Spanish 2019 v1.3 General Senior Syllabus This syllabus is for implementation with Year 11 students in 2019 - QCAA

 
Spanish 2019 v1.3
General Senior Syllabus

This syllabus is for implementation with Year 11 students in 2019.

                                                                     170087
Contents
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 ............................................................................ 27
4     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 __________________________________ 70
1 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 70
Assumed 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 70
1.1.2 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 70
1.1.3 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 70
1.2        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 70
4.   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 70
To 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 70
21st 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 70
1.2.3 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 70
1.2.4 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 70
Schools 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 70
1.2.5 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
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Mandatory 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 70
Language 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 70
Language 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 70
Language 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 70
Text 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 70
1.3        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 70
Making 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 70
1.4        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 70
E

            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 70
2 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 70
2.3        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
                                                           Page 23 of 70
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