ACLSPU195

Analyse how language use in both spoken and written modes varies according to the geographical location and cultural profile of Spanish-speaking communities[Key concepts: variation, diversity; Key processes: analysing language, comparing, explaining]

Elaborations ScOT Terms

ACLSPU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU015

Understand that Spanish, like all languages, is used in different ways according to roles, relationships and social and cultural contexts[Key concepts: register, status, variation; Key processes: noticing, analysing, explaining]

Elaborations ScOT Terms

ACLSPU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPU018

Recognise the interconnected relationship between language and culture[Key concepts: interdependence, perspectives, cultural practices; Key processes: analysing, making connections, explaining]

Elaborations ScOT Terms

ACLSPU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPC026

Translate texts from Spanish into English and vice versa, noticing and explaining words or expressions that are culturally specific and difficult to translate[Key concepts: equivalence, representation; Key processes: translating, interpreting, comparing, …

Elaborations ScOT Terms

ACLSPC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPU035

Understand how language diversity reflects local and global variations in social and cultural histories[Key concepts: regional variation, indigenous languages, power, symbolism; Key processes: exploring issues, identifying, analysing, comparing]

Elaborations ScOT Terms

ACLSPU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPU036

Understand the role of language and culture in shaping cultural identity and consider how learning a second language encourages a broadening of perspectives[Key concepts: culture, meaning, change; Key processes: reflecting, analysing]

Elaborations ScOT Terms

ACLSPU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC117

making bilingual greeting cards for celebrations such as Reyes, Dia de la Madre or Dia del Santo, using greetings such as feliz día de la madre, feliz día de tu santo, or feliz día del maestro alongside equivalent English greetings where culturally a …

Elaboration (1) | ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC119

considering whether there are any aspects of their ways of communicating that might be unfamiliar to children from different cultural backgrounds

Elaboration (3) | ACLSPC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC131

presenting information on cultural events or topics likely to interest other children of the same age, for example, a children’s salsa/flamenco/cueca competition

Elaboration (1) | ACLSPC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC132

commenting on culturally specific elements of stories or songs, for example, family relationships, the role of music or performance, or values associated with children or older people

Elaboration (2) | ACLSPC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC134

comparing Spanish expressions used in routine social interactions such as greetings with equivalent English versions, identifying differences, similarities and cultural references, for example, ¿qué tal?/‘Hi!’, chao/‘See you later’, ¡buen provecho!/‘Enjoy …

Elaboration | ACLSPC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU142

finding examples of words and expressions that have been introduced into the Spanish language in recent times, reflecting changes in interests and access to additional cultural experiences, for example, Hacer zapping, cambiar de look, hacer footing.

Elaboration (1) | ACLSPU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU144

understanding that language carries information about the people who use it and that common expressions and conventions often reflect cultural values, for example, the explicit expression of affection reflected in the use of diminutives (primita, mami, …

Elaboration | ACLSPU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC149

presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world, such as las Fallas, el Día de los Muertos, carnavales in Bolivia, candombe in Uruguay, romerías, procesiones religiosas and el camino …

Elaboration | ACLSPC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC150

discussing key messages and cultural elements in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character

Elaboration (3) | ACLSPC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC154

planning a virtual or actual visit to a school in a Spanish-language environment, deciding on strategies for successful communication, for example, how to interpret cultural information and how to be flexible in own ways of communicating

Elaboration (1) | ACLSPC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU161

comparing forms of cultural expression in different Spanish-speaking communities, such as celebrations, systems of schooling and concerns associated with young people, and comparing these with similar diversity in multicultural Australia

Elaboration (3) | ACLSPU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU162

identifying things they take for granted about communication in familiar cultural contexts, for example, shared understanding of gestures and tones of voice

Elaboration (3) | ACLSPU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPU162

noticing culturally appropriate ways of offering praise, recognition, gratitude or encouragement

Elaboration (4) | ACLSPU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC163

engaging in informal conversations or more structured discussions to canvas one another’s attitudes to social and cultural issues such as La salud de los jóvenes, Las relaciones familiares

Elaboration (2) | ACLSPC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum