Spanish 2019 v1.3 General Senior Syllabus This syllabus is for implementation with Year 11 students in 2019 - QCAA
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Spanish 2019 v1.3
General Senior Syllabus
This syllabus is for implementation with Year 11 students in 2019.
170087Contents
1 Course overview __________________________________ 1
1.1 Introduction............................................................................................... 1
1.1.1 Rationale .......................................................................................................... 1
1.1.2 Learning area structure.................................................................................... 3
1.1.3 Course structure .............................................................................................. 4
1.2 Teaching and learning .............................................................................. 5
1.2.1 Syllabus objectives .......................................................................................... 5
1.2.2 Underpinning factors........................................................................................ 6
1.2.3 Aboriginal perspectives and Torres Strait Islander perspectives .................... 9
1.2.4 Pedagogical and conceptual frameworks...................................................... 10
1.2.5 Subject matter ................................................................................................ 12
1.3 Assessment — general information ........................................................ 18
1.3.1 Formative assessments — Units 1 and 2...................................................... 18
1.3.2 Summative assessments — Units 3 and 4.................................................... 18
1.4 Reporting standards ............................................................................... 20
2 Unit 1: Mi mundo — My world ______________________ 22
2.1 Unit description ....................................................................................... 22
2.2 Unit objectives ........................................................................................ 22
2.3 Topic 1: Family/carers and friends.......................................................... 23
2.4 Topic 2: Lifestyle and leisure .................................................................. 23
2.5 Topic 3: Education .................................................................................. 23
2.6 Assessment guidance ............................................................................ 24
3 Unit 2: La exploración de nuestro mundo — Exploring
our world _______________________________________ 25
3.1 Unit description ....................................................................................... 25
3.2 Unit objectives ........................................................................................ 25
3.3 Topic 1: Travel ........................................................................................ 26
3.4 Topic 2: Technology and media ............................................................. 26
3.5 Topic 3: The contribution of Spanish culture to the world ....................... 26
3.6 Assessment guidance ............................................................................ 274 Unit 3: Nuestra sociedad — Our society _____________ 28
4.1 Unit description ....................................................................................... 28
4.2 Unit objectives ........................................................................................ 28
4.3 Topic 1: Roles and relationships ............................................................ 29
4.4 Topic 2: Socialising and connecting with my peers ................................ 29
4.5 Topic 3: Groups in society ...................................................................... 29
4.6 Assessment ............................................................................................ 30
4.6.1 Summative internal assessment 1 (IA1): Examination —
short response (15%) .................................................................................... 30
4.6.2 Summative internal assessment 2 (IA2): Examination — combination
response (30%).............................................................................................. 33
5 Unit 4: Mi futuro — My future ______________________ 40
5.1 Unit description ....................................................................................... 40
5.2 Unit objectives ........................................................................................ 40
5.3 Topic 1: Finishing secondary school, plans and reflections .................... 41
5.4 Topic 2: Responsibilities and moving on ................................................ 41
5.5 Assessment ............................................................................................ 42
5.5.1 Summative internal assessment 3 (IA3): Extended response (30%) ........... 42
5.5.2 Summative external assessment (EA): Examination — combination
response (25%).............................................................................................. 48
6 Glossary _______________________________________ 50
7 References _____________________________________ 69
8 Version history __________________________________ 701 Course overview
1.1 Introduction
1.1.1 Rationale
The need to communicate is the foundation for all language development. People use language
to achieve their personal communicative needs — to express, exchange, interpret and negotiate
meaning, and to understand the world around them. The central goal for additional language
acquisition is communication. Students do not simply learn a language — they participate in a
range of interactions in which they exchange meaning and become active participants in
understanding and constructing written, spoken and visual texts.
Additional language acquisition provides students with opportunities to reflect on their
understanding of a language and the communities that use it, while also assisting in the effective
negotiation of experiences and meaning across cultures and languages. Communicating with
people from Spanish-speaking communities provides insight into the purpose and nature of
language and promotes greater sensitivity to, and understanding of, linguistic structures, including
the linguistic structures of English. As students develop the ability to explore cultural diversity and
similarities between another language and their own, this engagement with other languages and
cultures fosters intercultural understanding.
Language acquisition occurs in social and cultural settings. It involves communicating across a
range of contexts for a variety of purposes, in a manner appropriate to context. As students
experience and evaluate a range of different text types, they reorganise their thinking to
accommodate other linguistic and intercultural knowledge and textual conventions. This informs
their capacity to create texts for a range of contexts, purposes and audiences.
Central to the capacity to evaluate and create texts are the skills of critical and creative thinking,
intellectual flexibility and problem-solving. Acquiring an additional language provides the
opportunity to develop these interrelated skills, and requires students to use language in a
meaningful way through the exchange of information, ideas and perspectives relevant to their life
experiences.
For exchanges to be relevant and useful, additional language acquisition must position students
at the centre of their own learning. When students communicate their own aspirations, values,
opinions, ideas and relationships, the personalisation of each student’s learning creates a
stronger connection with the language. Activities and tasks are developed to fit within the
student’s life experience.
The ability to communicate in an additional language such as Spanish is an important 21st
century skill. Students develop knowledge, understanding and skills that enable successful
participation in a global society. Communication in an additional language expands students’
horizons and opportunities as national and global citizens.
Additional language acquisition contributes to and enriches intellectual, educational, linguistic,
metacognitive, personal, social and cultural development. It requires intellectual discipline and
systematic approaches to learning, which are characterised by effective planning and
organisation, incorporating processes of self-management and self-monitoring.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 1 of 70Assumed knowledge, prior learning or experience
This syllabus is designed for students who wish to study Spanish as an additional language and
who have studied P–10 Australian Curriculum: Spanish or similar. Other students with less formal
language learning experience may also be able to meet the requirements of the syllabus
successfully.
Pathways
Spanish is a General subject suited to students who are interested in pathways beyond school
that lead to tertiary studies, vocational education or work. A course of study in Spanish can
establish a basis for further education and employment in many professions and industries.
For example, those which value the knowledge of an additional language and the intercultural
understanding it encompasses, such as business, hospitality, law, science, technology, sociology
and education.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 2 of 701.1.2 Learning area structure
All learning areas build on the P–10 Australian Curriculum.
Figure 1: Learning area structure
P–10 Australian Curriculum
Languages
Senior Secondary
Languages Learning Area
General General Short course
Externally assessed (100%)
• results may contribute to an • results may contribute to an • results do not contribute to an
Australian Tertiary Admission ATAR calculation ATAR calculation
Rank (ATAR) calculation • results contribute to the QCE • results contribute to the QCE
• results contribute to the • includes external assessment • internal assessment only
Queensland Certificate of
Education (QCE)
• includes external assessment
Chinese Aboriginal & Torres Strait Islander
Chinese Arabic
Extension Languages
French Chinese (assessment permits
French
Extension full form character responses)
German
German Indonesian
Extension
Italian Korean
Japanese Latin
Spanish Modern Greek
Polish
Punjabi
Russian
Vietnamese
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 3 of 701.1.3 Course structure
Spanish is a course of study consisting of four units. Subject matter, learning experiences and
assessment increase in complexity from Units 1 and 2 to Units 3 and 4 as students develop
greater independence as learners.
Units 1 and 2 provide foundational learning, which allows students to experience all syllabus
objectives and begin engaging with the course subject matter. Students should complete
Units 1 and 2 before beginning Unit 3. It is recommended that Unit 3 be completed before Unit 4.
Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to
ATAR calculations.
Figure 2 outlines the structure of this course of study.
Each unit has been developed with a notional time of 55 hours of teaching and learning, including
assessment.
Figure 2: Course structure
Spanish
Unit 1 Unit 2 Unit 3 Unit 4
Mi mundo La exploración de Nuestra sociedad Mi futuro
My world nuestro mundo Our society My future
Exploring our
world
• Family/carers and • Travel • Roles and • Finishing
friends • Technology and relationships secondary school,
• Lifestyle and leisure media • Socialising and plans and
• The contribution of connecting with my reflections
• Education
Spanish culture to peers • Responsibilities
the world • Groups in society and moving on
Assessment Assessment Assessment Assessment
Formative internal Formative internal Summative internal Summative internal
assessment/s assessment/s assessment 1: assessment 3:
Examination — short Extended response
response (15%) (30%)
Summative internal Summative external
assessment 2: assessment:
Examination — Examination —
combination combination
response (30%) response (25%)
Students should have opportunities in Units 1 and 2
to experience and respond to the types of
assessment they will encounter in Units 3 and 4.
For reporting purposes, schools should develop at
least one assessment per unit, with a maximum of
four assessments across Units 1 and 2.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 4 of 701.2 Teaching and learning
1.2.1 Syllabus objectives
The syllabus objectives outline what students have the opportunity to learn. Assessment provides
evidence of how well students have achieved the objectives.
Syllabus objectives inform unit objectives, which are contextualised for the subject matter and
requirements of the unit. Unit objectives, in turn, inform the assessment objectives, which are
further contextualised for the requirements of the assessment instruments. The number of each
objective remains constant at all levels, i.e. Syllabus objective 1 relates to Unit objective 1 and to
Assessment objective 1 in each assessment instrument.
Syllabus objectives are described in terms of actions that operate on the subject matter. Students
are required to use a range of cognitive processes in order to demonstrate and meet the syllabus
objectives. These cognitive processes are described in the explanatory paragraph following each
objective in terms of four levels: retrieval, comprehension, analytical processes (analysis), and
knowledge utilisation, with each process building on the previous processes (see Marzano &
Kendall 2007, 2008). That is, comprehension requires retrieval, and knowledge utilisation
requires retrieval, comprehension and analytical processes (analysis).
By the conclusion of the course of study, students will:
Syllabus objective Unit 1 Unit 2 Unit 3 Unit 4
1. comprehend Spanish to understand information, ideas,
● ● ● ●
opinions and experiences
2. identify tone, purpose, context and audience to infer meaning,
● ● ● ●
values and attitudes
3. analyse and evaluate information and ideas to draw
● ● ● ●
conclusions and justify opinions, ideas and perspectives
4. apply knowledge of Spanish language elements, structures and
textual conventions to convey meaning appropriate to context, ● ● ● ●
purpose, audience and cultural conventions
5. structure, sequence and synthesise information to justify
● ● ● ●
opinions, ideas and perspectives
6. use strategies to maintain communication and exchange
● ● ● ●
meaning in Spanish
1. comprehend Spanish to understand information, ideas, opinions and experiences
When students comprehend Spanish to understand information, ideas, opinions and
experiences, they respond to Spanish texts in contexts and determine meaning.
2. identify tone, purpose, context and audience to infer meaning, values and attitudes
When students identify tone, purpose, context and audience, they use and synthesise
linguistic and cultural knowledge to identify language elements and structures to examine
meaning, values, attitudes and beliefs.
3. analyse and evaluate information and ideas to draw conclusions and justify opinions,
ideas and perspectives
When students analyse and evaluate information and ideas to draw conclusions and justify
opinions, they identify gist, key points, and detail to develop a point of view.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 5 of 704. apply knowledge of Spanish language elements, structures and textual conventions to
convey meaning appropriate to context, purpose, audience and cultural conventions
When students apply knowledge of language elements, structures and textual conventions to
create texts, they retrieve and synthesise their knowledge of Spanish to construct,
communicate, exchange and convey meaning.
5. structure, sequence and synthesise information to justify opinions, ideas and
perspectives
When students structure, sequence and synthesise information to exchange and justify
opinions, ideas and perspectives in Spanish, they organise language elements to explain and
transmit information and ideas.
6. use strategies to maintain communication and exchange meaning in Spanish.
When students use strategies to maintain communication in Spanish, they retrieve and
synthesise knowledge and skills of language and culture to generate and sustain the
exchange of meaning.
1.2.2 Underpinning factors
There are three skill sets that underpin senior syllabuses and are essential for defining the
distinctive nature of subjects:
• literacy — the set of knowledge and skills about language and texts essential for
understanding and conveying Spanish content
• numeracy — the knowledge, skills, behaviours and dispositions that students need to use
mathematics in a wide range of situations, to recognise and understand the role of
mathematics in the world, and to develop the dispositions and capacities to use mathematical
knowledge and skills purposefully
• 21st century skills — the attributes and skills students need to prepare them for higher
education, work and engagement in a complex and rapidly changing world.
These skill sets, which overlap and interact, are derived from current education, industry and
community expectations. They encompass the knowledge, skills, capabilities, behaviours and
dispositions that will help students live and work successfully in the 21st century.
Together these three skill sets shape the development of senior subject syllabuses. Although
coverage of each skill set may vary from syllabus to syllabus, students should be provided with
opportunities to learn through and about these skills over the course of study. Each skill set
contains identifiable knowledge and skills that can be directly assessed.
Literacy in Spanish
Literacy is the set of knowledge and skills about language and texts that is essential for
understanding and conveying information in Spanish. Ongoing systematic teaching and learning
focused on the literacy knowledge and skills specific to Spanish is essential for student
achievement. This includes knowledge of the nature and structure of letters, spelling conventions,
written accents and punctuation and their application to communicate effectively.
Students need to learn and use the knowledge and skills of reading, viewing and listening to
understand and acquire the Spanish language. Students need to learn and use the knowledge
and skills of writing, composing and speaking to convey information in Spanish.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 6 of 70To understand and use literacy skills in Spanish, teaching and learning strategies include:
• comprehending language and texts to make literal and inferred meanings from Spanish texts
• using Spanish in the classroom, real-world and/or lifelike contexts to progress their own
learning.
To analyse and evaluate Spanish texts, teaching and learning strategies include:
• using Spanish to convey ideas and information in particular ways to suit audience and purpose
• analysing the ways language is used to convey ideas and information in Spanish texts
• drawing conclusions about the purpose and audience of Spanish texts.
These aspects of literacy knowledge and skills are embedded in the syllabus objectives, unit
objectives and subject matter, and instrument-specific marking guides (ISMGs) for Spanish.
Numeracy in Spanish
Numeracy is about using mathematics to make sense of the world and applying mathematics in a
context for a social purpose.
Numeracy encompasses the knowledge, skills, behaviours and dispositions that students need to
use mathematics in a wide range of situations, to recognise and understand the role of
mathematics in the world and to develop the dispositions and capacities to use mathematical
knowledge and skills purposefully.
Although much of the explicit teaching of numeracy skills occurs in Mathematics, being numerate
involves using mathematical skills across the curriculum. Therefore, numeracy development is an
essential component of teaching and learning across the curriculum and a responsibility for all
teachers.
To understand and use numeracy skills in Spanish, teaching and learning strategies include:
• identifying specific mathematical information in Spanish texts
• providing learning experiences and opportunities that support the application of students’
general mathematical knowledge and problem-solving processes
• communicating and representing the language of numeracy in teaching, as appropriate.
These aspects of numeracy knowledge and skills are embedded in the syllabus objectives, unit
objectives and subject matter, and ISMGs for Spanish.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 7 of 7021st century skills
The 21st century skills identified in the following table reflect a common agreement, both in
Australia and internationally, on the skills and attributes students need to prepare them for higher
education, work and engagement in a complex and rapidly changing world.
21st century skills Associated skills 21st century skills Associated skills
• analytical thinking • innovation
• problem-solving • initiative and enterprise
• decision-making • curiosity and imagination
• reasoning • creativity
critical thinking • reflecting and evaluating creative thinking • generating and applying
• intellectual flexibility new ideas
• identifying alternatives
• seeing or making new
links
• effective oral and written • relating to others
communication (interacting with others)
• using language, symbols • recognising and using
and texts collaboration and diverse perspectives
communication
teamwork
• communicating ideas • participating and
effectively with diverse contributing
audiences • community connections
• adaptability/flexibility • operations and concepts
• management (self, career, • accessing and analysing
time, planning and information
organising) • being productive users of
• character (resilience, technology
mindfulness, open- and information &
• digital citizenship (being
personal and fair-mindedness, self- communication
safe, positive and
social skills awareness) technologies (ICT)
responsible online)
skills
• leadership
• citizenship
• cultural awareness
• ethical (and moral)
understanding
Spanish helps develop the following 21st century skills:
• critical thinking
• communication
• personal and social skills
• creative thinking
• collaboration and teamwork
• information & communication technologies (ICT) skills.
These elements of 21st century skills are embedded in the syllabus objectives, unit objectives
and subject matter, and ISMGs for Spanish.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 8 of 701.2.3 Aboriginal perspectives and Torres Strait Islander
perspectives
The QCAA is committed to reconciliation in Australia. As part of its commitment, the QCAA
affirms that:
• Aboriginal peoples and Torres Strait Islander peoples are the first Australians, and have the
oldest living cultures in human history
• Aboriginal peoples and Torres Strait Islander peoples have strong cultural traditions and speak
diverse languages and dialects, other than Standard Australian English
• teaching and learning in Queensland schools should provide opportunities for students to
deepen their knowledge of Australia by engaging with the perspectives of Aboriginal peoples
and Torres Strait Islander peoples
• positive outcomes for Aboriginal students and Torres Strait Islander students are supported by
successfully embedding Aboriginal perspectives and Torres Strait Islander perspectives
across planning, teaching and assessing student achievement.
Guidelines about Aboriginal perspectives and Torres Strait Islander perspectives and resources
for teaching are available at www.qcaa.qld.edu.au/k-12-policies/aboriginal-torres-strait-islander-
perspectives.
Where appropriate, Aboriginal perspectives and Torres Strait Islander perspectives have been
embedded in the subject matter.
Languages foster and sustain cultures, identities and communities. Through the study and
acquisition of an additional language, students learn to value other identities and cultures as well
as their own.
The custodians of Australia’s first languages, Australian Aboriginal peoples and Torres Strait
Islander peoples are important members of the Australian community, whose cultures and
perspectives have been sustained for over 50 000 years. For learners of Spanish, study that
recognises the diversity and specificity of Aboriginal identities and Torres Strait Islander identities
— through histories, traditional and contemporary cultures, lifestyles and values — provides
further insight into the complexity and uniqueness of Australian identity in the present day.
When learning Spanish, teachers should consider the context of the local area and community.
The place of Aboriginal cultures and languages and Torres Strait Islander cultures and languages
should be acknowledged, and authentic connections to Aboriginal communities and Torres Strait
Islander communities made. Students can explore Aboriginal perspectives and Torres Strait
Islander perspectives in a number of contexts, such as lifestyle, leisure, travel, roles and
relationships, and groups in society.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 9 of 701.2.4 Pedagogical and conceptual frameworks
Language acquisition occurs in communicative contexts: communication encompasses the
exchange and negotiation of meaning, drawing on awareness of intercultural understanding and
cultural conventions.
Students acquire language through the purposeful and meaningful use of that language.
Exchanges of information and ideas are authentic and relevant to the learner; students practise
receptive, interactive and productive exchanges of information in communicative and age-
appropriate contexts. Through engagement with a range of Spanish texts, students will
demonstrate communicative and cognitive facility and a capacity to create and comprehend texts
in Spanish.
The syllabus objectives for Spanish are interrelated and interdependent. They reflect the nature
of Spanish language acquisition in a communicative and cultural context. To effectively engage
students in exchanging ideas, information and opinions, the teaching and learning experiences
for Spanish need to encompass a variety and range of modes, media and formats. Students and
teachers are encouraged to interact in Spanish as the language of the classroom. Active
language use, in a variety of meaningful everyday situations and contexts, fosters an
understanding and appreciation of Spanish language, culture, and their interrelationships.
Teaching and learning experiences should support student engagement. Exchanges in and
engagement with Spanish are meaningful when teaching and learning experiences allow for:
• retrieval of knowledge of language elements and textual conventions to understand and
create texts
• consideration of context and cultural conventions to construct and engage with a range of
written, spoken and visual text types
• development and organisation of information in a cohesive manner to communicate, explain
and transmit ideas and demonstrate intercultural understanding
• synthesis of knowledge and skills to generate and sustain the exchange of meaning
• use of linguistic, textual and cultural knowledge for the analysis and creation of texts
• interpretation, analysis, comparison and evaluation of information and ideas to draw
conclusions and justify opinions in responding to texts
• identification of information, ideas and textual elements to develop points of view
• recognition and appreciation of variations within languages that reflect cultural and community
diversity.
Schools should develop learning experiences that allow students the opportunity to:
• analyse texts
• create texts
• exchange information and ideas.
These opportunities should cover unit objectives contextualised to the subject matter and
requirements of each unit.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 10 of 70Schools should ensure that there is a balance of:
• modes
• subject matter
• objectives
and that students engage with:
• listening, reading and viewing, with responses to
short items in English and Spanish
extended responses, paragraphs and/or short sentences in English and/or Spanish
• speaking and writing, with responses
in a wide variety of text types for each mode
across the different media or forms of technology, where possible
in Spanish to Spanish stimulus texts
• exchanges of information in Spanish.
In this way, each student develops their capacity to listen, read, speak, view and write in Spanish.
Because students develop the capacity to listen, read, speak, view and write in Spanish
unevenly, it is important that opportunities to demonstrate analysis, evaluation, drawing
conclusions and the justification of opinions, ideas and perspectives be provided through
responses in both English and Spanish.
Schools develop a course of study that balances learning and assessment so that students can
easily move between the classroom experience and assessment of those experiences. This will
allow schools to identify the most appropriate ways to improve language acquisition and monitor
individual performance in relation to the syllabus objectives.
Use of dictionaries
Dictionaries are an important tool in the acquisition of an additional language. Knowing how to
use a dictionary is a necessary skill for learners of an additional language. The use of a dictionary
is one of the problem-solving strategies employed by language learners and is useful for
mediating conceptual meaning. Dictionaries may also be used for confirming literal meaning
where a word or phrase is not known by a student. Dictionaries are important for maintaining
communication in exchanges of information but their use should not hinder or impede the
immediacy and spontaneity of an exchange.
While the use of a dictionary is not an assessable skill, dictionaries may be used for assessment
where this is indicated in the syllabus. The conditions of assessment are varied to allow for a
range of evidence of student achievement to be collected and so dictionaries are not used for all
assessment.
Schools determine the dictionary to be used and ensure that all students in each cohort have
access to the same dictionary when being assessed. In order to align teaching, learning and
assessment, the same dictionary should be part of each student’s daily use of Spanish.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 11 of 701.2.5 Subject matter
Subject matter is the body of information, mental procedures and psychomotor procedures (see
Marzano & Kendall 2007, 2008) that are necessary for students’ learning and engagement with
Spanish. It is particular to each unit in the course of study and provides the basis for student
learning experiences.
Subject matter has a direct relationship to the unit objectives, but is of a finer granularity and is
more specific. These statements of learning are constructed in a similar way to objectives. Each
statement:
• describes an action (or combination of actions) — what the student is expected to do
• describes the element — expressed as information, mental procedures and/or psychomotor
procedures
• is contextualised for the topic or circumstance particular to the unit.
Organisation of subject matter
Subject matter in this syllabus is organised as topics.
Students acquire Spanish through engagement with the subject matter, using the mandatory
language elements to respond to and create texts in relation to the unit topics. The subject matter
and assessment in this syllabus requires students to use Spanish.
This is an iterative process. Across the four units, students should be given the opportunity to
understand and create a wide range of text types.
Resources related to subject matter should support student acquisition of Spanish and
understanding of the culture of Spanish people and Spanish-speaking communities. Therefore,
resources and stimulus texts should be authentic; however, texts may be adapted for use in the
classroom to allow student access to ideas and information where expressions are beyond the
language acquisition level of a cohort.
An integrated approach to teaching subject matter should be incorporated into the analysis and
creation of Spanish texts. In a communicative language acquisition course, language elements
should not be taught discretely, but should be integrated into the creation and analysis of Spanish
texts.
Student acquisition of communicative Spanish will allow the cumulative engagement with subject
matter to be demonstrated through analysis and evaluation of ideas and information in texts and
through the creation of texts that convey and exchange meaning.
Unit duration is provided as advice for schools, to inform the depth and balance of coverage of
each topic covered. Examples are provided as guidance for resource selection and are not
exhaustive.
Assessment instruments across all four units are aligned with topics for each unit. While
assessment will address the specific topics, it is expected that students will be able to
demonstrate their knowledge and skills across the course of study.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 12 of 70Mandatory language elements
The syllabus provides the mandatory language elements for Spanish. A working knowledge of
these elements supports students in their development of learning the subject matter.
Students will be exposed to the mandatory language elements across Units 1 and 2 of the course
of study. Learning experiences across the four units will provide the opportunity for students to
acquire communicative language capacity using these language elements. Students will then be
required to demonstrate their capacity to use these language elements.
In the mandatory language elements below, examples of sentences or phrases are given to
highlight grammatical usage, rather than to indicate particular vocabulary. Other language
elements may be added.
Language elements Examples in Spanish
Adjectives
• agreement los chicos altos; las chicas altas
• apocopated buen/gran/mal/algún
• comparative and superlative bueno/mejor
Este libro es mejor (peor) que el otro.
• demonstrative este, ese, aquel
• descriptive Es una mujer simpática.
• distributive cada, cualquier, todos
• interrogative ¿qué?, ¿cuál?, ¿quién?, ¿cuándo?, ¿cómo?, ¿cuántos?
• possessive mi, tu, su, nuestro, vuestro
Adverbs
• adverbial phrases por fin, a más no poder, a gatas
• comparative and superlative más/menos … que/ tan … como
Ella trabajaba más rápido que él.
• common irregular bien, mal, tan
• formation feminine adjective + mente, e g. lentamente, rápidamente,
tranquilamente
• other common forms ya, todavía, ahora
• other forms fácilmente, posiblemente, probablemente
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 13 of 70Language elements Examples in Spanish
Articles
• definite article el, la, los, las
• indefinite: un, una, unos, unas
omission Soy estudiante. Es profesor.
use of lo Lo mejor de esta idea.
Conjunctions
• commonly used y, ni, o, sin, embargo, o sea, es decir, que, pero, como,
aunque
• y/e; o/u Madre e hijas; estos u otros
Negatives
• common negative words nadie, nada, nunca, ni … ni, ningún, tampoco
• double negation No hablo con nadie.
Nouns
• compound nouns autobús, microondas, el lavaplatos
• gender la gata, el gato, el hermano, la hermana
• irregular el agua, la foto, el problema
• number autos, mesas, coches
• suffixes and prefixes posibilidad, participación, reunión, ilegal
Numbers
• cardinal uno, dos, tres …
• dates el dos de enero; el veinticinco de septiembre
• decimals uno coma cinco (1, 5)
• fractions medio kilo, un cuarto de leche
• mathematical terms menos, más, por, dividido por
• ordinal primero, (el primer año) … (1–10)
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 14 of 70Language elements Examples in Spanish
Prepositions
• articulated conmigo
• common a, ante, de, desde, por, para
Por la noche iré al cine.
• compound delante de, detrás de, enfrente de
• contracted Fuimos al baile.
• para Compré la flor para ella.
• por Vino por el médico.
• verbs followed by prepositions Salió de la casa. Empezó a llover.
Pronouns
• demonstrative éste, ése, aquél, prefiero aquéllas
• direct object me, te, lo, la, nos, os, los, las
• indirect object me, te, le, nos, os, les
• infinitives Rosa va a viajar.
• interrogative ¿quién/quienes?, ¿cuál/cuáles?
• position in relation to imperative mood Antes de terminarlo llámame.
• possessive Aquellos libros son tuyos.
• prepositional Viene con él.
• progressive tense El profesor está explicándoselo.
• reflexive me, te, se, nos, os; me levanto
• relative que/quien/quienes/cual/cuales
La casa que compré.
• subject yo, tú, él, ella, usted, nosotros, vosotros, ellos, ellas,
ustedes
Punctuation
• exclamations ¡…!
• dialogue introduced by -
• questions ¿…?
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 15 of 70Language elements Examples in Spanish
Verbs
• imperative ¡Hable! ¡Venga!
• impersonal se Aquí se habla español.
• impersonal verbs and expressions me parece que; es importante que; se necesita
• indicative mood:
present hablo, abro, vivo
present continous Estoy bailando con ella.
preterite hablé, comí, escribí
perfect he cantado, han llegado
future hablaré, comeré, iré
imperfect hablaban, comían, iban
conditional cantaría, bebería, saldría
• modal deber, deber + infinitive
• reflexive vestirse, ducharse, lavarse
passive reflexive Se le ha visto.
• regular verbs ar, -er and -ir
• subjunctive mood
present Espero que estés bien.
que hable, que coma, que diga
imperfect Quería que tuvieras un blog en internet.
perfect Habría visitado Madrid si no hubiera decidido ir a Sevilla.
• use of:
haber and tener Hay muchos alumnos. Tengo un libro.
ser and estar Soy australiano. Estoy en Australia.
saber and conocer Yo sé hablar español. Conozco Madrid.
gustar, faltar, parecer, importar, poder, Me gusta el español. Me gusta el chocolate con churros.
hacer
si clauses Si estudias mucho, sacarás buenas notas.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 16 of 70Text selection
Text selection is a school-based decision and should reflect the interests and needs of students.
Throughout the course of study, students should be provided with opportunities to engage with a
wide range of texts to encourage their development as language learners and users. Texts
selected for the course of study may be analytical, descriptive, informative, narrative, persuasive,
satirical and comedic and transactional texts.
There should be a range and balance in the texts that students read, listen to and view, which
embody the intercultural nature of language. The course should include texts designed for
different purposes and audiences, and delivered through different media.
Text types
Texts are classified by the purpose/s they are designed to achieve, which influence the
characteristic features the texts employ, such as language, structure and mode of
communication. Classifications are sometimes ambiguous or overlapping; they may include
analytical, comedic, descriptive, informative, narrative, persuasive, procedural, satirical,
transactional texts, among others.
Analytical texts develop an argument, make a judgment or advance an interpretation. They do
this by identifying, examining and drawing conclusions about the elements or components that
make up other texts, e.g. short essays, research reports.
Descriptive texts explain the features or characteristics of something, including a range of
details, often with affective or sensory description. The purpose is to invite perception, empathy or
visualisation (of people, places, or emotions), e.g. travel blogs, film reviews.
Informative texts convey factual content to educate or inform. Sub-types of informational texts
include:
• explanatory texts, which present factual information with details to elucidate. The purpose is to
invite developed understanding (of an action or event), e.g. annotations on a building plan or
map, travel brochures
• procedural texts, which lay out a series of steps to be followed in a set order to complete a
task, e.g. recipes, directions to a point of interest.
Narrative texts tell a story through a series of related events or experiences. Narrative texts use
aesthetic features to provoke audience or reader responses, e.g. fairytales, novels, feature films.
Persuasive texts put forward a point of view to influence an audience. They may do this explicitly
with argument and justification, or implicitly through the use of purposefully selected textual
features, e.g. speeches, advertisements.
Satirical and comedic texts make fun of or mock people, events or concepts, or tell jokes, for
the purposes of entertainment or social comment, e.g. satirical cartoons, comedy series.
Transactional texts occur in situations between two or more people, often involving negotiation
or discussion, to achieve an outcome, e.g. conversations to purchase a product, a series of
emails to organise a time and place for a meeting.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 17 of 701.3 Assessment — general information
Assessments are formative in Units 1 and 2, and summative in Units 3 and 4.
Assessment Unit 1 Unit 2 Unit 3 Unit 4
Formative assessments ● ●
Summative internal assessment 1 ●
Summative internal assessment 2 ●
Summative internal assessment 3 ●
Summative external assessment ●
1.3.1 Formative assessments — Units 1 and 2
Formative assessments provide feedback to both students and teachers about each student’s
progress in the course of study.
Schools develop internal assessments for each senior subject, based on the learning described
in Units 1 and 2 of the subject syllabus. Each unit objective must be assessed at least once.
For reporting purposes, schools should devise at least two but no more than four assessments for
Units 1 and 2 of this subject. At least one assessment must be completed for each unit.
The sequencing, scope and scale of assessments for Units 1 and 2 are matters for each school
to decide and should reflect the local context.
Teachers are encouraged to use the A–E descriptors in the reporting standards (Section 1.4) to
provide formative feedback to students and to report on progress.
1.3.2 Summative assessments — Units 3 and 4
Students will complete a total of four summative assessments — three internal and one external
— that count towards their final mark in each subject.
Schools develop three internal assessments for each senior subject, based on the learning
described in Units 3 and 4 of the syllabus.
The three summative internal assessments will be endorsed and the results confirmed by the
QCAA. These results will be combined with a single external assessment developed and marked
by the QCAA. The external assessment results for Spanish will contribute 25% towards a
student’s result.
Summative internal assessment — instrument-specific marking guides
This syllabus provides ISMGs for the three summative internal assessments in Units 3 and 4.
The ISMGs describe the characteristics evident in student responses and align with the identified
assessment objectives. Assessment objectives are drawn from the unit objectives and are
contextualised for the requirements of the assessment instrument.
Criteria
Each ISMG groups assessment objectives into criteria. An assessment objective may appear in
multiple criteria, or in a single criterion of an assessment.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 18 of 70Making judgments
Assessment evidence of student performance in each criterion is matched to a performance-level
descriptor, which describes the typical characteristics of student work.
Where a student response has characteristics from more than one performance level, a best-fit
approach is used. Where a performance level has a two-mark range, it must be decided if the
best fit is the higher or lower mark of the range.
Authentication
Schools and teachers must have strategies in place for ensuring that work submitted for internal
summative assessment is the student’s own. Authentication strategies outlined in QCAA
guidelines, which include guidance for drafting, scaffolding and teacher feedback, must be
adhered to.
Summative external assessment
The summative external assessment adds valuable evidence of achievement to a student’s
profile. External assessment is:
• common to all schools
• administered under the same conditions at the same time and on the same day
• developed and marked by the QCAA according to a commonly applied marking scheme.
The external assessment contributes 25% to the student’s result in Spanish. It is not privileged
over the school-based assessment.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 19 of 701.4 Reporting standards
Reporting standards are summary statements that succinctly describe typical performance at
each of the five levels (A–E). They reflect the cognitive taxonomy and objectives of the course
of study.
The primary purpose of reporting standards is for twice-yearly reporting on student progress.
These descriptors can also be used to help teachers provide formative feedback to students and
to align ISMGs.
Reporting standards
A
The student, in responding to texts in a range of contexts, demonstrates thorough comprehension of
information, ideas, opinions and experiences in Spanish. Tone, purpose, context and audience are
identified to infer valid and justifiable meaning, values and attitudes. Discerning analysis and evaluation of
information and ideas are developed to draw valid conclusions with well-substantiated justification of
opinions, ideas and perspectives.
The student, in creating texts in a range of contexts, demonstrates a discerning application of knowledge
of language elements, structures and textual conventions to create texts that convey meaning appropriate
to context, purpose, audience and cultural conventions. Information and language elements are
structured, sequenced and synthesised to convey well-justified opinions, perspectives and ideas in
Spanish.
The student, in exchanging meaning, demonstrates the use of strategies to maintain communication,
demonstrating effective and contextually appropriate Spanish language.
B
The student, in responding to texts in a range of contexts, demonstrates an effective comprehension of
information, ideas, opinions and experiences in Spanish. Tone, purpose, context and audience are
identified to infer meaning, values and attitudes. Appropriate analysis and evaluation of information and
ideas are developed to draw conclusions with justification of opinions, ideas and perspectives.
The student, in creating texts in a range of contexts, demonstrates an effective application of knowledge
of language elements, structures and textual conventions to create texts that convey meaning appropriate
to context, purpose and audience. Information and language elements are structured, sequenced and
synthesised to convey opinions, perspectives and ideas in Spanish.
The student, in exchanging meaning, demonstrates the use of strategies to maintain communication,
demonstrating contextually appropriate Spanish language.
C
The student, in responding to texts in a range of contexts, demonstrates comprehension of information,
ideas, opinions and experiences in Spanish. Tone, purpose, context and audience are identified to infer
some meaning, values and attitudes. Analysis and evaluation of relevant information and ideas are
developed to draw conclusions with some justification of opinions, ideas and perspectives.
The student, in creating texts in a range of contexts, demonstrates application of knowledge of language
elements, structures and textual conventions to create texts that convey some meaning appropriate to
context, purpose and audience. Information and language elements are structured, sequenced and
synthesised to convey opinions, perspectives and ideas in Spanish.
The student, in exchanging meaning, demonstrates the use of some strategies to maintain
communication, demonstrating contextually appropriate Spanish language.
D
The student, in responding to and creating texts in a range of contexts, demonstrates partial
comprehension of Spanish to understand obvious information and ideas. Some context and audience are
identified to draw conclusions. Knowledge of Spanish language elements, structures and textual
conventions is applied to create texts that Spanish fragmented meaning.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 20 of 70E
The student, in responding to and creating texts in a range of contexts, demonstrates fragmented
understanding of information in Spanish, and fragmented application of knowledge of Spanish language
elements, structures and textual conventions.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 21 of 702 Unit 1: Mi mundo — My world
2.1 Unit description
In Unit 1, students compare and contrast lifestyles and education in Australian and
Spanish-speaking communities, schools, homes and peer-group contexts. They communicate
their understanding and experiences of relationships through the use of information and ideas in
texts and language, such as formal and informal spoken language, and develop a variety of
strategies to maintain communication. Students generate and compare information about their
own and others’ personal identities, and the cultural values related to personal and wider
community lifestyles, leisure and education.
The subject matter engages students with aspects of language and textual conventions — to
communicate similarities and differences, and to develop opinions about the lives and interests of
young people — in familiar and unfamiliar school and home environments.
Unit requirements
In Unit 1, Mi mundo — My world, subject matter is organised into three topics that require a
notional 55 hours of teaching, learning and assessment in total, with a suggested:
• 15 hours on Unit 1 Topic 1: Family/carers and friends
• 40 hours on Unit 1 Topic 2: Lifestyle and leisure and Unit 1 Topic 3: Education.
Suggestions for Spanish resources and texts are incorporated in the subject matter.
2.2 Unit objectives
Unit objectives are drawn from the syllabus objectives and are contextualised for the subject
matter and requirements of the unit. Each unit objective must be assessed at least once.
Students will:
1. comprehend Spanish to understand information, ideas, opinions and experiences related to
family/carers, friendships, lifestyle, leisure and education
2. identify tone, purpose, context and audience to infer meaning, values and attitudes related to
family/carers, friendships, lifestyle, leisure and education
3. analyse and evaluate information and ideas to draw conclusions and justify opinions, ideas
and perspectives related to family/carers, friendships, lifestyle, leisure and education
4. apply knowledge of Spanish language elements, structures and textual conventions to
convey meaning appropriate to context, purpose, audience and cultural conventions related
to family/carers, friendships, lifestyle, leisure and education
5. structure, sequence and synthesise information to justify opinions, ideas and perspectives
related to family/carers, friendships, lifestyle, leisure and education
6. use strategies to maintain communication and exchange meaning in Spanish to discuss
family/carers, friendships, lifestyle, leisure and education with peers and Spanish-speaking
community members.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
Page 22 of 702.3 Topic 1: Family/carers and friends
Subject matter
In creating and evaluating Spanish texts, students will:
• consider and create introductions in a variety of age-appropriate settings in their own and Spanish-
speaking communities, e.g. introduce and describe themselves and others in a variety of settings and
text types
• comment on the similarities and differences in family/carers, friends and daily life in their own and
Spanish-speaking communities, e.g. compare family/carer structures, discuss relationships with
family/carers or siblings, create explanatory texts about family/carers, friends and daily life.
2.4 Topic 2: Lifestyle and leisure
Subject matter
In creating and evaluating Spanish texts, students will:
• consider how interests, traditions, events and celebrations impact on family/carer identity, community
connections and cultural values in their own and Spanish-speaking communities, e.g. research and
compare significant events, leisure activities or sports in Spanish-speaking communities and Australia
• compare and contrast lifestyle and leisure for themselves and their peers in Spanish-speaking
communities, e.g. negotiate leisure activity arrangements; compare what is considered a healthy
lifestyle
• appraise the diversity of celebrations in their social sphere and those of their peers in Spanish-speaking
communities, e.g. give reasons for family/carer activity preferences and/or values.
2.5 Topic 3: Education
Subject matter
In creating and evaluating Spanish texts, students will:
• compare and explain education experiences, e.g. compare education systems or school expectations
and traditions
• analyse perspectives on the benefits and challenges of study, e.g. contrast experiences of peers in a
variety of educational contexts in Australia and Spanish-speaking communities
• assess a variety of texts comparing education systems in Spanish-speaking communities and Australia,
e.g. discuss values and attitudes towards education and school traditions or expectations and societal
and cultural factors.
Spanish 2019 v1.3 Queensland Curriculum & Assessment Authority
General Senior Syllabus May 2018
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