ACLSPU161
Recognise that the Spanish language has different forms, roles and functions in different contexts and communities[Key concepts: diversity, language origins; Key processes: mapping, comparing, discussing]
Elaborations ScOT Terms
ACLSPU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC165
Engage in class activities and discussions through asking and responding to open-ended questions, and expressing or rejecting points of view[Key concepts: values, negotiation, classroom culture; Key processes: inviting, eliciting, explaining]
Elaborations ScOT Terms
ACLSPC165 | 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]
Elaborations ScOT Terms
ACLSPU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU179
Investigate the nature and extent of Spanish language use in both Australian and global contexts[Key concepts: community, arts, cuisine; Key processes: researching, analysing, classifying]
Elaborations ScOT Terms
ACLSPU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC183
Engage in class discussions and debates, justifying opinions, evaluating perspectives and reflecting on own language learning[Key concepts: perspectives, standpoint, representation; Key processes: debating, persuading, justifying, explaining]
Elaborations ScOT Terms
ACLSPC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU197
Investigate the variety of languages used in different communities in the Spanish-speaking world, for example, Mapudungun, Basque/Euskera and Náhuatl[Key concepts: diversity, status, recognition; Key processes: researching, analysing, discussing]
Elaborations ScOT Terms
ACLSPU197 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC003
Participate in classroom routines and interactions by following instructions, asking and answering questions and expressing opinions[Key concepts: roles, routines; Key processes: questioning, interacting]
Elaborations ScOT Terms
ACLSPC003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
ACLSPU014
Recognise and describe features of familiar types of texts, and notice how these contribute to the making of meaning[Key concepts: text conventions, genre; Key processes: noticing, analysing, comparing]
Elaborations ScOT Terms
ACLSPU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
ACLSPU017
Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia[Key concepts: diversity, regional variation, accents, global language; Key processes: mapping, comparing, …
Elaborations ScOT Terms
ACLSPU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
ACLSPC021
Plan and evaluate collaborative activities and tasks that involve expressing and comparing opinions[Key concepts: community, responsibility; Key processes: expressing, representing, discussing]
Elaborations ScOT Terms
ACLSPC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
ACLTUC002
Participate in guided activities such as songs, games, tasks and transactions, using movement, gestures, pictures and concrete materials to support meaning-making[Key concepts: play, performance, action learning; Key processes: participating, playing, …
Elaborations ScOT Terms
ACLTUC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC003
Recognise and respond to familiar classroom routines, such as the opening and closing of lessons, transition activities, following instructions and taking turns[Key concepts: routines, directions, interactions; Key processes: responding, requesting, …
Elaborations ScOT Terms
ACLTUC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC004
Locate key phrases and points of information in simple texts such as messages, announcements, charts, lists or illustrated reference materials, and use the information to complete guided oral and written tasks[Key concepts: information, meaning, context; …
Elaborations ScOT Terms
ACLTUC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC011
Identify themselves as members of different groups, including their family, community and school, using simple statements, gestures and support materials[Key concepts: self, family, community, communication; Key processes: identifying, describing]
Elaborations ScOT Terms
ACLTUC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC018
Participate in conversations about themselves and others, everyday routines and events at school and in their local communities[Key concepts: self, experience, community; Key processes: interacting, responding, comparing]
Elaborations ScOT Terms
ACLTUC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC019
Participate in shared learning experiences and transactions, such as science experiments, cooking or craft activities, creating displays or swapping items[Key concepts: collaboration, learning experiences, transactions; Key processes: negotiating, creating, …
Elaborations ScOT Terms
ACLTUC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC023
Engage with imaginative texts such as stories, puppet shows, songs or dance, identifying favourite elements and acting out key events or interactions[Key concepts: imagination, expression, response; Key processes: responding, interpreting; Key text types: …
Elaborations ScOT Terms
ACLTUC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC025
Identify common spoken Turkish expressions, words or gestures that translate/do not translate readily into English and words that are used in both languages[Key concepts: equivalence, translation; Key processes: comparing, translating, explaining]
Elaborations ScOT Terms
ACLTUC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC026
Create simple bilingual texts such as signs, notices or captions for displays for the classroom and wider school community[Key concepts: meaning, bilingualism; Key processes: selecting, considering, creating]
Elaborations ScOT Terms
ACLTUC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC028
Explore their individual and group sense of identity and how this is expressed through the different languages they use[Key concepts: identity, self, community, membership; Key processes: reflecting, comparing, explaining]
Elaborations ScOT Terms
ACLTUC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum