AC9LS10C03 Year 9 Languages

AC9LS10C03 – Year 9 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Spanish

Substrand

Mediating meaning in and between languages

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience

Elaborations

•
comparing different perspectives about an environmental issue, from a tourist company/profit perspective versus an environmental protection perspective, and incorporating information into a multimodal text to raise awareness, for example, environmental threats to the Great Barrier Reef, La Gran Barrera de Coral está muriendo, ¡tenemos que salvarla!
•
exploring persuasive and informative texts such as articles and reports, to recognise fact versus opinion, and presenting findings to the class, for example, Nosotros deberíamos cuidar el medio ambiente. El 30% de la población piensa que tenemos que cuidar el medio ambiente.
•
reading an advertisement and responding appropriately, for example, applying for a part-time job or for a student exchange program, addressing key criteria, Yo sería un buen candidato/a porque …, Estoy libre de lunes a miércoles
• listening to or reading First Nations Australians’ stories in English, and creating a profile of them in Spanish
•
summarising information from print or secure digital sources regarding an issue of interest, determining what information is most important/interesting, and presenting the information to others, stating their own perspectives, for example, El impacto de los medios sociales en la vida cotidiana. El vestuario y la identidad, La influencia de la música en los jóvenes
•
locating and researching information from reliable sources to inform decisions, by weighing up options and making an ‘advantages and disadvantages’ table about a range of topics, for example, the best time of year to visit a Spanish-speaking country, a country that may best suit them, No me gusta el frío así que me preferiría ir a Costa Rica
•
synthesising information from a range of sources in order to group and present ideas, themes and issues in a logical and coherent manner, for example, Los uniformes son importantes. El horario escolar debería reducirse.

Show 5 more elaborations

•
adapting and changing texts to suit different contexts, purpose and audiences, such as changing a formal email to an informal message to a friend, for example, La directora dijo que tenemos que llevar el uniforme para los exámenes …
•
analysing published accounts of an event such as a sports match, a concert or a street party, and reporting results and highlights, for example, El Real Madrid ganó el partido con un resultado de 3-0
•
composing a short review of a film, story or documentary, and expressing opinions about different perspectives and viewpoints, for example, Este video no muestra la realidad de la posición de la mujer, Los personajes de este texto se sienten felices
• listening to, reading or viewing extracts from expressive contemporary texts such as songs, poems, dance, street art or musical performances, identifying elements that reflect the culture or experience of Spanish-speaking communities, and presenting findings
•
expressing responses to a personal or peer’s experience of an event such as a concert, party, camp, exam, job interview, using evaluative and expressive language to convey reactions such as excitement, appreciation or boredom, for example, Me encantó esa canción, ¡Aprecio tus palabras! ¡Qué aburrido! Eso suena muy dificil …

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANSPAF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Spanish language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion. Students incorporate the features and conventions of spoken Spanish to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Spanish texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Spanish, to evaluate how this learning influences their ideas and ways of communicating.