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Spanish Language & Culture (6-Year Program) Grade 7 - 12 (2006)

© Alberta Education, Canada 
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This program of studies is intended for students who are beginning their study of Spanish language and culture in Grade 7. The Spanish Language and Culture Six-year Program, Grades 7–8–9, constitutes the first three years of the six-year program while 10-6Y, 20-6Y and 30-6Y constitute the last three years.

Introduction

Over 400 million people in the world speak Spanish. It is the official language of the following countries: Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Equatorial Guinea, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, Spain, Uruguay and Venezuela. It is also spoken in many other countries in which it is not the official language, including the United States of America and the Philippines. It is one of the most widely spoken languages in the world.

The value of learning the Spanish language is enormous for Alberta society as a whole. Apart from the common advantages related to the learning of an international language, it permits an insight into the rich and varied cultures developed in the Spanish-speaking world and bestows more opportunity to communicate directly with Spanish-speaking people. In addition, the important economic role the Spanish-speaking countries are playing in the international market and their increasing trading partnership with Alberta are undeniable.

The learning of Spanish, as any other language, develops awareness of, and sensitivity to, cultural and linguistic diversity. This fact, in addition to preserving cultural identity, is also a means of cultural enrichment and is the best means of fostering understanding and solidarity among peoples and countries. Furthermore, it gives the opportunity to identify, question and challenge one’s own cultural assumptions, values and perspectives and contribute positively to society.

As well, for those students who already have some knowledge of the Spanish language or a family connection to the culture, learning Spanish offers an opportunity to renew contact with their language and culture. For some, it may contribute to maintaining and developing literacy in a first language that is not necessarily the majority language in the community.

There is also significant evidence to suggest that learning another language contributes to the development of increased grammatical abilities in the first language and enhances cognitive functioning. Learning a second language increases the ability to conceptualize and to think abstractly, and it fosters more cognitive flexibility, greater divergent thinking, creativity and metalinguistic competence.

In today’s global world, the knowledge of a second language and culture in general, and Spanish in particular, is an economic advantage for individuals, providing skills that enable them to communicate and interact effectively in the global marketplace and workplace.

Assumptions

The following statements are assumptions that have guided the development process of this program of studies.

  • Language is communication.
  • All students can be successful learners of language and culture, although they will learn in a variety of ways and acquire proficiency at varied rates.
  • All languages can be taught and learned.
  • Learning Spanish as a second language leads to enhanced learning in both the student’s primary language and in related areas of cognitive development and knowledge acquisition. This is true of students who come to the class with some background knowledge of Spanish and develop literacy skills in the language. It is also true for students who have no cultural or linguistic background in Spanish and are studying Spanish as a second language.
The Conceptual Model

The aim of this program of studies is the development of communicative competence in Spanish.

Four Components

For the purposes of this program of studies, communicative competence is represented by four interrelated and interdependent components.

Applications deal with what the students will be able to do with the language, the functions they will be able to perform and the contexts in which they will be able to operate.

Language Competence addresses the students’ knowledge of the language and their ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used.

Global Citizenship aims to develop intercultural competence, with a particular focus on cultures of the Spanish-speaking world.

Strategies help students learn and communicate more effectively and more efficiently.

Each of these components is described more fully in the corresponding section of this program of studies.

Modes of Communication

Because of the focus on using language to communicate in specific contexts, with a particular purpose or task in mind, three modes of communication are used to organize some of the specific outcomes.

Interaction is most often direct, face-to-face oral communication, but it can take the form of written communication between individuals, using a medium such as e-mail where the exchange of information is fairly immediate. It is characterized principally by the opportunity to actively negotiate meaning; that is, helping others understand and working to understand others. Interactive communication generally requires more speed but less accuracy than the other two modes.

Interpretation is receptive communication of oral and written messages in contexts where the listener or reader is not in direct contact with the creator of the message. While there is no opportunity to ask for clarification, there is sometimes the possibility of rereading or listening again, consulting references, or making the meaning clearer in other ways. Reading and listening will sometimes involve viewing and interpreting visual elements, such as illustrations in books or moving images in television and film. Interpretation goes beyond a literal comprehension to include an understanding of some of the unspoken or unwritten meaning intended by the speaker or author.

Production is communication of oral and written messages in contexts where the audience is not in personal contact with the speaker or writer, or in situations of one-to-many communication; e.g., a lecture or a performance where there is no opportunity for the listener to interact with the speaker. Oral and written presentations will sometimes be enhanced by representing the meaning visually, using pictures, diagrams, models, drama techniques or other nonverbal forms of communication. Greater knowledge of the language and culture is required to ensure that communication is successful, since the participants cannot directly negotiate meaning.

A Spiral Progression

Language learning is integrative, not merely cumulative. Each new element that is added must be integrated into the whole of what has gone before. The model that best represents the students’ language learning progress is an expanding spiral. Their progression is not only vertical (e.g., increased proficiency) but also horizontal (e.g., broader range of applications and experience with more text forms, contexts and so on). The spiral also represents how language learning activities are best structured. Particular lexical fields, learning strategies or language functions, for example, are revisited at different points in the program, but from a different perspective, in broader contexts or at a slightly higher level of proficiency each time. Learning is reinforced, extended and broadened with each successive pass.

Organization of the Program of Studies
General Outcomes

General outcomes are broad statements identifying the knowledge, skills and attitudes that students are expected to achieve in the course of their language learning experience. The four general outcomes serve as the foundation for this program of studies and are based on the conceptual model outlined above.

Applications [A]

  • Students will use Spanish in a variety of situations and for a variety of purposes.

Language Competence [LC]

  • Students will use Spanish effectively and competently.

Global Citizenship [GC]

  • Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Spanish-speaking world.

Strategies [S]

  • Students will know and use various strategies to maximize the effectiveness of learning and communication.

The order in which the general outcomes are presented in the program of studies does not represent a sequential order, nor does it indicate the relative importance of each component. The general outcomes are to be implemented in an integrated manner.

Overview


Specific Outcomes

Each general outcome is further broken down into specific outcomes that students are to achieve by the end of each grade/course.

The specific outcomes are categorized under cluster headings, which show the scope of each of the four general outcomes. These headings are shown in the Overview section above.

The specific outcomes within each cluster are further categorized by strands, which show the developmental flow of learning from the beginning to the end of the program. However, an outcome for a particular grade/course will not be dealt with only in that particular year of the program. The spiral progression that is part of the conceptual model means that activities in the years preceding will prepare the ground for acquisition and in the years following will broaden applications.

The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner.

Applications Overview

Students will use Spanish in a variety of situations and for a variety of purposes.
Cluster:Strand:
A-1 to receive and impart informationA-1.1 share factual information
A-2 to express emotions and personal perspectivesA-2.1 share ideas, thoughts, opinions, preferences
A-2.2 share emotions, feelings
A-3 to get things doneA-3.1 guide actions of others
A-3.2 state personal actions
A-3.3 manage group actions
A-4 to form, maintain and change interpersonal relationshipsA-4.1 manage personal relationships
A-5 to extend their knowledge of the worldA-5.1 discover and explore
A-5.2 gather and organize information
A-5.3 explore opinions and values
A-5.4 solve problems
A-6 for imaginative purposes and personal enjoymentA-6.1 humour/fun
A-6.2 creative/aesthetic purposes
A-6.3 personal enjoyment

The specific outcomes under the heading Applications deal with what the students will be able to do with the Spanish language; that is, the functions they will be able to perform and the contexts in which they will be able to operate.

The functions are grouped under six cluster headings—see the illustration above. Under each of these headings there are one or more strands, which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a specific language function; e.g., share factual information. Students at any grade/course level will be able to share factual information. Beginning learners will do this in very simple ways. As students gain more knowledge and experience, they will broaden the range of subjects they can deal with, they will learn to share information in writing as well as orally, and they will be able to handle formal and informal situations.

Different models of communicative competence have organized language functions in a variety of ways. The organizational structure chosen here reflects the needs and interests of students in a classroom where activities are focused on meaning and are interactive. For example, the strand entitled “manage group actions” has been included to ensure that students acquire the language necessary to function independently in small groups, since this is an effective way of organizing second language classrooms. The strands under the cluster heading “to extend their knowledge of the world” will accommodate a content-based approach to language learning where students learn content from another subject area as they learn the Spanish language.

The level of linguistic, sociolinguistic and discourse competence that students will exhibit when carrying out the functions is defined in the specific outcomes for Language Competence for each grade/course. To know how well students will be able to perform the specific function, the Applications outcomes must be read in conjunction with the Language Competence outcomes.

Language Competence Overview

Students will use Spanish effectively and competently.
Cluster:Strand:
LC-1 attend to formLC-1.1 phonology
LC-1.2 orthography
LC-1.3 lexicon
LC-1.4 grammatical elements
LC-2 interpret and produce textsLC-2.1 aural interpretation
LC-2.2 written interpretation
LC-2.3 interactive fluency
LC-2.4 visual interpretation
LC-2.5 oral production
LC-2.6 written production
LC-2.7 representation
LC-3 apply knowledge of the sociocultural contextLC-3.1 register
LC-3.2 idiomatic expressions
LC-3.3 variations in language
LC-3.4 social conventions
LC-3.5 nonverbal communication
LC-4 apply knowledge of how text is organized, structured and sequenced in SpanishLC-4.1 cohesion/coherence
LC-4.2 text forms
LC-4.3 patterns of social interaction

Language competence is a broad term that includes linguistic or grammatical competence, discourse competence, sociolinguistic or sociocultural competence and what might be called textual competence. The specific outcomes under Language Competence deal with knowledge of the Spanish language and the ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used. Language competence is best developed in the context of activities or tasks where the language is used for real purposes; in other words, in practical applications.

The various components of language competence are grouped under four cluster headings—see the illustration above. Under each of these headings there are several strands which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a single aspect of language competence. For example, under the cluster heading “attend to form,” there are strands for phonology (pronunciation, stress, intonation), orthography (spelling, mechanical features), lexicon (vocabulary words and phrases) and grammatical elements (syntax and morphology).

Although the outcomes isolate these individual aspects, language competence should be developed through classroom activities that focus on meaningful uses of the language and on language in context. Tasks will be chosen based on the needs, interests and experiences of students. The vocabulary, grammar structures, text forms and social conventions necessary to carry out a task will be taught, practised and assessed as students are involved in various aspects of the task itself, not in isolation.

Strategic competence is often closely associated with language competence, since students need to learn ways to compensate for low proficiency in the early stages of learning if they are to engage in authentic language use from the beginning. This component is included in the language use strategies in the Strategies section.

Global Citizenship Overview

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Spanish-speaking world.
Cluster:Strand:
GC-1 historical and contemporary elements of Spanish-speaking culturesGC-1.1 knowledge of Spanish-speaking cultures
GC-1.2 accessing/analyzing cultural knowledge
GC-1.3 applying cultural knowledge
GC-1.4 diversity of Spanish-speaking cultures
GC-1.5 valuing Spanish-speaking cultures
GC-2 affirming diversityGC-2.1 awareness of first language
GC-2.2 general language knowledge
GC-2.3 awareness of Canadian culture
GC-2.4 general cultural knowledge
GC-2.5 valuing diversity
GC-2.6 intercultural skills
GC-3 personal and career opportunitiesGC-3.1 Spanish language and Spanish-speaking cultures
GC-3.2 cultural and linguistic diversity

The learning outcomes for Global Citizenship deal with the development of intercultural competence, encompassing some of the knowledge, skills and attitudes that students need in order to be effective global citizens. The concept of global citizenship encompasses citizenship at all levels, from the local school and community to Canada and the world.

The various components of global citizenship are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a single aspect of intercultural competence. For example, under the cluster heading “historical and contemporary elements of Spanish-speaking cultures,” there are strands for the processes and methods of acquiring knowledge about Spanish-speaking cultures, the cultural knowledge thus acquired, applications of that knowledge to aid comprehension and to communicate in appropriate ways, positive attitudes toward Spanish-speaking cultures, as well as knowledge of the diversity of those cultures.

Developing cultural knowledge and skills is a lifelong process. Knowledge of one’s own culture is acquired over a lifetime. Cultures change over time. Within any national group, there may be a dominant culture or cultures and a number of minority cultures. Rather than developing an extensive bank of knowledge about the Spanish-speaking cultures, it is more important for students to learn the processes and methods of accessing and analyzing cultural practices. Students will gain cultural knowledge in the process of developing these skills. In this way, if they encounter elements of the Spanish-speaking cultures they have not learned about in class, they will have the skills and abilities to deal with them effectively and appropriately.

The “affirming diversity” heading covers knowledge, skills and attitudes that are developed as a result of bringing other languages and cultures into relationship with one’s own. There is a natural tendency when learning a new language and culture to compare it with what is familiar. Many students leave a second language learning experience with a heightened awareness and knowledge of their own language and culture. They will also be able to make some generalizations about languages and cultures based on their experiences and those of their classmates, who may have a variety of cultural backgrounds. This will provide students with an understanding of diversity within both a global and a Canadian context.

Strategies Overview

Students will know and use various strategies to maximize the effectiveness of learning and communication.
Cluster:Strand:
S-1 language learningS-1.1 cognitive
S-1.2 metacognitive
S-1.3 social/affective
S-2 language useS-2.1 interactive
S-2.2 interpretive
S-2.3 productive
S-3 general learningS-3.1 cognitive
S-3.2 metacognitive
S-3.3 social/affective

Under the Strategies heading are specific outcomes that will help students learn and communicate more effectively. Strategic competence has long been recognized as an important component of communicative competence. The learning outcomes that follow deal not only with compensation and repair strategies, important in the early stages of language learning when proficiency is low, but with strategies for language learning, language use in a broader sense, as well as general learning strategies that help students acquire content. Although people may use strategies unconsciously, the learning outcomes deal only with the conscious use of strategies.

The strategies are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands that show the development of awareness and skill in using strategies from grade to grade or course to course. Each strand deals with a specific category of strategy. Language learning and general learning strategies are categorized as cognitive, metacognitive and social/affective. The language use strategies are organized by communicative mode: interactive, interpretive, productive.

The strategies that students choose depend on the task they are engaged in as well as on other factors, such as their preferred learning style, personality, age, attitude and cultural background. Strategies that work well for one person may not be effective for another person, or may not be suitable in a different situation. For this reason it is not particularly useful to say that students should be aware of, or able to use, a specific strategy at a particular grade/course level. Consequently, the specific outcomes describe the students’ knowledge of, and ability to use, general types of strategies. More specific strategies for each general category or type are included in the sample list of strategies below. The specific strategies provided in the sample list are not prescriptive but are provided as an illustration of how the general strategies in the specific outcomes might be developed.

Teachers need to know and be able to demonstrate a broad range of strategies from which students are then able to choose in order to communicate effectively. Strategies of all kinds are best taught in the context of learning activities where students can apply them immediately and then reflect on their use.

SAMPLE LIST OF STRATEGIES
Language Learning Strategies

Cognitive

  • listen attentively
  • perform actions to match the words of a song, story or rhyme
  • learn short rhymes or songs, incorporating new vocabulary or sentence patterns
  • imitate sounds and intonation patterns
  • memorize new words by repeating them silently or aloud
  • seek the precise term to express meaning
  • repeat words or phrases in the course of performing a language task
  • make personal dictionaries
  • experiment with various elements of the language
  • use mental images to remember new information
  • group together sets of things—vocabulary, structures—with similar characteristics
  • identify similarities and differences between aspects of the Spanish language and own language
  • look for patterns and relationships
  • use previously acquired knowledge to facilitate a learning task
  • associate new words or expressions with familiar ones, either in Spanish or in own language
  • find information, using reference materials like dictionaries, textbooks and grammars
  • use available technological aids to support language learning; e.g., cassette recorders, computers
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • place new words or expressions in a context to make them easier to remember
  • use induction to generate rules governing language use
  • seek opportunities outside of class to practise and observe
  • perceive and note down unknown words and expressions, noting also their context and function
  • be aware of cognates whose meanings vary in different languages

Metacognitive

  • check copied writing for accuracy
  • make choices about how you learn
  • rehearse or role-play language
  • decide in advance to attend to the learning task
  • reflect on learning tasks with the guidance of the teacher
  • make a plan in advance about how to approach a language learning task
  • reflect on the listening, speaking, reading and writing process
  • decide in advance to attend to specific aspects of input
  • listen or read for key words
  • evaluate own performance or comprehension at the end of a task
  • keep a learning log
  • experience various methods of language acquisition, and identify one or more considered to be particularly useful personally
  • be aware of the potential of learning through direct exposure to the language
  • know how strategies may enable coping with texts containing unknown elements
  • identify problems that might hinder successful completion of a task, and seek solutions
  • monitor own speech and writing to check for persistent errors
  • be aware of own strengths and weaknesses, identify own needs and goals, and organize strategies and procedures accordingly

Social/Affective

  • initiate or maintain interaction with others
  • participate in shared reading experiences
  • seek the assistance of a friend to interpret a text
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of language learning
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • use self-talk to feel competent to do the task
  • be willing to take risks, and to try unfamiliar tasks and approaches
  • repeat new words and expressions occurring in own conversations, and make use of the new words as soon as appropriate
  • reduce anxiety by using mental techniques such as positive self-talk or humour
  • work with others to solve problems, and get feedback on tasks
  • provide personal motivation by arranging own rewards when successful
Language Use Strategies

Interactive

  • use words from own first language to get meaning across; e.g., use a literal translation of a phrase in the first language, use a first language word but pronounce it as in Spanish
  • acknowledge being spoken to
  • interpret and use a variety of nonverbal cues to communicate; e.g., mime, pointing, gestures, drawing pictures
  • indicate lack of understanding verbally or nonverbally; e.g., shrug shoulders, Perdón, no comprendo. ¿Cómo? ¿Perdón? No entiendo.
  • ask for clarification or repetition when something is not understood; e.g., ¿Qué quiere decir ...? ¿Puede repetir, por favor?
  • use the other speaker's words in subsequent conversation
  • assess feedback from a conversation partner to recognize if a message has been understood; e.g., partner may shrug shoulders
  • start again, using a different tactic, when communication breaks down; e.g., Quiero decir que …
  • use a simple word similar to the concept to convey, and invite correction; e.g., pescado for pez
  • invite others into the discussion; e.g., ¿No? ¿Verdad?
  • ask for confirmation that a form used is correct; e.g., ¿Se puede decir esto? ¿Se dice así?
  • use a range of fillers, hesitation devices and gambits to sustain conversations; e.g., Bueno, de hecho … Pues, … Entonces, …
  • use circumlocution to compensate for lack of vocabulary; e.g., La máquina que se usa para lavar la ropa for lavadora
  • repeat part of what someone has said to confirm mutual understanding; e.g., Quieres decir que …/Es decir que …
  • summarize the point reached in a discussion to help focus the talk
  • ask follow-up questions to check for understanding; e.g., ¿Me entiende? ¿Está claro? ¿Me comprende?
  • use suitable phrases to intervene in a discussion; e.g., Hablando de …/Perdón, pero …
  • self-correct if errors lead to misunderstandings; e.g., Mejor dicho, … Lo que quiero decir es, … O sea, …

Interpretive

  • use gestures, intonation and visual supports to aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations to aid reading comprehension
  • determine the purpose of listening
  • listen or look for key words
  • listen selectively based on purpose
  • make predictions about what is expected to be heard or read, based on prior knowledge and personal experience
  • use knowledge of the sound–symbol system to aid reading comprehension
  • infer probable meanings of unknown words or expressions from contextual clues
  • prepare questions or a guide to note down information found in a text
  • use key content words or discourse markers to follow an extended text
  • reread several times to understand complex ideas
  • summarize information gathered
  • assess own information needs before listening, viewing or reading
  • use skimming and scanning to locate key information in texts

Productive

  • mimic what the teacher says
  • use nonverbal means to communicate
  • copy what others say or write
  • use words visible in the immediate environment
  • use resources to increase vocabulary
  • use familiar repetitive patterns from stories, songs, rhymes or media
  • use illustrations to provide detail when producing own texts
  • use various techniques to explore ideas at the planning stage, such as brainstorming or keeping a notebook or log of ideas
  • use knowledge of sentence patterns to form new sentences
  • be aware of and use the steps of the writing process: prewriting (gathering ideas, planning the text, researching, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
  • use a variety of resources to correct texts; e.g., personal and commercial dictionaries, checklists, grammars
  • take notes when reading or listening to assist in producing own text
  • revise and correct final version of text
  • use circumlocution and definition to compensate for gaps in vocabulary
  • apply grammar rules to improve accuracy at the correction stage
  • compensate for avoiding difficult structures by rephrasing
General Learning Strategies

Cognitive

  • classify objects and ideas according to their attributes; e.g., red objects and blue objects, or animals that eat meat and animals that eat plants
  • use models
  • connect what is already known with what is being learned
  • experiment with and concentrate on one thing at a time
  • focus on and complete learning tasks
  • record key words and concepts in abbreviated form—verbal, graphic or numerical—to assist with performance of a learning task
  • use mental images to remember new information
  • distinguish between fact and opinion when using a variety of sources of information
  • formulate key questions to guide research
  • make inferences, and identify and justify the evidence on which these inferences are based
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • seek information through a network of sources, including libraries, the Internet, individuals and agencies
  • use previously acquired knowledge or skills to assist with a new learning task

Metacognitive

  • reflect on learning tasks with the guidance of the teacher
  • choose from among learning options
  • discover how own efforts can affect learning
  • reflect upon own thinking processes and how you learn
  • decide in advance to attend to the learning task
  • divide an overall learning task into a number of subtasks
  • make a plan in advance about how to approach a task
  • identify own needs and interests
  • manage own physical working environment
  • keep a learning journal, such as a diary or a log
  • develop criteria for evaluating own work
  • work with others to monitor own learning
  • take responsibility for planning, monitoring and evaluating learning experiences

Social/Affective

  • watch others’ actions and copy them
  • seek help from others
  • follow own natural curiosity and intrinsic motivation to learn
  • participate in cooperative group learning tasks
  • choose learning activities that enhance understanding and enjoyment
  • be encouraged to try, even though mistakes might be made
  • take part in group decision-making processes
  • use support strategies to help peers persevere at learning tasks; e.g., offer encouragement, praise, ideas
  • take part in group problem-solving processes
  • use self-talk to feel competent to do the task
  • be willing to take risks, and try unfamiliar tasks and approaches
  • monitor own level of anxiety about learning tasks, and take measures to lower it if necessary; e.g., deep breathing, laughter
  • use social interaction skills to enhance group learning activities
Grade 7
Applications (Gr. 7)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. share basic information; e.g., their name
  • b. identify concrete people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express simple preferences; e.g., Me gusta la clase de español. No me gusta la clase de matemáticas.
  • b. express a personal response; e.g., respond to a song or story
  • A–2.2 share emotions, feelings
  • a. respond to and express emotions and feelings; e.g., pleasure, happiness (estar + adjective)
A–3 to get things done
  • A–3.1 guide actions of others
  • a. indicate basic needs and wants
  • b. give and respond to simple oral instructions or commands; e.g., ¿Tienes un lápiz?
  • c. ask for permission
  • A–3.2 state personal actions
  • a. respond to offers, invitations and instructions
  • b. ask or offer to do something
  • A–3.3 manage group actions
  • a. manage turn taking
  • b. encourage other group members to act appropriately
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange greetings and farewells
  • b. address a new acquaintance and introduce themselves
  • c. exchange some basic personal information
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the immediate environment; e.g., use kinaesthetic, spatial and musical abilities
  • b. ask simple questions
  • A–5.2 gather and organize information
  • a. gather simple information
  • b. organize items in different ways
  • A–5.3 explore opinions and values
  • a. listen attentively to the opinions expressed
  • b. respond sensitively to the ideas and products of others
  • A–5.4 solve problems
  • a. experience problem-solving situations in the classroom; e.g., in stories
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. identify words or situations that are personally humorous
  • A–6.2 creative/aesthetic purposes
  • a. participate in creative and aesthetic language activities
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., listen to a favourite song in Spanish
Language Competence (Gr. 7)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. pronounce some common words and phrases comprehensibly
  • b. use intonation to express meaning
  • c. recognize that stress is important for meaning
  • LC–1.2 orthography
  • a. recognize and name the Spanish letters of the alphabet
  • b. apply basic punctuation
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • people around me
      • - greetings
      • - personal information
      • - family
      • - people and their characteristics
      • - the human body
      • - clothing
    • activities (daily, favourite, student, leisure)
      • - celebrations (personal)
    • school
      • - in the classroom
      • - time and calendar
      • - weather
    • introduction to the Spanish-speaking world (geography)
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • me/te/le gusta/an
    • common irregular verbs: ir, querer
    • regular –ir and –er verbs in the present tense
    • tener que + infinitive
    • ir + a + infinitive
    • definite and indefinite articles: el, la, lo, las, los, un, una, unas, unos
    • possessive adjectives: mi, mis, tu, tus, su, sus
    • demonstrative adjectives and pronouns: este/a, ese/a, aquel/la, estos/as, esos/as, aquellos/as

    1This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • subject pronouns: yo, tú, él, ella, usted, nosotros/as, vosotros/as, ustedes
    • affirmative/negative/interrogative sentences in the present tense
    • regular –ar verbs in the present tense
    • gender and number of nouns, adjectives
    • common irregular verbs: ser, estar, tener

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand simple spoken sentences in guided situations
  • LC–2.2 written interpretation
  • a. understand simple written sentences in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using short, isolated lexical phrases
  • LC–2.4 visual interpretation
  • a. derive meaning from visuals and other forms of nonverbal communication in guided situations
  • LC–2.5 oral production
  • a. produce simple words and phrases, orally, in guided situations
  • LC–2.6 written production
  • a. write simple words and phrases in guided situations
  • LC–2.7 representation
  • a. use visuals and other forms of nonverbal communication to express meaning in guided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. distinguish between formal and informal situations
  • b. respond to tone of voice
  • LC–3.2 idiomatic expressions
  • a. imitate age-appropriate idiomatic expressions
  • LC–3.3 variations in language
  • a. identify variations in language; e.g., regional, age-related
  • b. experience a variety of voices
  • LC–3.4 social conventions
  • a. use basic forms of politeness and social conventions; e.g., por favor, gracias
  • LC–3.5 nonverbal communication
  • a. understand the meaning of and imitate some common nonverbal behaviours used in the target culture; e.g., shrugging shoulders
LC–4 apply knowledge of how text is organized, structured and sequenced in Spanish
  • LC–4.1 cohesion/coherence
  • a. follow and imitate speech that uses simple linking words; e.g., pero, porque
  • LC–4.2 text forms
  • a. recognize a variety of oral and print text forms; e.g., recipes, invitations, messages
  • b. use some simple text forms in their own productions; e.g., maps, questionnaires
  • LC–4.3 patterns of social interaction
  • a. respond using very simple social interaction patterns; e.g., question–answer, greeting–response, invitation–accept/decline
Global Citizenship (Gr. 7)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Spanish-speaking world.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 knowledge of Spanish-speaking cultures
  • a. participate in activities and experiences that reflect elements of Spanish-speaking cultures
  • GC–1.2 accessing/analyzing cultural knowledge
  • a. ask questions, using their first language, about elements of Spanish-speaking cultures experienced in class
  • GC–1.3 applying cultural knowledge
  • a. recognize elements of Spanish-speaking cultures in the local community
  • GC–1.4 diversity of Spanish-speaking cultures
  • a. experience diverse elements of Spanish-speaking cultures
  • GC–1.5 valuing Spanish-speaking cultures
  • a. participate in cultural activities and experiences
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify similarities between their first language and Spanish; e.g., basic word order
  • GC–2.2 general language knowledge
  • a. identify similarities and differences among writing systems from different languages within their personal experience
  • b. describe ways languages can be taught and learned
  • GC–2.3 awareness of Canadian culture
  • a. explore similarities between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. participate in activities and experiences that reflect elements of different cultures; e.g., stories, art forms, crafts
  • GC–2.5 valuing diversity
  • a. interact with others who are different
  • GC–2.6 intercultural skills
  • a. adapt to new situations
GC–3 personal and career opportunities
  • GC–3.1 Spanish language and Spanish-speaking cultures
  • a. suggest some reasons for learning Spanish
  • GC–3.2 cultural and linguistic diversity
  • a. suggest some reasons for learning an additional language
  • b. suggest some reasons for participating in activities and experiences that reflect elements of different cultures
Strategies (Gr. 7) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance language learning; e.g., learn short rhymes or songs, incorporating new vocabulary or sentence patterns, imitate sounds and intonation patterns
  • S–1.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance language learning; e.g., make choices about how they learn
  • S–1.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance language learning; e.g., participate in shared reading experiences

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. use simple interactive strategies, with guidance; e.g., interpret and use a variety of nonverbal cues to communicate
  • S–2.2 interpretive
  • a. use simple interpretive strategies, with guidance; e.g., make connections between texts on the one hand and prior knowledge and personal experience on the other
  • S–2.3 productive
  • a. use simple productive strategies, with guidance; e.g., copy what others say or write, use words that are visible in the immediate environment

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance general learning; e.g., use models, classify objects
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance general learning; e.g., choose from among learning options
  • S–3.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance general learning; e.g., seek help from others

Further examples of general learning strategies are available in the Strategies Overview section.

Grade 8
Applications (Gr. 8)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. ask for and provide information
  • b. respond to simple, predictable questions
  • c. describe people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. identify favourite people, places or things
  • b. express a personal response to a variety of situations
  • A–2.2 share emotions, feelings
  • a. identify, express and respond to a variety of emotions and feelings; e.g., love, sadness, surprise, fear
A–3 to get things done
  • A–3.1 guide actions of others
  • a. suggest a course of action, and respond to a suggestion
  • b. make and respond to a variety of simple requests
  • c. seek, grant or withhold permission
  • A–3.2 state personal actions
  • a. indicate choice from among several options
  • b. express a wish or a desire to do something
  • A–3.3 manage group actions
  • a. ask for help or clarification of what is being said or done in the group
  • b. suggest, initiate or direct action in group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate relationships; e.g., invite others to play
  • b. apologize and refuse politely
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the immediate environment
  • b. make and talk about personal observations
  • A–5.2 gather and organize information
  • a. sequence items in different ways
  • b. record and share personal knowledge of a topic
  • A–5.3 explore opinions and values
  • a. make connections between behaviour and values; e.g., in texts or in role-play
  • b. recognize differences of opinion
  • A–5.4 solve problems
  • a. define a problem, and search for solutions
  • b. choose between alternative solutions
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. manipulate words or phrases to express humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively; e.g., create a picture story with captions
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., make a collection of pictures or artifacts related to the target culture
Language Competence (Gr. 8)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. distinguish particular sounds of the language
  • b. use comprehensible pronunciation, stress and intonation when producing familiar words or phrases
  • LC–1.2 orthography
  • a. write familiar words, phrases and sentences
  • b. recognize and use some basic mechanical conventions; e.g., capitalization, punctuation
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • introduction to fashion (shopping)
    • activities
      • - in the home
      • - in the community—places and transportation
    • foods and cuisine
      • - restaurants
      • - market
    • sports and exercise
    • friendship
    • introduction to cultural diversity in the Spanish-speaking world
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • nos/les (os) gusta/an
    • caer bien/mal
    • possessive adjectives and pronouns:
      • nuestro/a/os/as,
      • vuestro/a/os/as
    • irregular verbs: poder, conocer, saber, venir, salir, decir, hacer, preferir
    • commands—regular verbs (tú form)
    • commands for commonly used verbs (usted, ustedes)
    • present progressive (estar + gerund)

    1This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • me/te/le gusta/an
    • common irregular verbs: ir, querer
    • regular –ir and –er verbs in the present tense
    • tener que + infinitive
    • ir + a + infinitive
    • definite and indefinite articles: el, la, lo, las, los, un, una, unas, unos
    • possessive adjectives: mi, tu, su, mis, tus, sus
    • demonstrative adjectives and pronouns: este/a, ese/a, aquel/la, estos/as, esos/as, aquellos/as

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • subject pronouns: yo, tú, él, ella, usted, nosotros/as, vosotros/as, ustedes
    • affirmative/negative/interrogative sentences in the present tense
    • regular –ar verbs in the present tense
    • gender and number of nouns, adjectives
    • common irregular verbs: ser, estar, tener

3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand short, simple oral texts in guided situations
  • LC–2.2 written interpretation
  • a. understand short, simple written texts in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using simple sentences
  • LC–2.4 visual interpretation
  • a. derive meaning from a variety of visuals and other forms of nonverbal communication in guided situations
  • LC–2.5 oral production
  • a. produce simple sentences, orally, in guided situations
  • LC–2.6 written production
  • a. write simple sentences in guided situations
  • LC–2.7 representation
  • a. use a variety of visuals and other forms of nonverbal communication to express meaning in guided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. use simple forms of formal and informal register with guidance; e.g., usted/tú
  • b. recognize that some topics, words or intonations are inappropriate in certain contexts
  • LC–3.2 idiomatic expressions
  • a. understand and use a variety of simple idiomatic expressions as set phrases
  • LC–3.3 variations in language
  • a. identify some major geographical variations in language; e.g., Spain, Latin America
  • b. acknowledge and accept individual differences in speech
  • LC–3.4 social conventions
  • a. identify important conventions in various social interactions; e.g., shaking hands, kissing cheeks
  • LC–3.5 nonverbal communication
  • a. experiment with using some simple nonverbal means of communication; e.g., nodding “yes” or shaking the head “no”
  • b. recognize that some nonverbal behaviours may be inappropriate in certain contexts
LC–4 apply knowledge of how text is organized, structured and sequenced in Spanish
  • LC–4.1 cohesion/coherence
  • a. sequence elements of a simple story, process or series of events
  • b. link words or groups of words in simple ways; e.g., using words like y, e and después
  • LC–4.2 text forms
  • a. recognize and use a variety of simple text forms in guided situations; e.g., menus, advertisements, sports broadcasts
  • LC–4.3 patterns of social interaction
  • a. initiate interactions, and respond using simple social interaction patterns; e.g., request–acceptance/nonacceptance
Global Citizenship (Gr. 8)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Spanish-speaking world.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 knowledge of Spanish-speaking cultures
  • a. participate in activities and experiences that reflect elements of Spanish-speaking cultures
  • GC–1.2 accessing/analyzing cultural knowledge
  • a. make observations of Spanish-speaking cultures; e.g., as portrayed in texts and in the community
  • b. seek out information about Spanish-speaking cultures from authentic sources; e.g., people
  • GC–1.3 applying cultural knowledge
  • a. identify elements of Spanish-speaking cultures in the school and community
  • GC–1.4 diversity of Spanish-speaking cultures
  • a. identify some elements that reflect diversity within Spanish-speaking cultures
  • GC–1.5 valuing Spanish-speaking cultures
  • a. participate in cultural activities and experiences
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify similarities and differences between their first language and Spanish; e.g., different social conventions, cognates
  • GC–2.2 general language knowledge
  • a. recognize that, within any linguistic group, individuals use language in personal ways
  • b. recognize that in any language there are different words for the same thing
  • GC–2.3 awareness of Canadian culture
  • a. recognize similarities between their own culture and other cultures; e.g., celebrations, foods, roles of family members
  • b. make connections between individuals or situations in texts and their own personal experiences
  • GC–2.4 general cultural knowledge
  • a. recognize that a variety of cultural practices are followed by their schoolmates and different groups in their community
  • b. recognize that culture is expressed through a variety of forms
  • GC–2.5 valuing diversity
  • a. engage in activities that reflect other ways of doing things or other perspectives
  • GC–2.6 intercultural skills
  • a. listen with attention to the opinions of others
  • b. initiate and maintain new relationships; e.g., make a new classmate feel welcome
GC–3 personal and career opportunities
  • GC–3.1 Spanish language and Spanish-speaking cultures
  • a. suggest some reasons for learning Spanish
  • b. identify some personal uses they have made of their knowledge of Spanish and Spanish-speaking cultures
  • GC–3.2 cultural and linguistic diversity
  • a. suggest some reasons for participating in activities and experiences that reflect elements of different cultures
  • b. identify some personal uses they have made of their knowledge of different languages and cultures
Strategies (Gr. 8) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use a variety of simple cognitive strategies, with guidance, to enhance language learning; e.g., make personal dictionaries, experiment with various elements of the language
  • S–1.2 metacognitive
  • a. use a variety of simple metacognitive strategies, with guidance, to enhance language learning; e.g., rehearse or role-play language
  • S–1.3 social/affective
  • a. use a variety of simple social and affective strategies, with guidance, to enhance language learning; e.g., reread familiar self-chosen texts to enhance understanding and enjoyment

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. use a variety of simple interactive strategies, with guidance; e.g., ask for clarification or repetition when they do not understand
  • S–2.2 interpretive
  • a. use a variety of simple interpretive strategies, with guidance; e.g., determine the purpose of listening, listen or look for key words
  • S–2.3 productive
  • a. use a variety of simple productive strategies, with guidance; e.g., use illustrations to provide detail when producing their own texts

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. use a variety of simple cognitive strategies, with guidance, to enhance general learning; e.g., experiment with and concentrate on one thing at a time
  • S–3.2 metacognitive
  • a. use a variety of simple metacognitive strategies, with guidance, to enhance general learning; e.g., decide in advance to attend to the learning task
  • S–3.3 social/affective
  • a. use a variety of simple social and affective strategies, with guidance, to enhance general learning; e.g., participate in cooperative group learning tasks

Further examples of general learning strategies are available in the Strategies Overview section.

Grade 9
Applications (Gr. 9)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes. 

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. ask for and provide information on a range of familiar topics
  • b. describe people, places, things and series or sequences of events or actions
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express likes and dislikes; e.g., Prefiero leche?
  • b. record and share thoughts and ideas with others; e.g., keep a journal of ideas for stories
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings; e.g., No me siento bien.
  • b. record and share personal experiences involving an emotion or feeling; e.g., happiness, anger, embarrassment
A–3 to get things done
  • A–3.1 guide actions of others
  • a. relay simple messages
  • b. encourage or discourage others from a course of action
  • c. give and follow a simple sequence of instructions
  • A–3.2 state personal actions
  • a. make an offer or an invitation, and respond to offers and invitations made by others
  • b. inquire about and express ability and inability to do something; e.g., Hablo español?
  • A–3.3 manage group actions
  • a. encourage other group members to participate
  • b. assume a variety of roles and responsibilities as group members
  • c. negotiate, in a simple way, with peers in small-group tasks
  • d. offer to explain or clarify
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. talk about themselves, and respond to the talk of others by showing attention or interest
  • b. make and break social engagements
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore alternative classification systems and criteria for categories
  • b. discover relationships and patterns
  • A–5.2 gather and organize information
  • a. compare and contrast items in simple ways
  • b. compose questions to guide research
  • c. identify sources of information
  • d. record observations
  • A–5.3 explore opinions and values
  • a. express their views on a variety of topics within their direct experience
  • b. gather opinions on a topic within their direct experience
  • A–5.4 solve problems
  • a. recognize and describe a problem, then propose solutions
  • b. understand and use the steps in the problem-solving process
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret humour; e.g., play a variety of sports and games, both indoors and out
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., write poems based on simple, repetitive and modelled language
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., view a music video or a sports telecast in Spanish
Language Competence (Gr. 9)
General Outcome for Language Competence

Students will use Spanish effectively and competently. 

LC–1 attend to form
  • LC–1.1 phonology
  • a. recognize some critical sound distinctions that are important for meaning; e.g., minimal pairs (pero/perro, papa/papá)
  • b. recognize some of the effects that intonation and stress have in different situations
  • c. approximate the pronunciation of unfamiliar words
  • LC–1.2 orthography
  • a. recognize and use some basic spelling patterns
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • travel
      • - vacations
      • - directions
    • social life
    • health and safety
      • - physical states
      • - visits to the doctor
    • occupations and professions
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • commands—negative forms
    • commands—irregular verbs (tú form)
    • stem-changing verbs in the present tense
    • irregular verbs: dar, poner, traer
    • preterit (regular verbs)
    • present perfect tense
    • direct object pronouns
    • reflexive verbs

    1This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • nos/les (os) gusta/an
    • caer bien/mal
    • possessive adjectives and pronouns:
      • nuestro/a/os/as,
      • vuestro/a/os/as
    • irregular verbs: poder, conocer, saber, venir, salir, decir, hacer, preferir
    • commands—regular verbs (tú form)
    • commands for commonly used verbs (usted, ustedes)
    • present progressive (estar + gerund)

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • me/te/le gusta/an
    • common irregular verbs: ir, querer
    • regular –ir and –er verbs in the present tense
    • tener que + infinitive
    • ir + a + infinitive
    • definite and indefinite articles: el, la, lo, las, los, un, una, unas, unos
    • possessive adjectives: mi, tu, su, mis, tus, sus
    • demonstrative adjectives and pronouns: este/a, ese/a, aquel/la, estos/as, esos/as, aquellos/as

3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand short, simple oral texts in guided and unguided situations
  • LC–2.2 written interpretation
  • a. understand short, simple written texts in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions
  • LC–2.4 visual interpretation
  • a. derive meaning from the visual elements of a variety of media in guided and unguided situations
  • LC–2.5 oral production
  • a. produce short, simple oral texts in guided situations
  • LC–2.6 written production
  • a. write short, simple texts in guided situations
  • LC–2.7 representation
  • a. express meaning through the use of visual elements in a variety of media in guided and unguided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. experiment with and use formal and informal language in familiar situations
  • LC–3.2 idiomatic expressions
  • a. use learned idiomatic expressions in new contexts to enhance communication
  • LC–3.3 variations in language
  • a. identify some specific regional variations in language
  • b. experience a variety of accents and variations in speech
  • LC–3.4 social conventions
  • a. interpret and use important conventions in various social interactions
  • LC–3.5 nonverbal communication
  • a. recognize and use appropriate nonverbal behaviours in a variety of familiar contexts; e.g., eye contact, waving
  • b. recognize and avoid using nonverbal behaviours that are considered impolite
LC–4 apply knowledge of how text is organized, structured and sequenced in Spanish
  • LC–4.1 cohesion/coherence
  • a. link several sentences coherently; e.g., on a single theme
  • LC–4.2 text forms
  • a. recognize and use a variety of text forms, in guided and unguided situations; e.g., travel brochures, personal letters, multimedia presentations
  • LC–4.3 patterns of social interaction
  • a. use simple conventions to open and close conversations and to manage turn taking
  • b. initiate interactions, and respond using a variety of social interaction patterns; e.g., social invitations, ordering food in a restaurant
Global Citizenship (Gr. 9)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Spanish-speaking world. 

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 knowledge of Spanish-speaking cultures
  • a. identify some things they have in common with people their own age who live in Spanish-speaking nations
  • b. explore some elements of Spanish-speaking cultures; e.g., influence of the geography and climate on way of life
  • GC–1.2 accessing/analyzing cultural knowledge
  • a. compare and make connections between some elements of Spanish-speaking cultures being studied and their own; e.g., geography and climate
  • GC–1.3 applying cultural knowledge
  • a. identify commonalities and differences between the Spanish-speaking cultures being studied and their own
  • b. apply knowledge of Spanish-speaking cultures to interpret similarities and differences between those cultures and their own; e.g., when interpreting stories, television or films, when interviewing a visitor
  • GC–1.4 diversity of Spanish-speaking cultures
  • a. identify commonalities and differences among diverse Spanish-speaking groups
  • b. apply knowledge of Spanish-speaking cultures to interpret similarities and differences among diverse groups
  • GC–1.5 valuing Spanish-speaking cultures
  • a. identify similarities between themselves and people of Spanish-speaking cultures being studied
  • b. express an interest in finding out about people their own age who speak Spanish
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. compare oral and written aspects of their first language and Spanish; e.g., grammatical structures
  • b. identify some words in their first language that have been borrowed from Spanish
  • GC–2.2 general language knowledge
  • a. recognize that languages can be grouped into families based on common origins
  • b. identify how and why languages borrow from one another
  • GC–2.3 awareness of Canadian culture
  • a. recognize and identify similarities and differences between their own culture and other cultures; e.g., occupations, seasonal activities
  • GC–2.4 general cultural knowledge
  • a. recognize that speakers of the same language may come from different cultural backgrounds
  • b. recognize some of the factors that affect the culture of a particular region; e.g., geography, climate
  • GC–2.5 valuing diversity
  • a. identify the limitations of adopting a single perspective
  • GC–2.6 intercultural skills
  • a. reflect on their actions and the consequences of their actions for others
  • b. explore how their perspective is shaped by a variety of factors
GC–3 personal and career opportunities
  • GC–3.1 Spanish language and Spanish-speaking cultures
  • a. identify some careers for which knowledge of Spanish is useful
  • b. identify some places they could visit where Spanish is spoken
  • GC–3.2 cultural and linguistic diversity
  • a. identify some careers for which knowledge of different languages and cultures is useful
  • b. identify some countries where there is significant linguistic and cultural diversity
Strategies (Gr. 9) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. 

S–1 language learning
  • S–1.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance language learning; e.g., group together sets of things—vocabulary, structures—with similar characteristics, identify similarities and differences between aspects of Spanish and their own language
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning; e.g., reflect on the listening, reading and writing process, check copied writing for accuracy
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance language learning; e.g., understand that making mistakes is a natural part of language learning, experiment with various forms of expression and note their acceptance or nonacceptance by more experienced speakers

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies; e.g., assess feedback from a conversation partner to recognize when a message has not been understood
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies; e.g., use knowledge of the sound–symbol system to aid reading comprehension
  • S–2.3 productive
  • a. identify and use a variety of productive strategies; e.g., use knowledge of sentence patterns to form new sentences

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning; e.g., write down key words and concepts in abbreviated form
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning; e.g., make a plan in advance about how to approach a task
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning; e.g., encourage themselves to try even though they might make mistakes

Further examples of general learning strategies are available in the Strategies Overview section.

10-6Y
Applications (10-6Y)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. provide information on several aspects of a topic; e.g., give a simple report
  • b. understand and use definitions, comparisons and examples
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express agreement and disagreement, approval and disapproval, satisfaction and dissatisfaction, interest and lack of interest
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings in a variety of familiar contexts
  • b. compare the expression of emotions and feelings in a variety of informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions in a variety of situations
  • b. give and respond to advice and warnings
  • A–3.2 state personal actions
  • a. state personal actions in the past, present or future
  • b. make a promise, and express intention in a variety of situations
  • A–3.3 manage group actions
  • a. check for agreement and understanding
  • b. express disagreement in an appropriate way
  • c. express appreciation, enthusiasm, support and respect for contributions of others
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in casual exchanges with classmates
  • b. use routine means of interpersonal communications; e.g., telephone calls, personal notes, e-mail messages
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. ask questions to gain knowledge and clarify understanding
  • b. explore meaning in a variety of ways; e.g., by drawing a diagram, making a model, rephrasing
  • A–5.2 gather and organize information
  • a. gather information from a variety of resources; e.g., print, human, multimedia
  • b. organize and manipulate information; e.g., transform information from texts into other forms, such as tables, diagrams, story maps
  • A–5.3 explore opinions and values
  • a. explore how values influence behaviour; e.g., describe characters and their motivations in a story
  • b. provide reasons for their position on an issue
  • A–5.4 solve problems
  • a. describe and analyze a problem, then propose solutions
  • b. generate and evaluate alternative solutions to problems
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. participate in class excursions, field trips or twinning projects
  • b. interpret songs and stories
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., experiment with the sounds and rhythms of the language
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., find a personal pen pal and exchange letters
Language Competence (10-6Y)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. identify and reproduce some critical sound distinctions that are important for meaning
  • LC–1.2 orthography
  • a. apply some common spelling rules
  • b. use basic spelling patterns consistently in writing familiar words and phrases
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • arts and entertainment—music
    • relationships—friends, clubs, activities, sports, hobbies
    • celebrations—cultural
    • fashions and fads
    • driving
    • folk tales/fables
    • daily routines
    • any other lexical fields that meet their needs and interests

  • b. recognize that one word may have multiple meanings, depending on the context, and that various words and expressions may express the same idea
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • possessive pronouns: mío, tuyo, suyo, míos, tuyos, suyos
    • indirect object pronouns
    • double object pronouns
    • impersonal verb form with se
    • preterit (irregular verbs)
    • preterit vs. imperfect
    • comparative, superlative and diminutive

    1This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • commands—negative forms
    • commands—irregular verbs (tú form)
    • stem-changing verbs in the present tense
    • irregular verbs: dar, poner, traer
    • preterit (regular verbs)
    • present perfect tense
    • direct object pronouns
    • reflexive verbs

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • nos/les (os) gusta/an
    • possessive adjectives and pronouns:
      • nuestro/a/os/as,
      • vuestro/a/os/as
    • irregular verbs: poder, conocer, saber, venir, salir, decir, hacer, preferir
    • commands—regular verbs (tú form)
    • commands for commonly used verbs (usted, ustedes)
    • present progressive (estar + gerund)

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand short oral texts on unfamiliar topics in guided situations
  • LC–2.2 written interpretation
  • a. understand short written texts on unfamiliar topics in guided situations
  • LC–2.3 interactive fluency
  • a. manage short interactions with ease, with pauses for planning and repair
  • LC–2.4 visual interpretation
  • a. derive meaning from multiple visual elements in a variety of media in guided situations
  • LC–2.5 oral production
  • a. produce short oral texts in guided and unguided situations
  • LC–2.6 written production
  • a. produce short, simple written texts in guided and unguided situations
  • LC–2.7 representation
  • a. express meaning through the use of multiple visual elements in a variety of media in guided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. identify socially appropriate language in specific situations
  • b. explore formal and informal uses of language in a variety of contexts
  • LC–3.2 idiomatic expressions
  • a. use learned idiomatic expressions in a variety of contexts
  • LC–3.3 variations in language
  • a. recognize influences resulting in variations in language; e.g., age, social class, geographical region
  • LC–3.4 social conventions
  • a. explore and identify variations in social conventions; e.g., regional, situational
  • LC–3.5 nonverbal communication
  • a. interpret and use appropriate nonverbal behaviours in a variety of familiar contexts
LC–4 apply knowledge of how text is organized, structured and sequenced in Spanish
  • LC–4.1 cohesion/coherence
  • a. organize texts, using common patterns; e.g., cause and effect, straightforward time sequencing, steps in a procedure
  • b. interpret simple references within texts; e.g., pronouns, demonstratives
  • LC–4.2 text forms
  • a. recognize and use a variety of text forms delivered through a variety of media; e.g., videotaped instructions, reports with visuals
  • b. analyze and identify the organizational structure of a variety of text forms; e.g., folk tales/fables, newspaper articles, instructions for a game
  • LC–4.3 patterns of social interaction
  • a. initiate interactions, and respond using a variety of social interaction patterns; e.g., routine telephone calls
Global Citizenship (10-6Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Spanish-speaking world.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 knowledge of Spanish-speaking cultures
  • a. explore and identify some elements of Spanish-speaking cultures; e.g., key historical events and their influence on contemporary ways of life and cultural values
  • GC–1.2 accessing/analyzing cultural knowledge
  • a. formulate questions about elements of Spanish-speaking cultures; e.g., patterns of behaviour or interaction typical of people their own age
  • b. use basic research skills to find out about Spanish-speaking cultures
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Spanish-speaking cultures to interpret cultural behaviour that is different from their own
  • b. apply knowledge of elements of Spanish-speaking cultures in interactions with people and texts; e.g., interpret historical references
  • GC–1.4 diversity of Spanish-speaking cultures
  • a. apply knowledge of diverse elements of Spanish-speaking cultures in interactions with people and text; e.g., ethnic or religious minorities
  • GC–1.5 valuing Spanish-speaking cultures
  • a. express empathy for those whose cultural behaviour is different from their own
  • b. choose to participate in and contribute to activities and experiences that reflect Spanish-speaking cultures
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify some regional variations in their first language
  • GC–2.2 general language knowledge
  • a. recognize that languages may have regional differences in pronunciation, vocabulary or structure
  • GC–2.3 awareness of Canadian culture
  • a. identify some influences on the development of their personal identity
  • b. identify shared references and the different connotations attached to them in their own culture and Spanish-speaking cultures
  • GC–2.4 general cultural knowledge
  • a. recognize that within any culture there are important differences in the way people speak and behave
  • b. recognize some of the factors that affect the culture of a particular region
  • GC–2.5 valuing diversity
  • a. demonstrate curiosity about other languages and cultures
  • b. recognize and acknowledge different perspectives
  • GC–2.6 intercultural skills
  • a. explore representations of their own culture as seen from the outside
  • b. identify and make use of public and private institutions that facilitate contact with other countries and cultures
GC–3 personal and career opportunities
  • GC–3.1 Spanish language and Spanish-speaking cultures
  • a. identify aspects of the history, literature, arts and crafts of Spanish-speaking cultures that are of personal interest
  • b. identify some careers that require or would value knowledge of Spanish and Spanish-speaking cultures
  • GC–3.2 cultural and linguistic diversity
  • a. identify aspects of the history, literature, arts and crafts of different cultures that are of personal interest
  • b. identify some careers that use knowledge of international languages and cultures, and intercultural skills
Strategies (10-6Y) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance language learning; e.g., associate new words or expressions with familiar ones, either in Spanish or in their own language
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning; e.g., evaluate their own performance or comprehension at the end of a task, keep a learning log
  • S–1.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance language learning; e.g., use self-talk to make themselves feel competent to do the task

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies; e.g., invite others into the discussion, ask for confirmation that a form used is correct
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies; e.g., prepare questions or a guide to note down information found in a text
  • S–2.3 productive
  • a. select and use a variety of productive strategies; e.g., use resources to increase vocabulary

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning; e.g., use mental images to remember new information
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning; e.g., manage their own physical working environment
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning; e.g., use support strategies to help peers persevere at learning tasks

Further examples of general learning strategies are available in the Strategies Overview section.

20-6Y
Applications (20-6Y)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. share facts about events that took place in the past or that may take place in the future
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express probability and certainty
  • A–2.2 share emotions, feelings
  • a. express emotions and feelings in formal situations; e.g., make a complaint in a store or restaurant
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions or requests in formal situations; e.g., in a public library, post office or travel agency
  • A–3.2 state personal actions
  • a. accept or decline an offer or invitation, with explanations
  • A–3.3 manage group actions
  • a. paraphrase, elaborate on and clarify another member’s contribution
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. give and respond to compliments, and explain actions
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore and express the meaning of what they are doing; e.g., what they will learn from a particular activity
  • A–5.2 gather and organize information
  • a. gather information, using a prepared format; e.g., interview people, using prepared questions
  • A–5.3 explore opinions and values
  • a. distinguish fact from opinion
  • A–5.4 solve problems
  • a. use information collected from various sources to solve problems
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour; e.g., learn and perform songs, dances, short plays
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., create a multimedia presentation on a familiar topic
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., use the Internet to explore the culture being studied
Language Competence (20-6Y)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. use intonation, stress and rhythm appropriately in familiar situations
  • LC–1.2 orthography
  • a. use basic mechanical conventions; e.g., capitalization, punctuation
  • b. use basic spelling patterns in writing unfamiliar words and phrases
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • fine arts
    • legends and myths
    • communications, technology and media
      • - power and impact of media and advertising
    • travel
    • world/current events
      • - differences in media coverage of events in different nations
    • any other lexical fields that meet their needs and interests

  • b. use a small range of vocabulary to convey shades of meaning
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • future tense
    • conditional mood
    • subjunctive mood
    • present subjunctive:
      • - to express wishes and hope: Ojalá que ..., Quiero que ...
      • - to express emotion: alegrarse, sentir …
      • - to persuade: aconsejar, decir, desear, pedir
      • - after impersonal expressions: Es una lástima que …, Es necesario que …
      • - after cuando and aunque
      • - to express doubt
    • gerund with imperfect of estar
    • impersonal verb form with se

    1This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • possessive pronouns: mío, tuyo, suyo, míos, tuyos, suyos
    • indirect object pronouns
    • double object pronouns
    • preterit (irregular verbs)
    • imperfect tense
    • preterit vs. imperfect
    • comparative, superlative and diminutive

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • commands—negative forms
    • commands—irregular verbs (tú form)
    • stem-changing verbs in the present tense
    • irregular verbs: dar, poner, traer
    • preterit (regular verbs)
    • present perfect tense
    • direct object pronouns
    • reflexive verbs

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand a variety of short oral texts on unfamiliar topics in guided situations
  • LC–2.2 written interpretation
  • a. understand a variety of short written texts on unfamiliar topics in guided situations
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions without undue difficulty, asking for repetition or clarification when necessary
  • LC–2.4 visual interpretation
  • a. derive meaning from multiple visual elements in a variety of media in guided and unguided situations
  • LC–2.5 oral production
  • a. produce a variety of short, simple oral texts in guided and unguided situations
  • LC–2.6 written production
  • a. produce a variety of short, simple written texts in guided and unguided situations
  • LC–2.7 representation
  • a. express meaning through the use of multiple visual elements in a variety of media in guided and unguided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. use suitable, simple formal language in a variety of contexts
  • LC–3.2 idiomatic expressions
  • a. examine the role of idiomatic expressions in culture
  • LC–3.3 variations in language
  • a. experiment with some variations in language
  • LC–3.4 social conventions
  • a. interpret and use a variety of formal and informal social conventions, with guidance
  • LC–3.5 nonverbal communication
  • a. interpret and use a variety of nonverbal behaviours, with guidance
LC–4 apply knowledge of how text is organized, structured and sequenced in Spanish
  • LC–4.1 cohesion/coherence
  • a. use a variety of conventions to structure texts; e.g., titles, paragraphs, letter forms
  • b. interpret and use references within texts; e.g., pronouns, demonstratives
  • LC–4.2 text forms
  • a. use a variety of familiar text forms and media in their own productions; e.g., recipes, comic strips, letters, radio or television reports, articles, tickets, timetables, itineraries
  • LC–4.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform transactions and interactions; e.g., invitation—acceptance/refusal with explanation
Global Citizenship (20-6Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Spanish-speaking world.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 knowledge of Spanish-speaking cultures
  • a. explore and identify some elements of Spanish-speaking cultures; e.g., cultural values, attitudes and interests of people their own age from Spanish-speaking cultures
  • GC–1.2 accessing/analyzing cultural knowledge
  • a. make and test hypotheses about Spanish-speaking cultures
  • b. identify and use a variety of sources of information to find out about Spanish-speaking cultures
  • GC–1.3 applying cultural knowledge
  • a. identify different perspectives on Spanish-speaking cultures, and speculate on their origins; e.g., stereotypes of Spanish-speaking cultures present in own community
  • GC–1.4 diversity of Spanish-speaking cultures
  • a. identify different perspectives on diverse elements of Spanish-speaking cultures, and speculate on their origins; e.g., stereotypes within Spanish-speaking cultures
  • GC–1.5 valuing Spanish-speaking cultures
  • a. examine their own perception of the Spanish language and cultures, including stereotypes
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify aspects of their personal style in both speech and writing
  • GC–2.2 general language knowledge
  • a. describe ways that languages evolve over time, and give reasons for their evolution
  • GC–2.3 awareness of Canadian culture
  • a. identify some of the past and present relationships between Spanish-speaking cultures being studied and their own; e.g., immigration, war
  • GC–2.4 general cultural knowledge
  • a. recognize that different cultures may have different interpretations of texts, cultural practices or products
  • GC–2.5 valuing diversity
  • a. recognize and acknowledge the value of different perspectives
  • GC–2.6 intercultural skills
  • a. recognize stereotypical thinking
GC–3 personal and career opportunities
  • GC–3.1 Spanish language and Spanish-speaking cultures
  • a. explore personal reasons for learning Spanish
  • GC–3.2 cultural and linguistic diversity
  • a. explore personal reasons for learning additional languages and experiencing other cultures
Strategies (20-6Y)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. select and use appropriate cognitive strategies to enhance language learning in a variety of situations; e.g., use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • S–1.2 metacognitive
  • a. select and use appropriate metacognitive strategies to enhance language learning in a variety of situations; e.g., realize the potential of learning through direct exposure to the language, know how strategies may enable coping with texts containing unknown elements
  • S–1.3 social/affective
  • a. select and use appropriate social and affective strategies to enhance language learning in a variety of situations; e.g., repeat new words and expressions that occur in conversations in which they participate, and make use of these new words and expressions as soon as appropriate

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. select and use appropriate interactive strategies in a variety of situations; e.g., repeat part of what someone has said to confirm mutual understanding
  • S–2.2 interpretive
  • a. select and use appropriate interpretive strategies in a variety of situations; e.g., reread several times to understand complex ideas
  • S–2.3 productive
  • a. select and use appropriate productive strategies in a variety of situations; e.g., use a variety of resources to correct texts

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. select and use appropriate cognitive strategies to enhance general learning in a variety of situations; e.g., formulate key questions to guide research
  • S–3.2 metacognitive
  • a. select and use appropriate metacognitive strategies to enhance general learning in a variety of situations; e.g., keep a learning journal such as a diary or a log
  • S–3.3 social/affective
  • a. select and use appropriate social and affective strategies to enhance general learning in a variety of situations; e.g., take part in group problem-solving processes

Further examples of general learning strategies are available in the Strategies Overview section.

30-6Y
Applications (30-6Y)
General Outcome for Applications

Students will use Spanish in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. share detailed information on a specific topic; e.g., a report or biography
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express opinions
  • b. support their own opinions
  • A–2.2 share emotions, feelings
  • a. compare the expression of emotions and feelings in formal and informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. lodge a complaint
  • b. persuade others to take a course of action
  • A–3.2 state personal actions
  • a. express possibility in relation to their own actions and plans
  • A–3.3 manage group actions
  • a. take on a leadership role in small-group projects
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. offer and respond to congratulations, and express sympathy or regret
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore connections among and gain new insights into familiar topics; e.g., using analogy, brainstorming
  • A–5.2 gather and organize information
  • a. identify key ideas, summarize and paraphrase
  • A–5.3 explore opinions and values
  • a. understand the concept of stereotype, and recognize stereotyping in a variety of situations
  • A–5.4 solve problems
  • a. apply problem-solving skills to the resolution of real-life problems
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use language for fun and to interpret and express humour; e.g., humorous or editorial cartoons, stories, poems
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., write new words to a known melody or create a rap
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., keep a personal journal
Language Competence (30-6Y)
General Outcome for Language Competence

Students will use Spanish effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. speak clearly and intelligibly in a variety of situations
  • LC–1.2 orthography
  • a. recognize and correctly spell familiar words; e.g., sight words
  • b. apply basic spelling rules consistently, and use mechanical conventions with reasonable accuracy
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • literature
      • - poetry
      • - contemporary Spanish writers
    • future plans
    • careers
    • studying/living abroad
      • - accommodations—looking for an apartment
    • history
    • current issues
    • globalization/globalism
    • any other lexical fields that meet their needs and interests

  • b. select vocabulary and expressions from within their repertoire to fulfill a variety of purposes in a variety of contexts
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • pluperfect tense
    • passive voice
    • indicative or subjunctive with relative pronouns; e.g.:
      • - Conozco a alguien que habla español.
      • - Busca a alguien que hable español.
    • imperfect subjunctive + conditional (si clauses)

    1This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • future tense
    • conditional mood
    • subjunctive mood
    • present subjunctive:
      • - to express wishes and hope: Ojalá que ..., Quiero que ...
      • - to express emotion: alegrarse, sentir …
      • - to persuade: aconsejar, decir, desear, pedir
      • - after impersonal expressions: Es una lástima que …, Es necesario que …
      • - to express doubt
      • - after cuando and aunque
    • impersonal verb form with se

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • possessive pronouns: mío, tuyo, suyo, míos, tuyos, suyos
    • indirect object pronouns
    • double object pronouns
    • preterit (irregular verbs)
    • imperfect tense
    • preterit vs. imperfect
    • comparative, superlative and diminutive

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand the main point and some supporting details of lengthy oral texts on familiar topics in guided situations
  • LC–2.2 written interpretation
  • a. understand the main point and some supporting details of lengthy written texts on familiar topics in guided situations
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions without undue difficulty
  • LC–2.4 visual interpretation
  • a. propose several interpretations of the visual elements of a variety of media in guided situations
  • LC–2.5 oral production
  • a. produce short oral texts on unfamiliar topics in guided situations
  • LC–2.6 written production
  • a. produce short written texts on unfamiliar topics in guided situations
  • LC–2.7 representation
  • a. explore a variety of ways that meaning can be expressed through the visual elements of a variety of media in guided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. explore differences in register between spoken and written texts
  • LC–3.2 idiomatic expressions
  • a. identify influences on idiomatic expressions; e.g., region, age, occupation
  • LC–3.3 variations in language
  • a. experiment with and adapt to some variations in language
  • LC–3.4 social conventions
  • a. use politeness conventions in a variety of contexts
  • LC–3.5 nonverbal communication
  • a. interpret and use a variety of nonverbal behaviours in a variety of contexts
LC–4 apply knowledge of how text is organized, structured and sequenced in Spanish
  • LC–4.1 cohesion/coherence
  • a. use appropriate words or phrases to show relationships in texts; e.g., portanto, por lo tanto, además, pero, de una manera
  • LC–4.2 text forms
  • a. use a variety of familiar text forms and media in their own productions; e.g., poetry, stories, media articles, Web sites, reports
  • LC–4.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform complex transactions and interactions; e.g., request goods/services
Global Citizenship (30-6Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Spanish-speaking world.

GC–1 historical and contemporary elements of the cultures of the Spanish-speaking world
  • GC–1.1 knowledge of Spanish-speaking cultures
  • a. explore and identify some elements of Spanish-speaking cultures; e.g., major current events as a reflection of contemporary ways of life and cultural values
  • GC–1.2 accessing/analyzing cultural knowledge
  • a. organize and represent information about elements of Spanish-speaking cultures in a variety of ways
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Spanish-speaking cultures, derived from a variety of sources, to interpret behaviours and texts
  • GC–1.4 diversity of Spanish-speaking cultures
  • a. apply knowledge of diverse elements of Spanish-speaking cultures, derived from a variety of sources, to interpret behaviours and texts
  • GC–1.5 valuing Spanish-speaking cultures
  • a. seek out and use opportunities to communicate with members of Spanish-speaking cultures; e.g., exchange letters with a pen pal
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. analyze the ways in which their first language and Spanish are similar and ways in which they are different
  • GC–2.2 general language knowledge
  • a. describe factors that influence the status of languages
  • GC–2.3 awareness of Canadian culture
  • a. identify ethnocentric elements in documents from their own culture
  • GC–2.4 general cultural knowledge
  • a. describe some causes of communication breakdown and misunderstanding, when communicating with people from an unfamiliar culture
  • GC–2.5 valuing diversity
  • a. seek out opportunities to interact with people from various cultures who have an interest in the Spanish language and/or Spanish-speaking cultures being studied
  • GC–2.6 intercultural skills
  • a. use a variety of strategies for dealing with communication breakdowns and misunderstandings when encountering an unfamiliar culture
  • b. identify ethnocentric perspectives in a document or event, and explain their origins
GC–3 personal and career opportunities
  • GC–3.1 Spanish language and Spanish-speaking cultures
  • a. explore opportunities for further education related to Spanish and Spanish-speaking cultures
  • GC–3.2 cultural and linguistic diversity
  • a. explore opportunities for further education related to languages and cultures
Strategies (30-6Y)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. evaluate the success of their use of a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. evaluate the success of their use of a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. evaluate the success of their use of a variety of social and affective strategies to enhance language learning

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. evaluate the success of their use of a variety of interactive strategies to deal with specific communicative situations; e.g., use of a range of fillers, hesitation devices and gambits to sustain conversations, use of circumlocution to compensate for lack of vocabulary
  • S–2.2 interpretive
  • a. evaluate the success of their use of a variety of interpretive strategies to deal with specific communicative situations; e.g., use of key content words or discourse markers to follow an extended text
  • S–2.3 productive
  • a. evaluate the success of their use of a variety of productive strategies to deal with specific communicative situations; e.g., taking notes when reading or listening to assist in producing personal texts

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. evaluate the success of their use of a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. evaluate the success of their use of a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. evaluate the success of their use of a variety of social and affective strategies to enhance general learning

Further examples of general learning strategies are available in the Strategies Overview section.





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