Foundation to Year 2 Spanish

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Years 3 and 4 Spanish

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups, including the Spanish class. They are further developing literacy capabilities in English, such as writing …

Years 3 and 4 | Years F–10 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

Years 9 and 10 Spanish

The nature of the learners At this level, students bring to their learning existing knowledge of the Spanish language and the cultures of Spanish speakers and a range of learning strategies. They are increasingly aware …

Years 9 and 10 | Years F–10 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

Achievement Standard Spanish Foundation to Year 2

By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 3 and 4

By the end of Year 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 5 and 6

By the end of Year 6, students use written and spoken Spanish for classroom interactions, to carry out transactions and to share information about personal interests, relate experiences and express feelings. They use modelled sentence structures …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 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

ACLSPC110

Participate in guided group activities and simple transactions such as games, performances, songs and rhymes, using modelled repetitive language[Key concepts: play, action, exchange; Key processes: participating, performing, turn-taking]

Elaborations ScOT Terms

ACLSPC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC111

Recognise and respond to classroom interactions such as opening and closing of lessons, transition activities, answering simple questions and following classroom instructions[Key concepts: routines, roles; Key processes: following instructions, respo …

Elaborations ScOT Terms

ACLSPC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC113

Present factual information about self, family, friends and everyday objects using simple statements and support materials[Key concepts: self, family, favourite; Key processes: naming, labelling, showing]

Elaborations ScOT Terms

ACLSPC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC116

Translate frequently used words and simple phrases using visual cues and resources such as word lists[Key concepts: similarity, difference; Key processes: identifying, noticing]

Elaborations ScOT Terms

ACLSPC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC117

Create simple print or digital texts that use both Spanish and English, such as labels, captions, wall charts and picture dictionaries[Key concept: equivalence; Key processes: labelling, captioning]

Elaborations ScOT Terms

ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU120

Recognise and reproduce the sounds and rhythms of simple spoken Spanish, noticing how they are produced and how they are represented in writing[Key concepts: phonic awareness, pronunciation; Key processes: reading aloud, listening, mimicking]

Elaborations ScOT Terms

ACLSPU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC131

Present information about personal or shared interests or experiences, using simple descriptive language and supporting resources such as tables, lists and images[Key concepts: experience, representation, culture; Key processes: describing, presentin …

Elaborations ScOT Terms

ACLSPC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC132

Read, view and listen to stories, children’s television programs and songs and make simple statements about characters, themes and reactions[Key concepts: character, plot; Key processes: comparing, responding, experimenting]

Elaborations ScOT Terms

ACLSPC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC134

Compare and explain simple texts or expressions in both Spanish and English, such as street signs, advertisements, sayings and greetings[Key concepts: gist, meaning; Key processes: matching, translating, comparing]

Elaborations ScOT Terms

ACLSPC134 | 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

ACLSPC008

Translate and compare simple texts such as public signs, menus and advertisements in Spanish and English, noticing that it is not always possible to translate word for word[Key concepts: equivalence, meaning; Key processes: translating, interpreting, …

Elaborations ScOT Terms

ACLSPC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum