Search

Elaboration (2) ACLMGU031

comparing Greek and English versions of familiar texts such as recipes and horoscopes, commenting on similarities and differences in text structure and cultural elements

Elaboration (2) ACLMGU032

identifying and comparing the function and power of cultural representations, such as symbols and stories, for example, flags, Greek myths and legends

Elaboration (2) ACLMGU033

discussing how changes to the Greek language reflect changes in some cultural practices and attitudes, for example, το έτοιμο φαγητό

Elaboration (2) ACLMGU034

considering how the experience of learning a new language has impacted on awareness of own communicative behaviours and how these may be interpreted by others

Elaboration (2) ACLSPC109

using simple statements to express likes and dislikes, for example, Me gusta Dora la exploradora; No me gusta la sopa; Mi color favorito es el rojo

participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, ¿Tienes un triángulo amarillo? Sí, toma. ¿Tienes …

Elaboration (2) ACLSPC111

responding to classroom instructions through actions, gestures and verbal responses such as siéntense/sentaos, silencio, escuchen/escuchad, recojan/recoged sus/vuestras cosas, formen un círculo, todos de pie, levanta la mano

Elaboration (2) ACLSPC112

participating in shared reading of print and digital texts such as Big Book stories about familiar events or contexts (Los tres cerditos, Tico tango), using pictures, intonation and contextual clues to predict meaning and identify key information

Elaboration (2) ACLSPC113

contributing to shared understanding of aspects of the Spanish-speaking world through activities such as pointing to places on a map or at pictures of foods, flora and fauna, for example, En México, la comida es picante. Guinea Ecuatorial está en Africa. …

Elaboration (2) ACLSPC114

responding to oral, print and digital imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement

Elaboration (2) ACLSPC115

creating a new version of well-known stories, songs or rhymes such as Tengo, tengo, tengo by substituting words, phrases and expressions

Elaboration (2) ACLSPC116

identifying words that look similar and have the same meaning in Spanish and English but are pronounced differently (animal, tomate, fruta, violín, guitarra, mosquito), and considering why these words are similar

Elaboration (2) ACLSPC117

creating an identity card that contains parallel personal information in Spanish and English, for example, nombre/name, apellidos/last name(s), edad/age, Mis amigos son…/My friends are…, Vivo en…/I live in…, Me gusta…/I like…

Elaboration (2) ACLSPC118

responding to teacher prompts in Spanish or English, for example, ¿Qué ves/notas? or ‘What do you notice about…?’, to capture their impressions when viewing images or stories involving children in Spanish-speaking contexts

Elaboration (2) ACLSPC119

comparing their own ways of communicating, including using any other languages with those of friends or family members who speak different languages

Elaboration (2) ACLSPU120

noticing that statements and questions have different intonations, for example, Fernando no está. ¿Fernando no está?

Elaboration (2) ACLSPU121

noticing that adjectives usually follow nouns and are used to describe the colour, size, shape or characteristics of a person, place or object, for example, la casa grande, el balón gris, la silla amarilla, un auto azul, una mesa cuadrada, una niña a …

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities