Elaboration (4) ACLSPC170
selecting and explaining individual words or phrases in Spanish whose meaning can be affected by context, for example, Tengo una pila de cosas para hacer. La pila del celular se ha acabado
Elaboration (4) | ACLSPC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC171
creating and illustrating a bilingual children’s story for younger learners, using each language in creative and engaging ways, for example, El hijo desobediente or El conejo y el coyote
Elaboration (4) | ACLSPC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC172
finding examples of how language reflects cultural concepts and values across the Spanish-speaking world, for example, religious references in sayings such as Al que madruga Dios le ayuda, Bendito sea … Adiós, or changes to language forms that reflect …
Elaboration (4) | ACLSPC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU174
recognising that written Spanish has only three double consonant combinations, cc, ll and rr, for example, acción, llover, corrección
Elaboration (4) | ACLSPU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU175
using subject-verb-object word order and comparing it to English structures, for example, Simón busca la información para la tarea en la red
Elaboration (4) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU176
understanding the use of 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 (4) | ACLSPU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU177
identifying levels of formality in spoken and written texts, and considering what these reveal about social relationships and processes, for example, reflections of status, authority, respect or intimacy (Disculpe, ¿podría decirme ..., Perdone que le …
Elaboration (4) | ACLSPU177 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU178
analysing the influence of Spanish language and culture on English in areas such as food, music and dance, for example, (churros, tortilla, pupusas, tapas, salsa, flamenco) and considering the value of this influence
Elaboration (4) | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU179
recognising differences between standard varieties of Spanish and varying degrees of language blending and influence, for example, Spanglish
Elaboration (4) | ACLSPU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC182
organising real or simulated online forums to raise awareness of environmental, social or ethical issues such as prejudice, social justice or human rights, taking account of possible diversity of values and views
Elaboration (4) | ACLSPC182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC186
analysing the lyrics of contemporary songs from the Spanish-speaking world, identifying key messages and evaluating expressive styles
Elaboration (4) | ACLSPC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC190
recording and sharing reflections on their experiences of learning Spanish and on different reactions to aspects of the language and culture, for example, Tengo problemas pronunciando la doble r, es difícil para mí y se me olvida que la h no suena en …
Elaboration (4) | ACLSPC190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU193
describing events across time (past, present and future), choosing appropriate tenses
Elaboration (4) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU194
comparing spoken and written texts, such as spoken and print advertisements, face-to-face conversations and emails, to understand how their mode shapes their structure and helps the text to achieve its purpose
Elaboration (4) | ACLSPU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU195
recognising that language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purpose of speed and economy; the use of slang, specialised or inclusive language to establish …
Elaboration (4) | ACLSPU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU197
exploring the influence of Latin-American popular culture in the United States and the world, for example, cinema, music and TV channels, telenovelas, sport
Elaboration (4) | ACLSPU197 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC001
expressing likes, dislikes, preferences and feelings, for example, Me gusta jugar con el ordenador/computador. No me gusta la sopa. Me encanta la música. Mi deporte favorito es la natación. Estoy estresada..., estoy contenta..., estoy cansado ..., estoy …
Elaboration (4) | ACLSPC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC002
creating displays, presentations or performances for family, friends or school community to showcase their learning of Spanish
Elaboration (4) | ACLSPC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC008
understanding the distinction between literal and non-literal translation, and identifying expressions in Spanish or English that make no sense when translated literally into the other language, for example, pasarlo bomba, tomar el pelo, meter la pata, …
Elaboration (4) | ACLSPC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC010
considering how communicating in Spanish requires thinking about things differently from when communicating in English, for example, making a choice between tú/usted/vos involves thinking about social relations between people, while using ‘you’ does …
Elaboration (4) | ACLSPC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum