Education Perfect Senior Spanish Syllabus

Education Perfect works to align our French content with the syllabus of each state.

New South Wales: Beginners Stage 6 Syllabus

Languages aligned to the Spanish Beginners stage 6 Syllabus

Topic/Theme

LIA units

Family life, home and neighbourhood

Perspectives:
  • The personal world
  • The Spanish-speaking communities
Background units:
  • Beginner unit 2: Family and pets
  • Beginner unit 10: My home
  • Intermediate unit 3: My town and giving directions
  • Intermediate unit 8: Daily routine

Advanced level units:

  • Advanced unit 2: Friendships and relationships
People, places and communities

Perspectives:

  • The personal world
  • The Spanish-speaking communities
Background units: 
  • Beginner unit 2: Family and Pets
  • Beginner unit 5: Countries and nationalities 
  • Beginner unit 7: Describing myself and others
  • Beginner unit 10: My house
  • Intermediate unit 1: Restaurants and recipes
  • Intermediate unit 3: My town and giving directions
  • Intermediate unit 5: Holidays you have been on 
  • Intermediate unit 10: At the doctors 

Advanced level units:

  • Advanced unit 2: Friendships and relationships
  • Advanced unit 4: Festivals 
  • Advanced unit 6: A journey around the Hispanic world
  • Advanced unit 8: Cinema, art and literature
Education and work

Perspectives:
  • The personal world
  • The Spanish-speaking communities
Background units:
  • Beginner unit 3: The classroom 
  • Beginner unit 8: Liking and disliking school subjects
  • Intermediate unit 8: Daily routine 
  • Intermediate unit 9: Teenage life

Advanced level units:

  • Advanced unit 1: Future plans
Friends, recreation and pastimes

Perspectives:
  • The personal world
  • The Spanish-speaking communities
Background units:
  • Beginner unit 9: Leisure activities
  • Intermediate unit 2: Fashion and shopping for clothes 
  • Intermediate unit 4: Booking a holiday
  • Intermediate unit 5: Holidays you have been on
  • Intermediate unit 6: Organising an outing with friends 
  • Intermediate unit 7: Party time
  • Intermediate unit 9: Teenage life

Advanced level units: 

  • Advanced unit 2: Friendships and relationships
  • Advanced unit 4: Festivals
  • Advanced unit 6: A journey around the Hispanic world
  • Advanced unit 8: Cinema, art and literature
  • Advanced unit 10: Music
Holidays, travel and tourism 

Perspectives:
  • The personal world
  • The Spanish-speaking communities
Background units:
  • Intermediate unit 4: Booking a holiday
  • Intermediate unit 5: Holidays you have been on

Advanced level units:

  • Advanced 4: Festivals
  • Advanced 6: A journey around the Hispanic world 
Future plans

Perspectives:
  • The personal world
  • The Spanish-speaking communities
Background units:
  • Intermediate unit 4: Booking a holiday (Future Tense – grammar section)
  • Intermediate unit 9: Teenage life

Advanced level units:

  • Advanced unit 1: Future plans

New South Wales: Continuers Stage 6 Syllabus

Languages aligned to the Spanish Continuers stage 6 Syllabus

Topic/Theme

LIA units

Theme 1: The individual

Personal identity  

For example,

  • Self, family and friends
  • My home, surroundings and community
  • Daily routine
  • Personal memories
Background units:
  • Beginner unit 2: Family and Pets
  • Beginner unit 7: Describing myself and others
  • Beginner unit 10: My house
  • Intermediate unit 3: My town and giving directions
  • Intermediate unit 8: Daily routine
  • Intermediate unit 9: Teenage life 

Advanced level units:

  • Advanced unit 2: Friendships and relationships
Education and future aspirations

For example,
  • School life
  • Skills/abilities 
  • Growing up
Background units:
  • Beginner unit 3: The classroom
  • Beginner unit 8: Liking and disliking school subjects
  • Intermediate unit 9: Teenage life

Advanced level units:

  • Advanced unit 1: Future plans 
Leisure and interests

For example,
  • Sports/hobbies
  • Keeping fit/healthy
Background units:
  • Beginner unit 9: Leisure activities 
  • Intermediate unit 6: Organising an outing with friends 

Advanced level units: 

  • Advanced unit 3: Health 
Feelings, opinions, attitudes and preferences Background units:
  • Beginner unit 8: Liking and disliking school subjects
  • Intermediate unit 6: Organising an outing with friends
  • Intermediate unit 9: Teenage life
  • Intermediate unit 10: At the doctors 

Advanced level units:

  • Advanced unit 1: Future plans
  • Advanced unit 2: Friendships and relationships
  • Advanced unit 5: Technology and social networks 
  • Advanced unit 7: Immigration and racism
  • Advanced unit 7: Immigration and racism

Theme 2: The Spanish-speaking communities

Travel and tourism

For example,
  • Requesting passports/visas, getting there
  • Organising accommodation and meals
  • Planning an itinerary 
  • Travelling around significant sights and places of interest
Background units:
  • Beginner unit 5: Countries and nationalities 
  • Intermediate unit 3: My town and giving directions
  • Intermediate unit 4: Booking a holiday
  • Intermediate unit 5: Holidays you have been on
  • Intermediate unit 10: At the doctors – Listening script: 9 (vaccinations before travelling)

Advanced level units:

  • Advanced unit 1: Future plans – Reading texts: 7, 8 – Listening script: 1
  • Advanced unit 3: Health – Reading text: 6 
  • Advanced unit 4: Festivals 
  • Advanced unit 6: A journey around the Hispanic world
Lifestyles

For example,
  • Socialising
  • Leisure pursuits 
  • Food/drink
  • Significant festivals and celebrations
  • Cultural diversity 
  • Traditions 
Background units:
  • Beginner unit 1: Greeting and introductions
  • Beginner unit 6: Talking about meals and liking/disliking food
  • Beginner unit 9: Leisure activities 
  • Intermediate unit 1: Restaurants and recipes
  • Intermediate unit 2: Fashion and shopping for clothes
  • Intermediate unit 4: Booking a holiday
  • Intermediate unit 5: Holidays you have been on
  • Intermediate unit 6: Organising and outing with friends
  • Intermediate unit 7: Party time

Advanced level units: 

  • Advanced unit 2: Friendships and relationships
  • Advanced unit 4: Festivals 
  • Advanced unit 5: Technology and social network
  • Advanced unit 6: A journey around the Hispanic world 
  • Advanced unit 7: Immigration and racism
Arts and entertainment

For example,
  • Significant people and their contributions to music, sport, art, theatre, film, literature
Advanced level units:
  • Advanced unit 6: A journey around the Hispanic world – Reading texts: 6, 8 – Listening scripts: 6, 9
  • Advanced unit 8: Cinema, art and literature 
  • Advanced unit 10: Music

Theme 3: The changing world

The world of work

For example,
  • Careers/occupations
  • Advertisement, applications, interviews
  • Duties and responsibilities
  • Equality in the workplace
Background units:
  • Intermediate unit 9: Teenage life


Advanced level units:

  • Advanced unit 1: Future plans
  • Advanced unit 9: The environment: problems and protection – Reading text: 9
Current issues 

For example,
  • Unemployment
  • Technology
  • Equality 
  • Environment
  • Prominent people and events
Advanced level units:
  • Advanced unit 3: Health – Reading texts: 4, 5
  • Advanced unit 5: Technology and social networks
  • Advanced unit 7: Immigration and racism
  • Advanced unit 9: The environment: problems and protection
Youth issues

For example,
  • Relationships
  • Health
  • Drugs, alcohol, tobacco
Background units:
  • Intermediate unit 9: Teenage life

Advanced level units:

  • Advanced unit 2: Friendships and relationships
  • Advanced unit 3: Health
  • Advanced unit 5: Technology and social networks

Queensland: Spanish Senior Syllabus

Languages aligned to the Queensland Spanish Senior Syllabus

Topic/Theme

LIA units

Unit 1: Mi mundo – My world

Family/carers and friends 

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
Background units:
  • Beginner unit 1: Greetings and Introductions
  • Beginner unit 2: Family and Pets
  • Beginner unit 7: Describing myself and others
  • Intermediate unit 9: Teenage life

Advanced level units: 

  • Advanced unit 1: Future plans
  • Advanced unit 2: Friends and relationships
Lifestyle and leisure

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. 
Background units:
  • Beginner unit 2: Family and Pets 
  • Beginner unit 9: Leisure activities
  • Intermediate unit 4: Booking a holiday
  • Intermediate unit 5: Holidays you have been on
  • Intermediate unit 6: Organising an outing with friends
  • Intermediate unit 7: Party time
  • Intermediate unit 9: Teenage life

Advanced level units:

  • Advanced unit 2: Friendships and relationships 
  • Advanced unit 3: Health
  • Advanced unit 4: Festivals
  • Advanced unit 6: A journey around the Hispanic world
Education 

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 Spanishspeaking communities and Australia, e.g. discuss values and attitudes towards education and school traditions or expectations and societal and cultural factors.
Background units:
  • Beginner unit 3: The classroom
  • Beginner unit 8: Liking and disliking school subjects
  • Intermediate unit 8: Daily routine
  • Intermediate unit 9: Teenage life 

Advanced level units:

  • Advanced unit 1: Future plans
  • Advanced unit 7: Immigration and Racism – Reading text: 3

Unit 2: La exploración de nuestro mundo – Exploring our world

Travel

In creating and evaluating Spanish texts, students will:
  • Describe personal travel and tourism in Spanish-speaking communities and Australia
    e.g. identify places students have visited, recognise places of interest to Spanish-speakers and/or highlights of Spanish-speaking countries and Australian destinations (including places that are significant to Indigenous cultures) 
  • Consider conversations related to travel options and experiences in Spanish-speaking communities
    e.g. contrast cultural conventions associated with travel experiences 
  • Analyse trends in travel and their impact, e.g. consider economic, environmental and/or security factors; compare types of tourism and marketing
    e.g. ecotourism, sharing economy, extreme tourism, volunteer tourism
  • Evaluate tourist destinations by reflecting on travel experiences and the importance of travel
    e.g. comment on the reasons for and attitudes towards travelling and/or popular destinations and events 
  • Investigate the significant features of a famous destination or event
    e.g. identify geographical, historical and/or cultural features of a Spanish destination or event; comment on the similarities and differences between significant sites in Australia 
  • Justify decisions about travel options for specific audiences
    e.g. discuss guidelines, rules, laws and expectations of travellers and the resulting recommendations for different groups
Background units: 
  • Beginner unit 5: Countries and nationalities 
  • Intermediate unit 4: Booking a holiday
  • Intermediate unit 5: Holidays you have been on

Advanced level units: 

  • Advanced unit 1: Future plans – Reading text: 7, 8 Listening comprehension: 1
  • Advanced unit 2: Friendships and relationships – Listening comprehension: 7 
  • Advanced unit 4: Festivals
  • Advanced unit 6: A journey around the Hispanic world

More to come about:

  • Australian destinations, and comparisons with Spanish destinations
  • Travel options for specific audiences 
Technology and media

In creating and evaluating Spanish texts, students will: 
  • Consider the central role of technology in their own lives and the lives of Spanish-speaking peers
    e.g. compare and contrast the ways they connect and acquire new information; identify ways technology has made travel easier or more accessible 
  • Assess the impact of, and trends in, technology with regards to young people in the 21st century society
    e.g. investigate the advantages and disadvantages of using technology to communicate and/or access information
  • Appraise the effects of technology and media on their own world view and on the world view of Spanish- speaking peers
    e.g. evaluate the positive and negative effects of their own use of technology; discuss how the rapid transfer of news and information (substantiated and not) influences their world view
Advanced level units:
  • Advanced unit 5: Technology and social networks 

More to come about:

  • Technology and travelling
  • How technology can influence their world view
The contribution of Spanish culture to the world

In creating and evaluating Spanish texts, students will: 
  • Identify how Spanish traditional culture is maintained in the modern world
    e.g. describe festivals, events, rites of passage and community celebrations
  • Analyse how aspects of Spanish culture have made diverse contributions around the world
    e.g. consider to what extent Spanish culture is present in the local community and the reasons why 
  • Investigate significant/prominent Spanish speaker/s and their contribution to linguistic/cultural identity
    e.g. summarise significant/prominent Spanish speaker/s influence on the arts (music, film, literature or digital), sports or broader community
Background units:
  • Intermediate unit 7: Party time – Reading text: 7, 8, 9 – Listening script: 7, 10

Advanced level units:

  • Advanced unit 4: Festivals 
  • Advanced unit 6: A journey around the Hispanic world
  • Advanced unit 8: Cinema, art and literature
  • Advanced unit 10: Music

Unit 3: Nuestra sociedad – Our society

Roles and relationships 

In creating and evaluating Spanish texts, students will:
  • Recognise the diversity of roles and relationships as portrayed in a variety of media
    e.g. summarise personal accounts detailing the evolving nature of family/carers, identify stereotypical versus actual family/carers and/or gender roles
  • Consider the concept of the individual and how different factors influence their perceptions of themselves and their place in society
    e.g. compare and contrast how relationship status, cultural norms, social media and peer pressure impact self-image
  • Comment on the changing structure of the family/carer unit, stereotypical roles in society and gender bias in their own and Spanish-speaking communities in the 21st century, as represented in texts and media
    e.g. summarise the differences and similarities of traditional social structures, cultural expectations and employment opportunities between home and Spanish-speaking communities
Background units:
  • Beginner unit 2: Family and pets 

Advanced level units:

  • Advanced unit 2: Friendships and relationships
  • Advanced unit 5: Technology and social networks
  • Advanced unit 7: Immigration and racism
Socialising and connecting with my peers

In creating and evaluating Spanish texts, students will: 
  • Identify and describe how they and their Spanish-speaking peers socialise and connect with each other
    e.g. summarise the opportunities available, describe specific activities and barriers to socialising and connecting
  • Compare the opportunities and challenges for young people in maintaining a sense of connectedness
    e.g. determine societal expectations and definitions of success and the impact on young peoples’ sense of belonging
  • Analyse the impact of socialising and connecting with their peers
    e.g. consider the nature of connectedness with their peers in their own and Spanish-speaking communities 
  • Discuss and advise peers on issues that affect young people and are impacted by their cultural values and beliefs
    e.g. consider topics such as youth health, addiction and harassment
Background units:
  • Beginner unit 1: Greetings and introductions
  • Intermediate unit 6: Organising an outing with friends 
  • Intermediate unit 9: Teenage life 

Advanced level units:

  • Advanced unit 2: Friendships and relationships
  • Advanced unit 3: Health
  • Advanced unit 5: Technology and social networks
Groups in society

In creating and evaluating Spanish texts, students will: 
  • Identify how young people in their own and Spanish-speaking communities represent their perspectives and uniqueness by joining groups with particular identities, appearances, and interests
    e.g. participating in community service organisations and support groups for those in need
  • Investigate news items impacting on young people
    e.g. comment on the effect of world events on their lives and how they develop opinions and/or make decisions
  • Evaluate the impact of ‘the group’ and ‘the individual’ in terms of independence, individuality and responsibility
    e.g. appraise the impact of societal expectations/conventions on their life and those of Spanish-speaking peers
Advanced level units:
  • Advanced unit 4: Festivals – Reading text: 3
  • Advanced unit 5: Technology and social networks (linked but not directly related) 
  • Advanced unit 7: Immigration and racism (linked but not directly related) 
  • Advanced unit 9: The environment: problems and protection – Reading text: 9, 10 – Listening comprehension: 2, 3, 5, 6, 7, 8, 10 (current environmental problems are mentioned in this unit, along with solutions, ways to tackle them, and different opinions related to these issues) 
  • Advanced current events unit, released each term

Unit 4: Mi future – My future

Finishing secondary school, plans and reflections

In creating and evaluating Spanish texts, students will:
  • Reflect on the end of their school lives
    e.g. describe the significance of graduation ceremonies and end- of-secondary-school celebrations in Australian and Spanish-speaking communities; explain their achievements, challenges and experiences as a student
  • Consider the role of Spanish in their future
    e.g. explore the opportunities for future study, travel, employment and career prospects 
  • Discuss a variety of perspectives about finishing secondary school and plans for the future
    e.g. summarise their plans for travel, study and careers and the factors that impact on these decisions
  • Comment on personal feelings about their experiences at school, the relationships they most valued, and what they will miss as they leave school
    e.g. advise future senior students on what they wish they had known and/or done differently
Background units:
  • Intermediate unit 7: Party time – Listening script: 5
  • Intermediate unit 9: Teenage life – Reading text: 10 – Listening scripts: 4, 5, 6, 7, 8

Advanced level units:

  • Advanced unit 1: Future plans 
  • Advanced unit 2: Friendships and relationships – Reading text: 5 – Listening script: 2
  • Advanced unit 9: The environment: problems and protection – Reading text: 9 
Responsibilities and moving on

In creating and evaluating Spanish texts, students will:
  • Compare and contrast employment prospects and post-school options in their own and Spanish- speaking communities
    e.g. consider study and job opportunities in a range of Spanish-speaking communities and the associated economic factors (cost of living, accommodation) 
  • Discuss the considerations associated with creating a more independent life after school for themselves and Spanish-speaking peers
    e.g. offer advice to their peers on study, employment and gap years post- secondary school 
  • Comment on their own concerns relating to the responsibilities they face at the end of their secondary school lives
    e.g. discuss the kind of person they aspire to be and the impact they hope to have on others/the world
Background units:
  • Intermediate unit 9: Teenage life – Reading text: 10 – Listening scripts: 4, 5, 6, 7, 8 

Advanced level units:

  • Advanced unit 1: Future plans 
  • Advanced unit 9: The environment: problems and protection – Reading text: 9

Victoria: VCE Spanish Study Design (2019/20-2023)

Languages aligned to the Victorian Certificate of Spanish Study Design (2019/20 – 2023)

Theme/Topic

LIA unit

Topic 1: The individual

Personal identity and lifestyles

For example,
  • Daily life
  • Health and wellbeing
  • Human values
  • Leisure and free time
  • Rights and responsibilities
  • Travel and tourism
Background units: 
  • Beginner unit 2: Family and Pets
  • Beginner unit 7: Describing myself and others
  • Beginner unit 9: Leisure activities
  • Intermediate unit 3: My town and giving directions 
  • Intermediate unit 4: Booking a holiday
  • Intermediate unit 5: Holidays you have been on
  • Intermediate unit 6: Organizing an outing with friends
  • Intermediate unit 8: Daily routine
  • Intermediate unit 10: At the doctors 

Advanced level units:

  • Advanced unit 3: Health 
  • Advanced unit 4: Festivals
Relationships

For example,
  • Family/friends
  • School/social relationships
  • Peer group pressure
  • Neighbourhood/community
  • Relationships through social media
  • Work relationships
  • Intergenerational relationships
Background units:
  • Beginner unit 1: Greetings and introductions
  • Beginner unit 2: Family and Pets 
  • Intermediate unit 6: Organizing an outing with friends
  • Intermediate unit 7: Party time
  • Intermediate unit 9: Teenage life 

Advanced level units:

  • Advanced unit 1: Future plans 
  • Advanced unit 2: Friendships and relationships
  • Advanced unit 5: Technology and social networks
  • Advanced unit 7: Immigration and racism 
Aspirations, education and careers 

For example,
  • Experiences of schooling
  • Future aspirations
  • Challenges and goals
  • Jobs of the future
  • Employment opportunities/ unemployment
  • Lifelong learning
  • Work–life balance
Background units:
  • Intermediate unit 9: Teenage life 

Advanced level units: 

  • Advanced unit 1: Future plans 
  • Advanced unit 9: The environment: problems and protection – Reading text: 8 – Listening script: 4

Topic 2: The Spanish-speaking communities

Cultural heritage

For example,
  • Cultural identity
  • Art and literature
  • Murals/film
  • Customs and traditions
  • Music
  • Dance
  • Legends
  • Varieties of Spanish and their use
  • Regional differences
Background units:
  • Intermediate unit 1: Restaurants and recipes
  • Intermediate unit 7: Party time 

Advanced level units:

  • Advanced unit 4: Festivals
  • Advanced unit 6: A journey around the Hispanic world 
  • Advanced unit 8: Cinema, art and literature
  • Advanced unit 10: Music 
Historical perspectives

For example,
  • Indigenous civilisations
  • Historical events and figures
  • Political and social systems (such as democracy
  • Mexican or Cuban revolutions)
Background units: 
  • Intermediate unit 7: Party time – Reading text: 7, 8

Advanced level units:

  • Advanced unit 4: Festivals
  • Advanced unit 6: A journey around the Hispanic world
  • Advanced unit 7: Immigration and racism
  • Advanced unit 8: Cinema, art and literature – Reading texts: 2, 3, 7, 8 – Listening scripts: 1, 8 Advanced unit 10: Music – Reading text 4
Living in a Spanish-speaking community

For example,
  • Migration to Australia
  • The migrant experience
  • Community organisations
  • Lifestyles in Spanish- speaking parts of the world
Background units:
  • Beginner unit 5: Countries and nationalities 
  • Intermediate unit 7: Party time – Reading text: 9 

Advanced level units:

  • Advanced unit 4: Festivals
  • Advanced unit 6: A journey around the Hispanic world 
  • Advanced unit 7: Immigration and racism

Topic 3: The world around us

Global and contemporary society

For example,
  • Global citizenship
  • Urbanisation/use of public space/ liveable cities/rural life
  • Social justice
  • Solidarity
  • Equality
  • Access to education
  • Access to clean water and fresh foods
  • Civil rights
Advanced level units:
  • Advanced unit 7: Immigration and racism
  • Advanced unit 9: The environment: problems and protection
Communication and media

For example,
  • Internet and social media
  • News media and its influence
  • Bias in media
  • Censorship
  • Advertising and its impact
  • Media dominance
Advanced level units:
  • Advanced unit 5: Technology and social networks
  • Advanced unit 9: The environment: problems and protection – Reading text: 9
The influence of science and technology

For example,
  • Impact of information technology on society
  • Renewable energy
  • Innovations in science and technology
  • Environmental issues
Advanced level units:
  • Advanced unit 5: Technology and social networks
  • Advanced unit 9: The environment: problems and protection
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