Topic/Theme |
LIA units |
Unit 1: Mi mundo – My world |
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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
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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
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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.
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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
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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.
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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
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Unit 2: La exploración de nuestro mundo – Exploring our world |
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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
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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
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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
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Advanced level units:
- Advanced unit 5: Technology and social networks
More to come about:
- Technology and travelling
- How technology can influence their world view
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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
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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
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Unit 3: Nuestra sociedad – Our society |
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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
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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
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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 people's 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
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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
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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
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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
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Unit 4: Mi future – My future |
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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 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
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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
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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
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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
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