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
ACLSPC110
Participate in guided group activities and simple transactions such as games, performances, songs and rhymes, using modelled repetitive language[Key concepts: play, action, exchange; Key processes: participating, performing, turn-taking]
Elaborations ScOT Terms
ACLSPC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC112
Locate specific words and expressions in simple print, spoken and digital texts such as charts, lists, songs, rhymes and stories, and use information to complete guided spoken and written tasks[Key concepts: literacy, numeracy; Key processes: locating, …
Elaborations ScOT Terms
ACLSPC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC115
Create and perform simple imaginative texts that involve repetitive language, experimenting with sound patterns, rhymes and non-verbal forms of expression[Key concepts: rhythm, expression, performance; Key processes: chanting, drawing, singing, danci …
Elaborations ScOT Terms
ACLSPC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC118
Recognise what aspects of songs, stories, rhymes and pictures from Spanish-speaking cultures may look or feel similar or different to own language(s) and culture(s)[Key concepts: language, culture, difference; Key processes: noticing, comparing]
Elaborations ScOT Terms
ACLSPC118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU122
Understand that language is organised as ‘text’ and recognise features of familiar texts such as charts, labels, rhymes and stories[Key concepts: text, meaning, structure; Key processes: recognising, identifying]
Elaborations ScOT Terms
ACLSPU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC112
listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
Elaboration | ACLSPC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC114
reciting and performing chants and rhymes, for example, ‘El Renacuajo Paseador’ and ‘El lagarto y la lagarta’, adding gestures such as clapping or dancing to support rhythm and expression
Elaboration | ACLSPC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
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) | ACLSPC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC114
making simple statements in response to favourite characters in stories, rhymes or songs, for example, el lobo es feroz, el osito está triste, ¡Qué divertido!
Elaboration (3) | ACLSPC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC115
performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning
Elaboration | ACLSPC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC115
creating a new version of well-known stories, songs or rhymes such as Tengo, tengo, tengo by substituting words, phrases and expressions
Elaboration (2) | ACLSPC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU122
observing typical features of familiar types of texts such as stories, greeting cards and nursery rhymes, for example, the use of the story-starter Érase una vez…
Elaboration (1) | ACLSPU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC133
experimenting with sounds, pronunciation and vocabulary to create alternative versions of familiar songs or rhymes learnt in class, for example, ‘La vaca loca’, ‘La serpiente de tierra caliente’
Elaboration (4) | ACLSPC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum