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Elaboration ACLSPC133

creating simple imaginative texts to share with younger learners of Spanish, such as digital or print storybooks, anagrams or shape poems, using modelled language and digital programs such as Vokis

Elaboration (2) ACLSPC114

responding to oral, print and digital imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement

Elaboration (2) ACLSPC134

using a picture or digital dictionary to find the meanings of simple words used in class, and comparing English and Spanish versions of each word

Elaboration (3) ACLSPC146

creating digital displays, presentations or performances for family, friends or school community to showcase their progress in learning and using Spanish

Elaboration (1) ACLSPC110

contributing to class activities or projects that involve naming, illustrating and labelling, such as creating a class garden, or a photo or digital display of a shared event or activity

Elaboration (3) ACLSPC112

demonstrating comprehension of individual words and phrases in simple spoken, written and digital texts by actions such as labelling, drawing, miming or onscreen pointing, clicking or dragging

Elaboration ACLSPC189

creating bilingual texts that present aspects of school life in Australia for Spanish-speaking students and parents, for example, a print leaflet or digital display about school excursions

comparing aspects of the lives of children in Australian and Spanish-speaking countries as represented in print and digital images, video clips and stories, for example, ways of playing games, eating food, or interacting at school or at home

Elaboration (3) ACLSPC130

working in groups to obtain and use information from print, visual or digital sources related to other learning areas, for example, naming countries and significant land features, or recording distances using geographical skills

Elaboration ACLSPC131

creating a class book, visual/digital display or collection related to topics they have been studying in Spanish and/or other curriculum areas, for example, recetas favoritas, animales, la naturaleza, “los conquistadores”

Elaboration ACLSPC132

reading, viewing and listening to a range of print, digital and oral texts through shared and guided participation, for example, by responding to questions about characters, ideas and events or by illustrating and captioning aspects of texts

Elaboration (2) ACLSPC149

conveying information relating to significant people, places or events in different formats, for example, an advertisement or poster for an event, a profile of a Spanish-speaking celebrity or a digital guide to a place of interest

Elaboration (3) ACLSPC151

representing key events in imagined scenarios, using formats such as digital storyboards, cartoon maker, talking books or memes, using different voices, captions or word bubbles to capture different moods or feelings

Elaboration (2) ACLSPC169

creating imaginative texts to entertain younger audiences, such as audio or digital Big Books, puppet plays, cartoons or short video clips, selecting appropriate language, rhythms and images to enrich the visual or aural experience

Elaboration ACLSPC184

gathering information from a range of print and digital sources on topics such as ecoturismo or machismo, and identifying, evaluating and reporting on perspectives

Elaboration ACLSPC185

researching and reporting on contemporary social, environmental or ethical issues as presented in a range of resources using different presentation techniques, for example, Venn diagrams, flow charts, digital displays

Elaboration (1) ACLSPC187

creating various types of texts such as digital or print stories, songs, chants or dialogues/skits, building characters, themes, settings and/or plots likely to appeal to specific audiences, for example, young learners of Spanish

Elaboration (2) ACLSPC112

participating in shared reading of print and digital texts such as Big Book stories about familiar events or contexts (Los tres cerditos, Tico tango), using pictures, intonation and contextual clues to predict meaning and identify key information

Elaboration (1) ACLSPC119

identifying themselves as belonging to different groups, such as family, class or peer groups (Yo soy australiana y chilena, Soy un niño/una niña. Estoy en la clase B), and representing these relationships through drawing pictures, adding captions to …

Elaboration (1) ACLSPC128

working with visual, print and digital modes of expression to create invitations for a party, performance or class event, for example, Querido/a amigo/a; Me gustaría invitarte a mi...... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. Hasta …

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