Board Endorsed December 2014
Continuing Spanish
A/T
Type 2
Written under the
Languages Course
Framework 2013 Edition
Accredited from:
January 2015 – December 2019
Board Endorsed December 2014
Student Capabilities
The General Capabilities (Year 11-12), as shown below, can be mapped to the essential Learning
achievements in the Curriculum Renewal (P-10) showing a strong relationship. Student capabilities
are supported through course and unit content and through pedagogical and assessment practices.
The General Capabilities include:
 literacy
 numeracy
 information and communication technology (ICT) capability
 critical and creative thinking
 personal and social capability
 ethical behaviour
 intercultural understanding
 collaborative team members
Courses of study for the ACT Year 12 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
1
Board Endorsed December 2014
Course Adoption Form for Accredited T Courses
B S S S
AUSTRALIAN CAPITAL TERRITORY
College:
Course Title: Continuing Spanish
Classification: T
Framework: Languages Course Framework 2013 Edition
Course Area: 504
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

The Individual
0.5
Q

Out in the world and Education
0.5
Q

Society and Community
1.0
S

Around Town
0.5
Q

Social Change
0.5
Q

The World Around Us
1.0
S

Culture and Traditions
0.5
Q

Global Communication
0.5
Q

Lifestyles and Traditions
1.0
S

Lifestyles
0.5
Q

Future Directions
0.5
Q

Education & Around Town
1.0
S

Communication & Lifestyles
1.0
S
Adoption: The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
BSSS Office Use:
Entered into database:
/
/20
College Board Chair:
2
/
/20
Course Adoption Form for Accredited Courses
B S S S
AUSTRALIAN CAPITAL TERRITORY
College:
Course Title: Continuing Spanish
Classification: A
Framework: Languages Course Framework 2013 Edition
Course Area: 5042
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

The Individual
0.5
Q

Out in the world and Education
0.5
Q

Society and Community
1.0
S

Around Town
0.5
Q

Social Change
0.5
Q

The World Around Us
1.0
S

Culture and Traditions
0.5
Q

Global Communication
0.5
Q

Lifestyles and Traditions
1.0
S

Lifestyles
0.5
Q

Future Directions
0.5
Q

Education & Around Town
1.0
S

Communication & Lifestyles
1.0
S
Adoption: The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
BSSS Office Use:
Entered into database:
/
/20
College Board Chair:
3
/
/20
Table of Contents
Student Capabilities
Course Name
Course Classification
Course Framework
Course Developers
Evaluation of Previous Course
Course Length and Composition
Implementation Guidelines
Subject Rationale
Goals
Content
Teaching and Learning Strategies
Assessment
Representation of General Capabilities
Representation of Cross-curriculum
Unit Grades
Moderation
Resources
Proposed Evaluation Procedures
The Individual’s Experience
The Individual
Out in the World and Education
Society and Community
Around Town
Social Change
The World Around Us
Culture and Traditions
Global Communication
Lifestyles and Traditions
Lifestyles
Future Directions
Education & Around Town
Communication & Lifestyles
Appendix A – Common Curriculum Elements
Appendix B – Glossary of Verbs
.....................................................................................1
.....................................................................................5
.....................................................................................5
.....................................................................................5
.....................................................................................5
.....................................................................................6
.....................................................................................6
.....................................................................................7
...................................................................................10
...................................................................................10
...................................................................................12
...................................................................................13
...................................................................................14
...................................................................................18
...................................................................................19
...................................................................................21
...................................................................................26
...................................................................................27
...................................................................................30
Value: 1.0...................................................................31
Value: 0.5...................................................................33
Value: 0.5...................................................................35
Value: 1.0...................................................................37
Value: 0.5...................................................................39
Value: 0.5...................................................................41
Value: 1.0...................................................................43
Value: 0.5...................................................................45
Value: 0.5...................................................................47
Value: 1.0...................................................................49
Value: 0.5...................................................................51
Value: 0.5...................................................................53
Value: 1.0...................................................................55
Value: 1.0...................................................................57
...................................................................................59
...................................................................................60
4
Course Name
Continuing Spanish
Course Classification
A/T
Course Framework
This course is presented under the Languages Course Framework 2013 Edition.
Course Developers
Name
Qualifications
College
Christiane Vivanco de
Savaris
BA (ANU) Modern European Languages (French,
Italian) & Linguistics
GradDipEd (UNE) Languages (Spanish, Italian,
French) and ESL
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 Assesor
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)
Graduate Certificate 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
This group gratefully acknowledges the work of previous developers and the support of the Spanish
Education Office (Consejería de Educación - España) and in particular Dr Benimar García.
5
Evaluation of Previous Course
The Continuing Spanish Course has been rewritten to align with the new Languages Framework 2013
Edition.
Course Length and Composition
The following combinations of 0.5 units that 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 Title
Unit Value
The Individual’s Experience
1.0
The Individual
0.5
Out in the World and Education
0.5
Society and Community
1.0
Around Town
0.5
Social change
0.5
The World Around Us
1.0
Culture and Traditions
0.5
Global Communication
0.5
Lifestyle and Traditions
1.0
Lifestyles
0.5
Future Directions
0.5
Education & Around Town
1.0
Out in the World and Education
0.5
Around Town
0.5
Communication & Lifestyles
1.0
Global Communication
0.5
There are two additional 1.0 units to cater for 3 session colleges. Teachers are expected to teach
these topics over a two-year cycle in which they will choose specific topics that are most suitable for
their students’ needs.
Teachers can vary the order of topics selected. Each topic will lend itself to certain linguistic content
which should be taught with that unit.
6
Available course patterns
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.
Prerequisites for the course or units within the course
Refer to the 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.
Duplication of Content
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 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
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.
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.
7
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.
Units from other courses
The units from the second year of the Beginning course (The World Around Us and Lifestyle and
Traditions) may be combined with two units from the Continuing course to form an Intermediate
Spanish course to address the needs of students with some limited or prior exposure to the
language.
Relationship to other courses
Content of units of this course may overlap with content of the Advanced Spanish course as both
courses have been designed to be taught concurrently in a multilevel class. However, expected
outcomes and assessment tasks differ in depth and breadth. Please see duplication of units
paragraph above.
Suggested Implementation Patterns
Implementation Pattern
Units
Semester 1, Year 11
The Individual’s Experience - 1.0
The Individual – 0.5
Out in the World – 0.5
Session 2 , Year 11
Society and Community - 1.0
Around Town – 0.5
Social Change – 0.5
Semester 1, Year 12
The World Around Us – 1.0
Culture and traditions – 0.5
Global Communication – 0.5
Semester 2, Year 12
Lifestyle and Traditions – 1.0
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
8
Three session colleges may follow this pattern:
Implementation Pattern
Units
Session 1, Year 11
The Individual – 0.5
Session 2 , Year 11
Education & Around Town - 1.0
Out in the World – 0.5
Around Town – 0.5
Session 3, Year 11
Social Change – 0.5
Session 1, Year 12
Culture and traditions – 0.5
Session 2, Year 12
Communication & Lifestyles – 1.0
Global Communication – 0.5
Lifestyles – 0.5
Session 3, Year 12
Future Directions – 0.5
To obtain a major in Continuing Spanish students must study all four 1.0 units or equivalent. Students
may begin their major in a different sequence depending on the cycle of units being taught in their
individual college. However, units may not be repeated in a two year cycle.
TABLE – UNIT SEQUENCE
1.0 Unit
Themes
Beginning
0.5 Unit
Continuing
0.5 Unit
Advanced
0.5 Unit
The
Individual’s
Experience
Self, Family and
Friends
My Family and I
The Individual
Youth
School & Friends
Out and About
Out in the World
and Education
Out in the World
and Education
Society and
Community
Home and
Community Life
Daily Routine and
Holidays
Around Town
Arts and
Entertainment
Past Experiences
Social Change
Contributions
Traditions and
Celebrations
Family and
Fiestas
Culture and
Traditions
Literature
Travel and
Communication
Around the
World
Global
Communication
Communication
and Globalisation
Careers,
Employment and
Relationships
Lifestyles
Lifestyles
Lifestyles
Future of Self,
Society and the
Planet
From Past to
Future
Future Directions
Future Directions
The World
Around Us
Lifestyles
and
Traditions
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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 languages 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 languages 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 languages 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.
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.
10
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.
11
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
 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.
12
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
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)
13
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
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.
14
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.
15
Assessment Task Types for Continuing Language Course
Strand
Communicating
Understanding
Task Type
Speaking
Writing
Responding
Mandatory
Items
Unscripted
interview/conversation in
the target language, with
teacher/native speaker
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
300-350 words
Suggested task: letter,
email, magazine article,
blog, review, speech,
poetry, essay
Critical analysis through
listening AND reading
comprehension with
questions and answers in
the target language*
Must be one
item with the
minimum
mandatory
weighting as
shown below.
Minimum time limit:
5 minutes
Over the course of two
0.5 units, both reading
and listening must be
assessed.
*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:
A text in a variety of
genres
Assignment under
controlled conditions
Short response to an
unseen visual
stimulus/statistics
Translation
Survey
Creative written
production
Close textual analysis of
language
Listening comprehension
Reading comprehension
Written/visual response
to a variety of text types
Creative response and
written rationale
Summary
Short response
25-40%
25-40%
 Oral presentation
 Role-play
 Debate
 Interview
 Conversation
 Discussion
 Interpreting
Weightings A/T
1.0 Units
25-40%
Weightings A/T
0.5 Units
25-40%
60-75%
16
Assessment Requirements
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 is to be differentiated for A and T courses. Assessment tasks in all courses need to be
appropriate to the students’ level and cater for their specific needs. Creative, open-ended and rich
learning tasks are recommended.
Additional Assessment Advice for Courses
 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.
17
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
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.
18
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
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.
19
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
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
20
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




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.
21
Unit Grade Descriptors for Continuing A Courses – Year 11
Communicating
Understanding
A student who achieves an A
grade typically
A student who achieves a B
grade typically
A student who achieves a C
grade typically
A student who achieves a D
grade typically
A student who achieves an E
grade typically
 analyses language and
culture in a wide range of
familiar contexts
 explains language and
culture in a range of familiar
contexts
 describes language and
culture in familiar contexts
 identifies language and
culture in familiar contexts
 identifies minimal
features of language and
culture in familiar contexts
 explains some
interconnections between
own beliefs and practices, and
ideas represented or
expressed in texts
 describes
interconnections between
own values, beliefs and
practices represented or
expressed in texts
 identifies
interconnections between
own beliefs and practices
represented or expressed in
texts
 identifies some
interconnections between
own beliefs and practices
represented or expressed in
texts
 identifies little or no
interconnections between
own beliefs and practices
represented or expressed in
texts
 analyses perspectives
represented in texts
 explains perspectives
represented in texts
 describes perspectives
represented in texts
 identifies perspectives
represented in texts
 identifies some aspects
of perspectives represented
in texts
 produces comprehensive
texts displaying breadth in the
treatment of the topic
 produces knowledgeable
texts displaying breadth in the
treatment of the topic
 produces texts displaying
knowledge of the topic
 produces texts displaying
some knowledge of the topic
 produces texts displaying
limited knowledge of the
topic
 displays knowledge and
understanding of the target
language as a system and
responds appropriately and
with sensitivity
 displays knowledge and
understanding of the target
language as a system and
responds appropriately
 displays some
knowledge and understanding
of the target language as a
system and responds
appropriately
 displays limited
knowledge of the target
language as a system and
responds appropriately
 displays little knowledge
of the target language as a
system
 applies conventions of
texts to represent ideas and
experiences appropriate to
audience and purpose
 applies conventions of
texts to represent
experiences appropriate to
audience or purpose
 applies some
conventions of texts to
represent experiences
appropriate to audience or
purpose
 applies few conventions
of texts to represent
experiences appropriate to
audience or purpose
 applies few or no
conventions of texts
 uses accurate language,
clarity of expression and a
range of vocabulary and
grammar both orally and in
writing
 uses accurate language
and a range of vocabulary and
grammar both orally and in
writing
 uses grammar and
vocabulary with some
accuracy both orally and in
writing
 uses some grammar and
vocabulary both orally and in
writing
 displays few or no
grammar and vocabulary both
orally and in writing
22
Unit Grade Descriptors for Continuing A Courses – Year 12
Communicating
Understanding
A student who achieves an A
grade typically
A student who achieves a B
grade typically
A student who achieves a C
grade typically
A student who achieves a
D grade typically
A student who achieves an E
grade typically
 analyses language and
culture in a wide range of
familiar contexts
 explains language and
culture in a range of familiar
contexts
 describes language and
culture in familiar contexts
 identifies language
and culture in familiar
contexts
 identifies minimal
features of language and
culture in familiar contexts
 analyses interconnections
between own values, beliefs,
practices, and ideas
represented or expressed in
texts
 explains some
interconnections between own
beliefs and practices, and ideas
represented or expressed in
texts
 describes
interconnections between
own beliefs and practices
represented or expressed in
texts
 identifies
interconnections between
own beliefs and practices
represented or expressed
in texts
 identifies minimal
interconnections between
own beliefs and practices
represented or expressed in
texts
 analyses perspectives
represented in texts
 explains perspectives
represented in texts
 describes perspectives
represented in texts
 identifies
perspectives represented
in texts
 identifies some aspects
of perspectives represented
in texts
 produces comprehensive
texts displaying breadth in the
treatment of the topic
 produces knowledgeable
texts displaying breadth in the
treatment of the topic
 produces texts displaying
knowledge of the topic
 produces texts
displaying some
knowledge of the topic
 produces texts displaying
minimal knowledge of the
topic
 displays thorough
knowledge and understanding
of the target language as a
system and responds
appropriately and with
sensitivity
 displays thorough
knowledge and understanding
of the target language as a
system and responds
appropriately
 displays knowledge and
understanding of the target
language as a system and
responds appropriately
 displays some
knowledge of the target
language and responds
appropriately
 displays minimal
knowledge of the target
language
 applies conventions of
texts to represent ideas and
experiences appropriate to
audience and purpose
 applies conventions of
texts to represent ideas and
experiences appropriate to
audience or purpose
 applies some conventions
of texts to represent
experiences appropriate to
audience or purpose
 applies few
conventions of texts to
represent experiences
appropriate to audience
or purpose
 applies few or no
conventions of texts
 displays accurate language
use, clarity of expression and a
wide range of vocabulary and
grammar both orally and in
writing
 displays accurate
language use and a wide range
of vocabulary and grammar
both orally and in writing
 displays a wide
vocabulary and uses grammar
with some accuracy both
orally and in writing
 displays some
vocabulary of the
language both orally and
in writing
 displays very limited or
no vocabulary of the language
both orally and in writing
23
Unit Grade Descriptors for Continuing T Courses – Year 11
Communicating
Understanding
A student who achieves an A
grade typically
A student who achieves a B
grade typically
A student who achieves a C
grade typically
A student who achieves a D
grade typically
A student who achieves an E
grade typically
 critically analyses
particular linguistic, cultural
and stylistic features
 analyses linguistic,
cultural and stylistic features
 explains linguistic,
cultural and stylistic features
 identifies linguistic,
cultural and stylistic features
 identifies some linguistic,
cultural and stylistic features
 analyses language and
culture in familiar and
unfamiliar contexts
 analyses language and
culture in familiar contexts
 describes language and
culture in familiar contexts
 identifies language and
culture in familiar contexts
 identifies some features
of language and culture in
familiar contexts
 analyses
interconnections between
own values, beliefs, practices,
and ideas represented or
expressed in texts
 explains
interconnections between
own values, beliefs, practices,
and ideas represented or
expressed in texts
 explains some
interconnections between
own values, beliefs, practices,
and ideas represented or
expressed in texts
 identifies
interconnections between
own beliefs, practices, and
ideas represented or
expressed in texts
 identifies some
interconnections between
own beliefs, practices, and
ideas represented or
expressed in texts
 analyses concepts and
perspectives represented in
texts
 analyses perspectives
represented in texts
 explains perspectives
represented in texts
 identifies perspectives
represented in texts
 identifies aspects of the
perspectives represented in
texts
 produces comprehensive
texts displaying depth and
breadth in the treatment of
the topic and constructs
logical and structured texts
 produces comprehensive
texts displaying breadth in the
treatment of the topic and
constructs logical and
structured texts
 produces texts displaying
detailed knowledge of the
topic and constructs logical
and structured texts
 produces texts displaying
some knowledge of the topic
 produces texts displaying
little or no understanding of
the topic
 applies appropriate
conventions of texts and
takes risks to represent ideas
and experiences appropriate
to audience and purpose
 applies conventions of
texts and takes some risks to
represent ideas and
experiences appropriate to
audience and purpose
 applies some
conventions of texts to
represent experiences
appropriate to audience and
purpose
 applies few conventions
of texts to represent
experiences appropriate to
audience and purpose
 applies limited or no
conventions of texts
 displays accurate
language use, clarity of
expression and a wide range
of vocabulary and grammar
both orally and in writing
 displays accurate
language use and a wide
range of vocabulary and
grammar both orally and in
writing
 displays a wide
vocabulary and uses grammar
with some accuracy both
orally and in writing
 displays some
vocabulary of the language
both orally and in writing
 displays limited or no
vocabulary of the language
both orally and in writing
24
Communicating
Understanding
Unit Grade Descriptors for Continuing T Courses – Year 12
A student who achieves an A
A student who achieves a B
grade typically
grade typically
A student who achieves a C
grade typically
A student who achieves a D
grade typically
A student who achieves
an E grade typically
 critically analyses particular
linguistic, cultural and stylistic
features
 analyses particular linguistic,
cultural and stylistic features
 explains some linguistic,
cultural and stylistic features
 describes linguistic,
cultural and stylistic features
 identifies some
linguistic, cultural and
stylistic features
 evaluates language and culture
in familiar and unfamiliar contexts
 analyses language and culture
in familiar and unfamiliar contexts
 explains language and
culture in familiar and unfamiliar
contexts
 describes language and
culture in familiar contexts
 identifies some
features of language and
culture in familiar contexts
 analyses complex
interconnections between own
values, beliefs and practices, and
ideas represented or expressed in
texts
 explains complex
interconnections between own
values, beliefs and practices, and
ideas represented or expressed in
texts
 explains interconnections
between own values, beliefs and
practices, and ideas represented
or expressed in texts
 describes
interconnections between
own beliefs and practices, and
ideas represented or
expressed in texts
 identifies some
interconnections between
own beliefs and practices,
and ideas represented or
expressed in texts
 evaluates concepts and
perspectives represented in texts
 analyses concepts and
perspectives represented in texts
 explains concepts and
perspectives represented in texts
 describe concepts and
perspectives represented in
texts
 identifies concepts
and perspectives
represented in texts
 produces insightful texts
displaying independence, depth and
breadth in the treatment of the topic,
substantiates decisions and
constructs logical conclusions
 produces complex texts
displaying breadth and some depth
and independence in the
treatment of the topic and
constructs logical conclusions
 produces texts displaying
breadth in the treatment of the
topic and constructs conclusions
 produces texts
displaying some detail in the
treatment of the topic
 produces texts
displaying some knowledge
of the topic
 displays clear and thorough
knowledge and understanding of the
target language as a system and
responds appropriately and with
sensitivity
 displays thorough knowledge
and understanding of the target
language as a system and responds
appropriately and with sensitivity
 displays knowledge and
understanding of the target
language as a system and
responds appropriately
 displays knowledge of
the target language and
responds appropriately
 displays some
knowledge of the target
language
 applies appropriate conventions
of texts and takes risks to represent
ideas and experiences appropriate to
audience and purpose
 applies conventions of texts
and takes some risks to represent
ideas and experiences appropriate
to audience and purpose
 applies some conventions of
texts to represent experiences
appropriate to audience and
purpose
 applies few conventions
of texts to represent
experiences appropriate to
audience and purpose
 applies limited or no
conventions of texts
 displays accurate language use,
clarity of expression and a wide range
of vocabulary and grammar both
orally and in writing
 displays accurate language
use and a wide range of vocabulary
and grammar both orally and in
writing
 displays a wide vocabulary
and uses grammar with some
accuracy both orally and in writing
 displays some
vocabulary of the language
both orally and in writing
 displays limited or no
vocabulary of the language
both orally and in writing
25
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.
26
Visual evidence for judgements made about practical performances
(also refer to BSSS Website Guidelines)
Evidence for judgements made about oral assessment
(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 16).
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.
27
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 grammar, communication and culture. Glencoe MacGrawHill. Columbus.
Sánchez, A., Entre Nosotros Nivel 3. SGEL, Madrid.
Bregstein, Barbara. Easy Spanish step-By Step. McGraw-Hill. United states of America, 2006.
Castro, Francisca, Rodero, Ignacio, Sardinero, Carmen and Rebollo, Begoña. Compañeros Curso de
Español, B1.1, Cuaderno de Ejercicios. ELE. SGEL – Education 2009. First Edition
Castro, Francisca, Rodero, Ignacio, Sardinero, Carmen and Rebollo, Begoña. Compañeros Curso de
Español, B1.1. Guía del Profesor. ELE. SGEL – Education 2009. First Edition.
Castro, Francisca, Rodero, Ignacio, Sardinero, Carmen. Compañeros Curso de Español, B1.1, Libro
del Alumno. ELE. SGEL – Education 2009. First Edition
Jean Yates. Spanish Conversation. Mc Graw Hill. USA 2011
Audio Visual Materials
Authentik inter en español, revista para estudiantes de español de nivel intermedio 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. 22003
CD Roms
Dan que Hablar, actividades con anuncios de la tele par la clase de español, [CD-ROM], Editorail
Edinumen, Madrid, 2006.
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
28
Internet sites
http://www.todoele.net/
http://formespa.rediris.es/actividades.htm
TES - http://www.tes.co.uk/spanish-secondary-teaching-resources/
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
https://www.youtube.com/user/easyespanol
https://www.youtube.com/user/AGREGAMECOMOAMIGO
http://www.languageguide.org/vocabulary/?lang=es&target=es
https://www.youtube.com/user/learnspanish1
http://www.learnalanguage.com/learn-spanish/
http://www.123teachme.com/learn_spanish/beginner/
http://www.outerspanish.com/learn-spanish-subject-pronouns.htm
http://www.practiquemos.com/
https://www.youtube.com/user/languagenow
http://www.skypespanishtutor.com/index.html
http://www.spanishspanish.com/
http://www.spanishdict.com/flashcards on 2 April 2014
http://www.languagerealm.com/spanish/spanishproverbs_p.php
http://www.donquijote.org/spanishlanguage/
http://www.senorjordan.com/los-videos/
http://www.spanishrevision.co.uk/
http://creativelanguageclass.wordpress.com/class-routines/friday-feedback/
Organisations (if applicable)
https://www.mecd.gob.es/francia/publicaciones-materiales/material-didactico.html
http://www.mecd.gob.es/australia/oficinasycentros/centros-recursos.html
29
Physical Resources
Posters
Maps
Pictures
Computers
Data projectors
CD and DVD player.
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 Spanish 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?
30
The Individual’s Experience
Value: 1.0
This unit combines The Individual 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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Duplication of Content Rules
The content of the previous unit will not be repeated; however, it is understood that in keeping with
language acquisition theories, content will be revisited at different levels of depth and breath.
Specific Unit Goals
A Course
T Course
 discuss ideas and perspectives from
authentic sources
 analyse and evaluate ideas and
perspectives from authentic sources
 demonstrate their increased awareness
of education and opportunities in
Australia and Spanish speaking
countries
 demonstrate their increased awareness
of education and opportunities in
Australia and Spanish speaking
countries
 communicate appropriately and
develop greater proficiency in
pronunciation and reading skills
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
 summarise ideas and perspectives from
authentic sources
 analyse and evaluate ideas and
perspectives from authentic sources
Content
Students will learn about the lifestyles of their contemporaries in Spanish speaking countries. They
will look at how they live, issues that concern them, the way they speak and compare them with the
Australian situation. They will also be able to talk about themselves and life in Australia.
Suggested topics
 relating and interacting with others
 character and personality
 describing people
 hobbies/special interests
 youth and seniors
 relationships and problems
 travelling
 adolescent life
 school life and choices
 future aspirations
Teaching and Learning Strategies
Refer to page 15.
31
Assessment
Refer to Assessment Task Types Guide on page 17.
Resources
Refer to pages 28 - 30.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




Collaborative team members




Literacy
Numeracy
32
The Individual
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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Duplication of Content Rules
The content of the previous unit will not be repeated; however, it is understood that in keeping with
language acquisition theories, content will be revisited at different levels of depth and breath.
Specific Unit Goals
A Course
T Course
 discuss ideas and perspectives from
authentic sources
 analyse and evaluate ideas and
perspectives from authentic sources
 demonstrate their increased awareness
of education and opportunities in
Australia and Spanish speaking
countries
 demonstrate their increased awareness
of education and opportunities in
Australia and Spanish speaking
countries
 communicate appropriately and
develop greater proficiency in
pronunciation and reading skills
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
Content
Students will learn about the lifestyles of their contemporaries in Spanish speaking countries. They
will look at how they live, issues that concern them, the way they speak and compare them with the
Australian situation. They will also be able to talk about themselves and life in Australia.
Suggested topics
 relating and interacting with others
 character and personality
 describing people
 hobbies/special interests
 youth and seniors
 relationships and problems
 travelling
33
Teaching and Learning Strategies
Refer to page 15.
Assessment
Refer to Assessment Task Types Guide on page 17.
Resources
Refer to pages 28 - 30.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




Collaborative team members




Literacy
Numeracy
34
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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Specific Unit Goals
A Course
T Course
 summarise ideas and perspectives from
authentic sources
 analyse and evaluate ideas and
perspectives from authentic sources
 demonstrate their increased awareness
of education and opportunities in
Australia and Spanish speaking
countries
 demonstrate their increased awareness
of education and opportunities in
Australia and Spanish speaking
countries
 communicate in well rehearsed
contexts and develop greater
proficiency in pronunciation and
reading skills
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
Content
Students will gain awareness of education in the Spanish speaking countries from primary through to
tertiary options. They can explore the school day, relationship 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. The themes of school life and
students’ future plans are explored and scaffolded with appropriate language structures.
Suggested topics
 adolescent life
 school life and choices
 future aspirations
Teaching and Learning Strategies
Refer to page 15.
Assessment
Refer to Assessment Task Types Guide on page 17.
Resources
Refer to pages 28 - 30.
35
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




Collaborative team members




Literacy
Numeracy
36
Society and Community
Value: 1.0
This unit combines Around Town 0.5 and Social Change 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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Specific Unit Goals
A Course
T Course
 discuss ideas and perspectives from
authentic sources about free time and
art
 analyse and evaluate ideas and
perspectives from authentic sources
about free time and art
 demonstrate their increased awareness
of entertainment and the arts in
Australia and Spanish speaking
countries
 demonstrate their increased awareness
of entertainment and visual arts in
Australia and Spanish speaking
countries
 communicate in well rehearsed
contexts and develop some
proficiency in pronunciation and
reading skills
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
 analyse and evaluate ideas and
perspectives from authentic sources
about changing roles in society
 discuss ideas and perspectives from
authentic sources about changing
roles in society
Content
Students will explore popular youth entertainment and visual arts including sport.
Music in all its forms including popular and traditional could be considered. They can also look for
social commentaries in songs.
Suggested topics
 around town: entertainment, free time and art
 social gatherings
 leisure activities
 social change and gender equity
 changing roles within society
 new careers and occupations (la generación nini)
 migration
Teaching and Learning Strategies
Refer to page 15.
Assessment
Refer to Assessment Task Types Guide on page 17.
37
Resources
Refer to pages 28 - 30.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




Collaborative team members




Literacy
Numeracy
38
Around Town
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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Specific Unit Goals
A Course
T Course
 discuss ideas and perspectives from
authentic sources about free time and
art
 analyse and evaluate ideas and
perspectives from authentic sources
about free time and art
 demonstrate their increased awareness
of entertainment and the arts in
Australia and Spanish speaking
countries
 demonstrate their increased awareness
of entertainment and visual arts in
Australia and Spanish speaking
countries
 communicate in well rehearsed
contexts and develop some
proficiency in pronunciation and
reading skills
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
Content
Students will explore popular youth entertainment and visual arts including sport.
Music in all its forms including popular and traditional could be considered. They can also look for
social commentaries in songs.
Suggested topics
 around town: entertainment, free time and art
 social gatherings
 leisure activities
Teaching and Learning Strategies
Refer to page 15.
Assessment
Refer to Assessment Task Types Guide on page 17.
Resources
Refer to pages 28 - 30.
39
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




Collaborative team members




Literacy
Numeracy
40
Social Change
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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Specific Unit Goals
A Course
T Course
 discuss ideas and perspectives from
authentic sources about changing
roles in society
 analyse and evaluate ideas and
perspectives from authentic sources
about changing roles in society
 demonstrate their increased awareness
of the differences in lifestyles and
social issues in Australia and Spanish
speaking countries
 demonstrate their increased awareness
of the differences in lifestyles and
social issues in Australia and Spanish
speaking countries
 communicate in well rehearsed
contexts and develop some
proficiency in pronunciation and
reading skills
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
Content
Students will investigate the differences in lifestyles, changing roles within the family, impact of
migration and social issues in Spanish-speaking countries and Australia. Students will practise
discussing these issues and giving advice as well as problem solving.
Suggested Topics
 social change and gender equity
 changing roles within society
 new careers and occupations (la generación nini)
 migration
Teaching and Learning Strategies
Refer to page 15.
Assessment
Refer to Assessment Task Types Guide on page 17.
Resources
Refer to pages 28 - 30.
41
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




Collaborative team members




Literacy
Numeracy
42
The World Around Us
Value: 1.0
This unit combines Culture and Traditions 0.5 and Global Communication 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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Specific Unit Goals
A Course
T Course
 discuss ideas and perspectives from
authentic sources about traditional
music and festivals
 analyse and evaluate ideas and
perspectives from authentic sources
about traditional music and festivals
 describe some Hispanic culture and
traditions
 demonstrate their increased awareness
of the Hispanic culture and traditions
 explain the contributions Spanish
speaking writers have made to world
literature and their society
 demonstrate their increased awareness
of the contributions Spanish speaking
writers have made to world literature
and their society
 communicate in well-rehearsed
contexts and develop some
proficiency in pronunciation and
reading skills
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
 discuss ideas and perspectives from
authentic sources about advertising
 analyse and evaluate ideas and
perspectives from authentic sources
about advertising
 demonstrate their increased awareness
of the influence of social media in
their lives
 demonstrate their increased awareness
of the influence of social media in
their lives
Content
Students will be exposed to literature and other elements of culture and tradition such as traditional
festivals, food and music. It may be possible to study a theme through poetry, drama, a novel or to
look at the works of several literary figures across a range of genres.
Suggested topics
 celebrated authors (excerpts)
 short stories or novels
 poetry
 traditional food and festivals
 traditional music
 media
 advertising
 electronic (TV and computers)
 print (newspaper, magazine)
 “Los Culebrones” Latin-American soap-operas
 social media (Facebook, Twitter, Tuenty, viber, tablets, apps and mobile pones.
43
Teaching and Learning Strategies
Refer to page 15.
Assessment
Refer to Assessment Task Types Guide on page 17.
Resources
Refer to pages 28 - 30.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




Collaborative team members




Literacy
Numeracy
44
Culture and Traditions
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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Specific Unit Goals
A Course
T Course
 discuss ideas and perspectives from
authentic sources about traditional
music and festivals
 analyse and evaluate ideas and
perspectives from authentic sources
about traditional music and festivals
 describe some Hispanic culture and
traditions
 demonstrate their increased awareness
of the Hispanic culture and traditions
 explain the contributions Spanish
speaking writers have made to world
literature and their society
 demonstrate their increased awareness
of the contributions Spanish speaking
writers have made to world literature
and their society
 communicate in well-rehearsed
contexts and develop some
proficiency in pronunciation and
reading skills
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
Content
Students will be exposed to literature and other elements of culture and tradition such as traditional
festivals, food and music. It may be possible to study a theme through poetry, drama, a novel or to
look at the works of several literary figures across a range of genres.
Suggested topics
 celebrated authors (excerpts)
 short stories or novels
 poetry
 traditional food and festivals
 traditional music
Teaching and Learning Strategies
Refer to page 15.
Assessment
Refer to Assessment Task Types Guide on page 17.
Resources
Refer to pages 28 - 30.
45
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




Collaborative team members




Literacy
Numeracy
46
Global Communication
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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Specific Unit Goals
A Course
T Course
 discuss ideas and perspectives from
authentic sources about advertising
 analyse and evaluate ideas and
perspectives from authentic sources
about advertising.
 demonstrate their increased awareness
of the influence of social media in
their lives
 demonstrate their increased awareness
of the influence of social media in
their lives
 communicate in well-rehearsed
contexts and develop some
proficiency in pronunciation and
reading skills
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
Content
Students look at how media products (e.g. ads social media) are constructed and how the media
influences their lives. They view TV programs and compare and contrast Australian and Spanish
media (e.g. TV news, newspapers, Internet, social media).
Suggested topics
 media
 advertising
 electronic (TV and computers)
 print (newspaper, magazine)
 “Los Culebrones” Latin-American soap-operas
 social media (Facebook, Twitter, Tuenty, viber, tablets, apps and mobile pones.
Teaching and Learning Strategies
Refer to page 15.
Assessment
Refer to Assessment Task Types Guide on page 17.
Resources
Refer to pages 28 - 30.
47
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




collaborative team members




Literacy
Numeracy
48
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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Specific Unit Goals
A Course
T Course
 discuss ideas and perspectives from
authentic sources about professions
and the working world
 analyse and evaluate ideas and
perspectives from authentic sources
about professions and the working
world
 demonstrate some awareness of the
roles of professionals and the advice
sought and given
 explain and discuss health issues
 demonstrate their increased awareness
of the roles of professionals and the
advice sought and given
 communicate in well-rehearsed
contexts and develop some
proficiency in pronunciation and
reading skills
 evaluate health issues
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
 discuss ideas and perspectives from
authentic sources about the
environment
 analyse and evaluate ideas and
perspectives from authentic sources
about the environment
 demonstrate their increased awareness
of cultural identities
 demonstrate their increased awareness
of cultural identities
 demonstrate some knowledge of
cultural identity in Latin America, their
customs, traditions and linguistic
differences
 demonstrate a knowledge of cultural
identity in Latin America, their
customs, traditions and linguistic
differences
Content
Students will look at careers and various professions and investigate the different employment
opportunities that exist and the pathways into various careers. Students will also explore
relationships and examine the forces that shape relationships between individuals and groups in
society. From the exploration of these and other topics it is expected that students will be in a
position to develop an ability to make individual choices and give advice on health, relationships and
neighbourhood issues.
Suggested topics
 life balance
 professions and the working world
 health advice
 relationships
 the city and its neighbourhoods
49
 environment
 science and technology
 urbanisation/ urban rural migration
 multicultural societies
 cultural identities
 indigenous issues
Teaching and Learning Strategies
Refer to page 15.
Assessment
Refer to Assessment Task Types Guide on page 17.
Resources
Refer to pages 28 - 30.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




Collaborative team members




Literacy
Numeracy
50
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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Specific Unit Goals
A Course
T Course
 discuss ideas and perspectives from
authentic sources about professions
and the working world
 analyse and evaluate ideas and
perspectives from authentic sources
about professions and the working
world
 demonstrate some awareness of the
roles of professionals and the advice
sought and given
 explain and discuss health issues
 demonstrate their increased awareness
of the roles of professionals and the
advice sought and given
 communicate in well-rehearsed
contexts and develop some
proficiency in pronunciation and
reading skills
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
 evaluate health issues
Content
Students will look at careers and various professions and investigate the different employment
opportunities that exist and the pathways into various careers. Students will also explore
relationships and examine the forces that shape relationships between individuals and groups in
society. From the exploration of these and other topics it is expected that students will be in a
position to develop an ability to make individual choices and give advice on health, relationships and
neighbourhood issues.
Suggested topics
 life balance
 professions and the working world
 health advice
 relationships
 the city and its neighbourhoods
Teaching and Learning Strategies
Refer to page 15.
51
Assessment
Refer to Assessment Task Types Guide on page 17.
Resources
Refer to pages 28 - 30.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




Collaborative team members




Literacy
Numeracy
52
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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Specific Unit Goals
A Course
T Course
 discuss ideas and perspectives from
authentic sources about the
environment
 analyse and evaluate ideas and
perspectives from authentic sources
about the environment
 demonstrate their increased awareness
of cultural identities
 demonstrate their increased awareness
of cultural identities
 demonstrate some knowledge of
cultural identity in Latin America, their
customs, traditions and linguistic
differences
 demonstrate a knowledge of cultural
identity in Latin America, their
customs, traditions and linguistic
differences
 communicate in well-rehearsed
contexts and develop some
proficiency in pronunciation and
reading skills
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
Content
Students will discuss social and cultural problems that people face in Spanish speaking countries.
They will consider how these problems are dealt with locally and globally. These topics allow
students to reflect on the past, make predictions and advance possible solutions for the future.
Suggested topics
 environment
 science and technology
 urbanisation/ urban rural migration
 multicultural societies
 cultural identities
 indigenous issues
Teaching and Learning Strategies
Refer to page 15.
Assessment
Refer to Assessment Task Types Guide on page 17.
Resources
Refer to pages 28 - 30.
53
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




Collaborative team members




Literacy
Numeracy
54
Education & Around Town
Value: 1.0
This unit combines Out in the World and Education 0.5 and Around Town 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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Specific Unit Goals
A Course
T Course
 summarise ideas and perspectives from
authentic sources
 analyse and evaluate ideas and
perspectives from authentic sources
 communicate in well rehearsed
contexts and develop greater
proficiency in pronunciation and
reading skills
 demonstrate their increased awareness
of education and opportunities in
Australia and Spanish speaking
countries
 discuss ideas and perspectives from
authentic sources about free time and
art
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
 demonstrate their increased awareness
of entertainment and the arts in
Australia and Spanish speaking
countries
 analyse and evaluate ideas and
perspectives from authentic sources
about free time and art
 demonstrate their increased awareness
of entertainment and visual arts in
Australia and Spanish speaking
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, relationship 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. The themes of school life and
students’ future plans are explored and scaffolded with appropriate language structures.
Suggested topics:
 adolescent life
 school life and choices
 future aspirations
 around town: entertainment, free time and art
 social gatherings
 leisure activities
55
Teaching and Learning Strategies
Refer to page 15.
Assessment
Refer to Assessment Task Types Guide on page 17.
Resources
Refer to pages 28 - 30.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
and
Learning
Assessment




Information and communication technology
(ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




Collaborative team members




Literacy
Numeracy
56
Communication & Lifestyles
Value: 1.0
This unit combines Global Communication 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
Three to four years study of the language in high school or the equivalent such as exposure to the
language at home or extended stay in a Spanish speaking country.
Specific Unit Goals
A Course
T Course
 discuss ideas and perspectives from
authentic sources about advertising
 analyse and evaluate ideas and
perspectives from authentic sources
about advertising
 demonstrate their increased awareness
of the influence of social media in
their lives
 demonstrate their increased awareness
of the influence of social media in
their lives
 communicate in well-rehearsed
contexts and develop some
proficiency in pronunciation and
reading skills
 communicate effectively and develop
greater proficiency in pronunciation
and reading skills
 discuss ideas and perspectives from
authentic sources about professions
and the working world.
 analyse and evaluate ideas and
perspectives from authentic sources
about professions and the working
world
 demonstrate some awareness of the
roles of professionals and the advice
sought and given
 demonstrate their increased awareness
of the roles of professionals and the
advice sought and given
 explain and discuss health issues
 evaluate health issues
Content
Students look at how media products (e.g. ads social media) are constructed and how the media
influences their lives. They view TV programs and compare and contrast Australian and Spanish
media (e.g. TV news, newspapers, Internet, social media).
Suggested topics
 media
 advertising
 electronic (TV and computers)
 print (newspaper, magazine)
 “Los Culebrones” Latin-American soap-operas
 social media (Facebook, Twitter, Tuenty, viber, tablets, apps and mobile pones.
 life balance
 professions and the working world
 health advice
 relationships
 the city and its neighbourhoods
57
Teaching and Learning Strategies
Refer to page 15.
Assessment
Refer to Assessment Task Types Guide on page 17.
Resources
Refer to pages 28 - 30.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




Information and communication
technology (ICT) capability




Critical and creative thinking




Personal and social capability



Ethical behaviour



Intercultural understanding




Collaborative team members




Literacy
Numeracy
58
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
59
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
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
60