Years 9 and 10 Spanish standard elaborations A B C D E The folio of a student’s work has the following characteristics: Communicating purposeful interaction in written and spoken Spanish to communicate about: personal experiences relationships and aspirations broader local and global issues effective interaction in written and spoken Spanish to communicate about: personal experiences relationships and aspirations broader local and global issues interaction in written and spoken Spanish to communicate about: personal experiences relationships and aspirations broader local and global issues (AS1) partial interaction in written and spoken Spanish to communicate about: personal experiences relationships and aspirations broader local and global issues fragmented interaction in written and spoken Spanish to communicate about: personal experiences relationships and aspirations broader local and global issues purposeful interaction with peers to: make decisions solve problems negotiate and plan action in response to issues effective interaction with peers to: make decisions solve problems negotiate and plan action in response to issues interaction with peers to: make decisions solve problems negotiate and plan action in response to issues partial interaction with peers to: make decisions solve problems negotiate and plan action in response to issues fragmented interaction with peers to: make decisions solve problems negotiate and plan action in response to issues purposeful use of both rehearsed and spontaneous language and appropriate protocols through interactions to: express and compare opinions share perspectives express agreement or disagreement effective use of both rehearsed and spontaneous language and appropriate protocols through interactions to: express and compare opinions share perspectives express agreement or disagreement use of both rehearsed and spontaneous language and appropriate protocols (AS2) through interactions to: express and compare opinions share perspectives express agreement or disagreement (AS3) partial use of both rehearsed and spontaneous language and appropriate protocols through interactions to: express and compare opinions share perspectives express agreement or disagreement fragmented use of both rehearsed and spontaneous language and appropriate protocols through interactions to: express and compare opinions share perspectives express agreement or disagreement considered application of rules of pronunciation, stress and intonation to a range of sentence types informed application of rules of pronunciation, stress and intonation to a range of sentence types application of rules of pronunciation, stress and intonation to a range of sentence types partial application of rules of pronunciation, stress and intonation to a range of sentence types fragmented application of rules of pronunciation, stress and intonation to a range of sentence types
Understanding considered explanation of how meanings and interpretations vary according to the cultural assumptions that people bring to interactions informed explanation of how meanings and interpretations vary according to the cultural assumptions that people bring to interactions explanation of how meanings and interpretations vary according to the cultural assumptions that people bring to interactions partial explanation of how meanings and interpretations vary according to the cultural assumptions that people bring to interactions fragmented explanation of how meanings and interpretations vary according to the cultural assumptions that people bring to interactions considered consideration of how learning a second language provides the opportunity to view oneself from the perspectives of others informed consideration of how learning a second language provides the opportunity to view oneself from the perspectives of others consideration of how learning a second language provides the opportunity to view oneself from the perspectives of others partial consideration of how learning a second language provides the opportunity to view oneself from the perspectives of others fragmented consideration of how learning a second language provides the opportunity to view oneself from the perspectives of others Key shading emphasises the qualities that discriminate between the A–E descriptors; (), (ASx) is a cross-reference to an example in the