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

Achievement Standard Spanish Foundation to Year 2

By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC109

Interact with teacher and peers to introduce self, greet and farewell others and describe friends, family and favourite things[Key concepts: self, family, friendship, belonging; Key processes: greeting, introducing, participating]

Elaborations ScOT Terms

ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC113

Present factual information about self, family, friends and everyday objects using simple statements and support materials[Key concepts: self, family, favourite; Key processes: naming, labelling, showing]

Elaborations ScOT Terms

ACLSPC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC119

Recognise themselves as belonging to groups, for example, ‘my friends’, ‘my class’, ‘my school’, ‘my family’ and ‘my community’[Key concepts: self, identity, family, community; Key processes: noticing, describing]

Elaborations ScOT Terms

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

ACLSPC145

Interact using descriptive and expressive language to share interests, special celebrations and leisure activities, and to express feelings, state preferences and give opinions[Key concepts: friendship, leisure, interests; Key processes: expressing, sharing, …

Elaborations ScOT Terms

ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC109

introducing and describing self, family members, friends and favourite things, animals and objects using visual supports such as photos, pictures or digital images, for example, Me llamo Jorge; ¿Cómo te llamas? Tengo un hermano pequeño; Me gusta la clase …

Elaboration (1) | ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC117

creating an identity card that contains parallel personal information in Spanish and English, for example, nombre/name, apellidos/last name(s), edad/age, Mis amigos son…/My friends are…, Vivo en…/I live in…, Me gusta…/I like…

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

Elaboration (2) ACLSPC119

comparing their own ways of communicating, including using any other languages with those of friends or family members who speak different languages

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

Elaboration (4) ACLSPC127

exchanging information about family, friends or interests, using simple descriptive statements and cohesive devices such as conjunctions, for example, Puedo correr pero no puedo nadar, Me gustan Shakira y Ricky Martin porque bailan bien

Elaboration (4) | ACLSPC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC129

negotiating turn-taking and complimenting their friends, for example, es mi turno/es tu turno… o muy bien, felicitaciones/enhorabuena, bonito, excelente; buen trabajo

Elaboration (3) | ACLSPC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU141

reflecting on how they communicate with family and friends and with people less close to them, noticing differences in language use and communicative behaviour

Elaboration | ACLSPU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC145

expressing feelings (Estoy emocionado por la fiesta. Estoy desilusionada... ¡Qué guay! ¡Qué chévere! ¡Qué lindo!) and recounting experiences with family and friends

Elaboration (2) | ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC145

apologising and expressing concern or sympathy to friends and family members, for example, Lo siento mucho, ¡Cuídate! Te quiero

Elaboration (3) | ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

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 (3) | ACLSPC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC152

collecting examples of ‘false friends’ identified when translating between Spanish and English, for example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’

Elaboration (1) | ACLSPC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC153

creating parallel lists of informal Spanish and English expressions for own use in everyday interactions with friends and family, for example, hasta luego/‘see you later’, no pasa nada/‘no worries’, guay/‘cool’

Elaboration (2) | ACLSPC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU159

understanding the importance of using appropriate forms of address when interacting with different people, for example, using tú when speaking with close friends, family members or other young people, and using usted for other less familiar adults

Elaboration (1) | ACLSPU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPU159

noticing that language use often reflects the mood, feelings or relationships of the people involved, such as the use of emotive or affectionate language between close friends and family members, or persuasive language used in advertisements

Elaboration (2) | ACLSPU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC181

exchanging emails and participating in online forums with peers in a Spanish-speaking context to share views about aspects of teenage life such as friends, responsibilities, interests, aspirations and topical issues

Elaboration | ACLSPC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum