Elaboration ACLSPC151

producing songs, raps, short scripted plays or video clips based on modelled examples of these genres to perform to younger children who are learning Spanish

Elaboration | ACLSPC151 | Content Descriptions | Years 5 and 6 | 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

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

Elaboration (11) ACLSPU157

using comparatives based on models, for example, tan grande como …, más caro que …, menos frío que…Australia es más grande que Europa

Elaboration (11) | ACLSPU157 | 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) ACLSPC155

monitoring their development as a learner and user of Spanish, for example, through recording progress in learning logs, blogs or journals

Elaboration (1) | ACLSPC155 | 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]

Elaborations ScOT Terms

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

ACLSPC155

Discuss how it feels to interact in a different language, what they understand by ‘identity’, and whether learning Spanish has any effect on their sense of self[Key concept: intracultural understanding; Key processes: identifying, describing]

Elaborations ScOT Terms

ACLSPC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC147

interacting in small groups to complete learning activities by asking questions or making suggestions, for example, ¿Qué significa…? Podemos hacer…

Elaboration | ACLSPC147 | 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

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 (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 (6) ACLSPU156

understanding that accents in written Spanish indicate where the stress falls on a word, for example, mi mamá está en la fiesta and learning to insert these into their own work electronically

Elaboration (6) | ACLSPU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum