ACLSPU120
Recognise and reproduce the sounds and rhythms of simple spoken Spanish, noticing how they are produced and how they are represented in writing[Key concepts: phonic awareness, pronunciation; Key processes: reading aloud, listening, mimicking]
Elaborations ScOT Terms
ACLSPU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU121
Notice and apply grammatical rules such as those relating to gender, simple verb forms and definite articles when describing people, places, things and relationships[Key concepts: syntax, word order; Key processes: naming, noticing patterns]
Elaborations ScOT Terms
ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU122
Understand that language is organised as ‘text’ and recognise features of familiar texts such as charts, labels, rhymes and stories[Key concepts: text, meaning, structure; Key processes: recognising, identifying]
Elaborations ScOT Terms
ACLSPU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU123
Recognise that in Spanish different words and language forms are used to address and greet people according to relationship, context and time of day[Key concepts: language as social practice, context; Key processes: noticing, comparing]
Elaborations ScOT Terms
ACLSPU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU124
Understand that the English and Spanish languages borrow words from each other[Key concept: word borrowing; Key processes: noticing, listing]
Elaborations ScOT Terms
ACLSPU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU125
Recognise that Spanish is one of many languages spoken around the world and in Australia[Key concepts: multiculturalism, culture; Key processes: mapping, discussing]
Elaborations ScOT Terms
ACLSPU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU126
Notice some differences and similarities in cultural practices between Spanish speakers and Australian-English speakers[Key concepts: behaviours, cultural similarities and differences; Key processes: noticing, asking questions, making connections]
Elaborations ScOT Terms
ACLSPU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC127
Interact with teacher and peers to exchange information about aspects of their personal world such as school, home, everyday routines and favourite pastimes[Key concepts: routine, home; Key processes: questioning, responding, describing]
Elaborations ScOT Terms
ACLSPC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC128
Participate in collaborative tasks and experiences such as creating and presenting a display or performance and following procedures and instructions[Key concept: collaboration; Key processes: contributing, exchanging]
Elaborations ScOT Terms
ACLSPC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC129
Participate in everyday classroom exchanges such as responding to simple questions, asking permission, requesting help, asking how to say or write something, asking for repetition and complimenting others[Key concepts: cooperation, school life; Key processes: …
Elaborations ScOT Terms
ACLSPC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC130
Gather and share information from peers and from texts relating to the Spanish-speaking world and to areas such as home, school, routines, responsibilities and interests[Key concepts: routine, events; Key processes: identifying, recording, questionin …
Elaborations ScOT Terms
ACLSPC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC131
Present information about personal or shared interests or experiences, using simple descriptive language and supporting resources such as tables, lists and images[Key concepts: experience, representation, culture; Key processes: describing, presentin …
Elaborations ScOT Terms
ACLSPC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC132
Read, view and listen to stories, children’s television programs and songs and make simple statements about characters, themes and reactions[Key concepts: character, plot; Key processes: comparing, responding, experimenting]
Elaborations ScOT Terms
ACLSPC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC133
Create short imaginative texts such as dialogues and stories using modelled language[Key concept: imagination; Key processes: experimenting, performing, creating]
Elaborations ScOT Terms
ACLSPC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC134
Compare and explain simple texts or expressions in both Spanish and English, such as street signs, advertisements, sayings and greetings[Key concepts: gist, meaning; Key processes: matching, translating, comparing]
Elaborations ScOT Terms
ACLSPC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC135
Create bilingual texts such as action games, songs, stories or photo captions, and identify and discuss aspects of culture represented in the texts[Key concepts: similarities, differences; Key processes: comparing, explaining]
Elaborations ScOT Terms
ACLSPC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC136
Interact in Spanish using simple phrases and expressions, recognising how language reflects cultural practices[Key concepts: communication, difference, respect; Key processes: noticing, comparing, reflecting]
Elaborations ScOT Terms
ACLSPC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC137
Explore own sense of identity, for example, by discussing membership of groups such as a club, a country or a language-speaking community, and how these elements of identity are reflected in language use[Key concepts: belonging, membership; Key processes: …
Elaborations ScOT Terms
ACLSPC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU138
Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements[Key concepts: intonation, spelling, accent; Key processes: discriminating sounds, recognising words]
Elaborations ScOT Terms
ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU139
Notice and apply elements of Spanish grammar such as gender, singular/plural forms, adjectives, adverbs, verb forms, pronouns and prepositions in simple spoken, written and digital texts[Key concepts: grammatical rules, patterns of language, gender; Key …
Elaborations ScOT Terms
ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum