Elaboration (4) ACLSPU018
noticing cultural variations in the expression of concepts such as respect or politeness in different languages, for example, the more direct use of imperative forms in Spanish when making a request compared to less direct ways in English (Dame el libro …
Elaboration (4) | ACLSPU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC027
creating and contributing to a shared online bilingual word bank of Spanish and English colloquial and idiomatic words that are difficult to translate, for example, comadre, compadre, qué metida de pata; ‘schoolies’, ‘School of the Air’, ‘sickie’
Elaboration (2) | ACLSPC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC028
recognising differences in the nature and function of some elements of communication in Spanish compared to English, for example, the enjoyment of debate, disagreement and argument as social rather than confrontational activities, or greater directness …
Elaboration (2) | ACLSPC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU123
understanding that language use varies according to context and situation, for example, language used when interacting with peers during playground games is different to that used with teachers in class (Hola, ¿qué tal?; Buenos días señora García, ¿cómo …
Elaboration (1) | ACLSPU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU144
learning how to talk about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions that sit inside language, for example, responding to prompts such as: What does it mean when…? …
Elaboration (1) | ACLSPU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU159
finding examples of informal language used by young people in Spanish, such as shortened noun forms (la profe, la bici, la compu) or the use of emoticons, comparing with the use of similar abbreviations by young Australians (‘vegie’, ‘ta’, ‘telly’), and …
Elaboration | ACLSPU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC183
using metalanguage to discuss language and language learning and to engage in peer and self-reflection, for example, Cuando hablo español tiendo a mover las manos más… Me gusta hablar español porque siento que he empezado a entender algunos aspectos culturales …
Elaboration (3) | ACLSPC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU196
examining language used in texts such as protest songs, posters and graffiti to identify ways in which language is used for social influence and commentary, for example, “Todo cambia“ ¡No malgaste el agua!
Elaboration | ACLSPU196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU034
understanding the power of language to influence people’s actions and beliefs, such as the language of persuasion in political speeches or community appeals, for example, puede hacer su donación a la..., ofrezca tu tiempo voluntariamente despué del terremoto …
Elaboration (4) | ACLSPU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU125
understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
Elaboration | ACLSPU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC133
creating simple imaginative texts to share with younger learners of Spanish, such as digital or print storybooks, anagrams or shape poems, using modelled language and digital programs such as Vokis
Elaboration | ACLSPC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU143
discussing the nature, history and importance of Aboriginal languages and Torres Strait Islander languages in the school community and in wider Australian society, and identifying the language of the Country
Elaboration (1) | ACLSPU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC170
assisting a visiting Spanish speaker to communicate with an audience of school students and staff who have not studied Spanish, by explaining and interpreting aspects of their language and/or culture
Elaboration (3) | ACLSPC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU194
analysing different types of texts, such as television dramas or news bulletins, to demonstrate how language is used to create particular effects such as emotional impact or interest
Elaboration | ACLSPU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC002
working together to produce class reference materials such as wall charts or databases to display key vocabulary and language structures used regularly in the Spanish classroom
Elaboration | ACLSPC002 | 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) ACLSPU014
analysing features of common types of texts such as stories, emails, songs and slogans, identifying how the choice of language and structure works to achieve each text’s purpose
Elaboration (2) | ACLSPU014 | 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 (2) ACLSPC024
engaging with rhythm, intonation and imagery to create mood and meaning in own poems, songs or performances, experimenting with language, voice and gesture to create specific effects
Elaboration (2) | ACLSPC024 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU034
reflecting on the power of language in terms of their own experience, for example, by identifying comments from friends, teachers or public figures that have influenced or affected them
Elaboration (3) | ACLSPU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum