Elaboration (7) ACLSPU031
understanding the function and use of relative pronouns, for example, que, el/la/los/las que, quien/es, el/la cual, los/las cuales, donde
Elaboration (7) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC147
asking and telling the time, for example, ¿Qué hora es? Son las cinco y cuarto
Elaboration (4) | ACLSPC147 | Content Descriptions | Years 5 and 6 | 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 9 and 10
By the end of Year 10, students interact in written and spoken Spanish to communicate about personal experiences, relationships and aspirations, and broader local and global issues such as the environment, social media and tourism, including issues …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU014
identifying the intended audience, purpose and key language features of familiar types of texts such as recipes, announcements, road signs or instructions, for example, Primero, se pelan las patatas..., Señores pasajeros, el tren con destino ..., SE RUEGA …
Elaboration (3) | ACLSPU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC113
drawing aspects of daily routines (la merienda, los deportes, las tareas de la casa) and creating captions or attaching word bubbles
Elaboration (3) | ACLSPC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (9) ACLSPU157
understanding gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo, Las montañas rocosas son muy bonitas
Elaboration (9) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC163
engaging in informal conversations or more structured discussions to canvas one another’s attitudes to social and cultural issues such as La salud de los jóvenes, Las relaciones familiares
Elaboration (2) | ACLSPC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC023
researching, presenting and taking a position on questions relating to contemporary topics such as Los efectos de las redes sociales en la vida de los jóvenes
Elaboration | ACLSPC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC145
participating in online exchanges such as video blogs with sister schools to describe and compare routines, interests and activities, using language associated with time, sequence and location, for example, Llego a la escuela a las 8.30 de la mañana, …
Elaboration (1) | ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC022
analysing and comparing information obtained from different sources on topics of social and cultural interest, such as el cine latinoamericano comtemporáneo, el efecto del turismo en las tortugas de las Islas Galápagos or los refugiados en España, and …
Elaboration | ACLSPC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC027
providing bilingual captions that represent cultural elements or references to accompany images from the Spanish-speaking world or from regional Australia, for example, los nazarenos en las procesiones de Semana Santa, el sombrero mexicano y el sombrero …
Elaboration | ACLSPC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (7) ACLSPU139
using cardinal numbers to describe quantity, to tell the time and for dates and ages, for example, tengo cinco amigas, Son las tres en punto, Hoy es veintiuno de agosto, Tengo nueve años
Elaboration (7) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC149
presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world, such as las Fallas, el Día de los Muertos, carnavales in Bolivia, candombe in Uruguay, romerías, procesiones religiosas and el camino …
Elaboration | ACLSPC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC165
initiating and extending conversations and discussion, for example, by using open-ended questions such as ¿Qué pasa? ¿Dónde pasarán las vacaciones? and connectives such as pero, si, entonces, cuando and por eso
Elaboration (1) | ACLSPC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (8) ACLSPU175
indicating possession by using de followed by a pronoun (de él) or noun, for example, El carro de mi mamá, Las camisas de mi hermano
Elaboration (8) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU180
investigating and using language associated with significant cultural practices and events such as celebrations, for example, La novena, Día de las madres, Día de la emancipación de los esclavos, Primero de mayo, Carnaval, and identifying associated values, …
Elaboration (2) | ACLSPU180 | Content Descriptions | Years 7 and 8 | 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 (10) ACLSPU193
using idiomatic language such as proverbs (Lo cortés no quita lo valiente, El hábito no hace al monje) and idioms (me puse las botas, no pedir peras al olmo)
Elaboration (10) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC001
describing routines, events and leisure activities using language associated with time, frequency and location, for example, Todos los días me levanto a las 7. Los fines de semana voy a la playa con mi familia. Mi fiesta de cumpleaños es el domingo
Elaboration (1) | ACLSPC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum