continuing and Advanced courses are designed to
be taught concurrently in a multilevel and multicourse classroom. There is, however, a substantial
difference in depth and breadth of content and expectations according to the students’ specific level
of proficiency in Spanish. The suggested patterns should be followed sequentially to avoid
duplication.
Prerequisites for the course or units within the course
Refer to language eligibility enrolment form at: http://www.bsss.act.edu.au/curriculum/courses
Arrangements for students continuing study in this course
Students continuing in this course from the previous course must study units not previously
undertaken. Please refer to Duplication of Content rules below.
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Duplication of Content
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Senior Secondary Certificate for a
unit that significantly duplicates content in a unit studied in another course. The responsibility for
preventing undesirable overlap of content studied by a student rests with the principal and the
teacher delivering the course. Substantial overlap of content is not permitted and students will only
be given credit for covering the content once.
Duplication of Units
No units are duplicated in this course; however 0.5 units can be combined in a different pattern to
accommodate the needs of 3 session colleges.
Units with identical or similar names in Continuing and Advanced courses are designed to be taught
concurrently in a multilevel and multicourse classroom. There is, however, a substantial difference in
depth and breadth of content and expectations according to the students’ specific level of
proficiency in Spanish. The suggested patterns should be followed sequentially to avoid duplication.
Units from other courses
Refer to the intermediate course.
Relationship to other courses
The content of this course overlaps with the Continuing Spanish course. Please see duplication of
units at the above paragraph.
Suggested Implementation Patterns
Implementation Pattern
Units
Semester 1, Year 11
The Individual’s Experience
Youth – 0.5
Out in the World and Education – 0.5
Semester 2 , Year 11
Society and Community
Arts and Entertainment – 0.5
Contributions – 0.5
Semester 1, Year 12
The World Around Us
Literature – 0.5
Communication and Globalisation – 0.5
Semester 2, Year 12
Lifestyles and Traditions
Lifestyles – 0.5
Future Directions – 0.5
It is a preference to start at either The Individual’s Experience, 1.0 or The World Around Us 1.0
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Suggested Implementation for colleges with a semester structure:
Implementation Pattern
Units Involved
Quadrimester 1, Year 11
Youth 0.5
Semester 1 , Year 11
Education, Arts & Entertainment 1.0
Out in the World and Education – 0.5
Arts and Entertainment – 0.5
Quadrimester 2, Year 11
Future Directions 0.5
Quadrimester 1, Year 12
Literature 0.5
Semester 1, Year 12
Communication and Lifestyles 1.0
Communication and Globalisation – 0.5
Lifestyles – 0.5
Quadrimester 2, Year 12
Contributions 0.5
Students may begin their minor or major with a 0.5 unit Youth or Literature.
TABLE – UNIT SEQUENCE
Themes
1.0 Unit
Advanced
0.5 Unit
Self, Family and Friends
The Individual’s Experience
Youth
School & Friends
Out in the World and
Education
Home and Community
Life
Society and Community
Traditions and
Celebrations
The World Around Us
Contributions
Travel and
Communication
Careers, Employment
and Relationships
Arts and Entertainment
Literature
Communication and
Globalisation
Lifestyles and Traditions
Future of Self, Society
and the Planet
Lifestyles
Future Directions
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Subject Rationale
Learning additional languages widens horizons, broadens cognitive and cultural experience, and
develops communicative and intercultural competence. It also opens up new perspectives for
learners, not only in relation to other cultures and languages, but also in terms of their own language
and cultural practices.
Learning Spanish strengthens intellectual and analytical capability and enhances creative and critical
thinking. Students develop an understanding of the nature of language (including linguistic and
stylistic features), of culture, and of the process of communication. They develop understanding of
how values and culture shape world view. Learning Spanish extends the learner’s understanding of
themselves, their heritage, values, culture, and identity. Students develop intercultural capability;
they develop understanding of, and respect for, diversity and difference, and openness to different
perspectives and experiences. Learning Spanish contributes to strengthening the community’s social,
economic, and international development capabilities.
Students learn to reorganise their thinking to accommodate the structure of another language, they
develop cognitive flexibility and problem-solving ability, which can be applied when problems and
solutions are not evident, as well as when critical thinking and creative approaches are required.
Learning languages requires and improves intellectual disciplines and systematic study habits. These
habits are characterised by effective planning and organisation, incorporating processes of selfmanagement and self-monitoring. 1
Goals
The Advanced Spanish Course is based on the Languages Course Framework and, as such, should
enable students to:

enhance their capacity to communicate and interact effectively within and across languages
and cultures, showing control over linguistic elements and an awareness of audience and
purpose

understand the interrelationship of language and culture, and the importance of intercultural
competence

acquire language learning strategies that can be applied in further studies

expand their post school options and meet the growing needs of business and industry for
language skills and intercultural understanding

understand the variability of language use – how language changes with the context of
situation and the context of culture (participants and their relationship, circumstances of
communication)

employ technology to enhance communication.

analyse and respond to literature and global issues in the target language.
1. The developers acknowledge the Queensland Studies Authority Languages curriculum document in the development of
the rationale and goals.
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Board Endorsed December 2014
Literacy
Learning languages develops overall literacy. It strengths literacy- capabilities that are transferable
across languages (for example, the language being learnt and the learner’s first language), across
domains of use (for example, the academic domain and the domains of home language use), and
across learning areas.
Learning languages makes accessible to students’ additional literacy experiences. It strengthens
language awareness and helps to develop a metalanguage, a language for thinking and talking about
how language works.
Numeracy
Students use and understand pattern, order and relationships, and develop understanding of
concepts such as time, number and space in different cultures, as expressed through language.
Students become familiar with numbers, dates and terms for mathematical operations in the target
Language.
Students apply numeracy skills when they use tables or graphs to support an idea, opinion, or
position when creating texts and interacting in the target language.
Student Group
The Advanced Spanish course is intended for international students with substantial linguistic and
cultural background in Spanish. It is also for students who have considerably more exposure to the
language, spoken and written. Please see table in the languages eligibility enrolment form 2014. The
decision between Continuing and Advanced placement is dependent on the overseas schooling and
the language spoken at home.
Content
Concepts and Knowledge
Concepts and knowledge underpinning learning in the target language include:

grammatical and systems knowledge (for example, phonology, graphology, vocabulary,
morphology, syntax)

textual knowledge (for example, cohesion and rhetorical organisation, text types)

sociolinguistic knowledge and understanding (for example, varieties, registers, cultural
references)

cultural and intercultural knowledge and understanding (for example, how identity is
constructed in intracultural and intercultural encounters and interactions).

general knowledge such as concepts drawn from areas of interest to the learners as well as
subject matter connected to learning areas across the curriculum.
Skills
The essential skills in Languages with the purpose of effective communication include:

listening, speaking, reading and writing skills in various combinations

higher order thinking skills including creating, synthesising, analysing, evaluating,
interpreting, comparing and contrasting, explaining, elaborating, relating, judging, imagining,
concluding, justifying, translating, connecting, engaging with multiple perspectives

independent and collaborative learning
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
problem solving

strategies for decoding unfamiliar language

intercultural sensitivity

negotiation of meaning through the use of language, questioning assumptions, noticing how
interaction works and how meaning is exchanged interculturally

relationship between language and culture.
Recommended content
Students completing a major must have studied all of the following topics:

the individual’s experience

society and community

the world around us

lifestyles and traditions.
Vocational Courses
There are no vocational courses under the Languages Course Framework.
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in the study of Languages include, but
are not limited to, the following techniques:
Review prior learning

communicative activities: recall, brainstorming, individual, pair and group work (e.g. think,
pair, share)

student reflection on relevant concepts and skills

review of metalanguage
Introduce new material

setting the context (e.g. time, place, culture)

Create real-life connections to engage student participation (e.g. guest speakers, shared
storytelling, sharing photos or artefacts of teacher experiences in Spanish speaking countries
or language-learning)

exposure to quality visual imagery/materials through a variety of media
Provide demonstration, guided practice and application

teacher demonstration, modelling and joint construction

scaffolding tasks to facilitate analysis of visual, spoken and written material including error
recognition and correction

strategies to access unfamiliar language

sustained speaking and writing practice

simulated real life and work scenarios

engagement with guest speakers and demonstrators

research strategies and time management
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Promote independent practice and application

production of sustained written and spoken texts

manipulation of texts employing higher order thinking strategies

problem-solving strategies

workshop and peer review

discussions, debates and student presentations

practice and reinforcement of learning by way of written and oral reflection and evaluation

regular and meaningful feedback
Link to next task or skill area

links with the wider communities through excursions and field trips

cross curriculum activities (eg. Whole-school Cultural Days or Expo).
Communication strategies
These strategies are recommended by the Common European Framework of Reference for
Languages (Currículo de las enseñanzas de lengua y culturas española para los alumnos españoles
residentes en el exterior).
Reception

Identifying cues: identify the key information in oral and written texts

Inferring: infer the information that is not clearly stated in the oral and written texts
Interaction

Turn taking: use the appropriate devices to interact properly according to different situations
(debating, negotiating, coming to an agreement, persuading, etc)

Cooperating ( accepting, compromising, looking for common affinities in between the
members of the group, developing strategies to achieve the final goal)

asking for clarification (use of linguistic devices to confirm the task is understood and clarify
the information)
Production

planning: identify the goals, analyse the resources you have, analyse the procedure and
organise the information

compensating: fill the gaps of information and develop strategies to compensate, ask for help
or verification to the teacher, classmates or proficient speakers of the language

monitoring

self-correcting (error recognition and correction)
Assessment
The identification of assessment criteria and assessment tasks types and weightings provide a
common and agreed basis for the collection of evidence of student achievement.

Assessment Criteria (the dimensions of quality that teachers look for in evaluating student
work) provide a common and agreed basis for judgement of performance against unit and
course goals, within and across colleges. Over a course, teachers must use all of these criteria
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Board Endorsed December 2014
to assess students’ performance, but are not required to use all criteria on each task.
Assessment criteria are to be used holistically on a given task and in determining the unit
grade.

Assessment Tasks elicit responses that demonstrate the degree to which students have
achieved the goals of a unit based on the assessment criteria. The Common Curriculum
Elements (CCE) is a guide to developing assessment tasks that promote a range of thinking
skills (see appendix B). It is highly desirable that assessment tasks engage students in
demonstrating higher order thinking.

Rubrics use the assessment criteria relevant for a particular task and can be used to assess a
continuum that indicates levels of student performance against each criterion.
Board requirements
Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to
late entry or early exit in a semester or if attending a 3 session college.
Where a 1.0 unit is delivered as a combination of two 0.5 units, the same percentage weighting for
task types should be used. If not, separate mark books must be maintained and the 0.5 units must be
meshed with the 1.0 standard unit following documented meshing procedures. These meshing
procedures must be provided to students as part of the Unit Outline.
Assessment Criteria
Students will be assessed in speaking, writing and responding tasks on the degree to which they
demonstrate:

communicating

understanding.
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Board Endorsed December 2014
Assessment Task Types for Advanced Language Course
Strand
Communicating
Understanding
Task Type
Speaking
Writing
Responding
Mandatory
Items
Unscripted
interview/conversation in
the target language, with
teacher comprised of
unseen and open ended
questions based on
content covered in the
unit presented on CD,
DVD or USB
Sustained writing in the
target language,
producing increasingly
complex texts in class
under test conditions in
a minimum of 45
minutes in response to
an unseen question or
visual stimulus based on
content covered in the
unit
Word limit: 350-400
words
Suggested task: letter,
newspaper article,
critique, speech, essay,
etc. The word limit may
change according to the
nature of the task.
Critical analysis through
Listening AND reading
tasks or response to an
audio-visual stimulus
leading to increasingly
sophisticated student
responses in the target
language.
Over the course of two
0.5 units, both reading
and listening must be
assessed.
Must be one
item with the
minimum
mandatory
weighting as
shown below.
Minimum time limit:
7 minutes
*comprehensive testing
of listening and reading
skills are required
Minimum for
Mandatory
25% of the unit total mark
25% of the unit total
mark
25% of the unit total
mark
Optional
The following options
must include unscripted
questions by teachers
and/or peers in the target
language:
Sustained writing piece
in the target language
may include:
 Close textual analysis
of language
 Oral presentation
 Assignment under
controlled conditions
 Role-play
 Debate
 Interview
 Conversation
 Discussion
 Interpreting
 A text in a variety of
genres
 Short response to an
unseen visual
stimulus/statistics
25-40%
Weightings
A/T 0.5 Units
25-40%
 Reading
comprehension
 Written/visual
response to a variety
of text types
 Survey
 Creative response
and written rationale
 Creative written
production
 Summary
 Essay
Weightings
A/T 1.0 Units
 Listening
comprehension
 Short response
25-40%
25-40%
60-75%
Language courses at Advanced level should enable students to analyse and respond to literature and
global issues in the target language.
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Board Recommendations
The Board recommends 3 - 5 assessment tasks per standard unit (1.0) and 2 - 3 per half standard unit
(0.5).
Approaches to Assessment
Assessment must enable students to analyse and respond to literature and global issues in the target
language
Additional Assessment Advice

For a standard unit (1.0), students must complete a minimum of three assessment tasks and
a maximum of five.

For a half standard unit (0.5), students must complete a minimum of two and a maximum of
three assessment tasks.

Each standard (1.0) or half standard (0.5) unit must assess all Mandatory items.

In a 0.5 unit, a Speaking task type must be included. Writing and Responding may be
incorporated into the one assessment task with similar relevant weighting to the 1.0 unit.

Every task must enable students to demonstrate higher order thinking skills.

The Mandatory items must be one item with the minimum mandatory weighting as shown
above.

The complexity of the target language in the stimulus material and the response required
should reflect the level of the course.

No assessment item may be less than 10%.

It is recommended that students be provided with a choice of questions from which they
select one for sustained writing.

It is recommended that students produce a variety of text types over a course of study.
Representation of General Capabilities
Literacy
Learning languages develops overall literacy. It is in this sense ‘value added’, strengthening literacyrelated capabilities that are transferable across languages, both the language being learnt and all
other languages that are part of the learner’s repertoire. Languages learning also strengthens
literacy-related capabilities across domains of use, such as the academic domain and the domains of
home language use, and across learning areas.
Literacy development involves conscious attention and focused learning. It involves skills and
knowledge that need guidance, time and support to develop. These skills include the:

• ability to decode and encode from sound to written systems

• the learning of grammatical, orthographic, and textual conventions

• development of semantic, pragmatic, and interpretative, critical and reflective literacy skills.
Literacy development for second language learners is cognitively demanding. It involves these same
elements but often without the powerful support of a surrounding oral culture and context. The
strangeness of the additional language requires scaffolding. In the language classroom, analysis is
prioritised alongside experience. Explicit, explanatory, and exploratory talk around language and
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Board Endorsed December 2014
literacy is a core element. Learners are supported to develop their own meta–awareness, to be able
to think and talk about how the language works and about how they learn to use it. Similarly, for first
language learners, literacy development that extends to additional domains and contexts of use
requires comparative analysis that extends literacy development in their first language and English.
Numeracy
Learning languages affords opportunities for learners to use the target language to develop skills in
numeracy, to understand, analyse, categorise, critically respond to and use mathematics in different
contexts. This includes processes such as using and understanding patterns, order, and relationships
to reinforce concepts such as number, time or space in their own and in others’ cultural and linguistic
systems.
Information and communication technology (ICT) capability
Learning languages is enhanced through the use of multimodal resources, digital environments and
technologies in the target language. Accessing live target language environments and texts via digital
media contributes to the development of information technology capabilities as well as linguistic and
cultural knowledge. Accessing different real–time contexts extends the boundaries of the classroom.
Critical and creative thinking
In learning a language, students interact with people and ideas from diverse backgrounds and
perspectives, which enhances critical thinking, reflection and encourages creative, divergent and
imaginative thinking. By learning to notice, connect, compare, and analyse aspects of the target
language, students develop critical, analytic and problem–solving skills.
Personal and social capability
Interacting effectively in an additional language and with people of diverse language backgrounds
involves negotiating and interpreting meaning in a range of social and cultural situations. This
involves understanding and empathizing; important elements of social and intercultural competence.
Being open–minded and recognising that people view and experience the world in different ways
and learning to interact in a collaborative and respectful manner are key elements of personal and
social competence.
Ethical behaviour
When learning another language, students are taught explicitly to acknowledge and value difference
in their interactions with others and to develop respect for diverse ways of perceiving and acting in
the world. Opportunities are provided to monitor and to adjust their own ethical points of view. In
learning Aboriginal and Torres Strait Islander languages, students should consider appropriate ethical
behaviour in terms of engaging with the owners and custodians of the languages. Similar
consideration is required when interpreting and translating, or when collecting and analysing primary
research data.
Intercultural understanding
The development of intercultural understanding is a central aim of learning languages, as it is integral
to global citizenship and lifelong learning. Students bring various preconceptions, assumptions, and
orientations shaped by their existing language(s) culture(s) to their learning that can be challenged
by the new language experience. Learning to move between the existing and new languages and
cultures is integral to language learning and is key to the development of students’ intercultural
capability. By learning a new language, or learning to use an existing language in new domains and
contexts, students are able to notice, compare, and reflect on things previously taken for granted; to
explore their own linguistic, social and cultural practices as well as those associated with the target
language. They begin to see the complexity, variability, and sometimes the contradictions involved in
using language. Learning a new language does not require forsaking the first language. It is an
enriching and cumulative process, which broadens the learner’s communicative repertoire, providing
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Board Endorsed December 2014
additional resources for interpreting and making meaning. Learners come to realise that interactions
between different people via different languages also involves interactions between the different
kinds of knowledge, understanding, and values that are articulated through language(s) and
culture(s). They realise that successful intercultural communication is not only determined by what
they do or say but also by what members of the other language and culture understand from what
they say or do.
Collaborative team members
Students will have the opportunity to group work in both spoken and written tasks. Through these
activities they will be able to foster cooperation and respect for others within the group.
Representation of Cross-curriculum
Aboriginal and Torres Strait Islander histories and cultures
Aboriginal and Torres Strait Islander communities are strong, rich, and diverse. Aboriginal and Torres
Strait Islander identity is central to this priority. It is intrinsically linked to living and learning in
Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world
view.
A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of
Identity has been developed as a tool for embedding Aboriginal and Torres Strait Islander histories
and cultures within the Australian curriculum. This sense of identity is approached through the
interconnected concepts of Country/Place, people, and culture. Embracing these elements enhances
all areas of the curriculum.
The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen
their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This
knowledge and understanding will enrich their ability to participate positively in the evolving history
of Australia.
A direct way of learning about and engaging with diverse Aboriginal and Torres Strait Islander
communities is to learn an Aboriginal language and/or a Torres Strait Islander language. There is an
inseparable connection between Aboriginal languages and Torres Strait Islander languages and
land/sea, Country and Place, the environment, fauna, and flora. Aboriginal and Torres Strait Islander
histories and cultures are an integral part of the learning of Aboriginal languages and Torres Strait
Islander languages.
In learning all languages there is scope for making inter–linguistic and intercultural comparisons
across languages, including Aboriginal and Torres Strait Islander languages, to develop understanding
of concepts related to the linguistic landscape of Australia and to the concepts of language and
culture in general.
Asia and Australia’s engagement with Asia
In the Australian Curriculum: Languages, the cross–curriculum priority of Asia and Australia’s
engagement with Asia enables the development of rich and engaging content and contexts for
developing students’ capabilities to engage with the languages and cultures of Asia and of people of
Asian heritage within Australia.
The Australian Curriculum: Languages enables students to learn the languages of the Asian region,
learning to communicate and interact in interculturally appropriate ways, exploring concepts,
experiences, and perspectives from within and across Asian cultures.
In the Languages learning area, students develop an appreciation for the place of Australia within the
Asian region, including the interconnections of languages and cultures, peoples and communities,
histories and economies. Students learn how Australia is situated within the Asian region, how our
17
Board Endorsed December 2014
national linguistic and cultural identity is continuously evolving both locally, regionally and within an
international context.
Sustainability
In the Australian Curriculum: Languages, the priority of sustainability provides a context for
developing students’ capability to communicate ideas, understanding, and perspectives on issues
and concepts related to the environment.
The Australian Curriculum: Languages contributes to students’ capabilities to investigate, analyse,
and communicate concepts and understandings related to sustainability in broad contexts, and to
advocate, generate and evaluate actions for sustainable futures. Within each language, students
engage with a range of texts focused on concepts related to sustainability.
These include:

the environment

conservation

social and political change

linguistic and cultural ecologies

change, both within the target language and culture, and across languages and cultures in
general.
In this way, students develop knowledge, skills, and understanding about sustainability within
particular cultural contexts. This is crucial in the context of national and international concerns
about, for example, climate change, food shortages, and alternative ways of caring for land and
agriculture. Through developing a capability to interact with others, negotiating meaning and mutual
understanding respectfully and reflecting on communication, students learn to live and work in ways
that are both productive and sustainable.
Learning Aboriginal languages and Torres Strait Islander languages contributes to the global effort to
exchange knowledge among people with varied practices in caring for the land. It also contributes to
the reconciliation process in Australia and goals for language revival.
Representation of General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




18
Board Endorsed December 2014
Unit Grades
Grade descriptors provide a guide for teacher judgement of students’ achievement, based on the
assessment criteria, over a unit of work in this subject. Grades are organized on an A-E basis and
represent standards of achievement.
Grades are awarded on the proviso that the assessment requirements have been met. When
allocating grades, teachers will consider the degree to which students demonstrate their ability to
complete and submit tasks within a specified time frame.
The following descriptors are consistent with the system grade descriptors, which describe generic
standards of student achievement across all courses.
19
Board Endorsed December 2014
Unit Grade Descriptors for Advanced T Courses – Year 11
A student who achieves an A grade
typically
 analyses particular linguistic,
cultural and stylistic features of
authentic texts
Understanding
 analyses language and culture in
A student who achieves a C
grade typically
 explains some linguistic, cultural and
 describes linguistic, cultural and
stylistic features of authentic texts
 explains language and culture in a
range of authentic and unfamiliar
contexts
range of authentic and unfamiliar
contexts
 explains or compares and contrasts
 explains interconnections between
complex interconnections between
own values, beliefs, practices, and
ideas represented or expressed in
authentic and/ or extended texts
own values, beliefs, practices, and
ideas represented or expressed in
authentic and/ or extended texts
 analyses concepts and perspectives
 explains concepts and perspectives
represented in texts from literature
and the media
represented in texts from literature
and the media
 creates texts displaying
independence, depth and breadth in
the treatment of the topic,
substantiates decisions and
constructs conclusions
 displays thorough knowledge and
Communicating
A student who achieves a B grade
typically
understanding of the target language
as a system and responds with
sustained confidence and sensitivity
 applies to a high degree conventions
of texts and takes risks to represent
ideas and experiences appropriate to
audience and purpose
 displays versatility and accurate
language use, clarity of expression
and a wide range of vocabulary and
grammar both orally and in writing
 creates complex texts displaying
breadth and some depth and
independence in the treatment of
the topic and constructs conclusions
 displays thorough knowledge and
understanding of the target language
as a system and responds with
examples of sustained confidence
and sensitivity
 applies conventions of texts and
takes some risks to represent ideas
and experiences appropriate to
audience and purpose
 displays a degree of versatility and
accurate language use and a wide
range of vocabulary and grammar
both orally and in writing
stylistic features of authentic texts
 describes some language and
culture in authentic and unfamiliar
contexts
 describes interconnections
between own beliefs, practices,
and ideas represented or
expressed in authentic and/ or
extended texts
 describes concepts and
perspectives represented in texts
from literature and the media
 creates texts displaying breadth in
the treatment of the topic and
constructs conclusions
 displays knowledge and
understanding of the target
language as a system and responds
with occasional confidence and
sensitivity
 applies conventions of texts to
represent experiences appropriate
to audience and purpose
 displays some versatility and
accurate language use and a range
of vocabulary and grammar both
orally and in writing
20
A student who achieves a D
grade typically
 identifies some linguistic,
cultural and stylistic features of
authentic texts
A student who achieves an E
grade typically
 identifies some linguistic, and
cultural features of authentic
texts
 identifies some features of
 identifies few or no features
language and culture in
authentic and unfamiliar
contexts
of language and culture in
authentic and unfamiliar
contexts
 identifies some interconnections
between own beliefs, practices,
and ideas represented or
expressed in authentic and/ or
extended texts
 identifies some concepts and
perspectives represented in texts
from literature and the media
 creates texts displaying some
breadth in the treatment of the
topic and constructs conclusions
 displays knowledge of the target
language; however lacks
confidence and/ or sensitivity in
responses
 applies some conventions of
texts to represent experiences
appropriate to audience and
purpose
 displays a range of vocabulary
and uses grammar with some
accuracy both orally and in
writing in a sustained text
 identifies few or no
interconnections between
own beliefs, practices, and
ideas represented or
expressed in authentic and/
or extended texts
 identifies few or no concepts
and perspectives represented
in texts from literature and
the media
 creates texts displaying some
knowledge of the topic
 displays little or no
confidence or sensitivity in
responses to knowledge of
the target language
 applies few conventions of
texts to represent
experiences appropriate to
audience and purpose.
 displays a range of vocabulary
and uses grammar with
limited accuracy both orally
and in writing in disjointed
texts
Board Endorsed December 2014
Unit Grade Descriptors for Advanced T Courses – Year 12
A student who achieves an A grade
typically
 critically analyses particular
linguistic, cultural and stylistic
features of authentic texts
Understanding
 evaluates language and culture in a
wide range of authentic and
unfamiliar contexts
 analyses and synthesises complex
interconnections between own
values, beliefs, practices, and ideas
represented or expressed in
authentic and/ or extended texts
 analyses particular linguistic,
cultural and stylistic features of
authentic texts
 analyses language and culture in
 applies to a high degree conventions
of texts and takes risks to represent
ideas and experiences appropriate to
audience and purpose
 displays versatility and accurate
language use, clarity of expression
and a wide range of vocabulary and
grammar both orally and in writing
 explains language and culture in a
 describes linguistic, cultural
and stylistic features of
authentic texts
 describes some language and
 explains and compares and contrasts
 explains interconnections between
 describes interconnections
complex interconnections between
own values, beliefs, practices, and
ideas represented or expressed in
authentic and/ or extended texts
own values, beliefs, practices, and
ideas represented or expressed in
authentic and/ or extended texts
represented in texts from literature
and the media
knowledge and understanding of the
target language as a system and
responds with a high degree of
confidence and sensitivity
and stylistic features of authentic
texts
culture in authentic and
unfamiliar contexts
 analyses concepts and perspectives
 displays clear and thorough
 explains some linguistic, cultural
A student who achieves a D
grade typically
range of authentic and unfamiliar
contexts
represented in a range of texts from
literature and the media
independence, depth and breadth in
the treatment of the topic,
substantiates decisions and
constructs conclusions
A student who achieves a C
grade typically
range of authentic and unfamiliar
contexts
 evaluates concepts and perspectives
 creates insightful texts displaying
Communicating
A student who achieves a B grade
typically
 creates complex texts displaying
breadth and some depth and
independence in the treatment of
the topic and constructs conclusions
 displays thorough knowledge and
understanding of the target language
as a system and responds
appropriately and with a good
degree of confidence and sensitivity
 applies conventions of texts and
takes some risks to represent ideas
and experiences appropriate to
audience and purpose
 displays a degree of versatility and
accurate language use and a wide
range of vocabulary and grammar
both orally and in writing
 explains concepts and perspectives
represented in texts from
literature and the media
between own beliefs,
practices, and ideas
represented or expressed in
authentic and/ or extended
texts
 describes concepts and
perspectives represented in
texts from literature and the
media
 creates texts displaying breadth in
 creates texts displaying some
the treatment of the topic and
constructs conclusions
breadth in the treatment of
the topic and constructs
conclusions
 displays knowledge and
understanding of the target
language as a system and responds
with confidence and sensitivity
 applies conventions of texts to
represent experiences appropriate
to audience and purpose
 displays some versatility and
accurate language use and a range
of vocabulary and grammar both
orally and in writing
21
 displays knowledge of the
target language and responds
with some confidence and/ or
sensitivity
 applies some conventions of
texts to represent experiences
appropriate to audience and
purpose
 displays a range of vocabulary
and uses grammar with some
accuracy both orally and in
writing in a sustained text
A student who achieves an E
grade typically
 identifies some linguistic,
cultural and stylistic features of
authentic texts
 identifies some features of
language and culture in
authentic and unfamiliar
contexts
 identifies some
interconnections between own
beliefs, practices, and ideas
represented or expressed in
authentic and/ or extended
texts
 identifies concepts and
perspectives represented in
texts from literature and the
media
 creates texts displaying some
knowledge of the topic
 displays little or no confidence
and/ or sensitivity in responses
to knowledge of the target
language
 applies few conventions of texts
to represent experiences
appropriate to audience and
purpose
 displays a range of vocabulary
and uses grammar with limited
accuracy both orally and in
writing in disjointed texts
Moderation
Moderation is a system designed and implemented to:

provide comparability in the system of school-based assessment

form the basis for valid and reliable assessment in senior secondary schools

involve the ACT Board of Senior Secondary Studies and colleges in cooperation and
partnership

maintain the quality of school-based assessment and the credibility, validity and acceptability
of Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate
marking or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for
all accredited courses, as well as statistical moderation of course scores, including small group
procedures, for T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of Unit
Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment
portfolios that have been assessed in schools by teachers under accredited courses, are moderated
by peer review against system wide criteria and standards. This is done by matching student
performance with the criteria and standards outlined in the unit grade descriptors as stated in the
Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on,
their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or
copies of student work completed in Semester 1. Assessment and other documentation required by
the Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from Semester
2 of the previous year is presented for review at Moderation Day 1 in March, and Year 12 work from
Semester 1 is presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder
and a set of student portfolios) is prepared for each A, M and T course/units offered by the school,
and is sent in to the Office of the Board of Senior Secondary Studies.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on
moderation days in each course area will comprise the following:

a folder containing supporting documentation as requested by the Office of the Board
through memoranda to colleges

a set of student portfolios containing marked and/or graded written and non-written
assessment responses and completed criteria and standards feedback forms. Evidence of all
assessment responses on which the unit grade decision has been made is to be included in
the student review portfolios.
Specific requirements for subject areas and types of evidence to be presented for each Moderation
Day will be outlined by the Board Secretariat through memoranda and Information Papers.
22
Visual evidence for judgements made about practical performances
(also refer to BSSS Website Guidelines)
It is a requirement that schools’ judgements of standards to the mandatory, oral assessment item
(A/T/M) be supported by auditory evidence as a minimum requirement (refer to Assessment Task
Types table, page 14).
All other practical performances may be supported by visual evidence (still photos or video).
Teachers should consult the BSSS guidelines at
http://www.bsss.act.edu.au/grade_moderation/information_for_teachers when preparing
photographic evidence.
Resources
Books
Espasa Calpe S.A., Español 3, Nivel Avanzado, Libro del professor, Cuaderno de Recursos y Ejercicios,
Madrid 2004.
Palomino, M. A., Chicos Chicas, Libro del Alumno, Libro del Profesor, Cuaderno de Ejercicios, Edelsa,
2001
Palomino M A, Primer Plano 3, Edelsa Grupo Didascalia, Edicion 1, S.A. January 2002.
Kendris,Christopher and Kendris, Theodore N, 501 Spanish Verbs, 5th Edition, Barron’s Educational
Series, November 2003, Australia.
Castro, Francisca, Uso de la Gramática Española Junior Avanzado, Edelsa Grupo Didascalia, S.A., 2003
Martín, R. M. & Ellis, M., Aventura 3. Hodder & Stoughton. London. 2004
Palomino, M. A.,Chicos Chicas Nivel 3. Edelsa Grupo Didascalia, S.A. Madrid. 2003.
Quino, Mafalda. Ediciones de la Flor. Buenos Aires.1998
Rodríguez, M. & Rodríguez A., El Español por Detrezas – Leer en Español – Ejercicios de Comprensión
Lectora. SGEL. Madrid. 2004
Sánchez Lobato J., Moreno García C., Santos Gargallo, I. Nuevo español sin fronteras ESF3, Libro del
alumno. SGEL. Madrid 2005.
Blanco Picado, A., Pérez Bernal, R., Leonel Prymak, S., Sánchez González, N., Tarrés Chamorro, I. El
Cronómetro, Manual de preparación del DELE, Nivel Superior. Editorial Edinumen. Madrid, 2006.
Natal, E., Diez, M.C., Buitrago, F.A., Martín, M.S., Prieto, J.M., Fernández, J., Del Castillo, M., Borrego,
I., Núñez, B. Español Lengua Viva 4. Santillana. Madrid. 2008.
Aragonés, L., Palencia, R. Gramática de Uso del Español, Teoría y práctica, A1-B2. Sm-ele. Madrid.
2006.
Aragonés, L., Palencia, R. Gramática de Uso del Español, Teoría y práctica, C1-C2. Sm-ele. Madrid.
2010.
Arroyo, M. , Casado, M.A., Fernández, E., Fernández, Z., Gómez, R., Martí, M., Mayor, I., Menéndez,
M., Nicolás, S., Olica, C., Pareja, M.J., Romero, A., Vázquez, R., Wineyer, H.Prims Consolida, C1.
Editorial Edinumen. Madrid. 2007.
Arriagada, I.E. Developing Skills for Text Types. IB. Cardiff, 2012.
Barros Lorenzo, R., Gónzalez Pino, A.M., Freire Hermida, M. Curso de Literatura, Español Lengua
Extranjera. Edelsa. Madrid, 2006.
23
Borobio, V., Palencia, R. Curso de español para extranjeros, nuevo avanzado, libro del alumno. Smele. Madrid. 2003.
Gálvez, D., Gálvez, N., Quintana, L. Dominio C, curso de perfeccionamiento. Edelsa. Madrid, 2007.
Cerrolaza, M., Cerrolaza, O., Llovet, B. Planeta E/LE 4, curso de perfeccionamiento. Madrid. 2000
Rodríguez-Blanco, S., Valbuena, A. Spanish B, course companion. Oxford University Press. Oxford.
2011.
Chamorro Guerrero, M. D., Lozano López, G., Ríos Rojas, A., Rosales Varo, F., Ruiz Campillo, J.P., Ruiz
Fajardo, G. El Ventilador, curso de español de nivel superior. Difusión. Barcelona. 2006.
Repaso, a complete review workbook for gramar, communication and culture. Glencoe MacGraw-Hill.
Columbus.
Sánchez, A., Entre Nosotros Nivel 3. SGEL, Madrid.
AudioVisual
Authentik en español, revista para estudiantes de español de nivel avanzado con CD.
www.authentik.com
Like Water for Chocolate, [DVD], Miramax,.
Volver. [DVD}, Sony Pictures Classics, 2006.
Mar Adentro, [DVD] Alliance Atlantis, 2004.
El Laberinto del Fauno, [DVD} Picture House,2006.
El Orfanato, [DVD], Picture House.
Diarios de Motocicleta, [DVD], Focus Features, Universal Studios, 2004.
Machuca.
Espasa Calpe S.A. Instituto Cervantes Español 3, (Video), Madrid 2001.
Chicos Chicas CD Audio, Edelsa Grupo Didascalia, S.A. Madrid. 2003
Espasa Calpe S.A. Instituto Cervantes Español 3, (Video), Madrid 2001.
Chicos Chicas CD Audio, Edelsa Grupo Didascalia, S.A. Madrid. 2003
CD ROMS
Punto Final (CD ROM), Claves, Edelsa, 1990
Dos Mundos (CD ROM), McGraw-Hill Education, Fifth Edition– Europe, August 2001
Primer Plano 3 (CD ROM), January 2002
Punto Final (CD ROM), Claves, Edelsa, 1990
Primer Plano 3 (CD ROM), January 2002
Dan que Hablar, actividades con anuncios de la tele par la clase de español, [CD-ROM], Editorial
Edinumen, Madrid, 2006.
Websites
http://www.todoele.net/
http://formespa.rediris.es/actividades.htm
TES - http://www.tes.co.uk/spanish-secondary-teaching-resources/
Lesson plans, videos, power point presentations, activities etc.
24
TECLA, fichas
http://www.mecd.gob.es/reinounido/publicaciones-materiales/publicaciones.html
http://www.languagerealm.com/spanish/spanishproverbs_p.php
http://www.donquijote.org/spanishlanguage/
Studyspanish.com
http://www.spanishrevision.co.uk/
http://www.tinglado.net/
http://www.videoele.com/menu_B1.html
Organisations (if applicable)
Consejería de Educación de España
https://www.mecd.gob.es/francia/publicaciones-materiales/material-didactico.html
Centro de Recursos Alejandro Malaspina
http://www.mecd.gob.es/australia/oficinasycentros/centros-recursos.html
Physical Resources
Posters
Maps
Pictures
Computers
Data projectors
CD and DVD player
25
Proposed Evaluation Procedures
Course evaluation will be a continuous process. Teachers will meet regularly to discuss the content
of the course and any requirements for modification of activities, teaching strategies and assessment
instruments. The current trends and innovations in the teaching of insert name of course will be
considered as teachers attend workshops, seminars and participate in discussion groups with other
teachers such as on Moderation Day.
Teachers will monitor student performance and progress and student responses to various teaching,
learning and assessment strategies. Students and teachers will complete evaluation questionnaires
at the end of each unit. The results of these will be collated and reviewed from year to year. There
will also be a continuous monitoring of student numbers between Years 11 and 12.
Informal discussions between teachers and students, past students, parents and other teachers will
contribute to the evaluation of the course.
In the process of evaluation; students, teachers and others should, as appropriate, consider:

Are the course and Course Framework still consistent?

Were the goals achieved?

Was the course content appropriate?

Were the teaching strategies used successful?

Was the assessment program appropriate?

Have the needs of the students been met?

Was the course relevant?

How many students completed the course in each of the years of accreditation?
26
The Individual’s Experience
Value: 1.0
This unit combines Youth 0.5 and Out in the World and Education 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
Refer to language enrolment eligibility form.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

display their increased awareness of issues affecting young people in the Spanish speaking
countries

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language as spoken by their peers in Spanish-speaking
countries

compare and contrast young people’s values, beliefs, practices and ideas in Spanish speaking
countries and Australia

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language as spoken by their peers in Spanish speaking
countries

evaluate and develop an understanding of the education systems in Spanish speaking
countries

compare and contrast education systems and student perspectives between Spanish
speaking countries and Australia
Content
In this half-unit students will learn about the lifestyles of their contemporaries in Spanish speaking
countries. They will look at how they live, issues that concern them including drugs, substance abuse,
environment and employment, even military service if appropriate, the way they speak and compare
them with the Australian situation. They will consider the language of youth as an instance of how
and why language adapts to circumstances and is constantly changing. They will also be able to talk
about themselves and life in Australia.
Some possible topics include:

youth issues e.g. environment, relationships, health, social, political

changes in society: the generation gap

leisure activities

post school options

education as an instrument for social change

life as an exchange student
27
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix.
Resources
Refer to page 24.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




28
Youth
Value: 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
Refer to language enrolment eligibility form.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

display their increased awareness of issues affecting young people in the Spanish speaking
countries

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language as spoken by their peers in Spanish-speaking
countries

compare and contrast young people’s values, beliefs, practices and ideas in Spanish speaking
countries and Australia
Content
In this half-unit students will learn about the lifestyles of their contemporaries in Spanish speaking
countries. They will look at how they live, issues that concern them including drugs, substance abuse,
environment and employment, even military service if appropriate, the way they speak and compare
them with the Australian situation. They will consider the language of youth as an instance of how
and why language adapts to circumstances and is constantly changing. They will also be able to talk
about themselves and life in Australia.
Some possible topics include:

youth issues e.g. environment, relationships, health, social, political

changes in society: the generation gap

leisure activities
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix.
Resources
Refer to page 24.
29
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




30
Out in the World and Education
Value: 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
It is recommended that Students complete Youth (0.5) unit.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language as spoken by their peers in Spanish speaking
countries

evaluate and develop an understanding of the education systems in Spanish speaking
countries

compare and contrast education systems and student perspectives between Spanish
speaking countries and Australia
Content
Students will gain awareness of education in the Spanish speaking countries from primary through to
tertiary options. They can explore the school day, relationships between teachers and students,
subjects studied and attitudes towards education. They can then explore the post school options
available to students in comparison to the Australian situation. They can also look at the prospects
for graduates and their status in society, and consider the place education has in society now and in
the past.
Some possible topics include:

post school options

education as an instrument for social change

life as an exchange student
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix.
Resources
Refer to page 24.
31
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




32
Society and Community
Value: 1.0
This unit combines Arts and Entertainment 0.5 and Contributions 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
It is recommended Students complete The Individual’s Experience (1.0) or equivalent prior study.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language as spoken by their peers in Spanish speaking
countries

display clear knowledge and understanding of popular culture in Hispanic countries

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
the arts and entertainment in Hispanic countries

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language as spoken by their peers in Spanish speaking
countries

display clear knowledge and understanding of a variety of groups and significant people in
Spanish speaking countries and their contribution

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
recent social changes in Hispanic countries
Content
Students will look at the arts of which could include visual art, theatre, music and drama. It gives
them the opportunity to study written, multimedia or visual texts and review them critically. They
should look at the cultural influences of the arts and see what has influenced modern thinking in this
respect. It also gives them the opportunity to look at popular entertainment and sport. Music in all its
forms including popular and traditional could be considered. They can also look for social
commentaries in songs.
Some possible topics are:

art and artists

music

sporting events

drama

film and television, internet

songs and their social impact
33

migration

women in society

groups outside society

human rights

significant people - past and present
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix.
Resources
Refer to page 24.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




34
Arts and Entertainment
Value: 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
It is recommended that Student complete The Individual’s Experience (1.0) or equivalent prior study.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language as spoken by their peers in Spanish speaking
countries

display clear knowledge and understanding of popular culture in Hispanic countries

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
the arts and entertainment in Hispanic countries
Content
Students will look at the arts of which could include visual art, theatre, music and drama. It gives
them the opportunity to study written, multimedia or visual texts and review them critically. They
should look at the cultural influences of the arts and see what has influenced modern thinking in this
respect. It also gives them the opportunity to look at popular entertainment and sport. Music in all its
forms including popular and traditional could be considered. They can also look for social
commentaries in songs.
Some possible topics are:

art and artists

music

sporting events

drama

film and television, internet

songs and their social impact
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix.
Resources
Refer to page 24.
35
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




36
Contributions
Value: 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
It is recommended that Students complete The Individual’s Experience (1.0) and Arts and
Entertainment (0.5) or equivalent prior study.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language as spoken by their peers in Spanish speaking
countries

display clear knowledge and understanding of a variety of groups and significant people in
Spanish speaking countries and their contribution

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
recent social changes in Hispanic countries
Content
Students may consider different groups in society through racial/ethnic/gender/work discrimination,
the impact of economic change on societies and the problems of social deprivation. They will also
look at the contribution to society of migration, which could include Australian and Spanish speaking
countries. Students may also look at the historical context of significant people and their contribution
in various fields from the past and the present day.
Some possible topics are:

migration

women in society

groups outside society

human rights

significant people - past and present
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix.
Resources
Refer to page 24.
37
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




38
The World Around Us
Value: 1.0
This unit combines Literature 0.5 and Communication and Globalisation 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
It is recommended that Students complete The Individual’s Experience (1.0) and Society and
Community (1.0) or equivalent prior study.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language as spoken by their peers in Spanish speaking
countries

assess, compare and contrast the contributions of Spanish speaking writers to world
literature and their own society

develop an understanding of a variety of text types and genres and apply them in context

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language

display critical awareness of issues of communication including globalisation.

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
recent trends in communication and globalisation in Hispanic countries
Content
The literary option allows students to study in close detail a variety of genres. It may be possible to
study a theme through poetry, drama the novel or to look at the works of several literary figures
across a range of genres. It should be possible to engage students in close study of poetry, drama and
prose. Students will be expected to critically respond to the works they read and to engage in a
variety of creative responses based on their readings.
Some possible topics include:

poets

celebrated authors

literature and best sellers

short stories

newspapers

internet as a communicator

mass media

media’s influence

communication technologies
39
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix.
Resources
Refer to page 24.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




40
Literature
Value: 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
It is recommended that Students complete The Individual’s Experience (1.0) and Society and
Community (1.0) or equivalent prior study.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language as spoken by their peers in Spanish speaking
countries

assess, compare and contrast the contributions of Spanish speaking writers to world
literature and their own society

develop an understanding of a variety of text types and genres and apply them in context
Content
The literary option allows students to study in close detail a variety of genres. It may be possible to
study a theme through poetry, drama the novel or to look at the works of several literary figures
across a range of genres. It should be possible to engage students in close study of poetry, drama and
prose. Students will be expected to critically respond to the works they read and to engage in a
variety of creative responses based on their readings.
Some possible topics include:

poets

celebrated authors

literature and best sellers

short stories
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix.
Resources
Refer to page 24.
41
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
and Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




42
Communication and Globalisation
Value: 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
It is recommended that Students complete The Individual’s Experience (1.0), Society and Community
(1.0) and Literature (0.5) or equivalent prior study.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language

display critical awareness of issues of communication including globalisation.

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
recent trends in communication and globalisation in Hispanic countries
Content
Students will look at various ways of communicating. This will include the mass media as well as
different communication technologies including social media. The language changes as a result of
new communication technologies. They will also look at global issues.
Some possible topics include:

newspapers

internet as a communicator

mass media

media’s influence

communication technologies
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix.
Resources
Refer to page 24.
43
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




44
Lifestyles and Traditions
Value: 1.0
This unit combines Lifestyles 0.5 and Future Directions 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
It is recommended that Students complete The Individual’s Experience (1.0), Society and Community
(1.0) and The World Around Us (0.1) or equivalent prior study.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language

display clear understanding of everyday life, relationships, health, customs and conventions
in Spanish speaking countries

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
recent developments and changes in people’s lifestyles in Hispanic countries

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language

compare, contrast and reflect on current and prospective social changes in Spanish speaking
countries and their own society

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
recent social changes and future perspectives in Hispanic countries
Content
Students will look at everyday life in the country, how people spend the working week and their
leisure time. They can study sports, both traditional and new, and the importance they have in the
lives of the people. In addition they can look at food and the part it plays in the daily life of their
contemporaries. They can then compare the lifestyle of young people in the Spanish speaking
countries with that of young Australians. Students will look at relationships on various levels. They
can study how these relationships have changed over the years. They can make comparisons with
the Australian situation.
Some possible topics include:

traditional lifestyles

food and youth health issues

sport and exercise

leisure activities

relationships

joining the workforce in a global community
45

future directions in science, environment and other areas

traditional beliefs, customs and new directions

society and technology changes affecting everyday life

political and religious changes
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix.
Resources
Refer to page 24.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
and
Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




46
Lifestyles
Value: 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
It is recommended that Students complete The Individual’s Experience (1.0), Society and Community
(1.0) and The World Around Us (0.1) or equivalent prior study.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language

display clear understanding of everyday life, relationships, health, customs and conventions
in Spanish speaking countries

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
recent developments and changes in people’s lifestyles in Hispanic countries
Content
Students will look at everyday life in the country, how people spend the working week and their
leisure time. They can study sports, both traditional and new, and the importance they have in the
lives of the people. In addition they can look at food and the part it plays in the daily life of their
contemporaries. They can then compare the lifestyle of young people in the Spanish speaking
countries with that of young Australians. Students will look at relationships on various levels. They
can study how these relationships have changed over the years. They can make comparisons with
the Australian situation.
Some possible topics include:

traditional lifestyles

food and youth health issues

sport and exercise

leisure activities

relationships
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix.
47
Resources
Refer to page 24.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Conten
t
Teaching and
Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




48
Future Directions
Value: 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
It is recommended that Students complete The Individual’s Experience (1.0), Society and Community
(1.0), The World Around Us (1.0) and Lifestyles (0.5) or equivalent prior study.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language

compare, contrast and reflect on current and prospective social changes in Spanish speaking
countries and their own society

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
recent social changes and future perspectives in Hispanic countries
Content
Students will look at their own future and the global future. The topic can also refer to the shape of
things to come and allows students to focus on mass transportation, communication, scientific
developments, environmental issues, economic and social change. On the personal level they can
look at their own future aspirations and the directions they would like to go in after school. They can
look at finding jobs and discuss how they see their future careers panning out in a changing world.
Students can also look at the effects of social change on traditional Spanish speaking societies. It also
gives students the opportunity to study the beliefs, festivals and customs of the country. This
provides the opportunity to look at modern society and how it has adapted to the changes of the last
century.
Some possible topics include:

joining the workforce in a global community

future directions in science, environment and other areas

traditional beliefs, customs and new directions

society and technology changes affecting everyday life

political and religious changes
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix
.
49
Resources
Refer to page 24.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
and Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




50
Education, Arts & Entertainment
Value: 1.0
This unit combines Out in the World and Education 0.5 and Arts and Entertainment 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
It is recommended that Students complete Youth (0.5) or equivalent prior study.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language as spoken by their peers in Spanish speaking
countries

evaluate and develop an understanding of the education systems in Spanish speaking
countries

compare and contrast education systems and student perspectives between Spanish
speaking countries and Australia

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language as spoken by their peers in Spanish speaking
countries

display clear knowledge and understanding of popular culture in Hispanic countries

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
the arts and entertainment in Hispanic countries

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language as spoken by their peers in Spanish speaking
countries

display clear knowledge and understanding of a variety of groups and significant people in
Spanish speaking countries and their contribution

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
recent social changes in Hispanic countries
Content
Students will gain awareness of education in the Spanish speaking countries from primary through to
tertiary options. They can explore the school day, relationships between teachers and students,
subjects studied and attitudes towards education. They can then explore the post school options
available to students in comparison to the Australian situation. They can also look at the prospects
for graduates and their status in society, and consider the place education has in society now and in
the past.
51
Some possible topics include:

post school options

education as an instrument for social change

life as an exchange student

art and artists

music

sporting events

drama

film and television, internet

songs and their social impact

migration

women in society

groups outside society

human rights

significant people - past and present
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix.
Resources
Refer to page 24.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




52
Communication & Lifestyles
Value: 1.0
This unit combines Communication and Globalisation 0.5 and Lifestyles 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
It is recommended that Students complete The Individual’s Experience (1.0), Society and Community
(1.0) and Literature (0.5) or equivalent prior study.
Specific Unit Goals
This unit should enable students to:

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language

display critical awareness of issues of communication including globalisation.

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
recent trends in communication and globalisation in Hispanic countries

analyse, synthetise and evaluate ideas and perspectives from literature and/or other
authentic sources

demonstrate and apply advanced linguistic awareness including understanding of accent,
dialect, register and colloquial language

display clear understanding of everyday life, relationships, health, customs and conventions
in Spanish speaking countries

evaluate language and culture in a wide range of authentic and unfamiliar contexts related to
recent developments and changes in people’s lifestyles in Hispanic countries
Content
Students will look at various ways of communicating. This will include the mass media as well as
different communication technologies including social media. The language changes as a result of
new communication technologies. They will also look at global issues.
Some possible topics include:

newspapers

internet as a communicator

mass media

media’s influence

communication technologies

traditional lifestyles

food and youth health issues

sport and exercise

leisure activities

relationships
53
Duplication of Content Rules
Please see page 7.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types Guide on page 19 or appendix.
Resources
Refer to page 24.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy




Numeracy




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability




Ethical behaviour




Intercultural understanding




Collaborative team members




54
Appendix A – Common Curriculum Elements
Common curriculum elements assist in the development of high quality assessment tasks by
encouraging breadth and depth and discrimination in levels of achievement.
Organisers
Elements
Examples
create, compose
and apply
analyse,
synthesise and
evaluate
organise,
sequence and
explain
identify,
summarise and
plan
apply
ideas and procedures in unfamiliar situations, content and processes in
non-routine settings
compose
oral, written and multimodal texts, music, visual images, responses to
complex topics, new outcomes
represent
images, symbols or signs
create
creative thinking to identify areas for change, growth and innovation,
recognise opportunities, experiment to achieve innovative solutions,
construct objects, imagine alternatives
manipulate
images, text, data, points of view
justify
arguments, points of view, phenomena, choices
hypothesise
statement/theory that can be tested by data
extrapolate
trends, cause/effect, impact of a decision
predict
data, trends, inferences
evaluate
text, images, points of view, solutions, phenomenon, graphics
test
validity of assumptions, ideas, procedures, strategies
argue
trends, cause/effect, strengths and weaknesses
reflect
on strengths and weaknesses
synthesise
data and knowledge, points of view from several sources
analyse
text, images, graphs, data, points of view
examine
data, visual images, arguments, points of view
investigate
issues, problems
sequence
text, data, relationships, arguments, patterns
visualise
trends, futures, patterns, cause and effect
compare/contrast
data, visual images, arguments, points of view
discuss
issues, data, relationships, choices/options
interpret
symbols, text, images, graphs
explain
explicit/implicit assumptions, bias, themes/arguments, cause/effect,
strengths/weaknesses
translate
data, visual images, arguments, points of view
assess
probabilities, choices/options
select
main points, words, ideas in text
reproduce
information, data, words, images, graphics
respond
data, visual images, arguments, points of view
relate
events, processes, situations
demonstrate
probabilities, choices/options
describe
data, visual images, arguments, points of view
plan
strategies, ideas in text, arguments
classify
information, data, words, images
identify
spatial relationships, patterns, interrelationships
summarise
main points, words, ideas in text, review, draft and edit
55
Appendix B – Glossary of Verbs
Verbs
Definition
Analyse
Consider in detail for the purpose of finding meaning or relationships, and identifying patterns,
similarities and differences
Apply
Use, utilise or employ in a particular situation
Argue
Give reasons for or against something
Assess
Make a Judgement about the value of
Classify
Arrange into named categories in order to sort, group or identify
Compare
Estimate, measure or note how things are similar or dissimilar
Compose
The activity that occurs when students produce written, spoken, or visual texts
Contrast
Compare in such a way as to emphasise differences
Create
Bring into existence, to originate
Demonstrate
Give a practical exhibition an explanation
Describe
Give an account of characteristics or features
Discuss
Talk or write about a topic, taking into account different issues or ideas
Evaluate
Examine and judge the merit or significance of something
Examine
Determine the nature or condition of
Explain
Provide additional information that demonstrates understanding of reasoning and /or application
Extrapolate
Infer from what is known
Hypothesise
Put forward a supposition or conjecture to account for certain facts and used as a basis for further
investigation by which it may be proved or disproved
Identify
Recognise and name
Interpret
Draw meaning from
Investigate
Plan, inquire into and draw conclusions about
Justify
Show how argument or conclusion is right or reasonable
Manipulate
Adapt or change
Plan
Strategies, develop a series of steps, processes
Predict
Suggest what might happen in the future or as a consequence of something
Reflect
The thought process by which students develop an understanding and appreciation of their own
learning. This process draws on both cognitive and affective experience
Relate
Tell or report about happenings, events or circumstances
Represent
Use words, images, symbols or signs to convey meaning
Reproduce
Copy or make close imitation
Respond
React to a person or text
Select
Choose in preference to another or others
Sequence
Arrange in order
Summarise
Give a brief statement of the main points
Synthesise
Combine elements (information/ideas/components) into a coherent whole
Test
Examine qualities or abilities
Translate
Express in another language or form, or in simpler terms
Visualise
The ability to decode, interpret, create, question, challenge and evaluate texts that communicate with
visual images as well as, or rather than, words
56