Elaboration (3) ACLSPC008

identifying cognates in Spanish texts that can be used to predict meaning (alto, stop, chocolate, patata), and considering reasons for the similarities

Elaboration (3) | ACLSPC008 | Content Descriptions | Years 7 and 8 | 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) ACLSPU013

observing gender in patterns of naming, for example, Julio/Julia, Ramón/Ramona, José María/María José

Elaboration (2) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (16) ACLSPU013

seeking information using interrogatives, for example, ¿qué ...?, ¿cómo ...?, ¿cuándo ...?, ¿quién ...?, ¿dónde ...? ¿cuántos/as ...?, ¿por qué ...?

Elaboration (16) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (20) ACLSPU013

linking ideas using cohesive devices such as conjunctions, for example, y (e), o(u), pero, porque

Elaboration (20) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU016

identifying influences from other languages and cultures in contemporary Spanish, for example, tuitear, globalización, MP3, chatear, bloguear, cliquear

Elaboration (1) | ACLSPU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (5) ACLSPU017

recognising differences between standard varieties of Spanish and varying degrees of language blending and influence, for example, Spanglish

Elaboration (5) | ACLSPU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU031

noticing the differences in meaning when the adjective precedes the noun, for example, un pobre hombre/un hombre pobre

Elaboration (3) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (12) ACLSPU031

expressing agreement, disagreement and opinions using adverbs and expressions such as Yo también ...., yo tampoco ..., a mí sí ..., a mí no ...

Elaboration (12) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (16) ACLSPU031

expanding the use of prepositions such as por, para, con, sin, contra, hacia to provide more detail or information

Elaboration (16) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLARU183

Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making[Key concepts: register, grammatical systems, meaning; Key processes: …

Elaborations ScOT Terms

ACLARU183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLASFU050

Understand that the starting point of a clause gives prominence to the message, that clauses can be linked equally or unequally with conjunctions and connectives, and that signers can show as well as tell about an event to provide more detail[Key concepts: …

Elaborations ScOT Terms

ACLASFU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU068

Understand that utterances in Auslan can consist of a mix of gestural and signed components, and that non-manual features are often used to link clauses into equal or unequal relationships[Key concepts: clause types, sign order, conjunctions; Key processes: …

Elaborations ScOT Terms

ACLASFU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU230

Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to join clauses[Key concepts: sign class, noun and verb groups, conjunctions, clauses, sign order; Key processes: recognising, observing, …

Elaborations ScOT Terms

ACLASFU230 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLFWU015

Understand and use a developing vocabulary including topical and classificatory language, recognising the function of different word types in the language[Key concepts: word function, word order, patterns, rules; Key processes: identifying, recognising, …

Elaborations ScOT Terms

ACLFWU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU036

Compare and use the patterns of speech sounds, intonation and rhythm in the language and learn the written forms of these and associated conventions[Key concepts: sound system, writing system, intonation, rhythm, sound–symbol correspondence, punctuation, …

Elaborations ScOT Terms

ACLFWU036 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFRU031

Notice and apply elements of French grammar such as word order, gender and singular/plural forms, adverbs, pronouns and prepositions in simple spoken and written texts[Key concepts: sentence, gender, number; Key processes: recognising, applying, nami …

Elaborations ScOT Terms

ACLFRU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU103

Understand and use elements of the French grammatical system, including word order, gender and number variation, and present and compound forms of regular and some irregular verbs[Key concepts: grammar, gender, number; Key processes: noticing, applying, …

Elaborations ScOT Terms

ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLGEU115

Understand some first elements of German grammar, such as simple verb forms, definite articles and pronouns, to identify and describe people and objects in the family and school domains[Key concepts: word order, connections, gender; Key processes: noticing …

Elaborations ScOT Terms

ACLGEU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLHIU049

Consolidate knowledge of grammatical elements such as distinctions between active and passive voice, the form and function of tenses, markers of cohesion such as conjunctions and adverbs, verb moods and number and gender distinctions[Key concepts: word …

Elaborations ScOT Terms

ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum