Structure of the curriculum
The learning framework provided by these curriculum guidelines is based on eight progressive levels, defined by a series of achievement objectives. Choosing how to develop and deliver programmes to realise these objectives is the responsibility of schools and of teachers.
The framework consists of the following:
- aims
- language development descriptors
- achievement objectives (which include communication functions and language level indicators)
- suggested sociocultural aspects
- suggested structures and vocabulary
- suggested learning activities
- suggested assessment activities.
These are intended to guide teachers in planning programmes.
Themes and topics
Themes and topics are not specified in the framework. In planning programmes, teachers are encouraged to build on learners' prior knowledge, needs, and interests, and on the material and people resources available. Possible areas of experience and related topics are indicated in the suggested socio-cultural aspects which are provided at each level.
The appendix provides further examples of possible areas of experience and related topics for teachers to consider.
Diagram 1: Structure of Spanish in the New Zealand Curriculum
The aims of the learning framework cover all eight levels.
Aims
for language learning
include general aims and achievement aims
At each level, the framework consists of the following parts:
Language development descriptors
general statements about language development
Achievement objectives
include communication functions, which reflect communicative uses of Spanish in everyday situations, and language level indicators, which describe that the language students will use to perform these functions at each level for each of the four strands – listening, speaking, reading, and writing
Suggested socio-cultural aspects
identify historical and social content specific to the language
Suggested structures and vocabulary
indicate the linguistic content expected and, when used in conjunction with the communication functions and the language level indicators, suggest the level of difficulty expected for each level
Suggested learning activities
ways of using and reinforcing Spanish in realistic, communicative,
language learning contexts
Suggested assessment activities
measure progress in realistic communicative situations through self assessment, peer assessment, and teacher assessment