Elaboration (4) ACLSPU160

understanding that some languages are growing and adapting, while others (such as indigenous languages across the world, including some in Spanish-speaking countries) are endangered, disappearing, reviving, or blending with stronger languages

Elaboration (4) | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU197

investigating the status and function of indigenous languages in Spanish-speaking countries, considering issues such as language rights, language death, and revival and reclamation efforts, and drawing comparisons with Aboriginal languages and Torres …

Elaboration (1) | ACLSPU197 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC184

comparing and evaluating a range of perspectives on topics such as health, music, sport and religion presented in different media texts, and considering why people may have different perspectives

Elaboration (2) | ACLSPC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC183

Engage in class discussions and debates, justifying opinions, evaluating perspectives and reflecting on own language learning[Key concepts: perspectives, standpoint, representation; Key processes: debating, persuading, justifying, explaining]

Elaborations ScOT Terms

ACLSPC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU178

identifying the movement of language elements across and between times and contexts, such as words adopted into Spanish from indigenous languages and then exported to other languages, for example, words of Náhuatl origin such as aguacate, chocolate, cacao, …

Elaboration (1) | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Years 7 and 8 Spanish

The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Spanish, bringing with them an established capability to interact in different situations, to engage with a variety of …

Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU198

developing language for thinking and talking about cultural representation and expression, for example, perspectives, values, images, stereotypes, inclusion and exclusion

Elaboration (1) | ACLSPU198 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC130

collecting information from media and print resources about aspects of the Spanish-speaking world (different animal species, currency, indigenous languages/communities), presenting it to others in new ways such as creating a digital display or spoken, …

Elaboration (1) | ACLSPC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Years 9 and 10 Spanish

The nature of the learners At this level, students bring to their learning existing knowledge of the Spanish language and the cultures of Spanish speakers and a range of learning strategies. They are increasingly aware …

Years 9 and 10 | 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

ACLSPC167

Organise and present information and ideas on different topics, issues or events, comparing perspectives and experiences[Key concepts: perspective, youth issues; Key processes: reporting, managing information]

Elaborations ScOT Terms

ACLSPC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC182

Engage in shared activities such as planning and organising events by contributing ideas, opinions and suggestions and managing diverse views[Key concepts: perspectives, change; Key processes: planning, debating, persuading]

Elaborations ScOT Terms

ACLSPC182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC184

Analyse, synthesise and evaluate ideas and information from multiple sources on a range of local and global issues[Key concepts: environment, standpoint, representation; Key processes: analysing, synthesising, evaluating perspectives]

Elaborations ScOT Terms

ACLSPC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC167

organising and presenting information gathered from different sources to create an overview of a particular issue or topic of interest, such as a celebrity, popular culture, school uniforms, endangered species or conservation of the Amazon Basin, presenting …

Elaboration | ACLSPC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC172

comparing own and others’ experiences of successful intercultural communication, identifying elements that required flexibility and cultural understanding, for example, responding to different ways of expressing feelings, levels of directness or culturally …

Elaboration (2) | ACLSPC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

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 | ACLSPC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPU180

investigating and using language associated with significant cultural practices and events such as celebrations, for example, La novena, Día de las madres, Día de la emancipación de los esclavos, Primero de mayo, Carnaval, and identifying associated values, …

Elaboration (2) | ACLSPU180 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC186

composing a review of a film or short story, identifying how the text uses language and textual features to convey emotions and perspectives, for example, Este video no muestra la realidad de la posición de la mujer, Los personajes en este texto se sienten …

Elaboration (1) | ACLSPC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 9 and 10

By the end of Year 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC184

presenting commentaries collected from print, digital and personal sources of information on issues of interest to themselves and other young people, such as El impacto de los medios sociales en la vida cotidiana, El vestuario y la identidad, La influencia …

Elaboration (3) | ACLSPC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum