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
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 (2) ACLSPC146
participating in real or imagined transactions that involve requesting information, considering options, buying and selling, for example, ¿Cuánto cuesta? ¿Qué colores tienen? ¿Tienen descuento? ¡Qué caro! ¡Qué chollo!
Elaboration (2) | ACLSPC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC147
checking on own and/or others` progress during learning tasks, using comments and questions such as ¿Está bien así? ¿Ya terminaste? Terminé/No he acabado. Necesito más tiempo
Elaboration (2) | ACLSPC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC148
working with simple informative texts such as advertisements, video clips or features in teen magazines to collate and share impressions of young people’s lifestyles in different Spanish-speaking communities and contexts
Elaboration (2) | ACLSPC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
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 (2) | ACLSPC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC150
adapting a creative text, for example, by resequencing events, adding a new element, changing the location or creating an alternative ending
Elaboration (2) | ACLSPC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC151
creating, performing and recording/filming own texts such as a commercial for a new product, a photo story, a cartoon, or a poster for an imagined event
Elaboration (2) | ACLSPC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC152
interpreting words and expressions encountered in simple texts such as greeting cards, menus or story titles that do not translate easily into English and that reflect aspects of culture from the Spanish-speaking world, for example, Feliz día de tu Santo, …
Elaboration (2) | 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 (2) ACLSPC154
reflecting on instances when interactions in Spanish have felt challenging or awkward, and explaining why this might have been the case
Elaboration (2) | ACLSPC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC155
discussing whether learning and using Spanish affects their sense of identity in or out of the classroom, making reference to experiences such as eating in restaurants, playing games or communicating with Spanish speakers
Elaboration (2) | ACLSPC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU156
reproducing Spanish sounds such as d/t, ce/ci, ga/gi, gue and gui
Elaboration (2) | ACLSPU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU157
using the conditional mode as a formulaic expression, for example, Me gustaría ser pintor, No me gustaría vivir en una isla pequeña
Elaboration (2) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU158
identifying the purpose, context and intended audience of a range of familiar text types such as phone messages, sports reports or takeaway food orders
Elaboration (2) | ACLSPU158 | 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 (2) ACLSPU160
identifying Spanish words and aspects of lifestyle absorbed into English (‘fiesta’, ‘rumba’, ‘tapas’), and considering the reasons for the adoption of particular words or expressions
Elaboration (2) | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU161
comparing regional variations in vocabulary for example, ‘baby’ is guagua in Chile but bebé in most other Spanish-speaking countries; ‘cake’ is pastel in some countries, and tarta or torta in others
Elaboration (2) | ACLSPU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU162
noticing similarities and differences between own ways of communicating and aspects observed in interactions between young Spanish speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversation …
Elaboration (2) | ACLSPU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU156
understanding the function of accents and learning to insert these into their own work electronically
Elaboration (5) | ACLSPU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum