Curriculum Types

Curriculum Elements Types

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Cross Curriculum Priorities
Your search for "people" returned 8 result(s)
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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

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

ACLSPC173

Identify significant people, places, events and influences in own and others’ lives and explain why they are important to their sense of identity[Key concepts: biography, community; Key processes: analysing, reflecting]

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

ACLSPC173 | 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 (3) ACLSPC166

researching young people’s lifestyles across Spanish-speaking cultures and contexts, comparing information from different cultural contexts to identify factors such as geography, climate, and social and community environment

Elaboration (3) | ACLSPC166 | 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) ACLSPU175

using adjectives to describe and compare people and some aspects of the environment, for example, mi tía es generosa, los Andes son inmensos

Elaboration (2) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU180

identifying how ways of communicating in Spanish and English differ and how people outside each culture may understand these differently, for example, attitudes to time reflected in language and social interactions; expressing thanks or appreciation more …

Elaboration | ACLSPU180 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

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