Elaboration (3) ACLSPC155

exploring the idea of stereotypes associated with languages and identities, discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication

Elaboration (3) | ACLSPC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU160

understanding that Spanish shares a history and many similar words with other languages for example, English, French, Italian, Portuguese, Tagalog/Filipino and Rumanian

Elaboration (3) | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC191

reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including Spanish), and tracking changes over time

Elaboration | ACLSPC191 | Content Descriptions | Years 9 and 10 | Years F–10 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

ACLSPU160

Understand that the Spanish language constantly changes due to contact with other languages and the impact of new technologies[Key concepts: language contact, digital media; Key processes: observing, identifying, classifying]

Elaborations ScOT Terms

ACLSPU160 | Content Descriptions | Years 5 and 6 | 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

ACLSPU015

Understand that Spanish, like all languages, is used in different ways according to roles, relationships and social and cultural contexts[Key concepts: register, status, variation; Key processes: noticing, analysing, explaining]

Elaborations ScOT Terms

ACLSPU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPU035

Understand how language diversity reflects local and global variations in social and cultural histories[Key concepts: regional variation, indigenous languages, power, symbolism; Key processes: exploring issues, identifying, analysing, comparing]

Elaborations ScOT Terms

ACLSPU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU142

discovering English and Australian Aboriginal language words used by Spanish speakers (shopping, tiquet, básquetbol, el eucalipto and canguro, bumerán), and considering the context of their use

Elaboration | ACLSPU142 | Content Descriptions | Years 3 and 4 | 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

Elaboration ACLSPC136

using Spanish expressions that convey politeness and respect (por favor... gracias, puedo), and comparing how they feel when using them compared to using equivalent expressions in English or other languages

Elaboration | ACLSPC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC173

mapping own linguistic and cultural profile, for example, by creating a chart, timeline or web profile to highlight formative elements and influences, such as family languages, key relationships and intercultural experiences

Elaboration | ACLSPC173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU016

recognising the influence of Spanish on English and other languages by identifying loan words such as ‘patio’, ‘tango’, ‘taco’, ‘chocolate’, ‘tomato’, ‘guacamole’ and ‘siesta’, noting how they are pronounced by English speakers and considering the types …

Elaboration (3) | ACLSPU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPU016

collecting examples of Spanish word borrowings from other languages, for example, fútbol, shopping, básquetbol and canguro, chófer, pizza, chau

Elaboration (4) | ACLSPU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPC029

critically examining the impact of cultural stereotypes and expectations in relation to cultural identity and intercultural communication, for example, by reflecting on changes in perceptions of or attitudes towards other languages and cultures as a result …

Elaboration (4) | ACLSPC029 | Content Descriptions | 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

ACLSPU177

Examine how elements of communication, including gestures, facial expressions and use of silence, vary according to context, situation and relationships across languages and cultures[Key concepts: body language, personal space, status; Key processes: …

Elaborations ScOT Terms

ACLSPU177 | Content Descriptions | Years 7 and 8 | 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

Elaboration (1) ACLSPU126

noticing similarities and differences between naming systems across languages and cultures represented in the classroom, for example, the use of diminutives, nicknames, surnames and ways of referring to family members (Juancito, Paquito; Nacho, Paco; …

Elaboration (1) | ACLSPU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum