Curriculum Types

Curriculum Elements Types

General Capabilities
Your search for "friends" returned 8 result(s)
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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, …

literacy numeracy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLSPC145 | Content Descriptions | 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 (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

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