Explanatory Note 1
Interact in Spanish about everyday topics involves:
- having unrehearsed and unscripted exchanges about chosen topics
- seeking and conveying information, ideas, and opinions
- referring to present, past, and/or future events or experiences
- achieving overall communication despite inconsistencies.
Interact competently in Spanish about everyday topics involves:
- using a range of language
- building on aspects of the information, ideas, and opinions
- using interactive strategies to maintain the conversation
- achieving communication that is not significantly hindered by inconsistencies.
Interact skillfully in Spanish about everyday topics involves:
- using a range of language successfully
- enriching the information, ideas, and opinions communicated
- using a variety of appropriate interactive strategies to enhance the interaction
- achieving communication that is not hindered by inconsistencies.
Explanatory Note 2
Everyday topics relate to personal matters and experiences relevant to the student and the student's culture(s) and identities, such as family, school, work, leisure, or holidays.
Explanatory Note 3
Interactive strategies are used to facilitate or maintain an exchange between people and are appropriate to the situation or context.
- fillers, prompting, or probing for detail
- seeking clarification or asking questions
- cultural conventions or courtesies.
Explanatory Note 4
Inconsistencies are mistakes or imperfections which affect overall communication or clarity of message.
- word choice
- pronunciation or intonation
- sentence structure
- delivery speed or audibility.
Explanatory Note 5
This Achievement Standard is intended to assess students for whom Spanish is an additional language.
Shared Explanatory Note
This Achievement Standard is derived from the Languages Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
Conditions of Assessment
The evidence for this Achievement Standard will be a minimum of two student-generated pieces which may be presented in spoken or written Spanish. The total amount of evidence across the two pieces of evidence should be 3 minutes for spoken evidence, or 300 words written evidence.
- The interactions must take place in real time and show that the student can respond immediately using Spanish, whether in spoken or written form.
- Any spoken language submitted as evidence must be video recorded. The student must be easily identifiable and clearly audible in the video recording.
- Any written interaction submitted as evidence must be witnessed by the teacher as it happens. Students should then submit a hard or digital copy of the interaction.
Students may not:
- script or rehearse the assessment interactions
- copy/paste materials into any written evidence
- use any notes, resources, or dictionaries during their interactions
- discuss the same topic more than once across their evidence.
Assessment Activities which allow the presentation of entirely rote-learned exchanges or pre-prepared role plays would not meet the requirements of the Achievement Standard.
Teachers should ensure the the outcome is appropriate for Level 6 of the New Zealand Curriculum.
Students may work in groups of more than two, but are assessed individually. If working in a group of more than two people, it is essential that each learner ensures they contribute enough appropriate language to meet the standard.
Unpacking the Standard
This Achievement Standard focuses on assessing the student's ability to interact with others about everyday topics using Spanish in either spoken or written form. It requires learners to demonstrate 'in the moment' language selection in simple social or transactional exchanges.
The Standard connects strongly with the Big Ideas that language learning is about communicating with others and that developing communicative proficiency requires the willingness to take risks and persevere.
The Achievement Standard has been broadened to include real-time spoken or written interaction. This shift connects to the NCEA Change Package requirement to make the qualification more accessible. The Spanish Learning Matrix clearly indicates that the development of both spoken and written skills is a required element of any Level 1 programme. As a result, students will have access to important learning but also benefit from flexibility at the point of assessment at this foundational level of NCEA.
These interactions are intended to be undertaken within realistic, predictable contexts and should relate directly to the simple language that learners have studied and practised, but also require evidence of unrehearsed language use. Assessment Activities which allow the presentation of entirely rote-learned exchanges or scripted role plays would not meet the requirements of this Standard.
In preparing for evaluation against this Achievement Standard, learners should be encouraged to practise interacting with others as much as possible, experimenting with and enjoying the exploration of the vocabulary and structures they have been introduced to.