Years 9 and 10 Spanish
The nature of the learners Students have prior experience of learning Spanish and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Years 7 and 8 Spanish
The nature of the learners Students are beginning their study of Spanish and typically have had little prior exposure to the language and associated cultures of the Spanish-speaking world. Many will have learnt an additional language in primary school, …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU012
understanding writing conventions such as the use of inverted question and exclamation marks
Elaboration (2) | ACLSPU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU016
understanding that languages and cultures change continuously due to contact with one another and in response to new needs, ideas and developments in communications and technology
Elaboration | ACLSPU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU016
understanding that some indigenous languages in both Australia and Spanish-speaking countries are strong, while others are endangered or being revived or reclaimed
Elaboration (5) | ACLSPU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (14) ACLSPU031
understanding the function of impersonal expressions such as se necesita ..., se habla ..., se dice ..., se puede ...
Elaboration (14) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (17) ACLSPU031
understanding how to form adverbs from adjectives, for example, normalmente, seguramente, probablemente
Elaboration (17) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (12) ACLSPU013
understanding and using reflexive verbs, for example, me llamo Luis, ¿a qué hora te levantas?, los sábados nos acostamos tarde
Elaboration (12) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU017
understanding the nature of the distribution of Spanish speakers across the world, not only in countries where Spanish is an official language but also in other countries such as the United States or the Philippines where the Spanish language and cultures …
Elaboration (1) | ACLSPU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (7) ACLSPU031
understanding the function and use of relative pronouns, for example, que, el/la/los/las que, quien/es, el/la cual, los/las cuales, donde
Elaboration (7) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU032
understanding textual elements that provide coherence at a whole text level, such as cohesive devices (sin, aunque, debido a, según, por otro lado), linked paragraphs, introductions and summaries, and sequencing of ideas
Elaboration (2) | ACLSPU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (14) ACLSPU013
understanding the use of verbs such as gustar, encantar, doler and interesar, for example, ¿qué deportes te gustan?, me encanta correr, me duele la cabeza, nos interesan las películas de acción
Elaboration (14) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU014
understanding how to use cohesive devices such as conjunctions and time markers in texts to sequence, link and elaborate ideas, for example, y, o, pero, además, primero, después, de pronto
Elaboration (1) | ACLSPU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU031
understanding and using definite and indefinite articles, including omission and gender-change cases, for example, me gusta mucho el cuadro del salón, me gusta mucho un cuadro del salón, ¿tienen cuadros de paisajes?, el agua está fría
Elaboration | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU031
understanding and using indefinite adjectives and pronouns such as alguno/a/os/as, ninguno/a/os/as, otros/as, todos/as, alguien, nadie, nada, algo, todo, noticing the constructions with a double negative, for example, No hay nadie en clase, no tenemos …
Elaboration (1) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU031
understanding and using possessive and demonstrative pronouns (aquel es el tuyo, este es el mío) and the use of neutral demonstratives (¿qué es esto?, me gustó aquello que dijo)
Elaboration (5) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (6) ACLSPU031
understanding the form and function of personal object pronouns, and differentiating between direct and indirect objects in the third person, for example, me, te, lo, la/le, nos, os, los, las/les
Elaboration (6) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (10) ACLSPU031
understanding and using the future and conditional tenses of regular and irregular verbs, for example, mañana iremos de excursión al zoo, me gustaría visitar México, saldría con vosotros pero tengo tarea
Elaboration (10) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (18) ACLSPU031
understanding and using an increasing range of prefixes and suffixes (anónimo, antibiótico, despeinado, supermercado, claustrofobia, lavadora, navideño, hermanito) and building lexical families (árbol, arbolito, arboleda, arbusto, arborícola, arbóreo, …
Elaboration (18) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU034
understanding the power of language to influence people’s actions and beliefs, such as the language of persuasion in political speeches or community appeals, for example, puede hacer su donación a la..., ofrezca tu tiempo voluntariamente despué del terremoto …
Elaboration (4) | ACLSPU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum