Explanatory Note 1
Use Spanish to communicate information on an everyday topic involves:
- expressing relevant information, ideas, and opinions
- referring to present, past, and/or future events or experiences
- achieving overall communication despite inconsistencies.
Use Spanish competently to develop information on an everyday topic involves:
- using a range of language
- building on aspects of the information, ideas, and opinions expressed
- achieving communication that is not significantly hindered by inconsistencies.
Use Spanish skillfully to develop information on an everyday topic involves:
- using a range of language successfully to enrich the information, ideas, and opinions communicated
- connecting information, ideas, and opinions
- 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
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 4
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 one student-generated piece on an everyday topic which may be presented in spoken or written Spanish, or a mixture of the two. The total amount of evidence should be about 300 words, or approximately 2 minutes of spoken evidence, or an equivalent combination of both.
- produce work that is their own
- record their evidence for authenticity purposes.
In the preparation of the assessment activity, students may use:
- reference materials such as class notes
- online or paper dictionaries.
Students should not:
- copy whole sentences or passages from any source
- use online translators or other digital resources
- have anyone else point out errors, edit, or correct their work before handing it in for assessment
- be assessed on the technical quality of their presentation or design, only the quality of the language will be assessed.
Teachers should ensure the outcome is appropriate for Level 6 of the New Zealand Curriculum.
Students may submit evidence which involves one or more other people, but students are assessed individually.
Evidence may be presented by the student in a range of forms, for example:
- an infographic
- a slideshow presentation (with or without voiceover) or storyboard
- a short article or brochure
- a video.
Unpacking the Standard
This Achievement Standard assesses the student's ability to independently present information and ideas in Spanish. Students can produce spoken language, written language, or a combination of the two.
The Achievement Standard interweaves elements of all the Big Ideas. It allows students to demonstrate their ability to communicate information on everyday topics of personal interest whilst showing evidence of their understanding of the cultural contexts in which the language is embedded, as well as exploring the structural underpinnings of the language and the critical thinking required to engage with additional language development.
The assessment shows the student's learning development and evaluates authentic examples of their linguistic proficiency. It will assess their knowledge and skills gained in teaching and learning programmes, rather than perfecting the same texts over extended periods. This refers back to the idea that language acquisition requires working with an emerging skill set rather than demonstrating perfection.
Evidence can be presented in a variety of formats, for example:
- online posts
- songs or games
- audio-visual or multi-media presentations
- guided tours.