Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "personal, cultural," returned 33 result(s)
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Elaboration (3) ACLSPC022

researching and classifying social, historical and cultural aspects of Spanish-speaking communities by gathering information from a range of sources, including personal commentaries by Spanish-speaking peers and adults

Elaboration (3) | ACLSPC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Years 9 and 10 Spanish

The nature of the learners Students have prior experience of learning Spanish and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Years 7 and 8 Spanish

The nature of the learners Students are beginning their study of Spanish and typically have had little prior exposure to the language and associated cultures of the Spanish-speaking world. Many will have learnt an additional language in primary school, …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 9 and 10

By the end of Year 10, students interact in written and spoken Spanish to communicate about personal experiences, relationships and aspirations, and broader local and global issues such as the environment, social media and tourism, including issues …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 7 and 8

By the end of Year 8, students share information about their personal worlds, including personal details, family, friends, leisure activities, likes and dislikes, for example, Hola amigo, ¿Cómo estás? Me gusta tocar la guitarra, No me gusta comer …

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

Elaboration (1) ACLSPC005

presenting information in spoken, written and digital forms on significant events in their personal worlds, such as family celebrations or travel, school excursions or competitions

Elaboration (1) | ACLSPC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC009

creating bilingual resources for their own use in the classroom, such as word banks, personal Spanish–English dictionaries, and glossaries to explain common idioms

Elaboration (1) | ACLSPC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU035

considering how the process of moving between standard/national languages and regional languages such as Catalan or Basque reflects personal, social and political histories

Elaboration (3) | ACLSPU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPC029

critically examining the impact of cultural stereotypes and expectations in relation to cultural identity and intercultural communication, for example, by reflecting on changes in perceptions of or attitudes towards other languages and cultures as a result …

Elaboration (4) | ACLSPC029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU036

developing language for thinking and talking about cultural representation and expression, for example, terms such as ‘perspectives’, ‘values’, ‘images’, ‘stereotypes’, ‘inclusions’ and ‘exclusions’

Elaboration (3) | ACLSPU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPU018

Recognise the interconnected relationship between language and culture[Key concepts: interdependence, perspectives, cultural practices; Key processes: analysing, making connections, explaining]

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

ACLSPU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC010

developing language for describing personal reactions to intercultural experience, for example, No me gusta, estoy sorprendido de ver, me encanta, es maleducado, es cortés

Elaboration (3) | ACLSPC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU014

comparing English and Spanish versions of familiar types of texts, noting similarities and differences in language features and text structure, for example, ways of opening and closing formal or personal letters

Elaboration | ACLSPU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC023

presenting a personal or shared perspective on topics such as fashion, music, cinema or social media, using formats such as displays, online posts or oral presentations to provide critical or explanatory commentary

Elaboration (2) | ACLSPC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC010

exploring Spanish language features that reflect and embody cultural values and practices, for example, regional differences in naming conventions, such as the use of apellidos

Elaboration | ACLSPC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC029

composing a ‘cultural ID profile’ to share online with Spanish-speaking friends, making decisions about what points of information will be of most interest

Elaboration (2) | ACLSPC029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPU015

Understand that Spanish, like all languages, is used in different ways according to roles, relationships and social and cultural contexts[Key concepts: register, status, variation; Key processes: noticing, analysing, explaining]

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

ACLSPU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPU035

Understand how language diversity reflects local and global variations in social and cultural histories[Key concepts: regional variation, indigenous languages, power, symbolism; Key processes: exploring issues, identifying, analysing, comparing]

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

ACLSPU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPU036

Understand the role of language and culture in shaping cultural identity and consider how learning a second language encourages a broadening of perspectives[Key concepts: culture, meaning, change; Key processes: reflecting, analysing]

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

ACLSPU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPC019

discussing personal views on topics such as acoso escolar, ideal de belleza and música, using expressions such as de ninguna manera...claro que sí... to link and elaborate ideas

Elaboration (4) | ACLSPC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

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