AC9LS10C05 Year 9 Languages

AC9LS10C05 – Year 9 Languages: Creating text in Spanish

Strand

Communicating meaning in Spanish

Substrand

Creating text in Spanish

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

create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences

Elaborations

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creating a multimodal presentation such Venn diagram, flow chart, digital display, comparing different perspectives of a topical issue, for example, la deforestación, los derechos de los pueblos indígenas, la tecnología, los jóvenes y el sueño
• creating visual displays of data or information gathered from personal research or overseas trips to share with peers on features of lifestyle or experiences of Spanish-speaking youth, for example, educational opportunities, outdoor and sporting activities across the seasons, or a typical weekend for a teenager
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composing different types of social media texts such as blogs, advertisements, webpages, magazine articles, interviews, to present views on particular issues, using appropriate protocols to acknowledge sources of reference and commentary, for example, using reported speech El científico Dr. Sanabria dijo que hay que usar autos eléctricos
• writing a journal entry, or contributing to a school newsletter in Spanish reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
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writing the script for, and presenting role-plays or plays with characters, themes, settings and plots likely to appeal to specific audiences, for example, a magic show such as la historia del trilero, for young learners of Spanish
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composing and performing speeches or dialogues that reference significant celebrations or historical events in Spanish-speaking communities or Australia, for example, El Día Internacional de la Mujer, La Feria de Sevilla, Anzac Day, Fiestas patrias, Festivales folclóricos
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telling a story from several different perspectives and observations such as first-, second- and third-person points of view, for example, in third-person narration, relating the actions of the characters by referring to their names or by pronouns, for example, María fue al concierto y tardó 5 horas en autobús …

Show 2 more elaborations

• selecting picture cards, cartoons or digital images and writing a description from the perspective of different characters in the image, for example, a picture of a park with several characters and where different things are happening – a lost ball, wind takes hat, dogs chasing ducks, sudden rain
• composing a secure online ‘cultural ID profile’ to exchange with Spanish-speaking peers, making decisions about what points of information will be of most interest and critically thinking about stereotypes

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.