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By the end of Year 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests, behaviours and values across cultural contexts. They justify opinions such as No creo que sea la mejor manera de resolver…, Estoy en contra de esa idea porque…, evaluate perspectives and reflect on their own language learning. They collaboratively plan and organise events and manage diverse views by using the subjunctive mood to express emotion and doubt and give negative commands (for example; Siento que no puedas ir a La Habana, Es posible que compre un reproductor MP3, No pienso que sea … Siento que estés enfermo … ¡No grites tanto!), the imperative mood for commands (for example, Hazlo bien, Toma el jugo/zumo, Escríbeme, Llámala …), and passive voice when appropriate (for example, se cometieron errores). Students locate, analyse, synthesise and evaluate ideas and information on local and global issues from a range of perspectives and sources. They present information using different modes of presentation to suit different audiences and to achieve different purposes. They select appropriate nouns and adjectives to describe values and attitudes identified in different imaginative texts, such as Ese joven no sirve para nada / Es un joven valiente, Ellos son ilegales / Ellos son los refugiados. They produce a variety of imaginative texts that reflect ideas, attitudes or values associated with Spanish-speaking communities, applying knowledge of the imperfect (for example, Cuando era joven vivíamos en Bogotá, Vivía en Granada cuando Pedro se graduó) and conditional tenses (for example, Valdría la pena ver los murales de Diego Rivera). They use grammatical elements such as reflexive verbs (for example, acostarse, cepillarse) and relative pronouns (for example, el amigo que visitamos), and use cohesive devices (for example, sin embargo, por eso, pero) to link and extend ideas, and time markers such as al día siguiente, después de…, más tarde… for sequencing. When translating Spanish, students identify cultural perspectives and explain how they have been represented. They create bilingual texts that reflect aspects of language and culture for both English-speaking and Spanish-speaking audiences. They contribute to mutual understanding when participating in intercultural experiences, and explain how family and cultural traditions shape people’s sense of identity.
Students identify connections between the variety of other languages used in different communities in the Spanish-speaking world and explain some of the variations in Spanish, such as the pronunciation of the letters c, s and z, and different ways of pronouncing ll and y. They use appropriate metalanguage to explain grammatical features such as word order, tenses and subjunctive mood and the purpose and features of different texts, such as informative and persuasive texts. Students analyse the influence of language on peoples’ actions, values and beliefs, including its capacity to include and exclude. They explain ways in which language and culture are interrelated and influence each other.
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http://rdf.australiancurriculum.edu.au/elements/2018/05/355af98b-48a1-4beb-a2e6-02f23854cd80.rdf