AC9LS10EU03 Year 9 Languages

AC9LS10EU03 – Year 9 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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

reflect on and evaluate Spanish texts, using metalanguage to discuss language structures and features

Elaborations

• comparing language features of Spanish and English versions of different types of texts, such as menus, weather reports, advertising, text messages or horoscopes, noting differences that may be culturally significant
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understanding textual elements that provide coherence at a whole text level such as cohesive devices, introductions and summaries, linked paragraphs, and sequencing of ideas, for example, por lo tanto …, en primer lugar …, en conclusión …
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reflecting on how grammatical and vocabulary choices shade meaning and establish register, for example, the use of formal or informal pronouns usted, ustedes/ tú, vosotros/as, the use of forms of address don Juan, doña Pepa, señor Martínez, señoras y señores, damas y caballeros, Pedro y Sonia, and the use of abbreviations and slang mi cole es guay
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researching Spanish words borrowed from different languages across time and through political, historical and social changes, such as words of Arabic origin that start with the prefix al-, for example, almanaque, alcachofa, algodón, álgebra and alcohol, and some common interjections such as ¡hola!, ¡ojalá!, ¡olé!, also derived from Arabic
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using metalanguage to discuss language structures and features in Spanish, for example, sujeto, verbo, objeto, verb tenses pretérito, futuro, tiempo compuesto, participio pasado, and other features sinónimo, concordancia, párrafo
• explaining how language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purposes of speed and economy, and the use of slang, specialised or inclusive language to establish shared interest or identity
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investigating how social media, globalisation, technology and popular culture have influenced Spanish language over time, and explaining how expressions have been adapted, such as chatear, Guglear, resetear, poner algo en mi perfil, darle, or when the English word is used with Spanish, for example, tomar un selfie, mover el mouse en la computadora

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANSPA7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Spanish language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Spanish or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Spanish to create texts. Students apply features and conventions of spoken Spanish to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Spanish, to discuss how this learning influences their ideas and ways of communicating.