Elaboration (2) ACLSPC134
using a picture or digital dictionary to find the meanings of simple words used in class, and comparing English and Spanish versions of each word
Elaboration (2) | ACLSPC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU140
comparing features of similar texts in Spanish and English, for example, greeting cards, interactive games or tuckshop menus
Elaboration (1) | ACLSPU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU141
noticing differences in the ways that Spanish and English speakers communicate with different people, for example, with young children or with unfamiliar adults
Elaboration (2) | ACLSPU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC154
identifying features of observed interactions between Spanish and English speakers in specific contexts such as the classroom, the home or the shops, noticing similarities and differences
Elaboration | ACLSPC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU158
comparing features of simple spoken and written texts in Spanish, such as phone calls or cartoons, with similar texts in English
Elaboration | ACLSPU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU160
identifying Spanish words and aspects of lifestyle absorbed into English (‘fiesta’, ‘rumba’, ‘tapas’), and considering the reasons for the adoption of particular words or expressions
Elaboration (2) | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC171
composing menus or programs for Spanish-themed events, with key items/information in Spanish and explanatory footnotes/glossaries in English
Elaboration (2) | ACLSPC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC189
producing public texts such as signs and posters in both Spanish and English, and commenting on the process of working in both languages
Elaboration (3) | ACLSPC189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC009
creating bilingual resources for their own use in the classroom, such as word banks, personal Spanish–English dictionaries, and glossaries to explain common idioms
Elaboration (1) | ACLSPC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC027
performing a virtual guided tour for intending exchange students, including dramatisations of potential miscommunication between Spanish and English speakers
Elaboration (3) | ACLSPC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU143
identifying languages used by classmates, for example, by creating a class profile or language map with greetings in each language
Elaboration | ACLSPU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU194
noticing the different conventions that shape texts, for example, the use of descriptive language in travel brochures, emotive language in advertisements, or argument in debates
Elaboration (1) | ACLSPU194 | Content Descriptions | Years 9 and 10 | 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
ACLSPU126
Notice some differences and similarities in cultural practices between Spanish speakers and Australian-English speakers[Key concepts: behaviours, cultural similarities and differences; Key processes: noticing, asking questions, making connections]
Elaborations ScOT Terms
ACLSPU126 | Content Descriptions | Foundation to Year 2 | 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
ACLSPC188
Translate both Spanish and English texts, and discuss cultural and other dimensions of the process[Key concepts: culture, text, context; Key processes: evaluating, translating, comparing]
Elaborations ScOT Terms
ACLSPC188 | Content Descriptions | Years 9 and 10 | 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
ACLSPC026
Translate texts from Spanish into English and vice versa, noticing and explaining words or expressions that are culturally specific and difficult to translate[Key concepts: equivalence, representation; Key processes: translating, interpreting, comparing, …
Elaborations ScOT Terms
ACLSPC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC008
translating short texts such as public signs or community notices from Spanish to English and vice versa, identifying problems encountered and noticing similarities and differences in how the messages are formed, for example, the Spanish use of infinitive …
Elaboration | ACLSPC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU126
noticing expressions and terms in Australian English that reflect Australian lifestyles and cultures, such as terms associated with food, the land, sports and leisure activities, for example, ‘backyard’ or ‘footy’
Elaboration (2) | ACLSPU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum