Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "multimodal texts" returned 23 result(s)
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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 ACLSPC149

presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world, such as las Fallas, el Día de los Muertos, carnavales in Bolivia, candombe in Uruguay, romerías, procesiones religiosas and el camino …

Elaboration | ACLSPC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU158

comparing features of simple spoken and written texts in Spanish, such as phone calls or cartoons, with similar texts in English

Elaboration | ACLSPU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 5 and 6

By the end of Year 6, students use written and spoken Spanish for classroom interactions, to carry out transactions and to share information about personal interests, relate experiences and express feelings. They use modelled sentence structures …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC150

discussing key messages and cultural elements in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character

Elaboration (3) | 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

ACLSPC148

Listen to, view and read texts in order to identify aspects of life in Spanish-speaking contexts and communities[Key concepts: lifestyle, diversity; Key processes: collating, connecting, comparing]

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

ACLSPC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC151

Produce a variety of texts such as scripted performances, raps and digital stories using imaginary characters, places, ideas and events[Key concepts: imagination, drama; Key processes: performing, representing]

literacy information-communication critical-creative personal-social Elaborations ScOT Terms

ACLSPC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC153

Create own bilingual texts and learning resources, such as displays, posters, word banks and glossaries for the classroom/school environment[Key concepts: translation, explanation; Key processes: identifying, selecting, modifying]

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

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

ACLSPU158

Identify how different Spanish texts such as comics, cartoons, magazines or emails use language in ways that create different effects[Key concepts: genre, structure, audience; Key processes: noticing, explaining]

literacy information-communication critical-creative Elaborations ScOT Terms

ACLSPU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC150

Share and compare understandings and opinions about ideas encountered in imaginative Spanish-language texts such as works of art, fables, performances and television programs[Key concepts: plot, idea, moral; Key processes: adapting, comparing, respon …

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

ACLSPC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC152

Translate simple texts that provide comparisons between cultural aspects of meaning-making in Spanish and English and note how language cannot always be directly translated[Key concept: meaning; Key processes: translating, comparing, explaining]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

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

ACLSPU157

Understand and use grammatical elements such as tenses, pronouns, prepositions, conjunctions, adverbs and noun-adjective agreements to construct simple texts for different purposes[Key concepts: grammatical rules, patterns and irregularities; Key processes: …

literacy numeracy information-communication critical-creative Elaborations ScOT Terms

ACLSPU157 | 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 (3) ACLSPC152

translating texts such as public signs to identify differences in elements such as levels of politeness or directness, for example, No pisar el cesped, Prohibido comer y beber, Silence please

Elaboration (3) | ACLSPC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC153

composing bilingual texts such as posters for class or school assembly performances, displays or events, for example, Día del pelo loco; cuida tu planeta

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

Elaboration (3) ACLSPC153

creating bilingual texts for specific audiences, for example, songs, a Big Book or board game for younger learners of Spanish, or instructions for an online event/game that involves both English- and Spanish-speaking participants

Elaboration (3) | ACLSPC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU158

recognising grammatical elements associated with particular texts, for example, the use of imperatives in games (tira el dado) and time markers in stories (primero, después, de pronto…)

Elaboration (3) | ACLSPU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC148

reading, viewing and listening to texts such as websites, books, recorded interviews, video clips and magazine articles, extracting key points relating to aspects of life in Spanish-speaking communities, such as housing, urban and rural lifestyles, and …

Elaboration | ACLSPC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC150

recording and/or illustrating key characters, events and ideas encountered in different types of imaginative texts, for example, by responding to questions such as ¿Qué es…? ¿Por qué…? ¿Cuál es la moraleja? and ¿Qué sientes cuando…? or by creating st …

Elaboration | ACLSPC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

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