Foundation to Year 2 Spanish
The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …
Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Years 5 and 6 Spanish
The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Spanish. They continue to need guidance and participate in structured, collaborative tasks …
Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU120
noticing differences in punctuation between Spanish and English, such as inverted exclamation and question marks at the beginning of sentences
Elaboration (5) | ACLSPU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU121
observing gender in patterns of naming, for example, Julio/Julia, Patricio/Patricia
Elaboration (5) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU138
noticing the function of accents in relation to stress and pronunciation, for example, café, teléfono, árbol
Elaboration (5) | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU139
noticing the use of personal pronouns, for example, yo, tú, él, ella, nosotros/as, vosotros/as, ellos/as
Elaboration (5) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPC145
sustaining interactions by using strategies such as asking questions and using conversation fillers, for example, ¿Y tú? Yo también; Claro; sí, sí
Elaboration (5) | ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPC147
asking for clarification, for example, No entiendo… Tengo una pregunta… Tengo una duda
Elaboration (5) | ACLSPC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU156
understanding the function of accents and learning to insert these into their own work electronically
Elaboration (5) | ACLSPU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU157
building compound sentences to express opinions, preferences or reasons using words such as porque, también and pero, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita …
Elaboration (5) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPC171
providing an English commentary for video clips of Spanish-language social interactions in different situations and contexts, such as taking a bus to the city, visiting the dentist or buying a video game, explaining elements that may be unfamiliar to …
Elaboration (5) | ACLSPC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU175
expressing quantity, for example, miles de personas, mucha gente, varios libros, tanto dinero, pocas ideas, bastante calor, algunos amigos
Elaboration (5) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU178
investigating the impact of media and technology on Spanish, for example, Los niños quieren chatear con su primo gallego and, el dopaje, el escáner
Elaboration (5) | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU179
recognising that many speakers of Spanish also speak one or more regional and/or local languages, such as Catalan or Basque; and researching the extent and impact of Spanish-language networks, associations and activities in different Australian communities, …
Elaboration (5) | ACLSPU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPC184
analysing published accounts of an event such as a sports match, a concert or a street party, identifying varying viewpoints
Elaboration (5) | ACLSPC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU193
developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’
Elaboration (5) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPC002
responding to invitations by accepting, declining or offering apologies, adjusting language to suit formal and informal contexts (No, gracias, Gracias por tu invitación pero no puedo ir, Sí claro, con mucho gusto), and participating in real or simulated …
Elaboration (5) | ACLSPC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPC008
comparing and translating language used in Spanish and English text messages, for example, a2 (adiós), xq? (¿por qué?), kntm (cuéntame), tqi (tengo que irme), CU (‘See you’), LOL (‘Laughing out loud’), and considering the use and effects of abbreviat …
Elaboration (5) | ACLSPC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU013
expressing ownership using singular and plural possessive adjectives, following the agreement rules for gender and number with the noun, for example, mis padres, nuestras amigas, sus libros, mi clase, vuestro profesor, tu madre
Elaboration (5) | ACLSPU013 | 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