Senior High Outcomes


World Languages
Junior & Senior High Critical Outcomes

Level I: French I, German I, Hebrew I, Spanish I Curriculum Guide
The student will

• converse using basic expressions relying on learned words and phrases.
• ask and answer simple questions.
• demonstrate understanding of spoken words and phrases (from simple questions, commands, to sentence length speech).
• derive meaning from simple texts.
• write a personal communication such as a note, letter or invitation.
• acquire cultural information and Identify the similarities and differences between the target culture(s) and the student's own culture.
• describe products, practices, and perspectives that are unique to the target culture(s).

Level II: French II, German II, Hebrew II, Spanish II Curriculum Guide
The student will

• converse using basic conversational expressions and social protocol to handle a limited number of interactive, task-oriented and social situations.
• ask and answer questions, initiate and respond to simple statements.
• demonstrate understanding of basic sentence length speech.
• use preterite (simple) past and present tenses in writing and speaking.
• derive meaning and some facts from simple, authentic, written texts.
• acquire cultural information and Identify the similarities and differences between the target culture(s) and the student's own culture.

Level III: French III, German III, Hebrew III, Spanish III Curriculum Guide
The student will

• converse using basic conversational expressions to handle a variety of uncomplicated, basic and communicative tasks and social situations.
• comprehend speech on familiar topics with some repetition.
• comprehend simple and authentic written texts
• express opinions, explanations, and ideas in writing
• produce formal and informal written communication
• demonstrate basic knowledge of the culture(s) of the countries studied.
• use appropriate idiomatic expressions of the language.

Level IV: French IV, German IV, Hebrew IV, Spanish IV Curriculum Guide
The student will

• use different ways to express the ideas (circumlocution) and exchange information on familiar topics
• read a wide variety of authentic literary texts selected for second language learning
• comprehend authentic aural samples
• narrate present, past and future events in writing
• produce formal and informal oral communication
• demonstrate use of language and behaviors that are appropriate to the target culture
• describe important historical events of the countries studied
• demonstrate awareness of the important people and/or current events in the countries studied.

Level V: French V, German V, Hebrew V, Spanish V Curriculum Guide
The student will

• converse on a broad range of topics.
• comprehend more complex spoken language, with some repetition
• comprehend more complex written language, with some repetition
• use spoken language to communicate complex information to others, using appropriate cultural conventions.
• use written language to communicate complex information to others, using appropriate cultural conventions.
• identify cultural traditions and practices
• identify and describe cultural products and places
• describe historical and current events in relation to geographical locations
• explain how language develops in conjunction with culture and events
• use the language and/or culture beyond the classroom setting

Spanish Immersion Grade 12 (Language Arts) Curriculum Guide

• Use Spanish to exchange and support opinions, individual perspectives with peers and/or other Spanish-speakers on a variety of topics dealing with contemporary and historical issues
• Comprehend and interpret details of authentic oral and written textual sources, demonstrating sensitivity to stylistic features such as word choice and level of formality
• Present analyses of works of art from Spanish-speaking cultures (for example, visual, performance and/or literary arts)
• Identify, analyze, and discuss various Hispanic patterns of behavior and interaction (everyday practices) related to cultural perspectives
• Experience, discuss, and analyze expressive products of the culture and explore relationships between those products and the perspectives of the people
• Present information from a variety of sources written in Spanish about a topic being studied in a range of school subjects; for example, use an essay on European architecture of the sixteenth century and an Internet tour of the Prado Museum in a study of the Renaissance period.
• Use Spanish and English reviews or media coverage of the same art works to compare the viewpoints
• Investigate the ways languages in contact influence each other, especially as manifested in the arts, such as Arabic words in Spanish (alfombra, alcazar) and Spanish words in English (patio, plaza)
• Hypothesize about the relationship between cultural perspectives and expressive arts, such as music, visual arts, and performing arts by analyzing selected products from Hispanic cultures
• Research and present information to other students about an artist or a piece of artwork from the Hispanic world (Use the structure of Picture Person lessons for an audience of upper-level Spanish classes or elementary schools - PSI and PYP programs)
• Participate in intellectual activities such as film showings, theater productions, and art exhibits in Spanish