Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "multimodal texts" returned 24 result(s)
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Years 7 and 8 Spanish

The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Spanish, bringing with them an established capability to interact in different situations, to engage with a variety of …

Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 7 and 8

By the end of Year 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC166

summarising key points in different types of informative texts, deducing the meaning of unknown words and expressions, and noticing and explaining cultural references

Elaboration (2) | ACLSPC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC168

responding to different expressions of humour in texts from Spanish-speaking communities and comparing these to Australian expressions of humour

Elaboration (3) | ACLSPC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC169

creating and performing own texts that reflect perceived cultural behaviours associated with a Spanish-speaking community

Elaboration (1) | ACLSPC169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC166

Analyse and summarise key ideas and information from a variety of texts on a range of topics[Key concepts: data, event; Key processes: researching, analysing, summarising]

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

ACLSPC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC168

Respond to a variety of imaginative texts by expressing opinions and comparing the ways in which people, places and experiences are represented[Key concepts: fact, fiction, humour; Key processes: comparing, responding, expressing]

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

ACLSPC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC169

Create texts about imagined characters, contexts and experiences to engage and entertain others[Key concepts: amusement, entertainment; Key processes: describing, expressing feelings, entertaining]

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

ACLSPC169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC170

Translate and interpret a range of texts, compare own version with others’ and discuss reasons for any variations[Key concepts: equivalence, culture; Key processes: translating, interpreting, comparing]

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

ACLSPC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC171

Produce short bilingual texts such as digital stories, comics and blogs, and discuss how language reflects culture[Key concept: interpretation; Key processes: comparing, explaining, experimenting]

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

ACLSPC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU176

Analyse the structure and organisation of a range of texts, particularly those related to social and informative media, for example, blogs, advertisements and text messages[Key concepts: register, comparison; Key process: analysing]

literacy information-communication critical-creative Elaborations ScOT Terms

ACLSPU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC171

producing bilingual community texts such as posters or advertisements in print or multimedia format, for example, to promote a concert or an interview with a celebrity for a teen radio station

Elaboration (1) | ACLSPC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU176

experimenting with language appropriate to particular types of texts, such as descriptive language in documentaries, reflective language in diary and journal entries, and persuasive language in advertisements

Elaboration (1) | ACLSPU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU175

Understand and control grammatical structures such as different forms of the past tense, regular and irregular verbs, interrogative and imperative moods, and conjunctions in a range of familiar types of texts[Key concepts: parts of speech, tense, mood; …

literacy critical-creative Elaborations ScOT Terms

ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC166

engaging with texts such as magazine articles, interviews and websites to gather and represent facts about events or people, for example, using a timeline to sequence historical events or creating a profile of a famous Spanish-speaking person

Elaboration | ACLSPC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC168

exchanging and comparing personal preferences in relation to characters, attitudes and events encountered in imaginative texts, for example, Prefiero el robot femenino… No estoy de acuerdo con…

Elaboration (1) | ACLSPC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC169

creating imaginative texts to entertain younger audiences, such as audio or digital Big Books, puppet plays, cartoons or short video clips, selecting appropriate language, rhythms and images to enrich the visual or aural experience

Elaboration (2) | ACLSPC169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC172

noticing the impact of own assumptions when engaging with Spanish-language texts and experiences, and considering what assumptions Spanish speakers might hold about Australian people and associated cultural behaviours

Elaboration (3) | ACLSPC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC168

comparing how key messages and beliefs are communicated across cultures through the creative arts, for example, in Australian texts such as creation and Dreaming stories, and in texts from Spanish-speaking communities, such as fables, myths and legends …

aboriginal-torres

Elaboration (2) | ACLSPC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPC166

comparing details from a range of texts on topics such as education or cultural occasions and ceremonies across the Spanish-speaking world, identifying culture-specific terms and representations, for example, año 8 or primero de básico

Elaboration (4) | ACLSPC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

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