ACLSPC135
Create bilingual texts such as action games, songs, stories or photo captions, and identify and discuss aspects of culture represented in the texts[Key concepts: similarities, differences; Key processes: comparing, explaining]
Elaborations ScOT Terms
ACLSPC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC136
Interact in Spanish using simple phrases and expressions, recognising how language reflects cultural practices[Key concepts: communication, difference, respect; Key processes: noticing, comparing, reflecting]
Elaborations ScOT Terms
ACLSPC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC137
Explore own sense of identity, for example, by discussing membership of groups such as a club, a country or a language-speaking community, and how these elements of identity are reflected in language use[Key concepts: belonging, membership; Key processes: …
Elaborations ScOT Terms
ACLSPC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU138
Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements[Key concepts: intonation, spelling, accent; Key processes: discriminating sounds, recognising words]
Elaborations ScOT Terms
ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU139
Notice and apply elements of Spanish grammar such as gender, singular/plural forms, adjectives, adverbs, verb forms, pronouns and prepositions in simple spoken, written and digital texts[Key concepts: grammatical rules, patterns of language, gender; Key …
Elaborations ScOT Terms
ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU140
Recognise that texts such as stories, emails and dialogues have particular characteristic features, and notice similarities and differences between some Spanish and English versions[Key concepts: language features, structure; Key processes: observing, …
Elaborations ScOT Terms
ACLSPU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU141
Understand that language use varies according to the age and relationship of participants[Key concepts: register, status; Key processes: observing, explaining]
Elaborations ScOT Terms
ACLSPU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU142
Recognise that languages change with use over time and according to context[Key concepts: influence, change, exchange; Key processes: identifying, classifying, comparing]
Elaborations ScOT Terms
ACLSPU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU143
Identify the variety of languages represented in the school, local community and general Australian population[Key concepts: community, diversity; Key processes: mapping, grouping]
Elaborations ScOT Terms
ACLSPU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU144
Discuss examples of ways in which the cultures of Spanish speakers influence everyday interactions such as expressions of respect and affection[Key concepts: culture as process and practice, values; Key processes: noticing, comparing, connecting]
Elaborations ScOT Terms
ACLSPU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC145
Interact using descriptive and expressive language to share interests, special celebrations and leisure activities, and to express feelings, state preferences and give opinions[Key concepts: friendship, leisure, interests; Key processes: expressing, sharing, …
Elaborations ScOT Terms
ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC146
Collaborate with peers to plan and conduct different elements of shared tasks, transactions or activities[Key concept: cooperation; Key processes: planning, participating, making, transacting]
Elaborations ScOT Terms
ACLSPC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC147
Interact in class activities and routines by asking and responding to questions, asking for clarification and making suggestions[Key concepts: routine, responsibility; Key processes: participating, sharing, taking turns]
Elaborations ScOT Terms
ACLSPC147 | 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]
Elaborations ScOT Terms
ACLSPC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC149
Present information about aspects of language and culture in the Spanish-speaking world for specific audiences, using diagrams, charts, timelines and guided reports[Key concepts: lifestyle, people, places; Key processes: organising, informing]
Elaborations ScOT Terms
ACLSPC149 | 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 …
Elaborations ScOT Terms
ACLSPC150 | 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]
Elaborations ScOT Terms
ACLSPC151 | 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]
Elaborations ScOT Terms
ACLSPC152 | 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
ACLSPC154
Compare ways of communicating in particular Australian and Spanish-speaking contexts[Key concepts: diversity, reaction; Key processes: observing, considering, reflecting,]
Elaborations ScOT Terms
ACLSPC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum